DATE DUE 1 ^ Wl GAYLORD _ _ _ PRINTED IN U.S. A. um Q ^ ^ ^ O'H.-ruia^ R E P 0 R ^ J OF THE COMMISSIONER OF EDUCATION FOR DEPARTMENT OF EDUCATION EDUCATION RESEARCH LIBRARV: .WASHINGTON^ D..C. THE YE^R 1876. t,., .i j,. ... 1.-1 u..* sex. X 89 7 "98 U. S=, Buv^eau Oif Ed yea tier.! Repor'^t of ths Commi Bsiorie o f e d u c:? a 1 1 o n , MOV 6 19SS WASHINGTON: GOVERNMENT PRINTING OFEICE. 1878. OtLt4 . . ^ L 111 .A3 1876 United States- Bureau of Education . Report of the Commissioner of Education made to the ERRATA. Page XXXV ii, a summary of the educational condition of West Virginia was inadvert¬ ently omitted. Page 72, for statistical information relative to colleges for women in Georgia, see Table VIII, pp. 682-697, of the appendix. Page 104, for statistical information relative to colleges for women in Indiana, see Table VIII, pp. 682-697, of the appendix. Page 116, although the Iowa Wesleyan University and the German College are inti¬ mately related for purposes of instruction, they are nevertheless independent institu¬ tions, and should be separately reported. Page 117, for statistical information relative to colleges for women in Iowa, see Table VIII, pp. 682-697, of the appendix. Page 119, for statistical information relative to feeble-minded children, see Table XXIII, p. 875. Page 129, for statistical information relative to colleges for women in Kansas, see Table VIII, pp. 682-697, of the appendix. Page 132, for the figures of the statistical summary in Kentucky, substitute those given in the “ summary of educational condition ” in the report proper, p. xxxvii. Page 174, for statistical information relative to colleges for women in Maryland, see Table VIII, pp. 682-697, of the appendix. Page 320, under Special Instruction, for information respecting the Ohio State Asylum for Idiots, see Table XXIII, p. 875. Page 336, at the close of the first paragraph, for information respecting Kindergarten, see Table V, pp. 572-583. Page 348, following Special Instruction, there should appear an account of the meet¬ ing of the Pennsylvania State Teachers’ Association. Page 403, the topic Training of Teachers in Virginia was inadvertently omitted. Pages 272 and 504. Through the error of a copyist, the receipts from local tax in the State of New York for 1876 were reported as $7,697,036 instead of $7,967,036. The correction of this error involves a change of the total receipts from $11,360,161 to $11,630,161, and transforms the decrease of $241,095 in income in 1876 as compared with 1875 into an increase of $28,095. iii-iv I CONTENTS. Page. Report of the Commission of Education . vii-ccxiii General review of educational progress, vii-is ; compulsory education, ix-xi; national aid to education, xii-xvii; work of tke Office, xvii- xix ; summaries of educational statistics, with remarks, xx-clvii ; training schools for nurses, clvii-clxi ; the duty of the State respect¬ ing education, clxi, clxii ; the results of live years of compulsory education in Great Britain, clxii-clxiv ; industrial day schools, clxxiv ; the Boston Whittling School, clxxiv-clxxvi ; compulsory education in France, clxxvi-clxxviii; prevention of cruelty to children, clxxviii ; State laws relating to children, clxxix-clxxxi ; reformatories in En¬ gland, clxxxi, clxxxii ; education in foreign countries, clxxxii-cci ; education at the Centennial, cci-ccviii ; notable educational visits, ccviii-ccxii ; recommendations, ccxii ; conclusion, ccxiii. Abstracts . 1-921 Abstracts of the official reports of school officers of States, Territories, and cities, with other additional information . 5-465 Educational conventions and associations . . . i.. 466-472 Special articles . 473-497 The study of Anglo-Saxon . 475-479 The pronunciation of Greek in this country . 480-483 Latin pronunciation . •. . 484-497 Statistics of education for the year 1876 . 499-921 Table I. Statistics of the school systems of the States and Territories. 500-507 II. School statistics of cities containing 7,500 inhabitants and over . 508-549 III. Statistics of normal schools . 550-565 IV. Statistics of commercial and business colleges . 566-571 V. Statistics of Kindergarten . 572-583 VI. Statistics of institutions for secondary instruction . 584-671 VII. Statistics of preparatory schools. . 672-681 VIII. Statistics of institutions for the superior instruction of wo¬ men . 682-697 IX. Statistics of universities and colleges . 698-728 X. Statistics of schools of science . 729-737 XI. Statistics of schools of theology . 738-747 XII. Statistics of schools of law . 748-751 XIII. Statistics of schools of medicine, of dentistry, and of phar¬ macy . 752-759 XIV. Summary of examinations for admission to the United States Military and Navy Academies . 760-761 XV. Degrees conferred by universities, colleges, scientific and other professional schools, and by schools for the superior instruction of women . 762-776 XVI. Statistics of additional public libraries numbering 300 vol¬ umes and upward . 777-779 XVII. Statistics of museums of natural history . 780-787 V vr CONTENTS. Page. Table XVIII. Statistics of museums of art . . . 788-805 XIX. Statistics of institutions for the deaf and dumb . 806-809 XX. Statistics of institutions for the blind . 810-811 XXI. Statistics of orphan asylums, miscellaneous charities, and in¬ dustrial schools . . . 812-867 XXII. Statistics of reform schools . 868-874 XXIII. Statistics of schools and asylums for feeble-minded children. 875 XXIV. Statistics of educational benefactions . . . 876-895 XXV. Publications, educational, historical, &c . 896-920 XXVI. Improvements in school furniture, apparatus, &c., patented for the year ending June 30, 1876 . 921 Index . 923-942 REPORT. Department op the Interior, Bureau of Education, Washington, D. C., November, 1876. Sir: I have the honor to submit my seventh annual report. The year has been one of special historical activity in connection with education. Much has been done to record the lessons of the past for the use of the future. The continued depression in business has not only induced economy more and more in matters of education, but has sometimes caused reductions which have been inju¬ rious to efficiency. Great and wide-spread necessities have led, here and there, to the most serious questioning of various phases of the systems of public instruction. Wealth has clamored against being taxed for the education of the sons of the poor, while the evils of ignorance have illustrated anew its incompatibility with our system of government. The profits of capital have decreased, and the idleness of labor has increased, adding, it is true, no new bonds of mutual attachment, but yet resulting in no general explosion. Verily we may congratulate ourselves that the past century of the Eepublic has closed unmarred by those bloody conflicts between the representatives of capital and labor that have so often occurred under the various forms of monarchical government. It cannot be doubted that the great liberty guaranteed to all among us has much to do with the good will that prevails in American society, while the latter is specially promoted by systems of education in which the children of all classes meet on com¬ mon ground, rise by their own merit, acquire notions of each other, and form attach¬ ments fitted ever after to lessen the differences that separate interests and fierce com¬ petition are calculated to generate. The American teacher cannot with safety fix his eyes upon his text book and pupil to the neglect of these broad views. He works where all these antagonistic forces converge, and where they must first be harmonized. He must inculcate the sentiment and encourage the customs which are to be the surest safeguards against the destructive conflicts arising between the two forces, capital and labor. Nor can he perform the task alone. These great interests must intelligently foreseethe coming danger, and provide the means by which the whole power of educa¬ tion in the family, the school, and society can be arrayed against social earthquakes. In no sphere is the law of prevention more applicable. Instead of understanding and acting intelligently in view of the facts which bear at this point, the capitalist has in not a few instances sought retrenchment first in the reduction of teacher’s wages and the consequent circumscribing of his opportunities to ward off impending danger, and in some instances he has found the hands of labor willingto do his bidding by dropping the ballots through which his purpose has been accomplished. Teachers must not only have the means to do their work well for those who come to the school now, but their numbers must be increased, and they must be sent abroad among those who are as yet entirely unreached by instruction. The security and perpetuity of our institu¬ tions rest so exclusively on the individual choice, that reason, conscience, and the high sentiments of every soul should be brought into play and properly informed ; that, so far as these influences may go, every person in the land may not only know what is the better part, but choose it and be prepared to sacrifice himself to defend it. In such a universal sway of intelligent reason and enlightened conscience the questions of cap¬ ital and labor, as they necessarily arise in the progress of human society, will find the most peaceful solution. So also of those questions which arise between races, between VII VIII REPOET OF THE COMMISSIONER OF EDUCATION. political parties, and between religious sects. In each case the issue is relieved of em¬ barrassment just so far as ignorance and prejudice are eliminated, and the mass of minds called into action are amenable to the influences of right reason. We shall be fortunate as a people if we can see in season that all laws, indeed that all schemes which leave out of view the single idea of training up a child in the way he should go, will prove inadequate — mere makeshifts, in dealing with the evils of great social catastrophes. Too often educators recognize their responsibility only with reference to those on the rolls of the school ; rather should they be possessed of the spirit of the fathers, who did not allow a single child to grow up without the knowledge of letters. Edu¬ cation should not only be sufficient in amount and good in quality, but it should be universal. No child ought to be permitted to grow up without its benefits. It is the single cesspool, the single case of the contagious disease, that, neglected by sani¬ tary customs, may imperil the whole city. So, under the operation of the social and moral nature of man, the children or the single child not subjected to well directed instruction, may become the origin of evil which shall imperil every dollar of prop¬ erty, every life, and the character of every individual in the community.* Educators must contemplate the whole body politic. Occasionally a school officer or teacher may have no personal knowledge of neglected or perverted child-life. Indeed, in the view of any one, the amount of neglect may appear small; but let him gather the total in any county in the country, and add to that the rest in the State to which it belongs, and increase this by the neglected child-life in the remainder of the nation, and he will have before him an accumulation of the possibilities of evil that should rouse the attention of the most selfish and indifferent. We have no measures that can give us a just and adequate conception of these possibilities. All illustrations are in¬ adequate. Even our standards of intelligence are imperfect ; but taking that of read¬ ing and writing, as I have before had occasion to say in pointing to these perils : “Three hundred thousand votes are a large majority in any election for President of the United States. The determination of the election, therefore, is practically in the con¬ trol of less than 300,000 voters, or less than one-sixth of the practical illiterate voting population.” How often are we told brain power or intelligence directs the multitude ! A mass of ignorance is always a temptation to the designing and evil. They appeal to the passions and prejudices of the ignorant. The more intelligent and virtuous a people, the more they judge for themselves, and the less are they subject to leadership. Suppose the illiterate voters should combine, or that designing leaders should succeed in appealing to their blind prejudices and draw them into associated action, so as uniformly to throw them upon the same side in any of the great issues in the nation or in the several States where they constitute a large force, how readily they could determine any question at their pleasure! In several States the illiterate voters are clearly in the majority, according to the census of 1870. The evils that may arise from the ignorance actually in our midst no one can exactly describe. Their pre¬ monitions are every now and then manifest. There is no greater source of social and civil disorder than ignorance. Writers of every age have used the strongest terms at their command to characterize it. Adam Smith likened ignorance, spread through the lower classes and neglected by the state, to a leprosy, and says, “ Where the duty of education is neglected, the state is in danger of falling into terrible disorder.” His declaration was speedily illustrated by the English riots of 1780. Macaulay graphically describes what occurred : Without any shadow of a grievance, at the summons of a mad¬ man, a hundred thousand people rising in insurrection; a week of anarchy; Parlia¬ ment besieged; * * * the lords pulled out of their coaches ; the bishops flying over the tiles; thirty- six fires blazing at once in London; the house of the chief jus¬ tice demolished ; the children of the prime minister taken out of their beds in their night-clothes and laid on the table of the Horse Guards ; and the cause of this calamity * See the history of the Juke family, Keport of the Commissioner of Education for 1874, pp. cxix, cxx. AUTHORITATIVE OPINIONS. IX was the “ignorance of a population which had been suffered, in the neighborhood of palaces, theatres, temples, to grow- up as rude and stupid as any tribe of tattooed can nibals in New Zealand, I might say as any drove of beasts in Smithfield market.” But we need not gCt abroad for such scenes of horror and their lessons. We have seen the police of the city and the authority of the State x>owerle8s before the mob during the anti-negro riots in New York, Memphis, and New Orleans, and peace and security enforced only by the presence of national' bayonets. Should anywhere a local majority become, as we conceive it may, hostile to law, and disregard its demands, we readily understand the effect upon those in any such community who obey and support law ; they are in antagonism to the lawless ; their property and lives are at the mercy of the passions of the madmen around them ; in¬ cendiary fires consume their dwellings ; thieves steal their herds ; marauders gather their crops ; and submission is the only and at best but an uncertain chance of escaping the assassin’s knife or bullet, or the halter of the midnight band. All local law trampled under foot, where can they, where will they, look but to the central government ? The more this condition is extended, the greater the call for the enforcement of the nation’s laws or the exercise of its military force. The rule of law must prevail ; if it does not by local sentiment, both local and general interest will demand national action. Cen¬ tralization is less likely to occur in a republic through the assumption of authority by the ambitious, than to be produced by a condition of civil evils which suggest it as a cure. Dr. Draper affirms that the Roman Empire was produced out of the republic less by the ambition of the emperors than by the evils from which the empire was supposed to be a relief. Our statesmen should be too observant of these dangers to allow themselves to be overtaken by them. They must foresee the evil for us, and enable us to avoid it. The citizen owes allegiance to the National Government; and the nation, if local lawlessness imperils his property and life, must protect him. Take away education, and what means remain ? As Macaulay observes : “ Military force, prisons, solitary cells, penal colonies, gibbets — all the other apparatus of penal laws. If, then, there be an end to which government is bound to attain, if there are only two ways of attaining it, if one of those ways is by elevating the moral and in¬ tellectual cliaracter of the people, and if the other way is by inflicting pain, who can doubt which way every government ought to take ?” Ours is preeminently a government of reason and right. Adopting the language of Guizot, “ Suppose now that the truth, which ought to decide upon the affair, being found and proclaimed, all understandings should be at once convinced, all wills at once determined, suppose all should acknowledge the government right, and obey it spon¬ taneously. There is here nothing of compulsion, no occasion for the employment of force. Does it follow, then, that a government does not exist f Is there nothing of government in all this ? To be sure there is, and it has accomplished its task.” AUTHORITATIVE OPINIONS. In this connection I cannot forbear presenting the following profoundly suggestive extract from Professor Huxley’s address before the Johns Hopkins University. One cannot help desiring that more Americans and more Englishmen were equally just and generous toward the respective countries : I constantly hear Americans speak of the charm which our old mother country has for them, of the delight with which they wander through the streets of ancient towns, or climb the battlements of medimval strongholds, the names of which are indissolubly associated with the great epochs of that noble literature which is our common inher¬ itance, or with the blood-stained steps of that secular progress by which the descend¬ ants of the savage Britons and of the wild pirates of the North Sea have become con¬ verted into warriors of order and champions of peaceful freedom, exhausting what still remains of the old Berserker spirit in subduing nature and turning the wilderness into a garden. But anticipation has no less charm than retrospect; and to an Englishman landing upon your shores for the first time, travelling for hundreds of miles through strings of great and well ordered cities, seeing your enormous actual, and almost in¬ finite potential, wealth in all commodities, and in the energy and ability which turn wealth to account, there is something sublime in the vista of the future. Do not sup- X REPORT OF THE COMMISSIONER OF EDUCATION. pose that I am pandering to what is commonly understood by national pride. I cannot say that I am in the slightest degree impressed by your bigness, or your material re¬ sources as such. Size is not grandeur, and territory does not make a nation. The great issue, about which hangs a true sublimity and the terror of overhanging fate, is, what are you going to do with all these things ? What is to be the end to which these are to be the means ? You are making a novel experiment in politics on the greatest scale which the world has yet seen. Forty millions at your first centenary ? It is reasonably to be expected that at the second, these States will be occupied by two hundred millions of English speaking people, spread over an area as large as that of Europe, and with climates and interests as diverse as those of Spain and Scandinavia, England and Russia. You and your descendants have to ascertain whether this great mass will hold together under the forms of a republic, and the despotic reality of uni¬ versal suffrage ; whether State rights will holdout against centralization without sep¬ aration ; whether centralization will get the better without actual or disguised mon¬ archy ; whether shifting corruption is better than a permanent bureaucracy ; and as population thickens in your cities, and the pressure of want is felt, the gaunt spectre of pauperism will stalk among you, and communism and socialism will claim to be heard. Truly America has a great future before her; great in toil, in care and in re¬ sponsibility ; great in true glory if she be guided in wisdom and righteousness ; great in shame if she fail. I cannot understand why other nations should envy you, or be blind to the fact that it is for the highest interest of mankind that you should succeed ; but the one condition of success, your sole safeguard, is the moral worth and intellectual clear¬ ness of the individual citizen. Education cannot give these, but it may cherish them and bring them to the front in whatever station of society they are to be found, and the universities ought to be and may be the fortresses of the higher life of the nation. May the university which commences its practical activity to-morrow abundantly fulfil its high purposes ; may its renown as a seat of true learning, a centre of free in¬ quiry, a focus of intellectual light, increase year by year, until men wander hither from all parts of the earth, as of old they sought Bologna or Paris or Oxford ; and it is pleas¬ ant to me to fancy that among the English students who are drawn to you at that time there may linger a dim tradition that a countryman of theirs was permitted to address you as he has done to-day, and to feel as if your hopes were his hopes and your success his joy. In 1851 a series of inquiries was addressed to several eminent Americans by Hon. Edward Twisleton, formerly commissioner of poor laws in Ireland. The Hon. Daniel Webster, to the fifth of these inquiries, “ Do you approve, or do you disapprove, of that system (the New England common schools) ; and what are the main grounds on which your approbation or disapprobation of it is founded replied : I have been familiar with the New England system of free schools for above 50 years, and I heartily approve of it. I owe to it my own early training. In my own recollection of these schools there exists, to this moment, a fresh feeling of the sobriety of the teachers, the good order of the school, the reverence with which the Scriptures were read, and the strictness with which all moral duties were enjoined and enforced. In these schools, or it may be partly by my mother’s care, I was taught the elements of letters so early that I never have been able to remember a time when I could not read the New Testament and did not read it. Many moral tales and instructive and well contrived fables, always so alluring to childhood, learned by heart in these schools, are still perfectly preserved in my memory. And, in my own case, I can say that with¬ out these early means of instruction, ordained by law and brought home to the small villages and hamlets for the use of all their children equally, I do not now see how I should have been able to become so far instructed in the elements of knowledge as to be fit for higher schools. In my opinion, the instruction communicated in the free schools of New England has a direct effect for good on the morals of youth. It represses vicious inclinations, it inspires love of character, and it awakens honorable aspirations. In short, I have no conception of any manner in which the popular republican institutions under which we live could possibly be preserved, if early education were not freely furnished to all, by public law, in such forms that all shall gladly avail themselves of it. Although a little beside the immediate object of these inquiries, I may be permitted to add that, in my judgment, as the present tendency of things almost everywhere is to extend popular power, the peace and well being of society require, at the same time, a corre¬ sponding extension of popular knowledge. DISTRIBUTION OF RESPONSIBILITY. The great evils to be prevented, the great good to be secured, on so vast a scale, natu¬ rally lead to an inquiry into the distribution of the responsibility. All considerations of the subject find these responsibilities finally resting upon individuals. The more persons there are who meet them intelligently and conscientiously, the greater the EESPONSIBILITY FOR EDUCATION IS INDIVIDUAL. XI good, the less the evil, connected with any issue. But when we pass from the relation of the individual to other responsible units, we encounter a great variety of organiza¬ tions or combinations — the family, society, the church; and organizations of a social character are almost without number. Besides these, there are those of a civil character which may be termed civil units ; the smallest or primary that of the district, borough, parish, then the municipality, the county, the State, the nation. The harmonious action of these several units, each bearing its own proper burden, performing its own functions, so that it is neither overweighted nor allowed to interfere with any other, is one of the marvels of the system of government devised by the fathers. Every year's expe¬ rience adds proof of their wisdom. Each grade of civil organization proclaims in its administration not alone the spirit of harmony with all others, but the fact that its own existence, nay, that the existence of the entire machinery of our government is not for the exclusive benefit of any class, but is established and continued for the supreme purpose of assuring to each individual the best opportunity of working out his own destiny. Any act of nation, of State, of county, of municipality, or district, calculated to infringe these personal rights is of fatal tendency and inadmissible. Education seeks to fit the individual for this large liberty and great responsibility. Much of this education is left to the spontaneous action of himself and of the agencies surrounding him. In no country, perhaps, are his privileges or those of his family or those of his church in respect to his education given larger liberty and more carefully guarded. But the fact so generally admitted, that upon the individual intel¬ ligence and virtue of citizens rests the entire fabric of our institutions, has led to a universal sentiment in favor of some measure of civil action in behalf of their education as the only sure safeguard against a prevalence of ignorance, fiital to civil liberty and its attendant blessings. The great burden of this responsibility for civil action with respect to education has been wisely imposed upon the smallest civil unit, town or township, borough or parish ; while the power of legislation regulating alike the action of the State and the municipality has properly been vested exclusively in the State. This removal of education from all legislative or administrative interference on the part of the National Government did not, in the minds of the fathers, relieve national statesmanship from all responsibility with reference to education. The more profound their patriotism, the more profoundly they acknowledged their obligation in this matter, alike in their capacity as persons and officials. No personal or official act of theirs could promote ignorance. Their example and their words favored universal intelli¬ gence. The more delicate the national relation to education, the more assiduous were they that their full responsibility should be discharged.* * * * *Mr. Matthew Arnold, one of the inspectors of Her Majesty’s schools, in his “Higher Schools and Universities in Germany,” has said some things for the benefit of the English people that we can appropriate with the slightest possible modification. “The study of continental education will show our educated and intelligent classes that many things which they wish for cannot be done as isolated operations, hut must, if they are to be done at all, come in as parts of a regularly designed whole. ***** ***** Our educated and intelligent classes, in their solicitude for our back¬ ward working class, and their alarm for our industrial preeminence, are beginning to cry out for technical schools for our artisans. Well informed and distinguished people seem to think it is only necessary to have special schools of arts and trades, as they have abroad, and then we may take a clever boy from our elementary schools * * * and put him at once into a special school. A study of the best continental experience will show them that the special school is the crown of a long co-ordered series, designed and graduated by the best heads in the country. * * ***** These foreign governments, which we think so offensively arbitrary, do at least take, when they administer education, the best educational opinion of the country into their counsels, and we do not. This comes partly from our disbelief in government, partly from our belief in machinery. Our disbelief in government makes us slow to organize government perfectly for any matter; our belief in machinery makes us think that when we have organized a department, however imperfectly, it must prove efficacious and self-acting. The result is that while, on the conti¬ nent, through boards and councils, the best educational opinion of the country * « * necessarily reaches the government and influences its action ; in this country there are no organized means for its ever reaching our government at all. The most important questions of educational XII REPORT OF THE COMMISSIONER OF EDUCATION. NATIONAL AID TO EDUCATION. Grants of public land. — The policy of extending aid to education by grants from the General Government dates from a period anterior to the adoption of the Federal Constitution. In 1785 Congress established An ordinance for disposing of the lands in the West¬ ern Territory,” which contained the following provision : There shall be reserved the lot No. 16 of every township for the maintenance of public schools within the said township.” The ‘‘Ordinance for the government of the territory of the United States northwest of the river Ohio,” was adopted July 13, 1787. Article 3 contains the following clause : “ Religion, morality, and knowledge being necessary to good government and the hap¬ piness of mankind, schools and the means of education shall be forever encouraged.” What Congress meant by this clause is clearly defined in the act dated the twenty- third of the same month, empowering “ the board of treasury to contract for the sale of western territory.” Referring to the ordinance of 1785, it continues: “The lot No. 16 in each township, or fractional part of a township, to be given perpetually for the purposes contained in the said ordinance • * * * not more than two complete town¬ ships to be given perpetually for the purposes of an university, to be laid off by the purchaser or purchasers, as near the centre as may be, so that the same shall be of good land, to be applied to the intended object by the legislature of the State.” In the same year contracts which contained the above conditions were made under the above act for the sale to the Ohio Company and to John C. Symes of large tracts of land within the limits of the present State of Ohio. The policy thus inaugurated was not confined to the Northwest Territory. In the act approved March 3, 1803, providing for the disposal of lands belonging to the United States south of Tennessee, the reservation was made of lot No. 16 of each township and of an entire township for purposes of common school and university education. From that time until 1848, on the organization of each new Territory, similar provi¬ sions were made for public education. In that year, on the organization of the Terri¬ tory of Oregon, the quantity of land reserved for the benefit of common schools was doubled; and to each new Territory organized and State admitted since, except West Virginia, the sixteenth and thirty-sixth sections of every township, one-eighteenth of the entire area, have been granted for common schools. To each State admitted into the Union since the year 1800, except Maine, Texas, and West Virginia, and to the Territories of New Mexico, Utah, and Washington, have been granted two or more townships of land, to endow a university. The States that re¬ ceived more than two townships, or 46,080 acres, are Ohio, 69,120 acres, Florida and Wisconsin, 92,120 acres each, and Minnesota, 82,640 acres. In 1862 the law granting lands to each State to endow colleges of agriculture and the mechanic arts was enacted. The lands granted to the several States under this act aggregate 9,600,000 acres. policy may be settled ■without such [opinions] being even heard. A number of grave matters affecting public instruction in this country — our system of competitive examinations, our regulation of studies, our -whole school legislation — are at the present moment settled, one hardly knows how, certainly with¬ out any care for the best counsel attainable being first taken on them. On the continent it is not so ; and the more our government is likely, in England, to have to interfere in educational matters, the more does the continental practice, in this particular, invite and require our attention. * * * ****** There are two chief obstacles, as it seems to me which oppose themselves to our consulting foreign experience with profit. One is, our notion of the state as an alien intrusive power in the community, not summing up and representing the action of individuals, but thwarting it, ******** The other obstacle is our high opinion of our own energy and prosperity. This opinion is just ; but it is possible to rely on it too long and to strain our energy and our prosperity too hard. At any rate, our energy and our prosperity will be more fruitful and safer, the more we add intelligence to them ; and here, if anywhere, is an occasion for applying the words of the wise man ; ‘ If the iron be blunt, and a man do not whet the edge, then must he put forth more strength ; but wisdom is profitable to direct.’ ” NATIONAL AID TO EDUCATION. XIII The State of Texas, on her admission into the Union, retained the title to her public land, and is consequently excepted from the grants to endow common schools and universities; but she shared the benefits of the act endowing colleges of agriculture, receiving as her share land scrip representing 180,000 acres. Besides the general grants there have been special grants of land and buildings to institutions of learning in several States and Territories, as follows : Acres. Alabama. — Lafayette Academy . 480 Connecticut. — Asylum for the education of the deaf and dumb . 23, 040 Dakota. — Holy Cross Mission . . . . 160 Florida. — Chattahoochee arsenal, buildings, land, etc., to State . Georgia. — Dahlonega arsenal, grounds, buildings, etc., for agricultural college. 10 Kentucky. — Asylum for the education of the deaf and dumb ; benefit transferred 22, 400 to Centre College. Louisiana.— Pine Grove Academy, (quitclaim by United States) . 4, 040 Michigan. — Public schools, Sault de Ste. Marie . 1. 26 Public schools, Mackinac, lot and building . . . . Minnesota. — Domestic and Foreign Missionary Society of the Protestant Epis- 80 copal Church. Mississippi. — Jetferson College, outlet at Natchez . 30 Tennessee. — Fisk University, Nashville, land and buildings . 3. 23 West Virginia. — Storer College, four lots and buildings at Harper’s Ferry . Missouri. — Under acts of June 13, 1812, May 26, 1824, and January 27, 1831, con¬ firming to inhabitants of certain towns certain outlets, commons, &c., for purposes of education, as follows : Portage des Sioux . . . 298.38 Saint Charles . 68. 79 Saint Louis . 394.86 Saint Ferdinand . 33.30 Villa A. Robert . 12.39 Carondelet . 37.10 Sainte Genevieve . . . 561. 68 The quantity of land thus granted, aside from lots the area of which is unknown", is 51,651.01 acres. By an act of September 4, 1841, 500,000 acres of land were granted to each of the following States, for the purpose of internal improvement, viz : Alabama, Arkan¬ sas, Illinois, Indiana, Louisiana, Michigan, Mississippi, and Missouri ; and the same grant has been made to each State since admitted into the Union, except Texas and West Virginia. The quantity of land thus granted is 9,000,000 acres. Six of the States since admitted into the Union — California, Iowa, Kansas, Oregon, Nevada, and Wisconsin — have set apart the proceeds of the sales of these lands, by provisions in their respective constitutions, for the benefit of free schools. By an act dated April 18, 1806, the following grants of land for educational purposes were made to the State of Tennessee : 1. For two colleges, one to be established in East and one in West Tennessee, 100,000 acres. 2. For academies, one in each county, 100,000 acres. It was provided that one-thirty-sixth of the above grants should be reserved for the purposes of common schools in the limits of the reserved tracts. Grants in aid of education from proceeds of sales of pullic lands. — At an early period Congress inaugurated the policy of granting a portion of the net proceeds of the sales of public lands to the several States in which they were situated. Thus, in 1803 an act was passed granting three per cent, of such net proceeds to the State of Ohio for ^'laying out, opening, and making roads, within the said State, and to no other purpose whatever; and an annual account of the application of the same shall be transmitted to the Secretary of the Treasury.’’^, Similar grants (in some cases of three and in others XIV EEPORT OF THE COMMISSIOI^ER OF EDUCATION. of five per cent.) have been made to the States admitted into the Union since Ohio, except to Maine, Texas, and West Virginia, in none of which did the General Govern¬ ment possess any public land. In some States the grants were dedicated to purposes of internal improvement, in others to education. The terms of the grant to Illinois are as follows ; Sec. 1. Be it enacted, ^c., That the Secretary of the Treasury shall, from time to time, and whenever the quarterly accounts of public moneys of the several land offices shall bo settled, pay three per cent, of the net proceeds of the lands of the United States lying within the State of Illinois which, since the first day of January, one thousand eight hundred and nineteen, have been or hereafter may be sold by the United States, after deducting all expenses incidental to the same, to such person or persons as may be authorized by the legislature of the said State to receive the same ; which sums, thus paid, shall be applied to the encouragement of learning within said State, in conform¬ ity to the provisions on this subject contained in the act entitled “An act to enable the people of the Illinois Territory to form a constitution and State government, and for the admission of such State into the Union on an equal footing with the original States,” approved April eighteenth, one thousand eight hundred and eighteen, and to no other purpose ; and an annual account of the application of the same shall he trans¬ mitted to the Seci'etary of the Treasury hy such officer of the State as the legislature thereof shall direct ; and, in default of such return being made, the Secretary of the Treasury is here¬ by required to withhold the payment of any sums that may then be due, or which may thereafter become due, until a return shall be made as herein required. Approved, December 12, 1820. By the act of April 18, 1818, it was provided that one-sixth of the sums derived from the three per cent, of net proceeds of public land sales should “ be exclusively bestowed on a college or university.” From 1821 to 1869, Illinois received under this law $713,495.45. The whole amount paid to the several States as percentages on the net proceeds of sales of public lands was $6,508,819.11. How much of this sum has been devoted to educational purposes has not yet been ascertained; but the States named below have received the amounts named, respectively, which (either by the terms of the grant by Congress or by State constitutional enactment) are to be applied for the benefit of public education : Illinois, from 1821 to 1869 . $713,495 45 Florida, from 1847 to 1872 . 28, 098 07 Wisconsin, from 1850 to 1875 . 195, 423 98 Iowa, from 1849 to 1874 . 630, 627 38 Oregon, from 1866 to 1876 . 25, 927 60 Kansas, from 1868 to 1876 . 53, 626 15 Nebraska, from 1869 to 1876 . 113,591 90 Nevada, from 1872 to 1874 . . . 3,648 81 Making a total of . 1»764, 439 34 Besides this, the State of Arkansas has received from the same source $224,473.15, which sum, by a provision of the State constitution adopted in 1868, was to be devoted to education, but respecting which the later constitution of 1875 is silent. Missouri has in like manner received under two acts, dated respectively March 6, 1820, and Feb¬ ruary 28,T859, the sum of $1,008,321.86. The constitution of Missouri adopted in 1875 establishes a school fund, one of the components of which is, in the words of a clause in section 6 : “Also any proceeds of the sales of public lands which may have been, or may hereafter be, paid over to this State, (if Congress will consent to such appro¬ priation.) ’’ Several of the States have devoted the net proceeds of the sales of swamp and saline lands to public education, but the amounts derived from these sources have not been generally ascertained. In Ohio the amount realized from the sale of the saline grants and added to the common school fund was reported in 1850 at $41,024 ; in Indiana the State school fund reahzed from the same source $85,000. NATIONAL AID TO EDUCATION. XV The constitutions of the States of Louisiana, Mississippi, (with some unimportant reservations,) and Indiana contain provisions requiring that the net proceeds of the sales of swamp lands shall he used for the benefit of public education ; and in several other States, as, for example, Missouri, Ohio, and Wisconsin, the same disposition has been made under general laws, without a specific constitutional enactment.* The con¬ stitution of Alabama once contained this provision ; the amendment of 1875 abrogated it. It appears from the report of the State superintendent of public instruction for 1875 that up to that date the sum of $27,340.31 had been received into the State treas¬ ury on account of sales of swamp land, but it does not appear that this amount or the income thereof had ever been used for the benefit of public education. The amount of swamp lands granted and patented to each of the States, from the date of the first grant to June 30, 1876, is as follows : Ohio . Indiana..., Illinois . . . . Missouri... Alabama... Mississippi Louisiana.. Michigan . . Arkansas .. Florida .... Wisconsin Iowa . California.. Minnesota Acres. 25, 640. 71 1,256, 631.96 1, 453, 611. 67 3, 185, 479. 44 392, 719. 61 2, 681, 383. 16 8, 468, 964. 93 5, 864, 669. 55 7, 059, 827. 68 10, 735, 403. 21 3, 059, 572. 62 1, 166, 917. 34 1,308,295, 65 .1,143, 153. 63 Total . 47,802,271.16 Official reports of the amounts received from sales of these lands and of the distri¬ bution of the proceeds are not easily accessible, and it is impracticable to present at this time any statement on these heads. Other aid to public education by the General Government. — In 1836 there was a large sum in the Treasury of the United States, largely derived from the sales of public lands, which was not needed for the current expenses of the General Government, and a law was approved on June 23 which provided for a distribution of the surj)lus among the twenty-five States of the Union on the basis of their respective representation in Con¬ gress. Afterward, the benefit of the act was extended to Michigan, which had just been admitted into the Union. This fund, amounting to $28,101,644.91, has since been held by the several States admitted into the Union prior to 1837, subject to call by the General Government. Several of them have devoted a part or the whole of the income real¬ ized from this fund to public education. The State of New York received as her allotment in the distribution the sum of $4,014,520.71. The entire income of this fund, amounting to about $236,000 yearly, has been bestowed on education. By a provision in the State constitution of 1846, after adding $2.5,000 to the capital of the common school fund each year, the remainder of the income is expended for the benefit of common schools and academies, apportioned as follows: Support of common schools . $165, 000 Dividend to academies . 28, 000 Teachers’ classes in academies . . 18, 000 The average yearly income of the common school fund of New York exceeds five per cent, of the principal, so that there have been realized from that portion of the fund derived from the income of the surplus revenue fund about $600,000 in thirty-one years, / * Keport of the Commissioner of the General Land Office, 1876. XVI EEPORT OF THE COMMISSIONER OF EDUCATION. and tlie present capital of the common school fund is partly composed of the yearly sums set apart from the income of the revenue fund, which sums amount to $775,000. Thus it appears that, from this fund of about $4,000,000 set apart by the United States for the benefit of the single State of Now York, that State has been able to realize for the benefit of public education the munificent sum of about $7,916,000, of which more than three-quarters of a million form a permanent capital, bearing interest. Aid to colored schools. — The General Government, on the organization of the Bureau of Refugees and Freedmen in 1865, began to aid schools for the education of colored children. This aid amounted, so far as can be ascertained, to $3,711,225.47. But this sum, large as it appears, does not include all, as some thousands of dollars paid out for the transportation of teachers and for other expenses connected with the schools can¬ not be separated from other items with which they are charged. Libraries, publications, and promotion of science. — The amount expended and separately reported by the General Government for libraries up to and including the year 1874, was $1,573,948.03. Besides this, large sums have been expended from time to time from general appropriations, the amount of which cannot be determined. It is still less possible to show the much greater amounts that have been expended in conducting scientific explorations and surveys, and publishing the results, and in collecting and publishing other material covering a wide range of subjects. Tbe amount, so far as ascertained for the period above mentioned, was $1,752,549.67, buc this is but a small fraction compared with the aggregate. Aid to Indian schools.- The first appropriations to aid Indian schools by the United States were made under the government of the Continental Congress in 1776. In 1819 a law was enacted granting $10,000 a year for the purpose of maintaining Indian schools and other agencies of civilization. This law was repealed in 1873. There was expended under its provisions while it remained in force, including an extra appropri¬ ation for the years 1856, 1857, and 1858, the sum of $561,027.15. This amount represents but a small fraction of the whole sum expended for Indian education since the policy of making treaties with the Indian tribes was inaugu¬ rated •, but these expenditures are not included here, for the reason that, with other sums paid to the Indians under treaty stipulations, they formed the consideration given for certain concessions granted by the Indians, and not a gratuity to them. Cost of military and naval schools — As an item of interest in this connection, the follow¬ ing statement of the cost of maintaining the Military Academy at West Point to June 30, 1871, and the Naval Academy at Annapolis up to June 30, 1876, is included. The amounts cover all the expenditures from the date of organization, including buildings, libraries, instruments, instruction, &c. They are as follows r United States Military Academy, West Point . $6, 801, 482 73 United States Naval Academy, Annapolis . . 3, 518, 880 63 KECAPITULATION. I. — Land grants. Acres. Sixteenth and thirty-sixth sections for common schools . 67, 983, 914 Seminary lands . 1, 082, 880 Colleges of agriculture and the mechanic arts * . 9, 600, 000 Special grants . 51, 651 Internal improvement grants, devoted to education in six States . 3, 000, 000 For common schools and academies in Tennessee, act April 18, 1806 . 200, 000 Swamp and overfiowed lands bestowed on education by State action, so 13,784,710 far as known. For Indian schools in Mississippi t . 34, 560 Total . 95, 737, 714 *Xot including any grant to Colorado, which, under the rule adopted in the cases of West Virginia, Nevada, and Nebraska, is entitled to 90,000 acres, t American State Papers, Public Lands, vol. 5, p. 800. WORK OF THE OFFICE. XVII II. — Grants of money* Percentages of net proceeds of public lands . $1, 764, 439 34 Surplus revenue, act of 1836, income of which can be used by States at 28, 101, 644 91 their pleasure for education. Schools for freedmen . 3,711,225 47 For libraries and sundry publications . . . 3, 326, 497 70 Indian schools, excluding all appropriations under treaty stipulations.. 561, 027 15 United States Military Academy, West Point . 6, 801, 482 73 United States Naval Academy, Annapolis . . 3, 518, 880 63 Total . . . 47,785,197 93 CORRESPONDENTS OF THE OFFICE. Any one familiar with these reports will observe that the correspondents of the Office are, as a rule, administrative heads of educational systems or institutions. This lim¬ itation is simply on account of the lack of working force to carry on this correspon¬ dence more in detail, and is on the supposition that what m done by the head includes the several subordinates. The misfortune of having only a single report to send to a school system in which many able men are active as officers and teachers, each desiring a copy of our several publications to aid him in the discharge of his duties, is keenly felt ; but the remedy is with Congress. Statement of educational systems and institutions in correspondence with the Bureau of Educa¬ tion in the years named. 1870. 1871. 1872. 1873. 1874. 1875. 1876. States and Territories . 37 37 44 48 48 48 48- Cities . . . 249 325 533 127 241 239 Normal schools . 53 65 98 114 124 140 152. Business colleges . 26 60 53 112 126 144 150 TTindero-a.iten _ . _ 42 55 95 149 Academies _ _ 638 811 944 1, 031 1, 467 1, 550 . Preparatory schools . 86 91 105 114 Colleges for women . 33 136 175 205 209 249 252 Colleges . 266 290 298 323 343 385 381 Schools of science . 17 41 70 70 72 76 76 Schools of theology . 80 94 104 140 113 123 125 Schools of law . 28 39 37 37 38 42 42 Schools of medicine . 63 82 87 94 99 104 102 Libraries, (public) . . . 156 180 306 377 676 2, 200 2, 275. Musenma of natural history _ _ 50 43 44 53 54 Museums of art . . . . 22 27 27 31 Art schools . 26 29 30 Deaf and dumb asylums . 34 36 37 40 40 42 43 Blind asylums . 10 26 27 28 28 29 29- Orphan asylums, &c . . . 77 180 269 408 533; Reform schools . 28 20 20 34 ' 56 67 63 Schools for feeble-minded. . . 8 7 9 9 11 Total . 831 2,001 2, 619 3, 449 3, 651 6, 085 6, 449 There can be at present carried into such a general summary no indication in detail of the systems or institutions that arise or pass out of existence in the year concluded. * I am greatly indebted to the Department of the Treasury, and especially to Capt. E. A. Bayley, of the warrant division, for much of the information embodied in this statement of educational grants. E— II XVIII REPORT OP THE COMMISSIONER OF EDUCATION. The curiosities of this correspondence are in themselves instructive : the capricious ups and downs of officers and institutions, the letters written and the catalogues and reports published with so little data that it is impossible to ascertain from anything in themselves from which of the several States they have been sent. It is gratifying to see these imperfections year by year diminishing. Statistical summary of institutions, instructors, and students, as collected hj the United States Bureau of Education, for 1870, 1871, and 1872. 1870. 1871. 1872. Schools. Teachers. Pupils. Schools. Teachers. Pupils. Schools. Teachers. Pupils. 19, 448 1, 417, 172 23, 194 1,215,897 Normal schools . 53 178 1, 028 65 445 10, 922 98 773 11, 778 Commercial and business col¬ -a26 154 5,824 60 168 6, 460 53 263 8,451 leges. Kindergarten . Institutions for secondary in¬ 638 3, 171 80, 227 811 4, 501 98, 929 struction. Preparatory schools 6 . Institutions for the superior 33 378 5, 337 136 1, 163 12, 841 175 1, 617 11, 288 instruction of women. Universities and colleges . 266 2, 823 49, 163 290 2,962 49, 827 298 3, 040 45, 617 Schools of science . 17 144 1,413 41 303 3,303 70 724 5, 395 Schools of theology . 80 339 3, 254 94 369 3, 204 104 435 3, 351 Schools of law . 28 99 1, 653 39 129 1,722 37 151 1, 976 Schools of medicine, of den¬ 63 588 6, 943 82 750 7, 045 87 726 5, 995 tistry, and of pharmacy. Institutions for the deaf and 33 205 3,458 38 242 3,539 36 267 4, 337 dumb. Institutions for the blind . 10 72 26 388 2, 032 27 513 1, 856 Orphan asylums, industrial 77 852 10, 324 schools, and miscellaneous charities. Reform schools . 20 5, 897 26 331 4,230 Schools for feeble-minded chil¬ 9 886 dren. a 12 of these colleges did not appear in the statistical table, as the information was received too late. h From 1870-72 inclusive, this class of schools was included in the table of institutions for secondary instruction. f WOEK OF THE OFFICE. XIX Statistical summary of institutions, instructors, and students, as collected Ijy the United States • Bureau of Education, for 1874, 1875, and 1876. 1874. 1875. 1876. 'o o .a o m Teachers. Pupils. "o o A Teachers. Pupils. Schools. Teachers. Pupils. 16, 488 966 976, 837 24, 405 (a) 137 22, 152 1, 031 1, 180, 880 29, 105 (b) 151 23,504 1, 065 1, 343, 487 33, 921 Normal schools . 124 Commercial and business 126 577 25, 892 131 594 20, 109 137 599 2^234 colleges. Kindergarten . 55 125 1,636 95 216 2,809 130 364 4, 090 Institutions for secondary 1, 031 5, 460 98, 179 1, 143 6, 081 108, 235 1,229 5,999 106, 647 instruction. Preparatory schools c . 91 697 11, 414 102 746 12, 954 105 736 12, 369 Institutions for the sirpe- 209 2, 285 23, 445 222 2, 405 23, 795 225 2, 404 23, 856 rior instruction of women. Universities and colleges.. 343 3, 783 56, 692 355 3, 999 58, 894 3.56 3, 920 56, 481 Schools of science . 72 609 7,244 74 758 7, 157 75 793 ■7, 614 Schools of theology . 113 597 4, 356 123 615 5, 234 124 580 4, 268 Schools of law . 38 181 2, 585 43 224 2, 677 42 218 2, 664 Schools of medicine, of den¬ 99 1, 121 9, 095 106 1, 172 9, 971 102 1, 201 10, 143 tistry, and of pharmacy. Institutions for the deaf 40 275 4, 900 41 293i 5, 087 42 312 5, 209 and dumb. Institutions for the blind.. 29 525 1, 942 29 498 2, 054 29 580 2,083 Orphan asylums, industrial 269 1, 678 26, 360 278 1, 789 54, 204 385 3, 197 47, 439 schools, and miscellane¬ ous charities. He form schools . . 56 693 10, 848 47 678 10, 670 51 800 12, 087 Schools for feeble-minded 9 312 1,265 9 317 1, 372 11 318 1, 560 children. a In 177 cities. b In 192 cities. c From 1870-’72 inclusive, this class of schools was included in the table of institutions for secondary instruction. The above table presents at a glance a test of the condition and progress of the work prosecuted by this Bureau, and by the educators cooperating with it, to perfect the educational statistics of the country. It should always be borne in mind that this is not exclusively the work of this Bureau, and yet without an agency of this character conducted by the General Gov¬ ernment such information could not be obtained in their individual capacity by the thousands of educators who furnish it to this Office as heads of their several institutions. The greatest freedom of suggestion is desired from every one interested. The more nearly all peculiarities and details are in view as the averages are made and plans formed, the more nearly each can be accommodated, and go either into the table of particulars or be included in the general summaries. XX REPORT OF THE COMMISSIONER OF EDUCATION. TaMe showing the ages enibraeed in the school population of the several States and Territories. States and Territories. School age. States and Territories. School age. 4-16 Virginia . . . 5-21 4-20 Dakota . . . . . 5-21 4-20 South Carolina _ 6-16 4 20 Utah . 6-16 4 21 Di atri ct of Coin mhia . - 6-17 4-21 Georgia _ _ _ _ 6-18 4 21 Nevada . . . . . 6-18 4 21 Tenneaaeft-- _ 6-18 "M^assacTinaetta _ _ _ _ _ 5-15 Tevaa _ .. _ _ 6-18 Khode Island ............................ 5-15 Kentucky _ _ _ . a6-20 CalifnvTiia, _ _ 5-17 Miaaonri . . . 6-20 IVew .Teraey . . . . . 5-18 Choctawa, (Indian Ter.) _ 6-20 Idaho . . . . . 5-18 Arkansas _ _ 6-21 IVTarvlaTid . . . . . 5-20 Col ora, do _ _ 6-21 Michigan . . ..... . . . 5-20 Illinois . . . 6-21 VermoTit, _ _ _ _ 5-20 India, na _ _ _ _ 6-21 Wyoming. . . . 5-20 Louisiana _ _ _ _ 6-21 Alahama _ _ _ _ _ _ 5-21 North Ca.rolina _ _ 6-21 Delaware _ 5-21 Ohio _ _ _ _ - 6-21 Iowa _ _ ■5-21 Pennsylvania _ _ 6-21 Kansas . 5-21 West Virginia . . . 6-21 IVTinrieanta _ _ _ _ _ 5-21 Ari^iona . . . . - . 6-21 Miaaiaaippi _ _ _ 5-21 New Mexico _ _ _ _ _ 7-18 Kehraska . 5-21 Cherokees, (Indian Ter.) . 7-21 New York . . . 5-21 Creeks, (Indian Ter.) . lG-18 a For the colored population the school age is 6 to 16, The above table should not be forgotten in any study of the statistics which follow relating to the population of school age. In one State it is 4-16 ; in three, 4-20 ; in four, 4-21 ; in two, 5-15 ; in one, 5-17 ; in two, 5-18 ; in four, 5-20 ; in ten, 5-21 ; in two, 6-16; in one instance, (the District of Columbia,) 6-17 ; in four States, 6-18; in three, 6-20; in ten, 6-21 ; in New Mexico, 7-18; among the Cherokees, 7-21 ; amo5:^g the Creeks, 10-18. In eight instances the age of admission is 4 ; in nineteen instances it is 5; in twenty it is 6 ; in two it is 7 ; in one, 10 ; or five different ages. The school period terminates at six different ages. However much the student of statistices may be embarrassed by these differences, he should remember that they may be justified by local considerations, and that all he needs for the purposes of comparison is that, in addition to these local differences, there should be given some uniform age with which to begin and end the comparison. Many educators have, from their intercourse with foreign¬ ers during the past year, felt anew the importance of some uniform means of comparison. SCHOOL STATISTICS OF STATES AND TERRITORIES. XXI Table I. — Part 1. — Summary (A) of school age, population, enrolment, attendance, ^c. States and Territories. School age. School population. Number between 6 and 16 years of age. Number enrolled in pub¬ lic schools. Average daily attend¬ ance. Average duration of school in days. 5 21 *283 659 126, 893 80 6-21 189 1.30 *141, 848 15, 890 California . 5-17 184, 787 *166, 309 140, 468 83, 391 141.8 Colorado . 6-21 21, 962 *16, 472 14, 364 8, 043 100 Connecticut . 4-16 135, 189 all2, 657 119, 106 70, 495 178.1 5 21 639 807 ^ 33, 836 21, 587 4 21 *48, 639 26, 052 16, 720 6 18 *354 633 179, 405 115, 121 6 21 973 589 *730, 192 667, 446 Indiana . 6-21 679, 230 *509, 423 516, 270 314, 168 129 Iowa . 5-21 553, 920 a354, 424 398, 825 229, 315 136.5 Kansas . . 5-21 212, 977 127, 502 147, 224 89, 896 103.5 Kentucky . C6-20 498, 744 *398, 995 228, 000 156, 000 110 Louisiana . 6-21 274, 688 *206, 016 74, 307 52, 315 97- Maine . 4-21 218, 490 *142, 019 156, 148 102, 451 118 Maryland . 5-20 276, 120 *207, 090 146, 198 73, 069 182 Massachusetts . 5-15 300, 834 *300, 834 305, 776 218, 903 176 Michigan . . 5-20 459, 847 *344, 885 344, 956 200, 000 15G Minnesota.... . . . 5-21 228 362 *159 853 151, 866 100 Mississippi . 5-21 355 919 *249 143 166, 204 100 Missouri . . 6-20 725, 728 *580, 582 394, 848 al82, 000 60 Nebraska . . 5-21 86, 191 *60 333 59, 966 95. 8 Nevada . 6-18 8, 475 *7, 628 5,521 3, 832 142.8 New Hampshire . 4-21 74, 747 55, 555 66, 599 48, 857 93.7 New Jersey . 5-18 314, 826 *267, 602 196, 252 103, 520 192 New York . 5-21 1, 585, 601 *1, 109, 921 1, 067, 199 541,610 176 North Carolina . 6-21 d348, 603 *261, 452 146, 737 97, 830 50 Ohio . 6-21 1, 025, 635 763, 976 722, 963 447, 139 155 Oregon . . . . 4-20 48, 473 *33, 931 27, 426 15, 565 62.4 Pennsylvania . 6-21 dl, 200, 000 *900, 000 902, 345 578, 718 150 Rhode Island . 5-15 53, 316 a48, 321 39, 328 27, 021 180 South Carolina . 6-16 237 971 237 971 123 085 90 Tennessee . 6-18 434, 131 *390, 718 194, 180 125, 908 71.9 Texas . 6-18 313, 061 *281, 754 al84, 705 al25, 224 78 Vermont . . . 5-20 92, 577 *69, 432 71, 325 Virginia . 5-21 482, 789 307, 230 199, 856 115, 243 113 "West Virginia . S . 6-21 184, 760 *138, 570 123, 504 72, 278 95.04 Wisconsin . . . 4-20 474, 811 *332, 368 282, 186 el52. 5 Total . 14, 169, 381 10, 735, 773 8, 755, 010 4, 214, 632 Arizona . . 6-21 2, 955 *2, 216 1, 213 900 Dakota . 5-21 10 396 *7 277 5, 410 District of Columbia . 6-17 31, 671 29, 133 19, 629 14, 907 191 Idaho . 5-18 2, 777 *2. 360 2.724 * Estimated by the Bureau. a Estimated by the State superintendent. b United States census of 1870. c For colored population the school age is from 6 to 16. din 1873. e In the country ; in 27 cities it was 193 days. XXII REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 1. — Summary (A) of school age, population^ enrolment, attendance, ^'C. — Continued. States and Territories. School age. School population. Number between 6 and 16 years of age. Number enrolled in pub¬ lic schools. Average daily attend- j ance. Average duration of ^ school in days. Montana . 4-21 4, 238 *2, 755 2,734 2, 000 100 'f'rflw IVTpiTifin _ _ 7-18 .029, 312 *24, 916 5, 151 132 Utah . 6-16 30, 900 30, 900 19, 8S6 13, 608 143 "WaabingtoTi _ _ 4-20 11, 000 *7, 700 7, 500 104 tv yoming . . . ............ 5-20 *6, 000 *4, 500 1, 222 Indian : Cherokees . 7-21 4, 041 *3, 233 2, 800 1, 500 200 Creeks ..................... _ _ 10-18 716 *787 616 448 Choctaws . 6-20 2,300 *1, 840 1, 133 745 168 SemiTinlpia _ 471 157 108 180 Total _ 136, 777 117, 617 70, 175 34, 216 C-raod total _ 14, 308, 158 10, 853, 390 8, 825, 185 4, 248, 848 * Estimated by the Bureau. a United States census of 1870. Here at a gllince is seen as full and accurate a statement of the public school work of the country as it is possible for the several States and Territories to give with their present methods of collecting statistics. No one not actually engaged in the work ef collecting these facts can understand the difficulties encountered. The State school superintendents find it still true that there are occasionally local school officers not competent to make the reports required by their State laws. Yet it should be borne in mind that the States cannot give in regard to any other phase of administration statements so complete and full of details as the reports of education from which these summaries are made. A column showing the estimated number between 6 and 16 in the several States and Territories in the year 1876 is introduced for two purposes: First, to illustrate the advantages of such facts in the general work of comparison ; and, secondly, to afford foreign students data by means of which they may more nearly do justice in comparisons between their own countries and ours. It should be observed that the estimates are made on the basis of percentage carefully tested. It will be noticed that a considerable number of the States still have no other enumera¬ tion than that of the United States census, and rely upon the figures for 1870 for the data in regard to their school population. In all of these States no increase is indi¬ cated. To make any comparison between the school population and enrolment precise, there should be an enumeration taken the same year as the enrolment. It will be observed that the total school population in the States alone, according to the reports re¬ ceived, is 14,169,381 in 1876 against 13,889,837 for 1875, and an enrolment of 8,755,010 for 1876 against 8,678,737 for 1875. The column of estimates of school population for 1876, between 6 and 16, gives a total of 10,735,773 against a total in the same column of 10,463,854 for 1875. It will be observed that Colorado, a Territory in 1875, is a State in 1876. The total school population reported in 1876 in the Territories and the Dis¬ trict of Columbia is 136,777 against 117,685 for 1875, and the total estimates of school population for 1876 in the Territories is 117,617 against 93,384 in the similar column of estimates for 1875. The enrolment in the Territories for 1876 is 70,175 against 77,922 for 1875. The total school population in States and Territories for 1876 is 14,306,158 against 14,007,522 for 1875. SCHOOL STATISTICS OF STATES AND TERRITORIES. XXIII The total enrolment for 1876 was 8,825,185 against 8,756,659 for 1875. The column of average daily attendance is a severe test of these statistics in the several States. A considerable number of States and Territories it will be seen are able to give this important item with accuracy. It will be observed that there are over five and a half millions of the population of school ago in the country, or considerably more than one-third, not enrolled for instruction during the year; but as there is such a variety of ages included in the legal school age in the different States, and moreover, as in some instances several years are included during which persons may be absent from instruc¬ tion, and yet have acquired a good degree of elementary knowledge, I do not press the comparisons possible at this point, but taking from the 10,853,390 estimated to be between 6 and 16, the 8,825,185 actually enrolled, we still have 2,028,205, receiving no instruction during the year. After all the possible errors and imperfections in these figures as a basis of consideration have been eliminated, it is clear that not far from one-fifth of our youth who should be under instruction are continuously without it. How little benefit some may derive who are included among the enrolled will be seen when it is remembered that in some cases those are reported who have been in the school a single day, and that as a rule none are stricken from the enrolment who have been in school a single week ; and further, looking into the column of the average duration of school in days in the several States, and the column of average attendance in those States able to report, our estimate of the culture attained is further reduced. Here is a subject for the reflection of those who believe that educators are overzealous and are urging public education to a point beyond the demands of the country. Let them take this margin of two millions of untutored school population in country and city, and following its several members through life observe how large a share of the idle, pauper, vicious, and criminal classes are recruited from it, or from among the number of children who make the great difference between the total enrolment and the average attendance in the several States. Here is ample room for illiterate adults? men and women, in all the pursuits of life : hence come the illiterate laborer, artisan, and the agriculturist of unproductive industry ; hence come the illiterate voters, to invite the tricks of demagogues and imperil our liberties ; hence illiterate jurors and witnesses to corrupt the administration of justice ; while too often in our cities they furnish the inhabitants of the hovels where fester diseases, physical and moral, that endanger all surrounding life. Table I. — Part 1. — Snmmary (B) of the numher of teachers employed in the public schools, and the average salary of teachei's per month, in the respective States and Territories. States and Territories. Number of teach¬ ers employed in public schools. Average salary of teachers per month. Male. Female. Male. Female. Alabama . . . ...... _ _ 2, 535 1,236 ($22 ! 00) Arkansas . (4( )1) California . 1, 129 1, 853 $85 00 $68 15 Colorado . 176 225 60 00 48 00 Connecticut . 767 2, 317 67 43 37 16 Delaware . . 266 164 a(3C 1 75) Florida . . . 375 182 Georgia . Illinois . . . 9, 295 12, 826 47 96 33 36 Indiana . 7, 852 5, 559 63 20 41 40 6, 830 12, 222 47 27 28 09- a Not including the city of Wilmington. XXIV EEPOKT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 1. — Summary (B) of teachers in the public schools^ ^c. — Continued. States and Territories. 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 . West Virginia . Wisconsin . Total number of teachers in States . Arizona . Dakota . District of Columbia . Idaho . Montana . New Mexico . . Utah . . . Washington . Wyoming . . . Indian : Cherokees . Creeks . . Choctaws . Seminoles . . Total number of teachers in Territories. Grand total . Number of teach¬ ers employed in public schools. Average salary of teachers per month. d d "ci H r® a a;) pR 2,402 3,174 $33 66 $27 03 4, 020 1,610 828 787 31 00 31 00 2, 151 4, 284 35 45 17 04 1, 199 1, 651 41 65 41 65 1,201 7, 650 84 78 35 25 3,543 9, 286 48 50 28 73 1, 487 2,916 34 80 29 19 al, 761 al, 017 (39 87) 5, 904 3, 747 (30 00) 1, 468 1, 893 37 14 32 84 36 77 112 63 85 20 553 3, 107 41 93 25 72 978 2, 306 66 42 37 39 7, 687 22, 522 (2,( 590) 30 00 25 00 10, 493 1 12, 353 60 00 36 00 (619) 45 68 33 64 8, 953 11, 239 39 76 33 60 211 86!) 81 49 46 73 1,914 1, 154 30 40 28 86 3, 083 1, 127 32 18 32 18 &(4, 030) (53 00) 671 3, 688 37 24 22 48 2,913 1, 707 34 95 30 37 2, 797 896 34 89 32 09 (8, 630) 1 c43 50 c27 16 m7. 5571 15 6 110 00 90 00 85 181 26 281 120 00 80 00 64 46 75 00 50 00 132 15 215 234 54 00 26 00 120 100 38 00 50 00 7 16 (9 3) 42 80 42 80 10 1 1 18 40 00 40 00 (57) 26 00 26 00 1 ' 50 00 50 00 (1, 726) 1 1 (249, 283) * a 24 counties not reported. 6 Estimated, cin the country: in the cities the average salaries are: :inale, $105.10 ; female, $37.20. SCHOOL STATISTICS OF STATES AND TERRITORIES. XXV It is graitifying that so many of the States are able to give this summary so accu¬ rately ; and yet it is a matter for regret that any State or Territory does not know these items, so intimately connected with the administration of its school system. Arkansas gives the total number of teachers, but cannot tell how many are male and how many female, nor their pay. Florida^gives the number of teachers, male and fe¬ male, but can give the pay of neither. The same is true of Kentucky, New York, and the Territories of Dakota, New Mexico, and Wyoming. Georgia and Idaho can neither give the number of teachers nor their pay. Texas estimates the number of teachers and gives the pay. Any one who should examine the column of the average salaries paid, would not from the nature of the case expect the compensation of teach¬ ers to be the first point of attack in the efforts to retrench public expenses.'' Statement showing monthly compensation of teachers in public schools. States and Territories. Male. Female. States and Territories. Male. Female. O c c CJ $80 00 Xew Hampshire . . $41 93 $25 72 "N^pvaflp, _ _ 112 63 85 20 Maryland . 41 65 41 65 A riy.nna _ _ 110 00 90 00 Creeks, (Indian Ter.) . 40 00 40 00 tlp.lifnrnia _ _ _ 00 68 15 Mississippi . (39 87) TVT p.n.qn p.li n set ta _ _ _ 84 78 35 25 Pennsylvania . 39 76 33 60 Phnfle Talfl.nd _ _ 81 49 46 73 Washington Ter . *38 00 *50 00 TVT nn ta n a, . _ 75 00 50 00 Vermont... . 37 24 22 48 fTniniPCticnt _ _ 67 43 37 16 Nebraska . 37 14 32 84 "N^pw .Tprafty . _ 66 42 37 39 Maine . 35 45 17 04 Tntlia.na, _ 63 20 41 40 Virginia . 34 95 30 37 Colorado . . . 60 00 48 00 West Virginia . 34 89 32 09 Ohio _ _ 60 00 36 00 Minnesota . 34 80 29 19 Utah . . . 54 00 26 00 Kansas . 33 66 27 03 Texas . . . . . (53 00) Tennessee . 32 18 32 18 Seminoles, (Indian Ter.) 50 00 50 00 Louisiana . 31 00 31 00 Michigrin . . . 48 50 28 73 Delaware . (30 '75) Illinois . . . . . 47 96 33 30 South Carolina . . . .an 40 QS 8R Iowa . - . 47 27 28 09 Missouri . ^3n nm Oregon . . . . . 45 68 33 64 North Carolina . 30 00 1 25 00 Wisconsin . 43 50 27 16 Choetaws, (Indian Ter.) . QR on QR on Cherokees, (Indian Ter.) _ 42 80 42 80 Alabama . (22^00) *Thu8 reported by the territorial superintendent. It should be noted in this grading of salaries that the District of Columbia is a small territorial unit with dense population, and that the pay per month may only be properly com])ared with that of the several cities of the country. *Incompetent persons delight in findiug fault with those who, by reason of ability or culture, are more successful than themselves ; hence the continual warfare against all who receive salaries for shilled labor of every description. The talking economist of the present day commences his labors by assert¬ ing what he could accomplish if placed in proper position. Passing by the possibility of extravagance and actual waste by mismanagement of the several departments in furnishing labor and materials, in methods of doing work, in neglecting for a week what ought to be done to-day, in failing to take action in such matters as providing a better plan for heating the high school building, whereby at least sev¬ enty-five tons of coal might be saved annually, to which your attention was called a year ago, he com¬ mences a raid on the school department^by declaring that the salaries paid to teachers are too high, and ought to be reduced at least ten per cent. When met by argument upon this point, showing conclu¬ sively that a large majority of the teachers are receiving a salary not large enough to attract him from the arena of absolute idleness, for which they are spending their time, energies, and sympathy in a work most clearly detrimental to health, as the new-made graves of some of our best teachers will sadly at¬ test, to give his child an education substantially free from cost to him, he then directs his attention to the superintendent, or the principal of the high school, both of whom he claims receive too much pay, and states that their places can be readily filled for |1,500 per annum.— (Address of Mayor Jillson, of Worcester, Mass.) XXVI REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2. — Summary (A) of annual income and expenditure, 4'c. States and Ter¬ ritories. Annual income. Annual expenditure. Sites, buildings, furni¬ ture, libraries, and apparatus. Salaries of superin¬ tendents. Salaries of teachers. Miscellaneous. Total. $337, 276 $15,000 $316, 076 $6, 200 $337, 270 344 074 $10, 838 73, 166 2,567 all9, 403 California . 2, 731, 540 499, 986 43, 297 1, 976, 155 370, 781 2, 890, 219 Colorado . 235, 853 67, 180 5, 967 131, 378 28, 773 233, 298 Connecticut . 1, 560, 565 103, 207 30, 160 1, 085, 290 310, 524 1, 529, 181 216, 225 114, 027 102, 198 216, 225 Florida . 94, 104 14, 639 6,748 74, 628 5,707 101, 722 434 046 8 448 466 4, 945, 194 3, 223, 345 8, 168, 539 Indiana . 5, 083, 328 700, 000 50, 000 3, 093, 559 1, 077, 526 4, 921, 085 Iowa . 5, 387, 524 927, 490 (b) 2, 784, 099 576, 993 4, 288, 582 Kansas . 1, 244, 688 207, 349 40, 990 743, 578 206, 520 1, 198, 437 1 513 789 64, 000 1, 400, 000 27, 000 1, 491, 000 Louisiana . 776, 009 7, 334 24, 000 539, 018 205, 657 776, 009 Maine . 1, 090, 445 164, 399 30, 866 897, 056 156, 441 1, 248, 762 Maryland . 1, 633, 490 230, 462 28, 300 1, 045, 864 318, 723 1, 623, 349 Massachusetts _ 6, 105, 536 59, 936 6, 105, 536 Michigan . . 4, 067, 801 474, 296 2, 026, 725 957, 484 3, 458, 505 Minnesota . 1, 982, 642 13, 650 821, 072 696, 161 1, 530, 883 Mississippi . 441, 422 417, 760 Missouri . 1, 773, 464 2, 374, 960 Nebraska . 865, 274 247, 513 22, 638 426, 921 222, 272 919, 344 Nevada . 195, 535 48, 662 101, 016 12, 882 162, 760 New Hampshire. . 614, 993 142, 589 450, 440 66, 991 660, 020 New J ersey . 2, 154, 415 409, 943 36, 950 1, 511, 701 195, 821 2, 154, 415 New York . 11, 360, 161 2, 001, 383 120, 362 7, 965, 804 1, 471, 739 11, 559, 288 North Carolina... 408, 794 25, 100 158, 129 8, 445 191, 674 Ohio . . 8, 605, 134 1, 395, 212 144, 513 4, 936, 824 1, 986, 203 8, 462, 757 Oregon . 240, 117 20, 336 6, 605 181, 902 31, 725 240, 568 Pennsylvania .... 9, 526, 547 1, 735, 149 85, 725 4, 856, 889 2, 471, 890 9, 149, 653 Khode Island . 734, 116 208, 663 11, 788 422, 310 66, 705 709, 466 South Carolina . . . 457, 259 20, 666 377, 920 25, 286 423, 872 Tennessee . 838, 735 47, 014 19, 342 558, 518 47, 595 c698, 220 Texas . 244, 879 60, 081 9, 233 630, 334 26, 588 726, 236 Vermont . 480, 158 Virginia . 1, 215, 325 84, 021 46, 800 783, 025 155, 833 1, 069, 679 "West Virginia. . . . 860, 644 126, 689 14, 096 531, 545 120, 942 793, 272 Wisconsin . 2, 327, 694 309, 382 64, 500 1, 462, 326 290, 433 2, 126, 641 Total . 86, 632, 067 10, 289, 783 995, 466 47, 422, 489 15, 473, 955 83, 078, 596 Arizona . 31, 448 1, 050 10, 039 17, 655 28, 744 Dakota . 52, 008 50, 002 a Items not all reported. b Included in teachers’ salaries. c Includes expenditure for the annual enumeration of the scholastic population. -2 -5 -s a 2 § I ‘I o $366, 435 5, 604, 128 504, 248 18, 058, 386 11, 548, 993 9, 516, 725 4, 600, 259 1, 970, 000 803, 062 3, 005, 290 28, 200, 000 9, 500, 000 2, 770, 508 1, 069, 694 165, 801 2, 444, 468 6, 449,516 31, 017, 904 20, 969, 557 442, 540 22, 265, 925 2, 456, 674 1, 048, 943 851, 730 1, 660, 467 4, 875, 618 192, 166, 871 42, 230 48, 333 SCHOOL STATISTICS OF STATES AND TERRITORIES. XXVII Table I. — Part 2. — Summary (A) of annual income and expenditure, ^c. — Continued. States and Ter¬ ritories. Annual income. Annual expenditure. Estimated real value of sites, buildings, and all other school property. Sites, buildings, furni¬ ture, libraries, and apparatus. Salaries of superin¬ tendents. Salaries of teachers. Miscellaneous. Total. Dist. of Columbia $223, 372 00 $9, 925 $163, 646 $175, 472 $405, 828 $1, 164, 606 Idaho _ 36, 214 14, 376 2, 214 16, 590 Montana . 46, 272 11, 147 2,700 35, 287 1,000 50, 134 56, 060 New Mexico 2.5, 473 15, 432 3, 458 18, 890 TJtah _ ... 129, 797 39, 081 4, 500 85, 716 129, 297 453, 515 Washington. _ 54, 557 800 54, 720 55, 520 W^ voming ........ 16, 400 16, 400 a32, 500 Indian : Cherokees .... 72, 298 9, 959 2,500 43, 075 54, 576 110, 110 165, 000 Creeks . 13, 000 11,200 1, 800 13, 000 Choctaws .... 29, 022 12, 000 29, 022 Seminoles .... 4, 000 250 2,250 700 3, 200 Total . 717, 461 116, 972 21, 725 464, 141 256, 875 926, 737 1, 962, 264 Grand total 6 j 87,349,528 10, 406, 755 1, 017, 191 1 47, 886, 630 15, 730, 830 84, 005, 333 194, 129, 135 c» Value of school-liouses. &The total here giren is prepared from the table ; subsequently to the completion of the latter, additional returns were received from the Chickasaw Nation. These sums being included, the col¬ umns of annual income and expenditure would each be increased by $43,000 ; that of expenditures for teachers’ salaries by $4,500 ; that of miscellaneous expenditures by $13,500, and that of estimated value of sites, buildings, &c., by $50,000. The above summary presents the financial balance sheet of the public school systems in all the States and Territories as far as they are able to report. Every State and Territory is able to report income excepting Wyoming, making a total of $87,349,528 against $88,048,950 reported in 1875. Alabama, Delaware, Georgia, Illinois, Kentucky, Massachusetts, Minnesota, Mississippi, Missouri, North Carolina,* Vermont, and the Territories of Arizona, Dakota, Idaho, New Mexico, Washington, Wyoming, and the Creek, Choctaw and Seminole Nations are unable to report expenditures for sites, build¬ ings, furniture, libraries, and apparatus for the past year. Arkansas, Delaware, Georgia, Illinois, Iowa, Michigan, Mississippi, Missouri, Nevada, New Hampshire, North Caro¬ lina, South Carolina, Vermont, and the Territories of Dakota, Idaho, New Mexico, Wy- *After the tables in the appendix were in type, a valuable statement of statistics came from North Carolina, and items have been added or inserted as specified in different cases in these summaries and in the abstract for that State. The population between the ages of 6 and 21 years, for the school year ending June 30, 1876, was 394,489. Of these, about 198,760 are enrolled in schools ; or about one-half of the white and rather more than one-half of the colored school population. The total number of teachers was 2,894 ; males, 1,294 white and .529 colored ; females, 783 white and 288 colored. The average salary of teachers is $40 per month in the first grade, $30 in the second, and $20 in the third. There are 2,702 white and 1,372 colored school districts : 1,934 public and 545 private school-houses for white children ; 1,371 public and 140 private school-houses for colored children ; making 3,990 school-houses in the State. There are also 169 academies and 22 colleges for white pupils and 5 academies and 2 colleges for colored pupils. The income for school purposes for the year was $501,007.78, the total expenditure $335,663.14 ; of which $319,277.95 were for teachers’ salaries. The permanent fund was increased during the year by $45,910,94. XXVIII REPORT OF THE COMMISSIONER OF EDUCATION. orain^, and the Creek, Choctaw, and Chickasaw Nations are unable to report the total expenditures for salaries for superintendents. Georgia, Massachusetts, Mississippi, Missouri, Vermont, and Dakota Territory are unable to report the amount paid teachers. Georgia and Vermont are unable to report the total expenditures for education for the year. The rest of the States and Territories show an expenditure of $84,005,333. New York, Pennsylvania, Ohio, Illinois, Massachusetts, Iowa, Indiana and Michigan exhibit the largest school income in the order named. New York, Pennsylvania, Ohio, Illinois. Massachusetts, Indiana, Iowa and Michigan show the largest expenditure, and in the order named. Alabama, Connecticut, Delaware, Florida, Georgia, Maryland, Missis¬ sippi, Missouri, North Carolina, South Carolina, Texas and Vermont, and the Territories of Idaho, New Mexico and Washington are unable to present the estimated or real value of sites, buildings, and other school property. New York, Massachusetts, Pennsylvania, Ohio, Illinois, Indiana, Iowa, Michigan, New Jersey, California, Wisconsin and Kansas, of those reporting, have the largest amount of this property, and in the order named. Special attention is invited to the increase in value of school property reported ; also to the greater fulness of the statistics from the nations occupying the Indian Territory. Table I. — Part 2. — Summary (B) of per caj^ita expenditure. States and Territories. Expenditure n 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 year per capita of population between 6 and 16, Expenditure in the year per capita of population between 6 and 16, including interest on the value of all school property. OherokeHa, (TudiM.'n Te.r.) _ _ ^24 78 $35 76 $62 76 Massachusetts. . . . . 24 48 24 08 33 65 California . 13 21 17 37 29 26 a$13 21 a$16 23 Choctaws, ^Indian Ter.) . 12 62 25 62 38 96 District of Columbia . . . 11 12 17 95 23 64 12 03 14 41 Coiiiiecticnt _ _ _ _ 10 60 12 03 20 33 12 72 Rhode Island . 9 49 12 86 18 72 10 47 15 55 Montana . 9 08 16 00 12 00 Ohio . . . 8 30 7 30 18 74 6 95 Colorado _ _ _ _ _ 7 93 12 12 21 65 Michigan _ . . 7 47 9 96 17 18 "Now TTampshiro 6 50 9 94 13 54 Indiana . . . _ _ _ 6 29 8 23 13 56 'N’ow Vork . _ 6 12 9 08 17 91 6 06 8 42 14 65 9 48 Kansas . 5 69 8 28 13 56 9 56 13 17 "N^cw .Ter soy 5 47 15 48 M a,ry1 and . . . . . 5 09 9 62 19 25 \V a..<»h i n erton 5 04 Maine _ _ _ 5 00 7 01 10 67 Oroo"on _ _ _ _ 4 62 8 51 15 03 Wisconsin _ _ _ _ 4 48 7 53 Utah . a . 3 05 4 73 6 92 3 05 4 51 Louisiana _ _ _ 2 41 8 93 Virginia . 2 05 4 95 8 59 3 22 3 31 a Per capita of population between 5 and 17. COMPARATIVE SCHOOL STATISTICS BY YEARS. XXIX Table I. — Part 2. — Summary (B) of per capita expenditure — Continued. States and Territories. =3 .2 S 1 ^ O r-i ^ Kentucky.. Georgia ... Arkansas.. Alabama... Nebraska . . Minnesota . $1 90 1 10 63 57 $3 60 2 42 7 45 89 15 95 10 08 $3 77 The figures of the above summary of per capita expenditure are entered directly from the reports of the several States and Territories. It is a favorable sign that so many school executives have the details necessary for such computations. It is hoped that ere long no State or Territory will be omitted. GENERALIZATIONS BY YEARS AND BY TOPICS WITHOUT REFERENCE TO STATES. Statistical summary showing the school population, enrolment, attenidance, income, expendi¬ ture, ^c., for 1871, 1872, 1873, 1874, 187.5, and 1876, as collected hy the United States Bureau of Education. Year. Number report¬ ing. In. States. In Terri¬ tories. States. Territo¬ ries. ( 1871 29 9, 632, 969 1 1872 37 7 12, 740, 751 88, 097 1873 37 11 13, 324, 797 134, 128 School population . 'j 1 1874 37 11 13, 735, 672 139, 378 1875 36 8 13, 889, 837 117, 685 1 1876 37 8 14, 121, 526 101, 465 Y 1 1871 28 6, 393, 085 1872 34 7 7, 327, 415 52,241 Number enrolled in public schools . i 1873 35 10 7, 865, 628 69, 068 1874 34 11 8, 030, 772 69, 209 1 1875 37 11 8, 678, 737 77, 922 1 1876 36 10 8, 293, 563 70, 175 1871 25 3, 661, 739 1872 • 28 4 4, 081,569 28, 956 Number in daily attendance . 1873 31 5 4, 166, 062 33, 677 1874 30 4 4, 488, 075 33, 489 1875 29 5 4, 215, 380 36, 428 1876 27 5 4, 032, 632 34, 216 1871 14 328, 170 1872 18 5 356, 691 7, 592 Number of punils in private schools . , . 1873 22 5 472, 483 7, 859 1874 13 5 352, 460 10, 128 1875 13 5 186, 385 13, 237 1876 14 3 228. 867 1 1 9. 137 XXX REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary showing the school population, ^c. — Continued. Year. Number report¬ ing. In States. In Terri¬ tories. States. Territo¬ ries. 1871 26 180, 635 1 1 1872 33 7 216, 062 1,177 Total number of teachers . . . J 1 1 1873 35 6 215, 210 1,511 1 t 1874 35 8 239, 153 1, 427 1 1875 36 9 247, 423 1,839 1 1876 37 9 247, 557 1,726 1871 24 66, 949 1872 30 6 81, 135 374 Number of male teachers . ^ 1873 28 5 75, 321 529 1874 28 7 87, 395 • 499 1875 31 8 97, 796 656 1876 32 9 95, 483 678 1871 24 108, 743 1872 30 6 123, 547 633 Number of female teachers . ^ 1873 28 5 103, 734 786 1874 28 7 129, 049 731 1875 31 8 132, 185 963 1876 32 9 1.35, 644 898 1871 30 $64, 594, 919 1 ! ■ ( 1 1872 35 6 71, 988, 718 $641, .551 Public school income . . 1 1 1 1873 35 10 80, 081, 583 844, 666 1874 37 10 81, 277, 686 881,219 1875 37 8 87, 527, 278 1, 121, 672 1876 38 9 86, 632, 067 717, 416 1871 24 61, 179, 220 1872 31 6 70, 035, 925 856, 056 Public school expenditnrea. . . . , 1873 36 10 77, 780, 016 995, 422 1874 35 9 74, 169, 217 805, 121 1 1875 34 9 80, 950, 333 982, 621 1 1 1876 36 10 83, 078, 596 926, 737 1871 19 41, 466, 854 1872 31 1 65, 850, 572 64, 385 Permanent school fund . . . . . . , 1873 28 1 77, 870, 887 137, 507 1874 28 75, 251, 008 1875 28 3 81, 486, 158 323, 236 1876 30 2 97. 227, 909 1, 526, 961 The above summary by years and by topics, without reference to the names of the States and Territories, enables one at a single glance to gather material for most valuable reflections. By no means of the least consequence are the columns showing the number of States and Territories able to report year by year. Only 14 States and 3 Territories for the past year are able to report the number of pupils in private schools. Until these facts are included in our educational summaries, no one can tell accurately how large a population is growing up untaught. Indeed, the main value of the gene¬ ralization is to show topically where there is completeness and what it is, and to stim¬ ulate the necessary efforts in other quarters. EDUCATIONAL CONDITION OF THE UNITED STATES. In the summary here given, the comparisons made are, as a rule, between the years 1874-75 and 1875-76. PRESENT EDUCATIONAL CONDITION. XXXI MAINE. Maine in 1876, as in 1875, exhibits a decline in school population and enrolment, the former being 2,987 less than in the preceding year, and the latter 1,175 less. But better schools or better discipline have given her, even in these adverse circumstances, 1,810 more scholars in average daily attendance. In other things there is an alternation of increase and decrease, her male teachers being more numerous by 167, her female ones less so by 191, the wages of both showing a falling off. With 19 more school dis¬ tricts, she has 18 fewer parts of districts ; with 81 more school-houses, 18 fewer built during the year ,* and with the greater number of the houses, a diminished valuation of school property ; $17,082 larger receipts from State and local funds, $239,940 less from State and local tax; a greater expenditure by $85,169 upon her school-houses and the supervision of her schools, a lessened one by $149,710 on the teachers employed in them. Her normal schools gave her 55 more teachers in the year. Her high schools had in them 13,469 students, and 28 deaf-mute pupils were under instruction in Connecticut through her aid. In her State agricultural college 93 students were reported. NEW HAMPSHIRE. New Hampshire, like her neighbor, reports fewer children of school age and an en¬ rolment 2,052 less than in 1875, but a larger average attendance, (569 ;) 55 more graded schools, the others remaining about the same ; 50 more men teaching, and 59 fewer women ; 14 more school-houses, the number without blackboards being 22 less, and the number with globes or outline maps 207 greater ; an increase of $190,911 in the estimated value of buildings and apparatus ; receipts for schools $31,065 greater, and the expenditures $74,808 less. Her normal school sent out 35 graduates in the year. The high schools trained about 2,700 pupils, while 28 special scholars were under instruction for her in another State. Her State agricultural college had in it 24 students. VERMONT. Vermont, unlike the two preceding States, has enlarged by 5,126 the number of her youth of school age, (5-20,) but reports 3,080 fewer of this age in public schools, and 4,243 less in average daily attendance, the number of her schools 26 less, the average cost of them 26 cents a week less ; and so, the receipts for them having been dimin¬ ished $36,094, she has been able to meet this with a correspondingly decreased expend¬ iture. The number of graduates from her normal schools has been 188 for the years covered by the State report, 1875 and 1876 ; those from 9 of her 33 reporting graded schools, 37 in 1876. Her one State special school had in it 138 inmates, and 25 deaf- mutes and blind were in another State trained through her means. The agricultural department of the University of Vermont numbered 24 students. MASSACHUSETTS. Massachusetts, as usual, leads the States above mentioned, but like them shows some of the influences of an extremely trying year, the number of her children of school age (5-15) being 6,126 more than that of 1874-75, the children of all ages in public schools 3,658 more, and the average attendance 2,042 more; this, too, notwithstanding a falling off of 6,072 in the attendance of those over and under the legal age. With 32 additional male teachers, she reports 397 fewer females, while the number of those trained in normal schools is 512 less;* and while she has sustained 15 more evening schools, the attendance on evening schools has decreased 7,031. Her public day schools were 9 less than in the preceding year ; her public high schools 4 more, making 212 in all, with 15,826 pupils ; her receipts for schools, largely from a falling off in taxation and interest on permanent fund, were $304,978 smaller; her expenditure on them, mainly from a saving in the line of erecting and repairing school-houses, smaller by $266,269. In 4 special schools she had 383 pupils, and sustained 83 others in another State. There were 69 students in the State agricultural college. *Her normal schools, however, gave her 203 graduates during the year, to aid in making up this defi¬ ciency. XXXII REPOET OF THE COMMISSIOI^ER OF EDUCATION, RHODE ISLAND. Rhode Island, in proportion to her smaller size and population, stands well up to Massachusetts in her record for the year, reporting an enrolment 774 larger than in 1874-75, and an average attendance greater by 858. Her number of schools was 20 more than in the preceding year, 30 more of them being graded schools and 14 being high schools. Her men teaching were 16 more ; her women teaching, 8 more. The teachers in evening schools, however, were 42 fewer than previously reported, the number of evening schools 11 less, the enrolment in them 1,421 less, and the average attendance on them 671 less. The average monthly pay of male teachers fell off $3.69; that of women increased 56 cents. The value of school property was rated at $96,657 in advance of 1875, while both income and expenditure for schools showed the pressure of the^hard times, the former decreasing $27,681 and the latter $55,176. Her normal school, in which the requirements for graduation have been considerably increased, had 144 pupils during the year, of whom 13 were teachers fitting themselves for higher work. The one special school within her borders had 218 inmates in the year, and 8 deaf-mutes were instructed upon her account in an institution in a neighboring State. Of the number of pupils in her 14 high schools we have no note. In the State agri¬ cultural department of Brown University there were 32 students. CONNECTICUT. Connecticut holds her own in nearly like proportion at most points, her school popu¬ lation (age 4-16) increasing 1,448; the different scholars in her public schools, 191; the average attendance in winter, 502, and in summer, 2,199; the number of winter teachers, 30 ; of summer teachers, .35 ; and of those continued in the same school, 78. The average monthly pay of male teachers fell off as in Rhode Island, but here only $1.43. That of female teachers advanced 68 cents, somesvhat more than there. The number of public schools was only 8 more ; but the number of departments in them 41 more, showing better grading ; the whole number of graded schools 4 more, making 264. The new school-houses built were 19 less than in the previous year, but the gen¬ eral condition of the houses apparently nearly the same. Receipts for schools from State school fund and State tax increased, but those from local funds and local tax decreased considerably, the whole receipts for the year being $20,089 less than last year, and the total expenditures for school purposes $144,990 less. The State normal school, mainly designed to train teachers for higher efficiency in their profession, had 180 pupils during the year ending April 1, 1876, graduating 43. How many high school pupils were in her 264 graded schools we are not informed, but 1,017 appear in reports of the high schools of her two chief cities. In 2 special schools were 91. The State students in the Sheffield Scientific School cannot be separated from the others. NEW YORK. In New York, always a leading State, the influence of the numerous cities is seen in improvement of the schools ; that of the hard times, in a falling off of means for the support of them. With an increase of only 2,537 in the number of youth of school age, (5-21) we yet find 7,961 more enrolled in public schools, and 9,775 more in average attendance ; 259 more men teaching, and 63 fewer women ; 36 more school-houses, and an estimated increase of $1,089,278 in the value of school property ; an increase of $185,997 in receipts from State tax and unspecified sources, and a sad decline of $427,092 in receipts from local taxes ; an augmentation of $116,137 in the expenditure for teach¬ ers’ salaries, but a diminution of $278,467 in that for building, furnishing, and improv¬ ing school-houses. The study of drawing has been introduced by law into the schools of cities,, and union schools in towns, and efforts have been made, with some success, to give practical efficacy to the provisions of the “ act to secure to children the benefits of elementary education.” The 8 normal schools of the State still flourish, and, with the girls’ Normal College of the city of New York, have had 4,257 normal students under instruction for the PKESENT EDUCATIONAL CONDITION. XXXIII year, and have graduated 514. In her academies and union schools were 30,175 pupils ; in 9 special schools reporting, 1,697 ; in the agricultural and mechanical department of Cornell University, 225. NEW JERSEY. New Jersey, with only one-fifth of the school population of New York, has done pro¬ portionately much better than her great neighbor, increasing her enrolment of public school pupils by 4,521, and the average attendance of the enrolled by 5,431, dimin¬ ishing by 2,435 the number of those attending no scliool. The percentage of those attending public schools has risen from 62 to 70 during the year, while the percentage of those attending no school has dropped from 25 to 21. She has increased by 98 the number of school departments, by 57 the number of higher class school buildings, by $162,249 the valuation of school property, and by 32 the number of male teachers in her schools, shortening by only one name the list of females teaching. In the receipts for schools we see the effects of the hard times, as elsewhere, the income from the per¬ manent fund alone increasing $38,755, while that from State tax, local tax, and other sources has decreased $195,804. To balance this diminution of receipts, she has not only saved $141,101 in the line of expenditure for school-houses, but has cut off $220,115 from the always small enough salaries paid teachers. In her high schools she has had about 1,700 pupils under training ; in her one excellently managed normal school 256, graduating 39 of these j in 2 reported special schools, 244; in the Rutgers Scientific School, 44. PENNSYLVANIA. Pennsylvania stands well forward, increasing by 12,372 names the enrolment in her public schools, by 26,870 the list of those in average attendance, by 16 the per cent, of daily attendance on enrolment, by 406 the number of public schools, by 332 the num¬ ber of graded ones among these, by 288 those in which higher branches are taught, by 312 the teachers in the schools, and by $727,732 the receipts for them from taxation. Her expenditures show an effort to meet anticipated financial pressure by a cutting down of $410,012 in the line of sites, buildings, furniture, and miscellaneous expenses for the schools, and of $20,325 in the line of cost of supervision ; while for pay of teach¬ ers there are reported $110,013 more than the preceding year, although the salaries of men had been diminished on an average $1.31 a month, and those of women 49 cents a month. The 9 State normal schools reported for 1875-76 an attendance of 2,999 students in normal departments, with 191 graduates, making, with the girls’ normal school of Philadelphia, 3,776 normal students and 347 graduates. Of high school students proper, we have distinct report of only 1,646, though the State superintendent indicates 1,889 as the number of schools in which some of the higher branches were taught. In 16 soldiers’ orphan schools, 2 reform schools, 2 for deaf and dumb pupils, 1 for the blind, and 1 for the feeble-minded were 3,971 pupils, about 100 of them from other States; in the State college of agriculture and the mechanic arts, 149. DELAWARE. Delaware, presenting the first annual report of the workings of her school system under State supervision, shows an enrolment of 21,587 pupils, in 370 public schools, with 430 teachers, receipts of $216,225 for the schools, and an expenditure of $216,226 on them. Of normal and high school pupils in the State schools there is no informa¬ tion, but in Wilmington appear 99 of the latter. Fourteen special pupils were in¬ structed by the State outside of her own bounds. Her State college had 41 students in its classical department, and 34 in the scientific. MARYLAND. Maryland, without change in the reported number of persons of school age, (5-20,) had 3,206 more enrolled in her State schools, 3,810 more in average daily attendance, E—III XXXIV REPORT OF THE COMMISSIONER OF EDUCATION. 26 more schools, 127 more teachers, and $257,444 more receipts for public schools ; she decreased her expenditure for sites, buildings, and furniture $42,077, but increased it $24,379 on superintendence, teaching, and miscellaneous matters. Her available school fund was $555,859 greater in 1875-76 than in the year before. The State normal school, for whites, had 206 enrolled pupils, in an excellent new building, and graduated 21 ; a normal school for colored teachers, 40 pupils, with 4 graduates; while a normal class for the Baltimore City teachers includes most of them. Of high school pupils there were in Baltimore 1,164, without report of others elsewhere. Special students reported in 3 State schools for blind, and deaf and dumb, 158 ; students in the State agricult¬ ural college, 57. VIRGINIA. Virginia, also without indication of change in the number of youth of school age, (5-21,) has had 15,370 more in public schools, 11,316 more in average daily attend¬ ance ; 140 more pupils over 21 ; 588 more pupils studying higher branches ; 358 more teachers, at an increased salary for both men and women ; 353 more public schools, with 6 additions to her list of graded ones ; 1,264 more school-houses in use, 1,074 more with good furniture, and 41 more built during the year than in the preceding year ; an increase of $94,550 in the value of her school property; only $29 decrease in her total receipts for school purposes, and a total increase of $46,283 in expenditures for these, the largest item of increase being for teachers' salaries. There is as yet no State nor¬ mal school. The State report gives 7,382 as the number of public school pupils study¬ ing higher branches ; while in the State agricultural and mechanical college were 255 students, and in the agricultural department of the Hampton Institute 44 on State foun¬ dations. In the State special school for deaf-mute and blind pupils at Staunton were 96 deaf-mutes and 37 blind. NORTH CARO-LINA. North Carolina, having made no report for 1874-75, can only be compared with her¬ self in 1873-74, presenting in two years an increase of 24,529 youth of school age, ((5-21,) of 24,677 in enrolment in public schools, of $4,603 in receipts for schools, and of $38,068 in expenditure upon them. No State normal schools yet, and no report from the 34 high schools; 61 students in the agricultural department of th® State university, and 148 in the State special school for deaf-mutes and blind. SOUTH CAROLINA. South Carolina reports 1,293 fewer persons of school age, (6-16,) but 12,669 more attend¬ ing school ; an increase of 213 teachers, of 196 in the number of public schools, and of 118 in the number of school-houses, the value of school property advancing $12,773. The receipts for school purposes show a falling off of $37,338 in State appropriation, of $1,193 in poll tax, and of $13,374 in the income from unspecified sources ; but an increase of $15,773 in that from local taxes and of $3,850 from the Peabody fund. For teachers' salaries, notwithstanding a diminution of average monthly pay, the expendi¬ ture was $8,235 greater than in 1874-'75; for building and repairing school-houses, $1,643 greater ; for other purposes, $12,470 less. Of the pupils in the one State normal school there is no report. In high schools there were 3,138 in higher branches, 353 of these being in Charleston. In the State Agricultural College and Mechanics' Institute were 100 students ; in the State university, 89 collegiate ones ; in the one State special school, (for deaf-mutes and blind,) 25. GEORGIA. In Georgia* comparison of the returns for 1874-75 and 1875-'76 is difficult from the fact that in the former year those from 13 counties were not received. Making allowance for this deficiency, there would seem to be, instead of an increase of 12,925, as shown by * One of the moat naefnl efforts made in behalf of education in the State during the year was the visiting and lecturing trip of State superintendent Orr, (his expenses being paid by the Peabody fund,) during which he delivered forty-four addresses. The railroads of the State had the good sense to cooperate in this effort by furnishing the superintendent free transportation. PRESENT EDUCATIONAL CONDITION. XXXV the printed figures, a diminution of 14,173 in the public school enrolment, and proba¬ bly a considerably greater decrease in average attendance than the 7,770 shown. The other figures might be similarly affected, but, as they stand, they indicate an increase of 563 in the number of public schools, a decrease of 23 cents in the average monthly cost of tuition for each pupil, and an amount of receipts and expenditures for schools not very different for the two years. No State normal schools have been established, but an appropriation of $8,000 to Atlanta University has enabled it to train normal stu¬ dents for the schools. In 5 chief high schools out of 13 referred to there were 568 pupils for the year 1875-76 ; in the two State agricultural colleges, 338 students in the State university, not yet fully linked with the public school system, 110 ; in the 2 State special schools, 106. FLOEroA. In Florida, the statistics tell of decrease and retrogression : 19,694 fewer reported children of school age, though that age has had 2 years added to it ; 6,319 fewer en¬ rolled in public schools ; 11,586 fewer in average attendance ; 239 fewer teachers, and $94,848 smaller receipts for schools ; no State normal schools, no report of pupils in the 12 or 14 high schools, and no indication of advance except in the number of reported schools and the apparently final establishment at Eau Gallie of the State agricultural college. ALABAMA. Alabama, too, presents the painful spectacle of like decrease, of 1,044 in school pop¬ ulation, of 20,447 in enrolment of pupils, of 810 in the number of reported schools, of 6 days in the annual duration of the schools, of 190 in the number of teachers, of $5.20 in the average monthly pay of these,! of $259,889 in receipts from State appropriation, and of $69,810 in the income from permanent school fund. The former of these last two diminutions results from a change in the State constitution which substitutes an uncertain annual appropriation for the former definite one of one-fifth of the State revenue. The latter one comes from a reduction by the legislature of the rate of interest payable on the school fund from 8 to 4 per cent. In 3 State normal schools, 2 of them for colored students, there were reported 206 normal pupils for the year ; in the 166 public high schools there could hardly have been less than 5,000 on the rolls; in the State agricultural college were 104; in the State university, 160; in the State institution for instruction of deaf-mutes and blind, 49. * Hon. W. P. Price, a member of the Forty-second Congress, writes as follows; “The North (reorgia Agricultural College is doing an immense work in the direction of furnishing teachers. * * * An important feature of this college is the scheme devised to furnish remote, isolated districts with com¬ petent teachers. One great objection to all our common school systems has been that, no matter how well the general system may he devised for the great body of the children, still no provision has ever been made that is plausible or practicable for reaching the obscure communities and districts which have always been shunned by the schoolmaster on account of the poverty of the people and lack of cultivated society. * * * It is always from these remote districts that we hear clamors for a change in our school laws, and no matter how often these are changed they still receive but few of the bless¬ ings. To remedy this evil and this neglect we have introduced a scheme into this college, whereby we are enabled to send teachers to these untaught children. * * * The college by various means enables young men and young women to prosecute their studies, and assures them degrees and honors upon their graduation ; but in the mean time, during the fall months, they are required to teach in neglected portions of the State, going to such places as may be selected by the trustees beforehand. In this way the blessings of education will descend from the higher schools, and instead of the college becoming (as in many instances such institutions do) the object of hatred and contempt of the poorer classes, they will regard it as the source of the highest temporal blessing to them. The objection to ‘college men’ and ‘bookmen’ is fast going out in this section, and parents, deprived of education and of learning themselves, are making unheard-of sacrifices to educate their boys and girls. At the same time I know of many instances of heroism and self-denial on the part of our young people to gain knowledge. Two instances are now before me where young men have hired their time — one from an unfeeling step¬ father, the other from a father who feels that he cannot get along without his son’s help on the farm — each paying about |50 per annum, either in labor or money, after they get through their studies, or by extra work during vacation.’’ tThe above returns are, indeed, from only 51 counties out of 65, but something of the same imper¬ fection belonged to those of the preceding year. XXXVI REPORT OF THE COMMISSIONER OF EDUCATION. MISSISSIPPI. Mississippi, as to her school system, presents a record no more encouraging than the two last, upon the whole. The returns, which are, however, from only 50 counties out of 74, show an increase of 37,460 in the number of youth of school age, (5-21,) hut a de¬ crease of 2,013 in the number attending school, of 1,990 in the teachers employed, of $15.60 in the average monthly pay, and of 40 days in the average length of schools; while the receipts for public school purposes fell off $668,826, and the expenditures for these purposes, $622,840. In the State normal school at Holly Springs, 88 students were under preparation for teaching ; in that at Tougaloo, also aided by the State, were 61 during the year ; but of the students in the public high schools there is no report. The agricultural and mechanical department of Alcorn University had 41 students ; the kindred school in the State university reported none ; the university, 46 preparatory and 85 collegiate. LOUISIANA. Louisiana, although torn by political dissensions during 1876, shows less of the de¬ pressing influences of these on her school system than might well have been feared. The return for 1875-76 indicates only a diminution of 539 in her total public school enrolment, which was 74,307 ; the average daily attendance, 52,315, standing in fair proportion to this. In the number of teachers there was an increase of 58 ; in average pay of these per month a decrease of $6, and in the estimated value of school property a decrease of $93,038. But in the total receipts for school purposes there was, instead of the falling off which was anticipated, a greater sum by $76,344 than in the previous year, and in the expenditure upon them a like increase. There is no State normal school and no report of pupils in the high schools. In the State agricultural college 176 students were reported ; in the State university, 20 preparatory and only 3 colle¬ giate students. In the 2 State special schools for the blind and for the deaf and dumb, 57 pupils were under training in 1875-76. TEXAS. From Texas there was no statistical report of public school affairs for the year 187.5-76 because of a complete change in the school system under the new constitution of 1875, and the law passed in 1876, which dropped the State superintendency, county superintendency, and county boards of directors, and put all public school matters under the control of a State board of education and of voluntary school communities to be organized throughout the State. No provision being made for the payment of teachers engaged under the old system, these generally ceased to teach in the early part of 1876, and from that time until the autumn there were no public schools and no county ofiQcers to make report of anything relating to them. No State normal school is yet in existence, and no report of high schools under the State system comes to hand. In a special return from the State agricultural and mechanical college, 90 students were said to be in attendance ; in reports from 2 special schools for instruction of the deaf and dumb and of the blind, there appear 107 inmates for the year 1875-76.* ABKANSAS. From Arkansas the reports for two years show an increase of 4,438 in the number of youth of school age, (6-21,) but a decrease of 57,988 in the enrolment of the public schools, a decrease of 3,538 in the number of public school teachers, and (what suf¬ ficiently explains both these) a falling off in receipts for schools of $445,462 ; in expend¬ itures upon them of $630,597. A sadder statement for a single year could not easily be penned. Normal training is offered, in the State industrial university, to 238 pupils who in good faith mean to make teaching a profession, but the pay for teaching has been long so low and so uncertain that only 51 such students appear upon the rolls for 1875-76, additional to 153 preparatory students and 67 collegiate. The two State schools for deaf-mutes and for the blind, at Little Rock, reported for 1875-76 a total of 74 pupils. *The splendid endowment of 50 leagues of land (221,400 acres) and $100,000, set apart by law in 1858 for “The University of Texas,” does not seem to have yet stimulated to the effective establishment of such an institution. PRESENT EDUCATIONAL CONDITION. XXXVII TENNESSEE. Tennessee gives a record less discouraging, her children of school age increasing 7,519, her public schools numbering 45 more than in 1874-75, her consolidated schools (private and public ones combined) 18 less, and the receipts for public schools reach¬ ing $98,419 more. But in the face of the increase of school population there -was a decrease of 4,878 in the enrolment in public schools ; of 10,897 in the average daily attendance on these ; and of $22,519 in the expenditure for them. Her new State normal college enrolled 60 students in its first year of those taught in her high schools, only 461 in her 2 chief cities are reported; in her agricultural college, 300 for the year; in her two special schools for the deaf and dumb and the blind, 373. KENTUCKY.! In Kentucky there has been the usual difficulty about getting full returns from dis¬ tricts, making the statistics less trustworthy than could be wished. However, there appears to be an increase of 11,042 in the number of white children of school age, (6-20,) besides an addition of 50,602 colored children, now included in the State school system, and to be taught in schools sustained with the taxes, fines, and forfeitures collected from the colored citizens. With this large increase of school children, the white enrolment in public schools is set down in the same figures as the year before, but the average daily attendance is given as 3,000 less. The number of teachers re¬ ported is 368 less ; the number of school rooms 716 greater ; the average duration of schools 10 days more. The estimated value of public school property is set at $346,000 more ; the receipts for public schools at $75,643 more ; the expenditures for them at $68,452 less. No statistics of the colored people’s schools are yet presented, they not having generally been in existence for a year at the date of the last report. Except a training school at Louisville with 45 pupils, there is yet no normal school connected with the State system ; but about 272 were under training for the work of teaching in 3 independent schools, besides normal classes in the university and 2 colleges. Of the public high schools in 9 cities, only 3 report the number of pupils, the total for the 3 reaching 814. The students in the agricultural and mechanical department of the university numbered 105 in 1876 ; the collegiate ones in the university itself, 80 ; the special students in the State institutions, 95 blind. 111 deaf and dumb, and 117 feeble¬ minded. GENERAL REMARK. The retrogressive tendencies in educational affairs lately noticeable in some of the States in which slavery has been more recently abolirtied, are calculated to produce great fear in many minds respecting the perpetuity of our institutions. But after a careful review of these facts and an attentive consideration of them in their several relations, and with full recognition also of the same backward tendency in certain other localities, I am increasingly convinced that their local public sentiment will not *As auxiliary to the -work of the State normal college, district institutes were organized by the State superintendent of public instruction, who issued the following circular to county superintendents: ‘‘With a view to systematize and stimulate the holding of general institutes and conferences of teach¬ ers throughout the State during the next year, and thereby arouse school officers, teachers, and the friends of free schools to the importance of improving and elevating the standard of public instruction in every part of the State, I have determined to establish ten general institute districts, corresponding to the ten congressional districts of the State. At some suitable point or points within these districts at least one institute or conference will be held once or more during the year, which all public and private school teachers, superintendents, and directors will be urged to attend. It is particularly desired that each county superintendent within the district shall certainly be present. There can be no better method by which he can increase his own efficiency, upon which, in a great measure, will depend his success in systematizing and improving school work within his own county. * * * i find, by experience, that the institutes heretofore held have achieved great good ; but their diffusion through¬ out every portion of the State has not been general and systematic enough. I desire that this infiuence and inspiration, which is great and wonderful, should reach every county and every school district in the State, however remote and obscure.” t The figures of Table I of the appendix are used here for comparison, instead of those in the abstract for Kentucky, where a return for another year has been erroneously used. XXXVIII EEPORT OF THE COMMISSIONER OP EDUCATION. tolerate any further retrogression in these States ; and that the friends of education may, on the whole, anticipate for their efforts increasing public favor. OHIO. Ohio reports for 1875- 76 an increase of 7,909 in the number of children of school of 10,834 enrolled in public schools, and of 11,790 in average daily attend¬ ance. There was a decrease of 1,813 in the number of men teaching, and an increase of 2,167 in that of women. The average duration of schools was 15 days greater than in 1875 ; the number of school buildings 46 greater j and that of school districts 21 greater ; with an increase of $1,093,053 in the estimated value of school property. In school revenues from State taxes an increase is reported of $60,174, and of $345,443 from other sources, while in funds received from local tax there was a decrease of $17,205, and of $5,282 from permanent fund. The total expenditure for public schools was $810,801 more than that for the previous year. Ten normal schools, reporting an attendance of 2,159 students, do not belong to the public school system ; but training schools, connected with the systems of 4 cities, gave normal instruction to 160 students, of whom 81 were graduated. There were enrolled in public high schools 24,000 pupils, and in the Ohio Agricultural and Mechanical College, 149. The State institution for the education of the deaf and dumb had 490; that for the blind, 156; and that for idiots, (not noticed in the abstract,) 414 pupils. MICHIGAN. In Michigan there was an increase during the year 1875-76 of 10,666 in the number of children of school age (5-20) and of 1,025 in enrolment in public schools, while the average daily attendance remained the same as for the previous year. The number of teachers increased 358 ; the average duration of schools, 18 days; and the value of school property, $384,646; the total expenditures for all school purposes decreasing $88,755. There were 722 students in the State normal school and 79 graduates. In respect to public high schools and departments, of which there were 85 reported in 1875, with 16,722 pupils, full statistics for 1876 are not given. The University of Michigan reports 355 undergraduate and 15 graduate students; the State agricultural college, 166 ; the State public school at Coldwater, an average attendance of 160 pupils ; the State reform school, 230, and the State institution for the education of the deaf and dumb, 212. INDIANA. Indiana reports an increase of 11,494 youth of school age, (6-21,) of 13,908 in enrol¬ ment, and of 13,425 in average daily attendance ; also 278 more teachers than in 1875, and 9 more days in the average length of public schools. The valuation of school property was $678,655 greater ; the income for school purposes $41,810 greater, and the total expenditures $390,881 more than the previous year. The State normal school reports an attendance of 404 in normal studies. Public high schools in 45 cities and towns had 3,145 pupils ; the State university 134 students in its collegiate department, and Purdue University, 67. The State institution for the education of the deaf and dumb had 349 pupils under instruction, that for the blind 107, and at the Soldiers^ Orphans’ Home 250 children were provided for and educated at the expense of the State. ILLINOIS. Illinois reports an increase of 15,586 in school population, (6-21,) and a decrease of 18,230 in number enrolled ; 242 more school-houses, 37 more graded schools, and 503 more teachers. The total income for public school purposes was $587,913 more than for the previous year, and the expenditures $779,330 more. Five normal schools con¬ nected with the public school system had an aggregate of 1,052 normal students and 99 graduates. There are 110 high schools reported, against 133 in 1875; number of pupils not given. The Illinois Industrial University reports an attendance of 386 students; the State institution for the education of the deaf and dumb and the Chicago day school for deaf-mutes an aggregate of 445 pupils, and the institution for the blind and that for feeble-minded children, each 86. PRESENT EDUCATIONAL CONDITION, XXXIX WISCONSIN. In Wisconsin, there was an increase of 12,982 in the school population (age, 4-20) ; of 2,2G9 in enrolment of children of school age, and of 2,332 in the total enrolment ; a decrease of 721 in the number of teachers ; an increase of $104,551 in the value of school property; of $19,507 in school income, and of $112,484 in expenditures. Four State normal schools had an enrolment of 980 students ; 23 free high schools had 1,284 ; the State university 227 ; the institute for the education of the deaf and dumb 190 j the school for the blind 86, and the industrial school for boys 415. MINNESOTA. Minnesota reports an increase of 17,812 in school population (age 5-21) and of 21,586 in enrolment, with a decrease of 5,908, in average daily attendance ; 1,440 more teach¬ ers, and 244 more school-rooms for study ; a decrease of 20 days in the average length of schools, and of $37,648 in the estimated value of school property. Receipts for schools diminished; expenditure apparently increased. The 3 normal schools report an at¬ tendance of 765 normal students; the State university 267, of whom 123 were in colle¬ giate classes ; the institution for the education of the deaf and dumb and the blind, 121, MISSOUBI. In Missouri, the school age having been changed from 5-21 to 6-20, there is naturally some apparent diminution (12,703) of persons of this age from those under 6 and over 20 ceasing to be reckoned. But this does not quite explain the seemingly small in¬ crease, only 68, in the number attending public schools, and still less the apparent decrease (11,472) in the average daily attendance. The number of teachers is reported the same as in 1874-75, the average monthly pay of these not very different from what it was ; but the number of public schools for whites is said to have increased by 196, those for colored children by 12. The average duration of schools has come down from 99 to 60 days, a thing at once explained when we find that the receipts for them have dimin¬ ished by more than $1,000,000, though the expenditures have been considerably beyond the reported receipts. No doubt much of this derangement of school affairs may bo reasonably traced to the peculiar financial trials of these times, but doubtless also much of it may be due to the present lack of county superintendency, an agency in¬ valuable for urging teachers and trustees to duty, for keeping up the good quality of schools, and for looking after both the receipt and the expenditure of the school money. The 3 State normal schools and St. Louis City normal school had in them in the year 1,613 students, graduating 192, while in the Lincoln Institute for Colored Teachers were 118, resulting in 11 graduates. In the high schools of St. Louis and of Kansas City 1,583 pupils were reported ; in the university and State scientific schools connected with it, 153 preparatory and 189 collegiate students ; in the State special schools for deaf-mutes and the blind, 224 deaf mutes and 110 blind. KANSAS. Kansas, with 12,991 more children of school age, (5-21,) reports an increase of 4,618 in enrolment, and an average attendance larger by 4,316; more women teaching by 275, but 82 fewer men ; a small diminution in the monthly salary of both these ; an increase of 166 school-houses, of $71,421 in the value of them, and of 204 in the number of graded schools with course of study; $202,390 larger receipts for schools, and $178,336 larger expenditure upon them; the available school fund diminished $41,750, but the estimated value of all school property increased $460,169. From want of legis¬ lative appropriation for them 2 of the 3 State normal schools were closed in 1876, and the third only continued on the pay system. In this and in the normal department of the State university 198 pupils were in training for the latter portion of the year, 19 graduating. A link of connection between the high schools and university has been established, and those adopting a certain course are to become preparatory schools for it, graduates therefrom entering its freshman class without reexamination ; but statis¬ tics of the high schools are still too imperfect for report. In the State agricultural col- XL REPORT OF THE COMMISSIONER OF EDUCATION. lege 303 students are reported; in the State university 306 preparatory and 99 collegi¬ ate; in the State school for the blind at Wyandotte 54 of this class, in that for the deaf and dumb at Olathe 115 deaf-mutes. NEBRASKA. Nebraska, like Kansas, recovering partially from her depression, shows signs of vigor¬ ous returning life; 6,069 more persons ofschool age, (5-21;) 4,543 more enrolled in pub¬ lic schools; 170 more school-houses; 36 fewer men teaching, it is true, but 306 more women ; receipts for schools apparently considerably enlarged and expenditures upon them obviously not diminished ; 192 students in the State normal school ; number in the 6 or more high schools, not reported; in the State university and its industrial col¬ lege 199 preparatory and 88 collegiate ; in the State institution for the deaf and dumb 48 deaf-mutes. IOWA. Iowa, still steadily advancing, has added 20,017 to her youth of school age, (5-21 ; ) 14,813 to the enrolment in her public schools ; 3,900 to the average daily attendance ; 907 to the number of her teachers ; and $10.59 to the average monthly pay of males; $898,769 to the value of school property, and $352,026 to the receipts for public schools. Her expenditures on them have been reduced $317,167, but this sum has been for school buildings, furnishing and repairs, and has not prevented the addition of $185,659 to the item “ for the pay of superintendents and teachers.” The State normal school at Cedar Falls, organized in 1876, had on its list in that year 96 normal students. In her university there is also an optional course in didactics for such academical seniors as propose to teach and for such special students as may be prepared for it, while normal training goes forward in 7 colleges, in an independent normal school, and in county institutes. Only 3 public high schools are officially reported, and of the students in these there is no return ; but in the State university 223 preparatory and 167 collegiate students are on the lists ; in the agdcultural college at Ames, 302; in the State institu¬ tion for the deaf and dumb, 181 ; in the State college for the blind, 112; in the State school recently established for the feeble-minded, 44. COLORADO. Colorado, admitted into the Union August I, 1876, shows in her report for that year a decrease of 1,313 in youth of school age, due partly, perhaps, to the fluctuations in mining population, and partly to having cut down the school age from 5-21 in 1874-’75 to 6-21 in 1875-76. She increased, however, by 1,606 the number enrolled in public schools ; by 24 the number of teachers in these ; by 12 the number of school districts; by 45 the number of school-houses; by $16,177 the income for her schools, and by $14,986 the expenditure upon them, the expenditure for pay of superintendents and teachers going $27,062 beyond that of 1874-’75. The duration of her schools fell off 16 days, but this is almost the only thing to indicate arrest of progress or even temporary check of her advance. She comes into the Union with an organized university at Boulder, an agricultural college at Fort Collins, a school of mines at Golden, and an institution for the educa¬ tion of deaf-mutes at Colorado Springs. CALIFORNIA. California, still in her fresh young life, reports a school population (5-17) 13,224 greater than before, an enrolment in her schools 9,538 greater, and an average daily attendance enlarged by 5,364 ; more teachers by 289, with salaries somewhat increased ; more schools by 539, but a shortening of the school term 5.18 days ; receipts for schools $658,818 less ; expenditures upon them $188,356 greater, mainly in the line of salaries paid teachers, which item is $165,675 beyond that of 1874-’75. The school-houses are reported to be in general comfortable, furnished with modern styles of desks, and fairly supplied with maps, charts, and simple apparatus, each having a small library secured by an annual State appropriation froiii the school moneys. The State normal school PRESENT EDUCATIONAL CONDITION. XLI tanglit during the year an average of 342, the number of normal students reaching in the whole 501, while in the San Francisco normal school for girls there was a class of 36. In public high schools there appear to have been 1,387 pupils for the year, besides 1,800 in partial courses ; in the State university 177 collegiates ; in the agricultural, mining, and mechanical department of the same, 142 ; in the 1 State special school, 113. ORRGON. In Oregon, things seem to have gone well upon the whole ; for, though without any apparently large advance, that which has been attained is proportionately great for a young country where the settlements are scattered and the large towns few. The report is of 3,886 more youth of school age (4-20) and of 2,572 more enrolled in public schools, though from some cause unexplained the average daily attendance fell off 2,240. There were 26 more men employed as teachers and 5 fewer women ; 59 more schools of ordinary grade and 2 more of advanced grade ; an increase of $137,803 in the value of school property, with some increase of the time the schools were taught ; receipts for school purposes $10,951 beyond those of 1874-75, and expenditures for these $29,058 beyond. The training of teachers has gone forward in an annual State teachers’ institute held at the capital, and in nine district institutes held at as many points throughout the State. There are reported 17 schools of advanced grade, but no statement appears of the number of pupils in them. A State university, long wanted to complete and crown the school system, was to be opened in October, 1876, and is reported to be now in operation. In the Corvallis State Agricultural College were 57 preparatory students in 1876; in the institution for the deaf and dumb at Salem, 27 pupils ; in that for the blind at the same place, 11. NEVADA. Nevada indicates an increase of 937 in youth of school age, (6-18,) of 439 in enrol¬ ment, of 546 in average daily attendance, of $3.71 in the average monthly pay of teach¬ ers, of $7,418 in the receipts for public schools, and of $1,462 in the expenditure upon them. There are no means yet for any special training of her teachers, nor is there a report of the number of the pupils in her 3 public high schools ; but in her university 23 preparatory students were reported in 1876, while 5 special pupils are under train¬ ing for the State in the institution for deaf-mutes and the blind at Oakland, California. THE DISTRICT OF COLUMBIA. The progress made in education in the District of Columbia deserves to be specially noted. It will be remembered by those who have observed my earlier reports that I had occasion to mention a board of education for the white schools of Washington City and a board for the white schools of the city of Georgetown, a board of education for the county schools, and a board for the colored schools of Washington and Georgetown. These boards are now substantially consolidated into one. The entire educational business proceeds, as might be expected, more systematically, affording the public better assurances of thorough and faithful administration in the employment of qualified teachers, in the selection of methods of instruction, and in the expendi¬ tures for the schools. In 1872, when the trustees of the public schools of Georgetown were considering the proposition to erect in a central locality a building for their more advanced schools, it was suggested that the munificent but yet unused funds bequeathed to the city by the philanthropy of Mr. George Peabody and Mr. Edward Magruder Linthicum might be united to the money set apart for the building to their great mutual advantage. The Peabody fund, $15,000, was for the establishment of a general circulating library ; and the Linthicum fund, $50,000, for the establishment of a free school for the educa¬ tion of indigent white boys, to be known as the Linthicum Institute of Georgetown. The board of trustees of the Linthicum Institute was making arrangements fbr active operations, when it received from the board of trustees of the public schools of George¬ town, through J. Ormond Wilson, esq., superintendent, overtures for the location of XLII REPORT OF THE COMMISSIONER OF EDUCATION. the iDstitute in the public school building, the erection of which was then under consideration. It was otfered to set apart a room in the building, free of rent, for the use of the Linthicum Institute ; a similar proposition was made to the trustees of the Peabody Library ; the rooms to be so arranged as to leave each institution under the exclusive control of its trustees. These overtures were favorably received, and it was finally stipulated that in consideration of a loan of $40,000 by the institute to the pub¬ lic school board, secured by a lien or mortgage on the school property, suitable accom¬ modations for the use of the institute should be provided in the projected school build¬ ing. “The institute and the Peabody Library are already most valuable adjuncts to the public schools of Georgetown. As separate, independent institutions, in all prob¬ ability they would have accomplished but little ; united with the public schools, so that no part of their funds need be expended for buildings or rents, their annual in¬ come can be applied almost exclusively to direct educational work. In organizing the library, special reference has been and will be had to the wants of teachers and pupils ; and the institute is an industrial night school for boys who are obliged to work during the day.” The introduction of drawing has already been fully vindicated in the judgment of the public. There has also been established a normal school for the training of young ladies as teachers. The supervision of the schools is steadily growing in efficiency. Schools still suffer from a lack of well adapted houses, and are specially lacking in the provision of high school privileges. A very large proportion of those resident here are in the Government service j there is occasionally an energetic effort to permit only one of a family to be employed by the Government, and this effort is doubtless effectual in preventing such employment in general. Therefore the thousands of boys and girls belonging to these families, when they attain a proper age either to attend high school or to go into some business, are specially exposed to the temptations inseparable from idleness. The several colleges and professional schools in the District afford ample privileges for superior and professional instruction, but the lack of high school priv¬ ileges prevents the preparation of many of these young persons for admission to col¬ lege, and therefore deprives them of collegiate instruction. No city in the country, perhaps, affords so many incidental opportunities for instruc¬ tion or the acquisition of valuable knowledge as Washington. Here are gathered the experts in the employ of the Government in various departments of science and the arts. They are advancing on the very front line of their several specialties. They have about them more or less abundant material for illustration. No library in this country is able to aid students better than the Congressional Library. Nowhere else can they find better opportunities for the study of astronomy, of mathematics, of archae¬ ology, of engineering, and all its various branches, of chemistry, of geology, and of many other branches. The comprehensive philosophical treatment of all these opportunities for instruction would add greatly to the intelligence of the National Capital, and afford advanced students advantages in many subjects not possible elsewhere in the country. PEABODY FUND. Nothing in the century of our history just closing, indeed nothing in human history, parallels George Peabody’s aid to education in the Southern States, whether we con¬ sider the amounts bestowed or the methods in which the great trust is administered. Its operations commenced early after a great civil war. They aimed to secure not merely individual education, but the establishment of State educational systems by local action among a people who had little experience of common schools and little knowledge of thei/ administration or their benefits. The task undertaken was one of the most delicate, the object aimed at most comprehensive and honorable. The follow¬ ing table, compiled from the reports of Dr. Barnas Sears, agent of the board of trustees, indicates by States and years the disbursements: CITY SCHOOLS. XLIII Table showing the amount and disjposition of the sums disbursed from the Peabody Fund from 1868 to 1876, inclusive. 18S8 . 18C9 . 1870 . 1871 . 1872 . 1873 . 1874 . 1875 . 187G . Total.... Virginia. North Caro¬ lina. South Caro- j lina. Georgia. Florida. Alabama. Mississippi. Louisiana. Texas. Arkansas. Tennessee. West Vir¬ ginia. Total. $4, 750 $2, 700 $8, 550 $8, 562 $1, 000 $1, 338 $8, 700 $4, 800 $35, 400 12, 700 6, 350 7,800 9, 000 $1, 850 5, 700 9, 000 10, 500 $4, 300 11,900 $10, 900 90, 000 10, 300 7, 650 3, 050 6, 000 6, 950 5,950 5, 600 5, 000 $1, 000 11, 050 15,050 13, 000 90, 600 15, 950 8,750 2, 500 3, 800 6,550 5, 800 3, 250 12, 400 9,200 22, 650 9, 150 100, 000 29, 700 8,250 500 6, 000 6, 200 9,900 4, 550 11, 500 :2, 250 23, 250 17, 900 130, 000 36, 700 9, 750 1, 500 13, 750 7, 700 6, 000 6, 800 11, 40Q 27,800 15, 750 137, 150 3-1, 750 14, 300 200 6,500 9, 900 9,700 6. 700 2,750 1, 000 3, 600 33, 100 15, 100 134, 600 23,350 16, 900 100 9, 750 1, 800 2. 200 5,400 1, 000 1, 350 1, 500 27, 150 10, 500 101, 000 17, 800 8, 050 4, 150 3, 700 1, 000 5,500 9, 950 2, 000 4, 450 1,000 10, 100 8, 600 76, 300 183, 000 82, 700 23, 350 37, 062 41, 950 51, 750 52, 588 53, 850 7, 800 54, 300 175, 800 100, 900 895, 050 Great* as these sums are, much good as their use for personal culture would have accomplished in promoting general education, it can hardly be doubted by any fair minded observer that the methods by which the sums have been bestowed have increased their beneficial results tenfold. CITY SCHOOLS. Instead of the 177 cities which reported last year, there is presented herewith a sum¬ mary of the returns from 192 cities having each over 7,500 inhabitants. * Mr. Peabody’s gifts to education and charity will never be fully known. So far as ascertained from authentic sources they were as follows. Of the total amount given, $5,522,500, the sum of $4,038,500 was in money. For a church building . $100, 000 United States Sanitary Commission . 110, 000 Museums, libraries, colleges, &c . . . 1, 813, 500 Southern education fund . 2, 000, 000 Southern education fund, Florida bonds, face value . ; . 384, 000 Southern education fund, Mississippi bonds, face value . 1, 100, 000 For arranging American exhibit in the World’s Fair of 1851 . 15, 000 Total . . . . . . . . 5,522,500 XL -I 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 REPORT OF THE COMMISSIONER OF Table 11. Summary of s Cities. Estimated present population. Legal school age. - - School population. Number of school buildings. Number of sittings for study. 1 Number of teachers. No. of days schools were taught. 1 2 3 4 5 6 7 8 iR nnn 6-21 5,300 5 27 170 San Francisco, Cal .... 272, 345 5-17 46, 238 56 525 211 16 nnn 5-17 3, 074 9 42 198 Stockton, Cal . 15, 000 5-17 3, 327 9 1, 740 32 196 20 non 6-21 3, 000 1, 530 34 185 Bridgeport, Conn . 25, 000 4-16 5, 864 16 4, 007 84 205 Greenwich, Conn* . 8,000 4-16 1,937 19 2, 300 25 200 45 000 4-16 9, 598 16 151 197 New Britain, Conn .... 12, 000 4-16 3, 176 10 2, 250 40 198 New Haven, Conn . 57, 136 4-16 12,586 23 8, 542 213 200 New London, Conn. . . . 10, 000 4-16 2,076 10 1, 665 40 200 Norwalk, Conn . 13, 000 4-16 3,254 12 3, 200 49 203 Stamford, Conn* . 11, 000 4-16 2,469 16 31 195 Wilmington, Del _ 40, 000 6-21 19 5, 120 109 200 Atlanta, Ga . 32, 000 6-18 10, 362 8 2, 800 56 203 Augusta, Ga . 20, 000 6-18 4, 912 14 25 190 Columbus, Ga . 9, 000 6-18 2,463 7 985 19 168 Macon, Ga. d . . . 21, 285 6-18 6, 839 18 56 156 Savannah, Ga . *29, 000 6-18 10, 003 7 61 180 Alton, Ill . 12, 000 6-21 2, 995 6 1, 077 21 198 Belleville, Ill . 12, 000 6-21 4, 467 5 1, 880 41 201 Bloomington, HI . 25, 000 6-21 5, 193 9 2,315 62 178 Chicago, Ill . . e425, 000 6-21 110, 184 71 39, 233 717 195 Decatur, III . 12, 000 6-21 2,595 6 1,731 30 177 Galesburgh, Ill . 14, 000 6-21 ' *3, 572 7 1, 950 32 190 Jacksonville, Ill . 12, 000 6-21 3, 683 11 1, 590 34 182 Joliet, Ill* . 15, 731 6-21 3, 870 10 1, 682 42 198 Peoria, Ill . 30, 000 6-21 7, 223 10 2,898 64 196 Quincy, Ill . 32, 000 6-21 11, 891 10 2, 550 49 197 Rockford, Ill . 15, 000 6-21 5, 971 10 2,000 50 195 Rock Island, Ill . 12, 000 6-21 3, 554 5 1, 760 32 177 Springfield, Ill . 25, 000 6-21 10, 722 5 2, 200 41 180 Fort Wayne, Ind . 26, 800 6-21 8, 959 9 3, 790 79 195 Indianapolis, Ind . 100, 000 6-21 21, 255 26 10, 587 205 195 Jeffersonville, Ind . 9, 500 6-21 2, 544 5 . 25 187 Lafayette, Ind . 21, 000 6-21 6, 000 6 2, 472 •49 195 Logansport, Ind . 15, 000 6-21 3, 775 13 1, 460 32 196 Madison, Ind . 12, 500 6-21 4, 6.52 6 38 200 Richmond, Ind . 15, 000 6-21 3, 891 7 1,718 41 188 South Bend, Ind . 15, 000 6-21 3, 057 6 2, 000 27 180 * From Report of Commissioner of Education for 1875. a Assessed valuation. 6 Between 5 and 17 years of age. CITY SCHOOLS. XLV cities containing 7,500 inhalitants and over. Pupils. Estimated cash value of taxa¬ ble 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 daily av. att. in public schools. I Number. j Estimated enrolment in private schools. Perm anent improve¬ ments. Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 13 13 14 15 16 17 IS 19 20 500 a|5, 626, 312 $50, 715 5 $39 613 $17, 300 $19, 100 $14 40 1 66, 648 a268, 532, 859 2, 495, 000 1. 45 798, 543 $161, 666 499, 897 867, 107 24 61 $6 57 2 400 9, 000, 000 152, 000 2 66, 666 21, 612 27, 700 65, 248 20 39 9 81 3 120’ 10, 000, 000^ 168, 000 61, 302 1, 511 32, 359 41, 602 14 46 2 97 4 200 22, 000, 000 196, 500 6 66, 432 21, 608 25, 447 67, 928 21 04 13 14 5 400 17, 000, 000 144, 000 3.25 70, 363 48, 339 70, 363 19 81 3 64 6 250 4, 500, 000 18, 350 4 14, 500 13, 099 14, 024 18 82 1 32 7 1,337 a47, 162, 324 1, 755, 269 180, 723 9, 118 106, 258 166, 009 8 97 a4, 592, 952 99, 500 37, 059 12, 700 19, 695 40, 601 12 00 3 50 9 1, 535 75, 10.5, 952 512, 900 1.5 240, 778 850 130, 672 164, 452 23 48 5 87 10 45 10, 000, 000 115, 000 3 25. 664 670 17, 398 25, 395 11 100 9, 000, 000 111, 000 69, 361 1, 573 24, 700 36, 700 13 50 2 25 12 500 al, 761, 513 2.5 22, 307 22, 307 13 25, 694, 032 265, 338 2.5 91, 220 5,458 43,339 90, 057 11 72 5 24 14 400 14, 000, 000 95, 500 3 48, 074 47, 174 17 60 1 70 15 300 12, 000 12, 000 16 500 4, 000, 000 27, 500 2.2 11,543 698 6,760 11, 543 10 00 1 96 17 300 10, 749, 529 35, 000 26, 316 25, 821 13 69 1 68 18 110, 000 54, 199 52, 904 19 520 72, 500 24, 572 114 9, 171 17, 552 12 85 4 47 20 525 4, 721, 380 113, 000 11.5 43, 100 468 20, 993 39, 223 14 03 3 16 21 10, 166, 078 230, 471 13 74, 305 4, 823 21, 556 70, 302 11 72 3 77 22 27, 637 500, 000, 000 2, 571, 026 4. 63 849, 794 94, 403 569, 336 829, 429 16 39 3 39 23 200 6, 143, 102 101, 382 8 36, 906 389 15, 328 31, 123 12 71 3 60 24 5, 500, 000 140, 200 9 42, 620 9, 400 16, 567 29, 435 10 73 25 900 5, .798, 637 160, 350 10.8 60, 762 20, 205 19, 100 60, 539 17 06 3 77 26 657 65, 400 24, 925 2,842 26, 000 27 1,508 21, 428, 000 169, 500 6.8 62, 657 206 33, 131 48, 321 13 61 5 03 23 1,800 20, 000, 000 220, 500 5 85, 524 30, 995 25, 151 83, 302 12 00 6 33 29 400 13, 500, 000 118, 000 28, 400 0 23, 000 34, 800 30 548 9, 600, 000 105, 300 6.5 27, 270 15, 817 24, 333 12 71 3 73 31 150, 000 5 32, 100 24, 954 33, 751 13 73 3 64 32 2,200 12, 750, 000 203, 750 4.6 95, 416 20, 412 34, 705 72, 725 16 15 4 10 33 2,100 80, 608, 000 857, 768 2.7 357, 519 68, 995 122, 529 287, 731 17 38 6 66 34 a2, 500, 000 57, 100 23, 941 1, 162 12, 196 19, 213 35 1, 200 40, 000, 000 180, 000 35 102, 521 26, 266 43, 905 14 75 7 82 36 700 9, 000, 000 175, 500 3.5 31, 336 5, 811 13, 349 31, 336 12 41 4 00 37 276 ai, 400, 000 60, 000 3 26, 450 15, 872 38 325 72, 700 52, 989 750 19, 279 33, 230 13 38 5 73 39 . 1 125, 500 37, 432 1, 258 10, 378 20, 098 9 08 5 69 40 c The statistics are for five-sixths of the city only; it not being all included in one school system. d Including Bibb County. e Census of 1876. Pm 0^ a a 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 EEPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school Cities. Estimated present population. Legal school age. School population. Number of school buildings. Number of sittings for study. Number of teachers. No. of days schools wore tanght. Pupils. Whole number en¬ rolled. Average daily at¬ tendance. 1 a 3 4 5 6 7 8 9 10 Terre Haute, Ind . 19, 265 6-21 6, 532 11 3, 637 80 199 4,011 2,593 Burlington, Iowa . 25, 000 5-21 6, 001 10 3, 876 68 190 3, 189 2, 250 aid 020 5-21 2, 822 7 1, 300 16 1,200 Davenport, Iowa . 24, 000 5-21 8,506 10 3, 808 77 189 4, 494 2, 998 Des Moines, (w. side,) la 12, 000 5-21 3, 191 4 1, 990 33 187 1, 931 1, 246 *24 000 5-21 8, 896 11 73 2, 867 2, 365 14, 000 5-21 2,725 5 21 180 1,258 1,109 Lawrence, Hans . a8, 320 5-21 1, 869 12 1, 430 28 167 1, 282 1, 185 873 5-21 5, 669 40 198 2, 048 1, 942 Covington, TCy _ 33 000 6-20 10, 451 5 3, 359 63 213 3, 244 Lexington, Ky . 20, 000 c6-20 5, 115 9 30 dl85 1, 830 Louisville, Hy. . . 125, 000 6-20 c45, 000 27 329 202 17, 533 11, 951 Newport, Ky . 18, 500 6-20 41 200 2, 674 2, 069 Now Orleans, La . 195, 000 6-21 69, 093 439 190 25, 412 15, 024 Bangor, Me . 18, 500 4-21 5, 324 21 4, 500 62 218 3,125 2, 500 Riddeford, Me . . 12, 000 4-21 3, 500 21 2, 050 36 195 1, 500 Lewiston, Me . 20, 000 4-21 6, 479 29 3, 080 67 184 3, 560 2, 056 Portland, Me . 36, 000 4-21 10, 634 15 6, 000 106 238 5, 552 4, 393 Baltimore, Md . 302, 839 6-18 69, 303 731 31, 404 24, 381 Adams, Mass . 15, 700 5-15 3, 322 52 189 3, 178 Boston, Mass . /341,919 5-15 58, 636 146 56, 111 1, 306 224 55, 417 42, 645 Cambridge, Mass . /47, 838 5-15 8,218 26 8,750 219 233 9, 523 6, 491 Chicopee, Mass . 10, 000 5-15 1, 970 11 1, 400 30 1, 147 891 Fall Eiver, Mass . 45, 160 5-15 7,900 30 6,856 127 192 7,537 4,159 Fitchburg, Mass . 12, 000 5-15 2,228 20 2,700 63 192 2,469 1. 883 Haverhill, Mass . /14, 628 5-15 2, 608 28 3,211 80 194 2,632 2, 093 Holyoke, Mass . 16, 500 5-15 2, 983 .12 1, 906 52 197 2,367 1, 377 Lawrence, Mass* . 35, 000 5-15 5, 648 22 4,185 112 194 5, 631 3, 550 Lowell, Mass . 50, 000 5-15 7, 400 38 6, 660 135 238 9,117 5,765 Lynn, Mass . 33, 600 5-15 5, 924 32 5,960 111 5, 500 4, 264 Marlborough, Mass. . . . p8, 116 5-15 1, 932 11 1, 850 34 178 1, 954 1, 352 Milford, Mass _ 9, 900 5-15 2, 394 20 41 178 2, 745 New Bedford, Mass. . . . 27, 000 5-15 4, 002 21 4: 000 105 203 3, 822 3, 622 Newbury port. Mass . . . 13, 000 5-15 2,743 20 2, 689 62 255 2,218 1, 859 Newton, Mass 16 350 5-15 2, 853 16 3, 400 74 196 3, 194 Pittsfield, Ma,aa _ 12, 255 5-15 2, 558 2, 269 54 176 2, 070 Salem, Mass . *26, 000 5-15 4, 430 17 4, 307 103 200 4, 794 3,284 Springfield, Mass . 32, 800 5-15 5,408 29 5,832 141 198 6, 267 4, 346 Taunton, Mass . 20, 429 5-15 3, 632 33 4, 031 92 190 4, 043 2, 990 * From Keport of Commissioner of Education for 1875. a Census of 1870. 6 Assessed valuation. c The legal school age for colored children is from 6 to 16. CITY SCHOOLS. XLVII statistics of cities, 4'c. — Continued. Pupils. Estimated cash value of taxable propel ty 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 daily av. att. in public schools. Estimated enrolment in private schools. Permanent improve¬ ments. Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. I Number. 11 13 13 14 15 16 17 18 19 20 500 $20, 000, 000 $216, 500 2.8 $107, 705 $8, 339 $44, 326 $83, 084 $18 10 $4 42 41 1,000 12, 872, 607 134, 000 6 93, 032 5, 523 33, 208 53, 176 15 64 5 08 42 50, 252 1,875 16,589 30, 663 43 16, 000, 000 266, 000 12 105, 782 351 49, 884 68, 670 19 07 4 15 44 300 7, 705, 925 220, 100 15 51, 392 *584 21, 343 57, 789 17 12 6 64 45 6. 5 54, 075 33, 230 45, 987 46 175 3, 641, 975 73, ino 9 26, 690 754 7, 770 20, 077 8 35 9 06 47 106, 500 9 32, 027 26 12, 081 32, 027 11 45 3 65 48 822 64, 367, 544 203, 512 10 55, 070 3, 098 23, 881 53, 031 12 29 3 00 49 1,600 615, 000, 000 203, 800 2.5 70, 776 0 37. 543 49, 525 17 32 50 5, 143, 610 1. 5 51 671, 849, 772 833, 390 4.5 274, 132 13, 023 166, 591 285, 302 16 46 6 32 52 67, 000, 000 2 40, 919 40, 509 12 04 53 14, 235 6124, 582, 102 726, 950 459, 001 329, 163 438, 468 21 90 5 12 54 300 15,000, 000 190, 500 4 39, 741 29, 518 39, 832 11 80 3 23 55 150 12, 000, 000 49, 000 18, 746 1, 000 13, 096 18, 546 56 100 11, 873, 558 168, 700 4 35, 688 25, 812 44, 169 13 27 5 43 57 1, 298 40, 000, 000 376, 000 2.68 83, 155 300 57, 350 83, 155 13 51 4 77 58 14, 559 629, 832 116, 978 447, 122 677, 986 59 0 66, 150, 0!t0 160, 000 4. 47 60 6748, 878, 100 8, 560, 000 2. 21 2, 036, 067 307, 094 1, 228, 338 2, 015, 580 25 94 10 21 61 1, 187 662, 636, 453 619, 589 3.3 210, 538 3,763 162, 199 210, .'■)38 19 89 5 50 62 COO 63 1, 000 651, 401, 467 1, 230’ 000 1.8 97, 101 5, 500 82, 543 107, 883 19 84 4 77 64 40 611, 714, 888 193, 424 3.15 36, 748 30, 752 42, 070 12 73 5 25 65 40 12, 500, 000 284, 500 5.13 53, 507 42, 354 54, 652 19 89 5 40 66 1, 100 18, 488, 000 150, 360 2. 74 28, 677 1, 047 18, 593 25, 202 14 73 2 89 57 1,200 30, 000, 000 266, 000 3.9 90, 799 20, 023 54, 359 90, 697 16 58 3 36 68 500 49, 000, 000 452, 800 3.1 139, 823 14, 175 97, 010 137, 317 17 79 4 13 69 150 625, 937, 431 466, 300 4. 25 111, 581 8,433 70, 198 110, 481 16 68 5 25 70 51 63, 493, 060 59, 500 6 18, 424 14, 548 18, 429 11 00 2 46 71 66, 000, 000 36 22,968 16, 098 22, 188 72 350 34. 850, 000 282, 000 3. 66 85, 825 92, 500 60, 000 182, 775 14 50 4 50 73 80 9, 000, 000 105, 100 3. 33 35, 450 25, 960 35, 450 14 40 2 41 74 28, 200, 965 428, 400 3. 14 92, 890 63, 962 86, 533 27 41 8 08 75 191 8, 177, 606 61, 400 2.3 20, 366 18, 084 20, 460 45, 343 76 725 27, 216, 000 341, 500 2.1 82,786 1, 493 58, 061 82, 786 21 .38 6 29 77 280 635, 109, 456 554, 583 3 114, 332 2,053 86, 033 112, 170 19 61 4 69 78 193 625, 000, 000 216, 808 3 51. 590 865 21. 209 13 92 4 67 79 dFor white schools; for colored schools, 180 days. e Estimated. / Census of 1875. g Census of 1876. XLVIII REPORT OF THE COMMISSIONER OF EDUCATION, Table II. — Summary of school M a Cities. Estimated present population. Legal school age. School population. Number of school buildings. Number of sittings for study. Number of teachers. No. of days schools were taught. Pupils. Whole number en¬ rolled. Average daily at¬ tendance. 1 3 3 4 5 6 7 8 9 10 80 Weymoutli, Mass . 9,819 5-15 1,936 21 2, 128 44 196 1, 931 1,653 81 Woburn, Mass . 10, 000 5-15 2, 091 14 2, 410 42 200 1, 977 1, 498 82 Worcester, Mass . 50, 000 5-15 8, 801 34 8, 496 192 201 9^936 6, 926 83 Adrian, Mich . 10, 000 5-20 2, 824 5 1, 600 29 193 1,449 939 84 Bay City, Mich . 17, 500 5-21 4,014 7 2, 500 38 196 2, 659 1,566 85 Detroit, Mich . 110, 000 5-20 34, 593 26 11, 131 221 193 13, 739 8, 759 86 East Saginaw, Mich . . . 17, 000 5-20 5, 155 10 2, 758 53 192 3, 159 2, 242 87 Grand Rapids, Mich. .. 29, 000 5-20 8, 900 13 4, 210 88 196 5, 398 3,292 88 Saginaw, Mich . 10, 000 5-20 2, 786 6 1,536 29 195 1, 715 987 89 Minneapolis, Minn 6. .. 26, 000 5-21 6, 843 8 3, 500 70 195 3, 388 90 St. Paul, Minn* . . 33, 600 5-21 15, 114 14 3, 625 87 198 4, 941 91 Misa 9, 000 5-21 4 750 12 90 591 92 Vicksburg, Miss . 11, 000 5-18 3, 400 4 1, 200 24 187 1, 545 950 93 Hannibal, Mo . 12, 500 6-20 3, 241 7 1,625 28 176 1,957 1,272 94 Kansas City, Mo . 40, 000 6-20 7,126 9 3, 600 58 176 4, 262 2, 550 95 St. Joseph, Mo . 25, 000 5-20 6,415 17 2, 922 53 198 3, 510 2, 385 96 St. Louis, Mo . 500, 000 5-21 161, 496 54 35, 400 785 198 43, 663 27, 706 97 Omaha, Kebr . 20, 000 5-21 4, 512 10 2, 120 42 196 2, 592 1,613 98 Manchester, H. H . 28, 000 5-15 5, 500 23 3, 500 78 190 4, 567 99 Nashua, N. H . 11, 800 5-16 2,137 16 2,420 47 190 1, 678 1, 493 100 PortsiDOtitli « 10 000 5_ 1, 572 13 40 248 1, 428 101 Camden, N. J . 40, 000 5-18 10, 842 11 5, 500 103 190 5,270 4, 039 102 Elizabeth, N. J . 25, 000 5-18 6,817 15 2,588 59 202 2, 919 2, 298 103 Jersey City, N. J . 120, 000 5-18 38, 068 21 11, 529 273 200 19, 463 10, 058 104 Newark, N. J . 120, 000 5-18 37, 206 43 12, 831 282 205 18, 970 10, 933 108 New Brunswick, N. J. . 18, 000 .5-21 4,956 6 2,370 42 207 2,455 1, 638 106 Orange, N. J . 11, 000 5-18 3, 256 5 1,151 30 200 1, 462 941 107 Paterson, N. J . 39, 000 5-18 11, 982 10 5, 933 102 201 5, 198 4,143 108 Trenton, N. J . e25, 031 5-18 8,912 10 2,538 71 204 3, 691 2, 328 109 Auburn, N. T . 18, 500 5-21 .5, 097 9 2,695 47 196 2, 543 1,747 110 Binghamton, N. T . 16, 500 5-21 4, 509 8 2, 368 54 207 3, 187 2, 123 111 Buffalo, N. T . 143, 594 5-21 /40, 000 42 14, 000 420 203 20, 240 13, £20 112 Cohoes, N. T . 18, 000 5-21 8, 879 8 1, 950 56 204 3, 027 1,379 113 Elmira, N. T . 23, 000 5-21 5, 830 7 3,674 78 197 4, 221 3, 205 114 Ithaca, N. T . 10, 058 5-21 2, 407 11 1, 497 31 196 1, 769 1, 158 115 Kingston, N. Y.g . 8, 000 5-21 2, 940 5 1, 427 28 207 1,604 1, 159 116 Lockport, N. Y . 13, 000 5-21 4,185 7 2, 280 42 201 2, 801 1, 675 117 Long Island City, N. Y. 17, 000 4-21 5, 077 5 41 203 3, 575 1, 647 118 Newburgh, N.Y. . 17, 200 5-21 5, 802 6 3, 099 49 202 2, 580 1,970 119 New York N. Y . 1, 200, 000 4-21 /375, 000 132 135, 373 3, 333 204 253, 956 121, 738 * From Report of Commissioner of Education for 1875. a Includes cost of supervision. h West Division, c Assessed valuation. CITY SCHOOLS. XLIX statistics of cities, ^c. — Continued. Pupils. Estimated cash value of taxable property in the city. Estimated real vakie cf property used for school purposes. Tax lor school purposes on assess¬ ed valuation — mills per dollar. Total receipts. Expenditures. Average expen¬ ses per capita of daily av. att. in public schools. a s 1 Estimated enrolment in private schools. Permanent improve¬ ments. Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 13 13 14 15 16 17 18 19 20 20 $5, 586, 440 $115, 000 4. 18 $24, 551 $11, 982 $20, 340 $40, 068 $13 16 $3 68 80 100 8, 7.56, 893 202, 500 4.11 41, 060 9, 225 22, 750 42, 025 16 38 5 50 81 1, 325 64, 297, 863 883, 127 3. 1 149, 592 4, 005 114, 190 149, 593 16 96 4 05 82 500 5, 014, 605 151,500 14 36, 952 1, 343 11, 844 34, 112 14 79 2 14 83 400 10, 309, 050 145, 000 24. 24 50, 796 10, 106 17, 590 45, 111 12 37 4 49 84 5,000 92, 582, 100 735, 192 5.7 277, 329 72, 581 al20, 398 239, 719 13 74 5 33 85 300 10, 576, 800 159, 986 10. 68 45, 505 673 24, 347 44, 550 12 20 4 64 86 1,046 30, 000, 000 360, 000 7.8 92, 679 10, 318 42, 087 82, 779 12 91 4 88 87 400 4, .572, 963 100, 000 15.7 43, 640 1, 162 14, 245 30, 831 17 12 3 96 88 1, 000 27, 000, 000 211, 500 3 90, 874 13, 700 43, 579 78, 479 19 50 5 20 89 2, 500 300, 000 27, 000 .52, 700 108, 600 21 00 90 299 91 300 5, 000, 000 32, 500 4 18, 305 16, 259 19, 642 17 74 2 82 92 350 5, 547, 312 39, 500 6 18, 684 750 14, 497 18, 851 11 30 2 55 93 c7, 000, 000 212, 000 4 87, 262 38, 410 87, 421 15 06 9 30 94 825 12, 000, 000 118, 696 7 67, 301 1, 673 33, 496 64, 112 10 22 3 31 95 23, 130 250, 499, 490 2, 467, 894 5 1, 085, 402 34, 268 502, 442 (Zl, 010,615 19 62 5 72 96 137 25, 000, 000 430, 475 4.5 116, 308 17, 824 30, 235 81, 468 21 56 8 57 97. 1,531 20, 422, 464 286, 000 3.5 52, 323 39, 104 .56, 821 16 77 7 11 98 140 6, 800, COO 288, 600 32, 978 24, 489 32, 555 16 42 4 74 99 80 10, 500, 000 80, 600 2. 75 24, 308 513 20, 258 27, 729 100 1, 200 27, 000, 000 4 86, 750 2, 850 48, 053 86, 362 12 16 5 07 101 1. 800 30, 000, 000 116, 500 2. 68 43, 624 29, 635 41,985 13 10 4 97 102 8, 000 80, 000, 000 716, 363 223, 514 11, 932 162, 000 225, 932 19 88 103 7, 378 160, 396, 666 1, 01.5, 000 2 217, 037 1,000 131, 079 208, 032 16 00 4 23 104 1,183 13, 343, 470 1.55, 150 4 85,610 48, 519 17, 820 85, 610 13 17 4 20 105 675 15, 600, 000 100, 000 2 22, 747 12,926 20, 367 17 47 4 16 106 1, 500 34, 994, 919 245, 313 1.69 93, 073 20, 050 50, 984 92, 621 13 12 4 85 107 2, 500 cl2, 705, 307 141,918 2 74, 792 22, 361 34, 463 70, 486 15 87 4 78 108 1, 200 11, 525, 860 121,000 2. 25 47, 240 540 24, 410 32, 985 14 80 3 73 109 507 10, 015, 775 223, 753 3.1 48, 734 1,923 27, 436 39, 770 12 35 2 40 110 10, 000 870, 000 282, 820 306, 000 23 40 111 400 18, 488, 340 98, 500 7. 39 68, 279 5, 997 21, 056 33, 789 15 27 4 88 112 168 13, 816, 468 299, 000 1.8 145, 353 25, 393 40, 810 96, 270 14 76 4 72 113 100 5, 500, 000 61, 800 5.6 27, 929 4, 468 14, 954 27, 391 14 64 5 32 114 300 10, 000, 000 147, 500 12.6 31,782 593 18, 993 31, 567 16 38 5 46 115 500 10, 000, 000 102, 000 4 47, 534 9, 781 20, 260 38, 630 12 93 4 30 IIS 264 22, 000, 000 42, 300 7.5 37, 928 3, 775 24, 113 35, 473 14 94 4 29 117 750 11, 821, 025 191, 000 3.4 55, 925 4, 958 26, 603 55, 925 , 14 52 11 35 118 65, 000 cl, 111, 054,333 10, 450, 000 4.5 4, 213, 925 484, 730 2, 313, 063 3, 948, 100 21 99 5 64 119 d Includes $19,447 invested in interest bearing bonds. e Census of 1875. / Estimated. g The statistics are for the “ Kingston school district ” only. E — lY L o 120 121 122 123 124 125 126 127 128 129 130 131 132 133 ;134 ■ 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school Cities. Estimated present population. Legal school age. School population. Number of school buildings. Number of sittings for study. Number of teachers. No. of days schools were taught. Pupils. Whole number en¬ rolled. Average daily at¬ tendance. 1 ti 3 4 5 6 7 8 9 10 11, 000 5-21 3, 963 9 30 196 1, 764 Oswe^io, N. T . *22, 455 5-21 8, 928 14 4, 322 69 197 3,917 2, 732 Poughkeepsie, N. Y . . . 20, 300 5-21 6, 021 9 2, 765 58 201 3, 805 2, 405 Rochester, hT. Y . 84, 673 5-21 32, 293 26 9, 202 215 203 11, 601 7, on Rome, X. Y . 13. 000 5-21 3, 305 7 1,501 29 192 2, 103 1, 174 Saratoga Springs, N. Y. 9, 000 5-21 2, 262 13 1, 774 27 200 1,616 1,054 Schenectady, IST. Y _ 13, 000 5-21 4, 430 1,740 31 202 2, 183 1, 493 Syracuse, N. Y . . 55, 000 S-21 15, 969 19 8, 026 197 197 8, 820 6, 228 50 000 5 21 617, 900 15 141 204 9, 282 5, 474 Utica, U. Y . 35, 000 5-21 9, 776 17 4, 194 92 196 4, 776 3, 187 Watertown, N. Y . . 11, 000 5-21 3, 123 8 2,080 42 191 2, 015 1,267 Yonkers, IsT. Y . 18, 000 5-21 13, 130 6 1, 645 48 189 3, 195 1,660 Akron, Ohio . 16, 000 6-21 3, 964 13 2,358 46 194 2, 545 1, 933 Canton, Ohio . 11,000 6-21 3, 348 6 1, 500 36 188 1,849 1, 201 Chillicothe, Ohio* . 12, 000 6-21 3, 344 4 1, 650 41 185 1,790 1, 296 Cincinnati, Ohio . 267, 000 6-21 88, 842 40 28, 634 574 208 30, 000 22, 423 Cleveland, Ohio . 138, 044 6-21 43, 342 42 17, 987 332 190 21, 296 14, 213 Columbus, Ohio . 44, 799 6-21 12, 686 26 6, 197 126 192 6, 797 5, 082 Dayton, Ohio . 35, 000 6-21 11, 253 12 5,730 107 197 5, 246 3, 769 Hamilton, Ohio . . 13, 000 6-21 5, 639 5 1,734 30 200 1, 709 1, 242 Mansfield, Ohio . 9, 500 6-21 2, 745 5 1, 792 31 180 1,711 1,298 Newark, Ohio . . 12, 000 6-21 3, 523 6 36 184 1, 716 1, 168 Portsmouth, Ohio . 14, 000 6-21 3, 894 7 2, 100 38 199 2, 059 1,437 Sandusky, Ohio . 18, 000 6-21 6, 369 12 2, 130 45 193 2,657 1, 875 Springfield, Ohio . 20, 000 6-21 5,102 6 2, 645 47 184 2, 590 1,796 Steubenville, Ohio .... 13, 500 6-21 5, 036 7 1,843 36 197 2, 263 1,645 Toledo, Ohio . 50, 000 6-21 14, 043 23 6, 500 126 198 7, 255 4, 146 Zanesville, Ohio . 18, 000 6-21 5,411 18 3, 150 64 195 2, 946 2,118 Portland, Oreg . 13, 000 4-20 2, 911 4 32 198^ 1, 870 1, 288 Allegheny, Pa _ _ _ 65, 000 *6-18 15 9, 200 196 200 11,980 7, 460 Allentown, Pa . . . 18, 000 6-21 4, 600 8 4, 000 55 197 3, 537 2, 211 Altoona, Pa . 15, 000 6-21 2, 954 14 39 189 2, 254 1,984 Carbondale, Pa . . . . 10, 000 6-21 3, 600 7 1, 535 20 175 1, 965 1, 041 Chester, Pa . . . 14, 000 6-21 3, 300 11 39 190 2, 127 1,507 Danville, Pa _ 7, 000 6-21 9 1, 700 26 157 1, 679 1. 127 Erie, Pa . 27, 000 6-21 8, 402 16 3, 126 78 192 4, 267 2, 627 Harrisburgh, Pa . 28, 000 6-21 21 5, 006 95 200 4, 152 3, 342 Lancaster, Pa . 23, 000 6-21 *4, 200 21 66 205 2, 813 2, 297 Norristown, Pa . 15, 000 6-21 5 2,090 40 202J 2, 303 1,400 Philadelphia, Pa . . *750, 000 184 1, 933 240 99, 291 84, 559 *From Eeport of Commissioner of Education for 1875. a Assessed valuation. CITY SCHOOLS, LI statistics of cities, ^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 daily av. att. in public schools. u <© a d Estimated enrolment in private schools. Permanent improve¬ ments. Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 13 13 14 15 16 17 18 19 20 1, 100 $53, 914 4 $18, 202 $225 $9, 620 $13, 714 120 1,313 a$7, 033, 067 153, 230 7 74, 146 12, 588 35, 747 71, 018 $13 08 $8 30 121 586 24, 000, 000 117, 900 9 54, 367 2, 194 23, 801 34, 998 9 89 3 74 122 6, 852 55, 664, 970 526, 500 2.3 214, 354 30, 988 114, 107 187, 807 16 63 5 73 123 450 5, 433, 534 61, 600 2.2 23, 172 5, 417 12, 366 22, 475 12 22 2 27 124 223 18, 546, 976 55, 400 10 45, 796 2,240 16, 263 26, 634 18 41 8 22 125 500 75, 500 27, 359 .3, 042 14, 616 26, 092 10 62 4 13 126 1,742 36, 456, 691 731,000 2.6 185,413 4, 513 99, 606 134, 534 16 31 3 90 127 2, 000 46, 689, 702 120, 000 4.3 144, 310 17, 317 76, 341 124, 698 13 94 5 67 128 1,600 30, 621, 000 416, 550 7 91,686 11, 075 46, 979 72, 896 15 50 3 87 129 150 12, 500, 000 80, 145 3. 15 31, 853 1, 671 17, 069 31, 854 15 13 6 11 130 741 a21, 034, 161 209, 600 2. 1 60, 101 6, 191 42, 819 56, 841 131 400 a7, 544, 633 165, 000 6 59, 084 1, 996 22, 602 39, 728 13 32 4 92 132 700 8, 000, 000 122, 800 7 77, 423 24, 487 17, 639 66, 092 16 18 2 03 133 411 6, 000, 000 150, 000 6 61, 867 5, 050 18, 930 48, 358 17 10 6 87 134 16, 276 350, 000, 000 1, 782, 650 3 C895, 471 165, 736 450, 245 743, 886 20 80 3 50 135 8, 938 220, 686, 711 1, 473, 654 4.5 595, 288 89, 875 224, 452 410, 846 16 74 5 84 136 1, 258 43, 43.5, 000 561, 343 4.6 249, 064 25, 023 85, 244 162,260 17 75 6 80 137 1, 994 29, 000, 000 338, 950 5.5 204, 252 42, 874 7.5, 887 153, 790 21 32 5 84 138 962 6, 700, 000 149, 000 4. 2.") 60, 356 3, 000 18, 390 46, 172 16 58 5 55 139 150 192, 000 5 34, 850 5, 300 14, 950 32, 520 13 18 2 10 140 280 <*3, 890, 000 86, 300 7 48, 965 17, 452 14, 093 38, 812 13 60 141 220 a5, 45.3, 816 151, 630 5.5 59, 183 9, 690 18, 869 48, 007 14 38 2 71 142 985 8, 647, 688 208, 500 7 62, 140 10, 706 21, 981 55, 865 13 05 4 26 143 583 200, 000 4.5 83, 876 32, 847 24, 658 74, 844 14 73 4 86 144 375 6, 500, 000 108, 700 5.25 61, 190 17, 237 39, 405 11 65 4 52 145 2, 000 a20, 365, 755 700, 000 7 201, 333 14, 983 70, 727 152, 710 17 30 5 40 146 500 12, 000, 000 171, 000 5 58, 352 5, 714 34, 125 52, 709 18 06 4 13 147 612 alO, 582, 747 72, 450 2 43, 464 1,505 26, 024 37, 727 22 69 7 83 148 3, 300 55, 020, 811 984, 000 4 286, 159 47, 844 93, 449 284, 108 14 75 5 64 149 500 15, 000, 000 400, 000 4.5 105, 501 1, 743 22, 085 34, 657 10 60 4 28 150 700 6, 300, 000 70, 000 10 35, 159 4, 366 16, 664 36, 906 8 90 3 82 151 180 2, 571, 845 32, 000 4 15, 031 2, 535 7, 819 14, 941 7 89 2 01 152 200 9, 186, 717 100, 610 4 53, 279 9,472 17, 478 53, 279 11 76 4 14 153 125 3, 600, 000 75, 000 14 17, 088 7,347 16, 664 6 51 2 01 154 1,300 22, 439, 977 299, 820 4.5 97, 043 n, 445 31, 248 80, 599 12 73 5 22 155 500 18, 000, 000 409, 218 13 78, 630 9, 880 48, 182 83, 381 14 87 4 04 156 810 13, 194, 298 82, 000 2.5 87,217 39, 021 24, 637 18 648 71, 243 35 029 157 94 881 7. 5 36, 420 755 13 84 4 70 158 6, 040, 038 302, 529 1, 074, 834 1, 991, 364 12 71 7 26 159 & Estimated. c Includes special library fund. tl (c669) (c838) ( Ohio . 17 84 d3, 083 ( 393 475 197 131 5 Oregon _ 1 4 4 Pennsylvania . 12 135 4,555 1,653 2,189 456 257 Rhode Island . 1 12 144 12 132 0 0 South Carolina . 2 16 320 44 72 87 117 Tennessee . 8 40 661 219 219 104 119 Vermont . 3 23 6503 113 194 24 22 Virginia . . . 2 28 405 196 168 12 29 "West Virginia . 6 27 588 218 169 84 117 "Wisconsin . 5 52 1, 633 457 525 286 365 District of Columbia . 3 8 126 12 35 40 39 Utah . 1 4 36 20 16 Total . 5 (cl, 008) (cl, 992) el51 1, 065 633, 921 8,084 14, 042 2, 978 I 3, 018 a 31 were counted twice. & Not all classified, c Sex of these not reported. NORMAL SCHOOLS. LXI of normal schools — Continued. Graduates in the last year. Volumes in libraries. 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. Number possessing philosophical cabinet and apparatus. Number possessing 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. Whole number. Number who have engaged in teaching. Whole number. Increase in the last school year. 8 6 2,700 1 3 2 2 3 2 3 3 2 569 14 2 2 2 1 1 0 1 1 2 38 38 1,021 1 0 1 0 1 1 1 1 1 1 41 30 1, 500 500 1 1 1 0 1 1 1 0 0 1 4 16 650 1 1 1 1 1 1 1 0 1 2 4 4 0 0 0 0 2 1 0 1 0 0 0 1 123 116 5, 092 1,690 8 3 8 4 4 6 6 1 5 10 54 40 4, 600 600 3 2 5 2 2 2 1 4 4 13 10 1,300 225 3 1 2 2 2 3 1 0 2 4 38 36 975 3 1 2 3 3 2 1 3 3 37 28 3, 150 500 3 0 4 4 4 3 1 0 4 4 30 18 70 5 2 2 1 1 2 55 50 1,700 • 500 4 2 2 1 3 3 2 0 2 4 25 20 3, 250 50 3 2 3 3 2 1 2 2 3 3 300 96 13, 739 401 7 6 6 5 5 4 1 4 8 80 75 1, 600 200 1 1 1 0 1 1 1 0 1 1 72 60 450 50 3 1 2 0 3 2 1 1 3 2 6 6 620 64 1 0 2 2 1 1 0 0 1 1 215 171 4, 218 233 8 2 6 2 3 5 4 4 8 8 1,000 500 1 1 1 1 1 1 1 1 1 1 36 1 0 1 1 1 1 0 0 1 1 39 1 1 1 1 1 1 1 1 1 1 490 302 5, 466 95 8 4 8 2 7 8 6 5 8 8 20 15 3, 000 1, 100 2 3 2 1 1 1 4 ^ 196 174 8,430 . 387 10 4 14 10 8 8 4 3 4 12 1 1 1 1 1 1 0 1 1 356 250 14, 872 960 11 6 11 9 7 10 4 3 10 10 21 1, 200 20 1 1 1 0 1 0 0 1 17 2 854 4 2 1 1 0 0 1 0 0 0 2 31 12 600 60 4 8 5 4 4 2 5 7 73 12 1, 625 75 3 0 2 1 2 3 1 2 3 57 41 2, 245 20 2 0 2 2 1 2 1 1 2 77 49 2, 950 30 2 4 6 2 3 2 2 6 57 27 2, 905 287 5 2 5 3 3 3 5 3 4 5 28 26 200 3 1 3 1 1 2 2 2 3 30 25 0 0 0 0 1 1 0 0 1 2, 682 1, 757 92, 051 8, 570 112 44 121 72 79 94 56 28 85 132 d Includes 38Q not classified. e From 5 of these schools no statistics have been received. LXII EEPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Jpijropriations for normal schools. Name of school. State Normal School, Florence, Ala . . . Lincoln Normal University, Marion, Ala . Normal department Arkansas Industrial University, Fayetteville, Ark . Branch Normal College of Arkansas Industrial University, Pine Bluff, Ark. . . California State Normal School, San Jos6, Cal . . . Connecticut State Normal School, New Britain, Conn . Normal department of Atlanta University, Atlanta, Ga . Southern Illinois Normal University, Carbondale, Ill . . Cook County Normal and Training School, Englewood, Ill . Illinois State Normal University, Normal, Ill . Peoria County Normal School, Peoria, Ill . Indiana State Normal School, Terre Haute, Ind . Iowa State Normal School, Cedar Falls, Iowa . . . Eastern Iowa Normal School, Grandview, Iowa . Concordia State Normal School, Concordia, Kans . Leavenworth State Normal School, Leavenworth, Kans . Eastern State Normal School, Castine, Me . Western State Normal School, Farmington, Me . . Normal department Maine Central Institute, Pittsfield, Me . Normal department Oak Grove Seminary, Vassalboro’, Me . Baltimore Normal School for the Education of Colored Teachers, Baltinaore, Md Maryland State Normal School, Baltimore, Md . . . Massachusetts Normal Art School, Boston, Mass . State Normal School, Bridgewater, Mass . State Normal School, Framingham, Mass . State Normal School, Salem, Mass . State Normal School, Westfield, Mass . State Normal School, Worcester, Mass . Michigan State Normal School, Tpsilanti, Mich . State Normal School, Mankato, Minn . . . State Normal School, St. Cloud, Minn . Mississippi State Normal School, Holly Springs, Mias . Tougaloo University and Normal School, Tougaloo, Miss . South East Missouri Normal School, Cape Girardeau, Mo . Normal department Lincoln Institute, Jefferson City, Mo . North Missouri State Normal School, Kirksville, Mo . South Missouri State Normal School, Warrensburg, Mo . Nebraska State Normal School, Peru,Nebr . New Hampshire State Normal School, Plymouth, N. H . New Jersey State Normal School, Trenton, N. J . New York State Normal School, Albany, N. Y . State Normal School, Bufialo, N. Y . State Normal and Training School, Cortland, N. Y . State Normal and Training School, Fredonia, N. Y . State Normal School, Genesee, N. Y . . . Normal College, New York, N. Y . Appropriation, 1876. Appropriation per capita of pupils in the past year.a $5, 000 00 4, 000 00 $28 00 9 26 1, 400 00 17, 500 00 35 00 12,000 00 85 71 8, 000 00 40 00 19, 350 00 21 58 &15, 000 00 38 56 24,700 00 61 14 &5 000 00 17, 000 00 9,500 00 cl, 700 00 d2, 297 00 11 60 2, 297 00 7, 000 00 30 00 7, 934 00 33 50 600 00 600 00 3 00 2, 000 00 16 00 14, 000 00 50 97 13, 000 00 13, 000 00 62 00 15, 000 00 80 00 13, 000 00 44 37 12, 800 00 72 31 11,000 00 17, 300 00 28 00 5, 000 00 20 00 5, 000 00 33 00 4, 600 00 52 27 c3, 000 00 14 00 10, 000 00 28 83 5, OQO 00 42 37 10, 000 00 15 00 10, 000 00 24 13 15, 000 00 5, 000 00 29 00 15, 000 00 18, 000 00 18, 000 00 92 00 19, 146 00 47 11 18, 944 00 118 34 23, 000 00 53 00 c95, 000 00 a Exclusive of appropriations for permanent objects. d Also $1,650 city appropriation. h County appropriation. e Also $200 county appropriation, c City appropriation. NORMAL SCHOOLS. LXIII Table III. — Appropriations for normal schools — Continued. •9 2 e Name of school. State Normal and Training School, Oswego, N. Y . State Normal and Training School, Potsdam, N. Y . Cleveland City Normal School, Cleveland, Ohio . . Sandusky Training School, Sandusky, Ohio . Bloomsburg State Normal School, Bloomsburg, Pa . Philadelphia Normal School for Girls, Philadelphia, Pa . West Chester State Normal School, West Chester, Pa . Ehode Island State Normal School, Providence, E. I . . . State Normal School, Columbia, S. C . Cavtleton State Normal School, Castleton, Vt . Johnson State Normal School, Johnson, Yt..., . . State Normal School, Eandolph, Yt . Fairmont State Normal School, Fairmont, W. Ya . . State Normal 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 . Oshkosh State Normal School, Oshkosh, Wis . Wisconsin State Normal School, Platteville, Wis . . State Normal School, Whitewater, Wis . Washington Normal School, Washington, D. C . . . Normal department University of Deseret, Salt Lake City, Utah. I ^ p. ® Pi O ^ $18, 000 00 $40 09 17, 425 00 &5, 300 00 61, 400 00 c2, 888 00 47 00 8 50 614, 813 00 2, 359 00 8 67 10, 000 00 15, 000 00 1, 500 00 1, 500 00 15 00 1, 500 00 7 25 1, 000 00 9 52 1, 000 00 14 49 1, 000 00 10 33 1, 000 00 9 52 28 57 11, 280 00 18 23 18. 533 00 40 37 16, 218 00 61, 800 00 d% 000 00 56 90 06 57 a Exclusive of appropriations for permanent objects. & City appropriation. c Also $35,000 special appropriation for rebuilding dormitory, d Territorial appropriation; also $440 county appropriation. The qualifications of teacliers for country scliools have, as a rule, been widely differ¬ ent from the qualifications of those engaged in teaching in cities. Usually advanced instruction develops more rapidly in centres of population, and city school systems have, as a rule, for a long time furnished in some form instruction in high schools as far advanced as that afforded in institutions known as academies. It was more in the natural course of events for the boys and girls in the city than for their brothers and sis¬ ters in the country to enjoy these privileges. These high schools have largely furnished the teachers in our cities. City schools have been also taught more months in the year, and have paid on the average higher wages, than the country schools ; and therefore approach more nearly to furnishing the opportunity for a permanent professional career. In the country, too, generally the teachers have been furnished simply from the ad¬ vanced classes, or were the best pupils in the several schools where they began to impart instruction. Sometimes the pupil who sought to teach attended for a term or so a neighboring academy, and obtained some hints of advanced studies. The normal school in the United States has entered upon its career with this mixed condition of facts around it, and the question arises, Shall normal schools prepare teachers solely for the country or city schools, or for both ? Besides, the normal school has not always been accorded the privilege of determining whom it should admit. It aimed to pre¬ pare teachers for their professional work, but found many students coming for instruc¬ tion who were not well grounded in the knowledge of the branches which they would be expected to teach ; and being compelled at the outset to seek to remedy this pri- LXIV REPORT OF THE COMMISSIONER OF EDUCATION. mary evil, a large amount of its time and expenditure has consequently been absorbed, not in teaching persons bow to teach, but in preparing them to receive the profes¬ sional instruction which the school was primarily established to impart. Normal school teachers and officers have struggled against this condition of things, and now they are censured largely for having, here and there, yielded to the influence of the obstacle they have sought to overcome. Prof. Hiram Orcutt, who, as secretary of the board of trustees, has done so much toward establishing and maintaining the State normal school in New Hampshire, well states the progress of public sentiment in connection with normal schools : The views now entertained by our intelligent legislators are largely shared by nearly all the other States in the Union. At first, the normal school met the same hostility and opposition in other States as it encountered here. But as the people became familiar with the working and results of these professional schools, they not only sustained those which had already been established, but established others wherever they were needed. And as their need grew more urgent, they contributed more liberally and cheerfully to in¬ crease their usefulness. They fully understood that they could not afford to lose the advantages of normal training, as they realized that they were getting more than an equivalent for the money thus expended. And so it is with us. We have found by experience that normal training adds greatly to the value of the teacher’s service. It creates ready skill, and makes available professional knowledge. With normally edu¬ cated teachers, we have no longer to undergo the expense and loss of educating our teachers in the school room ; we may know that our schools will be elevated, and our children properly taught, and inspired with the love of learning. This is a positive gain. If our normal school has done no more during these five years than to demonstrate, as it has, the great need of such an institution in the State, it would not have been established in vain. But it has done still more for the cause of popular education. It has educated the people to a higher appreciation of the importance of our public schools, and created a demand for better qualified teachers, and has done much already toward furnishing a supply. Wo cannot go back, we must go forward. Dr. W. F. Phelps, in his report of the Winona Normal School, remarks : There is no longer any room for doubt that the standard of education is advancing among the people, and that there is a higher appreciation of the necessity of skilled labor in the school room as well as in the material arts and industries of life. That the growth of this conviction is one of the most direct and valuable results of our normal school work, abundantly justifying all the labors and expenditures incurred in its behalf, no just and really well informed observer will longer be inclined to dispute. The teacher question is at the fouurlation of all educational progress. Poor teachers cannot make good schools. Poor schools cannot make good citizens. A supply of qualified teachers will not appear at our bidding. Like other great blessings, they must be sought by the wise application of means adequate to secure the desired result. As the State has established common schools for the education of its children, it must establish and liberally support normal schools and institutes for the training of its teachers. The last proposition is a corollary of the first. The two must stand or fall together. Hav¬ ing assumed the mighty task of educating the people to a proper appreciation of the rights and duties of a sovereign citizeisship, the State has no alternative but to go for¬ ward and make its means fully adequate to accomplish their benign purposes. It is the solemn obligation of every friend of his country and of humanity to do his utmost to render this conviction universal. Some, indeed, have so far mistaken the growing strength of institutions for normal training that they have ventured to assail them indiscriminately. Their friends, how¬ ever, have only to demand that these schools be permitted to perform the task for which they are avowedly established and conducted, and that they be judged by this standard. The friends of popular education need everywhere to see to it that those seeking to become teachers, and desiring the necessary professional training, obtain the general culture necessary before entering the normal school. If this can be accom¬ plished, the question relating to the support of these schools will be greatly simplified and more easily answered. Beyond all this, moreover, there should be a philosophical study of the relation of pedagogy to the whole subject of education. So far the in¬ struction in our schools of law, medicine, and engineering, and in our colleges, is under¬ taken, as a rule, by those who are learned in the particular subjects they are to teach, whether they have or have not a knowledge of the principles of pedagogy as applied to their particular department of instruction. So, also, school officers of various grades are selected who are totally ignorant of the very elements of the philosophy of education. Moreover, I regret to observe that not a few teachers of the theory and NORMAL SCHOOLS. LXV practice of education in the normal schools themselves seem to have no adequate un¬ derstanding of the subject. Again, there are those who deserve all commendation for their efforts and success in formulating their pedagogic ideas and theories. The following syllabus of a course of study in a normal school, by Miss Delia A. Lathrop, the former distinguished principal of the Cincinnati Normal School, deserves special attention : L— HISTORY OF EDUCATION. 5 Grecian. . ^ Roman. L The Schoolmen. . Revival of learning. f Rise of schools and universities. a. Ancient education. f Bacon. I Milton. 1 Montaigne. ] Locke. I Rousseau, t Spencer. Linguists.. Realists . Humanists Jesuits. Ascham. Sturm. Ratich. Jacotot. i^Comenius. ( Francke. * ^ Basedow. i. Mediaeval education 0. Modern education. Theorists Practical educators d. Review. a. Definition. d. Seating. g. Promotion. a. Opening. d. Recreation. g. Dismissal. a. Nature. d. Punishments. a. Patrons. a. Pupils. a. Patrons. d. Associate teachers. g. Visitors. a. Patrons. d. Associate teachers. g. Visitors. a. Temperature. d. Cleanliness. Education in Germany. Education in England. Education in France. Education in America. n.— SCHOOL MANAGEMENT. 1. School, b. Object. e. Programme. 2. Emjgloyment. b. Study. e. Privileges. 3. Governmeni. b. Mode. 4. Motives, b. Pupils. 5. Qualifications, b. Teachers. 6. Bights, b. Committee. e. Special teachers. 7. Duties, b. Committee. e. Special teachers. h. Profession. 8. Health, b. Ventilation. Pestalozzi. Frobel. c. Organization. /. Records. c. Recitation. f. Recesses. c. Rewards. c. Teachers. c. Principal. /. Pupils. c. Principal. /. Pupils. c. Light. 9. Care of teachers. a. Teacher. Pupils. Moral culture, promptness, obedience, truthfulness, neatness, etc. a. Why necessary. 6. How secured. m.— STATE SCHOOL LAW AND CITY SCHOOL REGULATIONS. E— V LXVI REPORT OF THE COMMISSIONER OF EDUCATION. IV.— METHODS OF TEACHING. a. Reading and spelling, c. Language, composition. e. Form and color. g. Lessons on animals and the human body. i. Penmanship. &. Drawing. &. Number, weight, size. d. Place and geography. /. Lessons on plants and minerals. h. Lessons on miscellaneous objects. j. Music. V.— CRITICISM LESSONS. VI.— TEACHING IN PRACTICE DEPARTMENT UNDER CRITIC TEACHERS. TABLE IV.— COMMERCIAL AND BUSINESS COLLEGES. The following is a comparative exhibit of colleges for business training, as reported to this Bureau from 1870 to 1876, inclusive: 1870. 1871. 1872. 1873. 1874. 1875. 1876. Number of institutions . 26 60 53 112 126 131 137 Number of instructors . 154 168 263 514 577 594 599 Number of students . 5, 824 6, 460 8, 451 22, 397 25, 892 26, 109 25, 234 Table IV. — Summary of statistics of commercial and business colleges. States. Number of schools. Number of instruc¬ tors. Number of students — Number of volumes in libraries. Increase in the last school year. Total. In day school. In even ing school. California . . . . . 5 33 al, 113 868 227 600 Georgia . . . . . 2 4 216 201 15 400 Illinois . . . 16 76 63, 095 2, 326 885 3, 905 355 Indiana.. . . . 8 28 61, 938 1, 348 658 1, 200 Iowa . 8 23 61, 674 1, 047 989 332 77 TCansas _ _ . 2 4 6177 124 82 86 Kentnchy .. _ _ 2 6 357 260 97 Louisiana . 2 12 279 231 48 514 Maine . 2 g 378 378 Maryland . 1 7 341 256 85 Massachusetts . 5 27 1, 174 1, 014 160 Michigan . . .- . g 26 61, 316 1, 032 318 500 Minnesota . . 2 8 338 293 45 147 26 Mississippi . . . 1 10 100 100 0 1, 000 50 Missouri _ _ _ _ _ _ _ 6 44 cl, 363 911 277 860 Nebraska . 1 5 6130 110 60 Now TTfl.mpsTiirA 1 3 133 ^0 53 New Jersey . 3 19 398 294 118 575 25 New York . 23 112 64, 344 3, 373 1, 065 850 55 North Carolina . 1 1 Ohio . 12 41 61, 965 1, 425 633 1,250 100 Pennsylvania . 10 44 dl, 858 740 204 492 45 Rhode Island .... . . . . . .. . . 3 19 666 516 150 3,150 Tennessee . . . 2 7 6298 283 69 470 Virginia . 1 1 42 24 18 512 6 Wisconsin . . . 8 30 61, 391 1, 193 311 290 30 District of Columbia . . . 1 3 150 105 45 0 Total . . 137 599 25, 234 18, 532 6, 612 17, 133 769 a Includes 18 not reported separately. 6 Some students are in both day and evening schools. c Includes 175 not reported separately. d Includes 914 not reported separately. BUSINESS COLLEGES. LXVII I have repeatedly in these reports alluded to the deficiencies of our commercial edu¬ cation. Instead of discussing these statistics in detail, I desire to call attention to some features of commercial education in European countries. AUSTRIA. The Commercial Academy of Vienna, (Wiener Han dels- Academie,) founded in 1857, is the most important school of commerce in Austria. The fund of $168,000 with which it was established was raised by subscription. It is provided with valuable technological collections, a museum of raw materials and manufactured articles found in commerce, and with a finely equipped chemical lab¬ oratory for the analysis of commodities. The academy is under the control of a board of management (Yerwaltungsrath) consisting of a president, vice-president, and seven other members. The principal is known as director. The faculty consists of 20 professors and 3 instructors in stenogra¬ phy and drawing. The course of study is given in two divisions of two years’ duration each, four years in all; the first being preparatory, and the second more strictly professional. To be admitted into the first yearly course of the preparatory division, the applicant must be at least 14 years of age, and have completed the course of study given in the lower Gymnasia of Austria. For admission to the second year’s course of the preparatory division, he must be 15 years of age, with corresponding qualifications. For admission to the first year’s course of the second division, the age of 17 years is requisite; and to the last year’s course, 18 years of age, with a certificate of honorable discharge from the higher Gymnasium. The instruction in the first division embraces general and commercial arithmetic, physical geography, history of Austria and of the world, zoology, mineralogy, botany, and physiology, calligraphy, preparation for book-keeping ; German, English, French, and Italian languages. These branches are further developed in the higher courses, and, besides, commercial calculation, commercial history and law, exchange, the rela¬ tions of geography and statistics to commerce, and the principles of political economy are thoroughly taugbt. The price of tuition is about $60 per annum, with a laboratory fee of $2 extra. The number of pupils was, in 1873, 600. Besides the regular courses of instruction, (for day scholars,) there has also been opened an evening course for such as cannot attend during the day. This course lasts from October 1 to April 15. The evening course was attended in 1873 by 350 pupils. PRUSSIA. The following is the course of study pursued in a Prussian school of commerce: 1. German, French, and English languages. 2. General study of commerce and industry, including definitions of commerce, differ¬ ent kinds of trade, auxiliary means of trade, coinage, weights, measures, money, bank¬ ing and exchange, and the most important laws relative to commerce and industry. „ 3. Commercial and industrial book-keeping, (by single and double entry.) 4. Commercial correspondence in German, French, and English. 5. Commercial penmanship. 6. General and commercial arithmetic. 7. Natural history. 8. Physics and chemistry. 9. Physiology. 10. Technology. 11. Commercial law, commercial history, and geography. 12. Drawing. 13. Stenography. The tuition fee is $60 per annum. LXVIII REPORT OF THE COMMISSIONER OF EDUCATION. BELGIUM. The school of commerce at Antwerp is an institution which was founded in the year 1852 by the government of Belgium. The course of instruction embraces two years, and is both theoretical and practical. The following are the branches of study : 1. Theoretical division. General history of commerce and industry ; commercial and industrial geography; political economy and statistics; general principles of law; comparison of commercial and maritime rights, and the principles of international law in their relations to commerce ; the customs of Belgium and other principal countries; study of constructions and maritime armaments. 2. Practical division. Commercial affairs and banking ; accounts and the management of books ; correspondence ; study of natural productions and of merchandise ; corre¬ spondence in the German, French, Flemish, English, Spanish, and Italian languages. The lessons in the theoretical department are principally by lectures, the students taking notes and undergoing subsequent examination upon the subject matter. The instruction is given by 8 professors, 2 assistants, and 3 chiefs of bureaus. The tuition fee is $50 per annum. Graduation takes place after a satisfactory examination before a commission ap¬ pointed by the minister of the interior. Students who attain diplomas of highest distinction may receive a bursary for travel in foreign lands. The government granted this favor to three pupils in 1864, and since that time eight other students have been subsidized in like manner. Table V. — Namier of Kindergarten^ instructors, and pu;pils for 1873, 1874, 1875, and 1876. 1873. 1874. 1875. IVniTilier of inst.ifntioria _ _ _ _ _ _ _ 42 55 95 T^Timhor of inst, motors _ _ _ 73 125 216 Number of pupils . 1,252 1, 636 2, 809 Table V. — Summary of statistics of Kindergarten. States. Number of schools. Number of teachers. Number of pupils. flalifornia _ _ _ _ _ _ 2 3 35 Colorado _ _ _ _ 1 1 8 Connecticut . . . . . . . . . . . . 2 6 87 Illinois . . . . . . . . . ■8 21 207 Indiana . . . . . . . 1 2 16 1 4 50 Kentuckv . . . . . . . . . 4 6 92 2 2 45 Maryland . . . . . . . 3 8 83 Massachusetts . 9 21 172 Michigan . . . . 4 6 90 Minnesota . 2 2 29 Missouri . . . 25 141 1, 208 New Hampshire . . . 2 4 30 New Jersey . . . 14 31 530 New York _ _ _ _ _ _ _ 20 45 656 5 9 96 Pennsylvania . . . . . 13 21 200 South Carolina . . . . . . . . . 1 2 20 TTisconsin . . . 5 15 273 District of Columbia . . . . . . . . . 6 14 163 Total . 130 364 4, 090 KINDERGARTEN. LXTX This summary in regard to Kindergarten is full of encouragement. The contrast between the figures of 1875 and those of 1876 shows great increase. The 4,090 children instructed are indeed an extremely small fraction of the total population of the admitted ages, but they are widely scattered, and each Kindergarten has an influence over more than those directly in attendance, by pointing out the better way of beginning to train the child’s mind, and illustrating the method in a manner readily understood by all who have to do with childhood. If there be anywhere too much reliance upon the book, if methods of instruction are too abstract, or are too destructive of child nature, the true Kindergarten is fitted to afford a remedy. It should be clearly distinguished from what is known as object teaching, and also from the idea of mere play. The opportunities afforded by the Centennial for bringing the idea of the Kinder¬ garten to the attention of teachers and parents were well improved. During the year, the feasibility of establishing the Kindergarten in small country towns and of connecting it with city systems has found additional illustration. A gentleman in Florence, Mass., after having experimented with the Kindergarten in his own parlor for the benefit of his children and those of his neighbors, erected a building 64 feet by 40 feet, with two stories and an attic, furnished throughout with hot and cold water, well ventilated, especially adapted to secure the sunshine, and rendered additionally attractive by pictures and growing plants. In addition to the well appointed house, there are appropriate grounds. The efficiency of the work in it is increased by the meeting in each month of the mothers of the little children with the teacher. None of our school laws provides for the admission of children under four years of age, and most of them fix the age of admission at five or six. The Kindergarten, reach¬ ing below this age, has on this account and also because of the expense experienced difficulties in becoming a part of public school systems. The experiment of a single Kindergarten in connection with the public schools was commenced in Boston in 1870. In St. Louis the Kindergarten has become a part of the public system on a larger scale. The superintendent, Mr. Harris, a careful observer ©f the philosophy and practice of the Kindergarten, makes an extended statement of the facts in his report for the year. He says : The offer of Miss Susie E. Blow to undertake gratuitously the instruction of one teacher appointed by the board, and to supervise and manage a Kindergarten, provided the board would furnish the rooms and a salaried teacher, was accepted August 26, 1873, and Miss Mary A. Timberlake, one of the primary teachers, was assigned to a room in the new building of the Des Peres School set apart for the experiment. Under the enthusiasm and eminent practical sagacity of Miss Blow, the Kindergarten soon devel¬ oped surprising results. In the following spring I described its results thus: “ The formation of habits of cleanliness and politeness is marked and successful. But the development of the intellect in making quantitative or mathematical combinations is more surprising. Geometry and arithmetic seem to unfold simultaneously in the minds of the pupils. They are trained to exercise their faculties in recognizing form, shape, and number, as well as in designing combinations with them. This training in the exact and quantitative is counterbalanced and compensated by a discipline of the phantasy and imagination. Manipulation in various ways — drawing, folding paper into artistic forms, embroidering, construction with sticks and softened peas, modelling in clay, so as to train the hand and eye — is practised. It would seem as though Frobel had especially in view the education of a race of industrious and useful people.” Mr. Harris, in a foot note bringing the facts down to a date later than that covered by the body of his report, gives 30 Kindergarten, with a total enrolment of 2,400 pupils and an average attendance of about 1,200. The experience of the union of the Kinder¬ garten with the public school system in St. Louis is full of valuable suggestions, which are set forth in Mr. Harris’s report under “ Cost,” “ Conditions of economy,” “ Dangers in management,” “ Play,” “ Gifts and occupations,” “ Educational results,” “Kindergarten preparation,” and “The Kindergarten Americanized.” Under “Re¬ sults” he observes: “In the common school, industrial drawing is the only branch which has anything specially to cultivate the hand and the eye. The Kindergarten, it is seen, does this by all of its appliances. The practical advantage of possessing a LXX EEPORT OF THE COMMISSIONER OF EDUCATION. skilful hand is not easily to be overestimated.” Under “Preparation” he states: “It is found that the children who come from Kindergarten excel the others in ability of self-help, in maturity and quickness of sense perception, and in their grasp of thought. In one room 38 per cent, of the pupils had come from the Kindergarten, and 62 per cent, had received no Kindergarten training; the average age of the former was 7, of the latter 6^^ years. Those who had been in the Kindergarten averaged 1^ quarters’ work, and those who had not been there averaged 1 quarter’s work. Those who had been in the Kindergarten averaged a half year older than the others. Their average work was 50 per cent, more, as measured by the standard of promotion and for the lim¬ ited time on which the estimate is based.” Again, he remarks : “Twenty-one pupils of another school had been in the Kindergarten an average of 1^ years, and performed the work laid down for 19 weeks in 16 weeks. The 28 pupils who had not attended the Kindergarten performed the work laid down for 18 weeks in 17 weeks. In matters of skill, taste, neatness, and many other things, this measure is no test whatever.” TABLE VI. — SECONDARY INSTRUCTION. The following is a comparative summary of the number of institutions for secondary instruction making returns from 1871 to 1876, inclusive: 1870. 1871. 1872. 1873. 1874. 1875. 1876. Number of institutions . . 638 3, 171 80, 227 Sll 4, 501 98, 929 944 5,058 118, 570 1,031 5, 466 98, 179 1, 143 6,081 108, 235 1, 229 5, 999 106,647 Number of instructors . . Number of students . In no part of the educational field has the collection of statistics encountered greater difficulties than in that of secondary instruction, i. e., in the grade intermediate between superior and elementary.* Secondary instruction is specially imparted in city high schools, in academies, in preparatory schools, whether conducted independently of or in connection with institutions for superior instruction, and in normal schools to those pupils who require the information thus given preparatory to undertaking their pro¬ fessional labors. The summary immediately following, which precedes the generalizations of Tables VI and VII, is made as an aid to those who wish to gain a comprehensive view of secondary instruction and find difficulties in tracing the details through the several tables in the appendix which contain the institutions in which this instruction is imparted. All who would limit public instruction to the elementary grade may well scrutinize this summary. In all the various institutions in which iustruction of a sec¬ ondary character is imparted, according to these reports there are enumerated only 184,440 pupils. Can any fair minded statesman look at these numbers and at our total population and the demands for this grade of information in the public and private af¬ fairs of the country, and come to the conclusion that there is too much work done in this grade, that there are too many receiving this measure of education ? The facts clearly reveal weakness in our system of culture at this point, where in Germany there is great strength and superiority. It is not merely that they have in the different Ger¬ man states universal education so effectually carried out, but that they carry so many of the pupils up into the higher courses of instruction. Education is not only univer¬ sal, but it is carried farther with a greater number ; hence the greater effectiveness of their educational systems. * Not only are these general divisions of elementary, secondary, and superior far from definite, but, as will be seen in looking over the annual reports of the country, the programmes of study in each are without exact definition. It would perhaps be more usetiil if there were published by the schools each year what has been accomplished in the several grades, instead of at the beginning of each year what it is proposed to do. Then we should have the record of acts instead of intentions, and possibly find the present contusion with reference to classification and gradation somewhat relieved. As it has been, and now is, the difficulties in getting out a measurably correct report of secondary instruction in this country are indescribable With tho hearty cooper ation of educators in this grade, however, con¬ siderable progress has been made in gaining a knowledge of what is accomplished. Tho information on this subject in the citv and State reports is becoming clearer. Those who wish to examine the in¬ formation given to this Bureau specially in detail will find it in the high school grade in the table r f cities, in the table of preparatory schools, and in that of academies. And in the abstracts of informa¬ tion there will also be found further details not yet possible to include in any of these tables. SECONDARY INSTRUCTION. LXXI Statistical summary of pupils receiving secondary instruction. States and Territories. (a) In city high schools, (Ta¬ ble II.) (6) In normal schools, (Table III.) In institutions for secondary instruction, (Table VI.) 1 H In preparatory depart¬ ments of — In preparatory schools, VII.) Institutions for superior instruction of women, (Table VIII.) Universities and col¬ leges, (Table IX.) Schools of science, (Ta¬ ble X.) 87 759 200 217 71 52 313 169 153 671 134 3,270 427 37 809 212 16 549 0 2,295 1, 130 40 615 38 0 849 Georgia . 40 63 5, 022 30 534 268 245 1 852 636 3, 368 249 206 3, 905 1, 113 196 1, 743 70 1,444 49 309 280 4, 778 120 2, 348 137 121 194 60 809 855 136 3, 905 408 930 50 816 387 6] Maine . . . 443 3, 031 629 Maryland.. . 8 3,251 297 90 196 10 Massachusetts ......... 3, 636 2, 872 2, 462 361 200 TVTir.higa.Ti _ _ 827 240 465 48 1, 239 Minnesota ............. 238 1, 357 10 412 2 Mississippi . 109 871 239 290 41 Missouri ....... ........ 1,530 76 1, 383 240 1, 279 19 Nebraska . 59 85 250 Nevada . . . 31 New Hampshire ....... 382 3, 687 655 143 New Jersey . 1,352 382 2, 887 304 20 18 35 New York . . 3, 387 1, 630 23, 291 2,515 669 2, 644 North Carolina . 226 2, 240 135 784 Ohio . 3, 489 1, 166 4, 897 881 207 2, 568 31 Oregon . 1, 282 20 307 Pennsylvania . 1, 677 713 7, 477 897 351 2, 064 87 Hhode Island . 103 0 358 698 South Carolina . 204 1,129 95 103 211 Tennessee . . . 221 223 5, 331 498 1, 723 176 Texas . 1, 400 270 148 939 Vermont . 46 3,119 106 Virginia . 115 41 1, 487 171 239 162 44 West Virginia . 201 849 82 56 Wisconsin . . 651 1, 976 217 157 1, 041 District of Columbia... 175 79 1, 771 254 Indian Ter . 195 New Mexico . 373 Utah . 1,365 320 Washington . . 79 Total . 22, 982 7, 988 106, 647 12, 369 5, 373 28, 128 953 1, 334 687 5, 348 228 4,014 653 849 6, 202 10, 216 4, 615 7, 835 1,321 6, 234 1, 314 4, 103 3, 852 9, 531 2,819 2, 019 1, 550 4,527 394 31 4, 867 4, 998 34, 136 3, 388 13, 239 1,609 13, 266 1, 219 1, 742 8, 172 2,757 3, 271 2, 259 1, 188 4, 042 2, 279 195 373 1, 685 79 184, 440 a In 97 cities. b Strictly normal students are not included. LXXII REPORT OF THE COMMISSIONER OF EDUCATION. Table VI.— Part 1— Summary States and Territories. Number of schools. Instructors. Number of students. Male. Female. Total. Male. Female. In English course. 1 In classical course. In modern languages. Alabama . 1 3 0 103 103 0 90 40 California . 4 45 5 1,021 1, 013 8 524 169 146 Connecticut . 13 29 8 449 439 10 195 101 70 Delaware . . . 9 10 2 90 90 0 90 40 10 Georgia . 16 23 2 743 726 17 537 266 23 Illinois.... . 2 5 2 40 40 0 31 5 9 1 5 150 150 150 20 Iowa . 1 1 0 65 65 0 60 5 0 Kentucky . . . 7 17 370 370 210 143 51 Louisiana . 3 11 1 281 281 276 18 183 Maine . 1 1 1 21 21 11 10 7 Maryland . . . 20 78 2 1, 382 1, 380 2 654 315 185 Massachusetts . 5 10 4 138 138 109 9 3 Michigan . . 1 8 90 90 Minnesota . 2 9 132 1.32 56 52 21 Mississippi . 5 8 159 159 83 39 10 Missouri . . . 4 20 3 376 376 338 56 127 New Jersey . 8 32 6 424 424 175 147 42 New York . 53 248 44 3, 987 3,970 17 2, 330 1, 206 1, 128 North Carolina . 11 22 1 542 537 5 372 282 30 Ohio . . 5 35 1 366 366 351 34 223 Oregon . 2 11 1 140 140 96 44 23 Pennsylvania . 25 134 43 2, 173 2, 169 4 1, 428 472 479 Tennessee . 2 4 0 130 130 0 90 40 0 Texas . 1 12 0 250 250 0 225 8 150 Vermont . 3 4 2 39 38 1 39 25 4 Virginia . 11 33 3 611 606 5 489 277 150 "Wisconsin _ _ 1 13 115 115 District of Cnlnmhia 7 19 1 470 470 439 200 131 Indian Territory 1 2 1 60 60 60 3 New Mexico . 1 6 0 108 108 0 90 6 19 Total, Part 1 . 219 850 141 15, 025 14, 956 69 9, 598 4, 012 3, 244 Total, Part 2 . 312 466 1,914 a21, 645 443 21, 139 13, 954 2, 942 6, 606 Total, Part 3 . 698 1,235 1, 393 669, 977 36, 399 31, 893 44, 748 9,616 7, 116 Grand total . 1, 229 2, 551 3,448 106, 647 51, 798 53, 101 68, 300 16, 570 16, 966 a Sex of 63 not reported. SECONDARY INSTRUCTION. LXXIII of statistics of schools for hoys. Number of students. Number of schools in •which draw¬ ing is taught. Number of schools in which vocal music is taught. Number of schools in which instru¬ mental music is taught. Libraries. Property, income, &c. Preparing for classical course in college. Preparing for scientific course in college. 'S'Entered college since close of last academic year. Entered scientific school since close of last academic year. Number of volumes. Increase in the last school year. Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. Eeceipta for the last year from tuition fees. 0 0 0 900 2 3 1 700 500 $200, 500 $37, 000 39 10 7 2 6 6 6 1,525 150 272, 000 $125 56, 500 2 2 1 1 2 000 200 20, 000 4, 000 129 43 40 5 2 500 71, 000 $6, 000 450 20, 122 3 2 2 2 700 175 42, 000 10, 000 1 1 1 150 5 15, 086 1, 800 5 0 2 0 0 1 200 50 1, 000 0 0 500 46 28 7 7 2 2 2 968 78, 100 4, 500 350 19, 370 13 12 14 4 1 3 2 1, 850 100 5, 500 1, 000 100 1, 800 9 1 1 2,000 50, 000 82 22 36 17 8 5 6 18, 725 520 592, 200 680, 000 40, 800 43, 725 13 1 3 3 4 3 5 2, 750 20 168, 000 44, 500 1 1 1 300 12 5 1 1 1 400 115, 000 28, 295 25 29 7 1 1 31, 000 6, 100 30 11 3 2 2 4, 000 90, 000 20, 000 1,200 24, 150 102 35 30 7 5 3 5 4, 275 81 186, 000 10, 000 1,000 25, 500 644 479 167 155 36 30 29 28, 183 1,101 1, 309,917 18, 000 5,180 243, 837 169 43 31 4 1 2 12, 200 87 84, 500 6, 000 600 11, 820 18 2 6 2 4 4 5, 100 400 201, 200 12, 978 40 2 0 2 2 5,200 100 12, 000 1,500 300 132 65 34 21 11 9 14, 700 265 3, 500, 000 90, 000 170, 900 97, 890 33 13 12 7 0 0 210 210 5, 500 4, 600 1 1 1 1, 200 0 60, 000 13 5 1 2 2 3 3,410 78 52, 000 114 50 23 8 2 1 2 4, 650 450 99, 500 8,000 510 37, 734 1 1 58 28 16 10 3 1 100 31, 500 8,500 3 1 300 0 5 0 6 0 0 1 1 600 18, 000 0 0 7, 560 1, 941 953 504 274 no 90 89 118, 796 4, 492 7,311,503 843, 500 221, 215 749, 781 217 29 56 10 259 263 277 133, 329 3, 094 5, 364, 388 124, 000 13, 370 780, 186 3, 837 1, 664 880 242 304 386 396 233, 813 11, 998 9,912, 588 2, 416, 675 167, 520 1,108,356 5, 995 2, 646 1, 440 526 673 739 762 485, 938 19, 584 22, 588, 479 3, 384, 175 402, 105 2,638,323 b Sex not reported in all cases. LXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Table VI. — Part 2. — Summary States and Territories. Number of schools. Instructors. Number of students. Male. Female. Total. Male. Female. In English course. In classical course. In modern languages. Alabama . 2 3 6 166 20 146 138 37 1 California . 10 22 87 1, 367 10 1,357 742 13 546 Colorado . 2 2 17 212 6 206 178 4 30 Connecticut . 14 17 82 747 8 739 418 156 183 2 8 30 30 30 4 24 3 34 518 40 478 353 40 178 Georgia . 5 3 8 126 9 117 86 25 27 Illinois . 7 22 78 1, 046 12 1,034 416 293 197 3 13 416 30 386 40 4 1 20 336 336 20 3 3 2 24 116 116 50 8 Kentucky . 15 22 99 1, 158 45 1,113 919 153 156 Tjonisiana . . . . 5 7 27 249 249 239 35 147 Mfliuft _ _ _ 2 3 10 89 89 89 39 70 Maryland . 14 36 77 786 2 784 536 200 347 Massachusetts . 16 25 90 a596 13 520 314 143 331 Michigan _ _ 1 1 5 60 60 60 14 Minnesota . 5 7 26 274 274 144 13 21 Mississippi . 4 4 13 198 3 195 188 39 16 Missouri . . 4 6 26 385 5 380 345 77 120 Nebraska . 1 2 6 85 85 85 7 15 New Hampshire . 1 2 6 42 42 New Jersey . 13 26 58 479 17 462 274 51 146 New York . 57 111 382 3, 927 90 3, 837 2, 698 553 1, 540 North Carolina . 6 9 20 422 28 394 408 59 51 Ohio . 8 6 106 1, 256 1,256 214 73 77 Oregon . . 2 16 230 230 50 Pennsylvania . 30 41 172 1,453 22 1, 431 1, 046 330 611 Rhode Island . 4 8 20 93 6 87 89 19 69 South Carolina . 4 5 9 182 6 176 121 53 6 Tennessee . 11 19 43 801 25 776 646 134 128 Texas . 4 3 23 258 8 250 248 19 100 Vermont . 4 2 18 357 13 344 323 24 208 Virginia . 11 13 56 612 9 603 471 130 141 "West Virginia . 3 1 7 106 106 101 4 10 Wisconsin . 6 7 71 874 874 779 81 601 District of Columbia . 23 27 132 1, 188 11 1, 177 961 125 484 Indian Territory . 2 2 5 135 5 130 135 6 New Mexico . 1 10 215 215 Washington . 1 1 4 55 0 55 Total, Part 2 . 312 466 1,914 a21, 645 443 21, 139 13, 954 2, 942 6, 606 a Sox of C3 not SECONDARY INSTRUCTION. LXXV of statistics of schools for girls. Number of students. Number of schools in which drawing is taught. t Number of schools in which vocal music is taught. Number of schools in which instru¬ mental music is taught. Libraries. Property, income, &c. ! 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 academic year. Number of volumes. Increase in the last school year. Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. Keceipts for the last year from tuition fees. ^ 5 5 1 2 2 $10, 000 $5, 000 10 10 10 8,350 415 353, 000 52, 876 2 2 2 800 30 75 000 17, 000 3 11 9 13 6, 400 200 242, 500 $5, 000 $350 17, 537 2 1 2 900 2, 760 3 3 3 1,200 3, 313 4 1 1 5 50 5 11, 000 2, 250 6 7 7 3, 100 50 235, COO 80, 000 2 3 3 38, 000 3, 500 1 3 3 3 500 100 47, 000 2, 200 2 2 2 600 108, 000 9, 600 6 9 15 15 8, 900 215 446, 000 2, 020 26, 226 48 3 2 5 5 5 2, 300 30 38, 650 1, 000 100 9, 000 2 2 2 500 42, 000 5,000 1 2 13 13 11 3, 750 141, 000 32, 582 6 1 2 2 16 10 11 6, 690 55 105, 000 14, 275 1 1 1 4 2 4 4 5 300 100 79, 000 11, 800 30 12 3 3 3 642 21 44, 500 2, 400 3 4 4 2, 100 100 41, 500 23, 860 25 1 1 2, 000 20 25, 000 0 0 8, 000 1 1 1 509 15, 000 4 13 12 11 1, 800 50 151, 200 22, 118 1 6 54 47 51 21, 507 523 1, 298, 538 108, 000 6,200 191, 994 3 4 t) 800 G 112, 000 16, 000 8 8 8 7 500 225 128, 000 10, 000 700 48 055 6 3 1 2 2 25 23, 000 800 8 27 23 19 12, 810 345 372, 500 82, 668 3 4 4 4 400 273 121 000 10 OOO 73 3 3 1 3 4 500 70, 000 3, 075 10 7 10 11 8, 000 50 157, 000 35, 300 2 2 1 3 4 4 1 930 9 45, 000 3, 800 2 3 4 4 2, 525 40 20, OOO 3, 000 21 7 10 11 6, 600 50 64, 000 14, 100 3 3 3 3, 700 110, 000 6 6 6 4, 350 20 235, 000 14, 129 20 15 19 7, 291 162 273, 000 3, 968 1 1 1 79, 000 4, OCO 1 1 0 1 1 8, 000 0 0 2,000 217 29 56 10 259 263 277 133, 329 3, 094 5, 364, 388 124, 000 13, 370 780, 186 reported. LXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Table YI. — Part 3. — Summary of States and Territories. Number of schools. Instructors. Number of students. Male. Female. Total. Male. Female. In English course. In classical course. In modern languages. Alabama . 4 6 9 490 274 216 445 49 20 4 5 3 313 180 133 252 51 California . 10 13 21 882 430 452 691 86 44 Connecticut . 21 27 30 1, 099 603 496 815 270 71 Delaware . 8 17 14 495 306 189 390 89 63 Florida . 4 5 9 331 195 136 178 57 5 Georgia . 73 91 59 a4, 153 2,228 1, 855 3, 353 841 171 Dlinois . 14 36 35 2, 282 1, 199 1,083 925 316 291 Indiana . 11 17 18 1, 177 584 593 212 70 40 Iowa . 37 60 82 a4, 377 2,203 2, 020 2, 191 405 345 2 3 1 78 44 34 78 Kentucky . 28 49 52 2,377 1, 234 1,143 1, 747 463 293 Louisiana . 2 7 10 286 157 129 286 16 181 Maine . 28 39 44 a% 921 1, 466 1,325 ‘ 1,702 496 175 Maryland . 8 23 12 1, 083 723 360 934 77 760 Massachusetts . 27 51 49 2, 138 11,23 1,015 1, 254 497 379 Michigan . 2 8 7 315 181 134 312 17 284 Minnesota . . 9 9 25 951 454 497 792 108 268 Mississippi . . 6 6 15 a514 225 234 243 69 17 Missouri . 9 18 20 622 360 262 496 53 16 Kew Hampshire . 36 59 53 a3, 645 1, 974 1, 596 2,531 733 255 Kew Jersey . 24 59 61 al, 984 1, 186 748 1, 076 325 217 Kew York . 112 252 349 al5, 377 7, 893 7,374 9, 927 1,635 1, 365 Korth Carolina . 15 16 27 1,276 651 625 1, 143 136 81 Ohio . 34 57 55 a3, 275 1,578 1, 461 1,750 413 299 Oregon . 9 16 15 912 477 435 575 55 103 Pennsylvania . 37 91 95 a3, 851 2, 071 1, 582 1, 953 566 235 Rhode Island . 3 8 8 265 149 116 56 88 40 South Carolina . 7 11 14 a947 279 291 473 84 9 Tennessee . 51 70 58 a4, 400 2, 372 1, 948 3, 287 546 147 Texas . 9 19 13 892 472 420 714 132 175 Vermont . 25 48 51 2, 723 1, 415 1, 308 1, 693 644 129 Virginia . 5 6 4 264 148 116 250 32 11 "West Virginia _ _ 3 1 20 743 315 428 633 526 ■Wisconsin . 8 19 24 987 537 450 117 139 45 District of Columbia _ 3 4 113 61 52 77 21 ■Vow Mexico _ _ 1 50 25 25 2 Utah . 8 10 26 al, 365 617 598 1,147 56 35 Washington . . . 1 3 1 24 10 14 Total, Part 3 . 698 1, 235 1, 393 ' 69, 977 36, 399 31, 893 44, 748 9, 61 i 7,116 a Sex not reported SECONDARY INSTRUCTION. statistics of schools for hoys and girls. LXXYII Number of students. I 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 academic year. Number of schools in -which d ing is taught. Number of schools in -which \ music is taught. Number of schools in -which in; mental music is taught. Number of volumes. Increase in the last school year. Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. 16 3 1 1 2 1 2,120 30 $12, 000 10 5 3 2 2 28, 000 18 22 7 7 9 9 5 1, 780 60 103, 000 $6, 000 1600 88 27 12 1 11 12 13 6, 718 282 225, 800 124, 000 7. 860 40 21 9 4 4 4 1, 230 20 91, 500 1, 200 37 4 1 2 2 1, 275 200 24, 000 50, 000 3, 000 291 108 74 34 16 27 35 4. 545 613 197, 700 19, 000 2, 600 132 62 25 6 6 12 11 5,584 104 553, 000 35, 100 3, 100 16 6 2 3 5 4 5, 167 52 146, 000 49, 500 4, 950 199 109 80 5 12 18 17 9, 936 627 371, 200 63, 700 4, 950 1 1 1 40 2 8, 000 0 0 186 103 41 19 11 18 24 5, 200 30 228, 400 1,500 8 0 3 0 0 1 1 2, 000 15, 000 0 0 190 88 28 11 11 14 17 6, 640 62 297, 800 135, 503 7, 365 6 2 3 4 5 4 4, 800 213, 500 500 147 20 33 11 18 13 11 15, 545 636 741,099 653, 301 40, 413 1 1 2 1 570 30 50, 000 7, 000 700 46 16 11 3 5 7 6 2, 877 368 103, 500 10, 000 1,000 46 35 8 2 3 5 1,000 200 64, 200 900 900 27 20 5 3 5 7 3,110 343 152, 000 6, 300 SOO 179 37 27 4 15 17 17 15, 256 1,843 335, 700 192, 330 11, 984 138 40 24 5 19 19 15 5, 075 207 618, 900 62, 500 5, 465 733 229 164 47 72 66 74 73, 029 1,934 2, 077, 849 495, 141 31, 753 62 20 6 2 7 7 3,623 68 56, 500 6, 000 600 164 123 62 10 17 17 8, 288 890 520, 400 115, 450 9, 715 44 21 4 1 4 7 6 774 54 56, 500 11, 500 4, 270 199 55 49 9 22 24 24 20, 987 763 761, 940 48, 850 3, 390 14 0 9 0 3 2 1 4, OOC 665 710, 500 130, 000 8,700 30 2 2 3 2 1, 614 247 67, 000 334 263 112 35 8 27 25 6, 500 630 254, 200 15, 800 1,100 52 108 13 15 5 6 6 1, 530 500 52, 000 278 23 39 14 13 14 20 7, 757 238 397, 700 152, 300 9, 960 28 15 8 2 1 2 2 50 11, 700 2,000 120 1 2 1 760 20 65, 000 3 6 5 o 3 4 2, 655 70 209, 000 13, 800 1, 125 2 1 5, 000 75 89 3 2 3 6 3 1,628 160 42, 000 200 1 1 1 150 45, 000 8, 000 1, 000 3,837 1,664 1 880 242 304 386 396 233, 813 11, 998 9, 912, 588 2, 416, 675 167, 520 Libraries. Property, income, &c. |5, 000 5,800 18, 250 13, 053 12, 756 2, 200 90, 716 36, 546 13, 300 35, 526 46, 800 9, 000 16, 374 33, 475 46, 938 6,160 13, 526 6, 200 7, 020 25, 922 62, 599 253, 353 13,153 29, 141 13, 150 114, 934 40, 000 5, 381 51, 095 10, 600 28,867 4, 200 6, 300 17, 061 2, 000 250 10, 210 1,500 in all cases. LXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. TABLE VII.— PREPARATORY SCHOOLS. Detailed statistics of preparatory schools will be found in Table VII of the appendix. Prior to 1873 these schools were not separated from those for secondary instruction. The foli’owing is a comparative statement of the statistics of these schools, as reported to the Bureau, for 1873, 1874, 1875, and 1876: 1873. 1874. 1875. 1876. 'N'nniber of institiitioTia . . - . . 86 91 697 102 746 12, 954 105 736 12,369 Number of instructors . . . . . 690 "VnTnbp.r of slnrlenta _ _ _ 12, 487 11,414 These preparatory 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 instances they are a part of the college organization. Table VII. — Summary of statistics of preparatory schools. States. N umber of schools. Number of instructors. Number of students. Preparing for classical course in college. Preparing for scien¬ tific course in college. Other students. Entered college since the close of last aca¬ demic year. Entered scientific school since close of last academic year. Alahama . . . . 1 11 50 150 20 California — . 5 34 18 40 a369 51 1 2 Colorado . 1 3 4 2 10 0 0 Connecticut . 6 56 453 83 594 46 12 IrPorgif*. _ - _ _ _ _ 1 1 30 0 0 Tllinnia _ _ _ _ _ .... 2 21 103 33 113 6 2 8 14 3 103 AfaiTiA _ _ _ _ _ ...... 7 32 215 4 410 47 Maryland . 2 14 19 2 276 5 12 Massachusetts . 22 147 1, 352 209 901 128 70 New Hampshire . 5 41 378 40 237 74 3 New Jersey . 5 31 159 24 121 30 23 New York . 18 162 734 457 1, 324 167 73 Ohio . 4 38 338 115 428 10 4 Pennsylvania . 9 55 182 57 658 24 14 Bhode Island . 5 44 217 36 445 20 5 Smith nn.r.'ilina _ _ _ _ _ 1 4 6 89 3 Teyaa _ 1 3 10 20 240 Vermont . 2 8 60 11 35 10 5 Virginia . 4 13 119 10 42 37 9 Wisconsin . 2 10 36 15 166 5 Total . 6105 736 4, 417 1, 211 a6, 741 663 252 alnchides 234 students unclassified. b The table contains the names of 8 schools from which no statistics have been received. SUPERIOR INSTRUCTION OF WOMEN. LXXIX Table VII. — Summary of siatistics of preparatory schools — Continued. States. Libraries. Property, income, &c. Number of vol¬ umes. Increase in the last school year. Value of grounds, buildings, and apparatus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for the last year from tuition fees. 500 150 $50, 000 $900 5, 608 191 218, 000 19, 000 Colorado . 2, 000 0 15, 000 $0 $0 3, 000 Connecticut . 6, 800 100 421, 500 152, 000 11, 470 24, 688 (TrCnrjTia. _ _ _ 5, 000 0 0 Tllinnia . _ _ _ _ _ _ _ 5, 200 250 20, 000 5, 000 Iowa . 7, 707 135 190,000 58, 000 4, 900 2, 642 Maine . 3, 345 45 137, 500 61, 000 3,750 8, 518 Maryland . . . 2, 500 34, 000 15, 000 Massachusetts . 20, 750 362 885, 500 340, 100 23, 195 140, 422 New Hampshire . 6, 660 5 378, 000 172, 000 10, 900 10, 190 New Jersey . . 2, 050 217, O'JO 7, 100 ]Vjew York . 13, 702 1,171 1, 256, 368 197, 493 15, 254 95, 781 Ohio . . . . . . . 750 40 105, 000 38, 500 Pennsylvania . 7,750 925 391, 000 60, 000 4, 200 38, 508 Rhode Island . 4, 600 195 171, 000 100, 000 6, 000 31, 316 South Carolina . 20, 000 127 Texas . 1, 200 Vermont . . . 1, 000 12, 000 20, 000 1, 500 1, 500 Virginia . 3, 775 75 57, 000 8, 000 Wisconsin . 80, 000 16, 000 7, 856 Total . 95, 897 3, 644 4, 663, 868 1, 176, 593 81, 169 458, 048 TABLE VIII. — SUPERIOR INSTRUCTION OP WOMEN. Statistics in detail of schools for the superior education of women will he found in Table VIII of the appendix. The following is a comparative summary of institutions, instructors, and pupils, from 1870 to 1876, inclusive; 1870. 1871. 1872. 1873. 1874. 1875. 1876. Number of institutions . . . Number of instructors . Number of students . 33 378 5,337 136 1, 163 12, 841 175 1,617 11, 288 205 2, 120 24, 613 209 2,285 23, 445 222 2,405 23, 795 225 2,404 23, 858 LXXX EEPOET OF THE COMMISSIONEE OF EDUCATION. Table VIII. — Summary of statistics of inst%- States. Number of institutions. Corps of instruction. Number of instructors in prepara¬ tory department. Students. Total. Male. Female. Number in preparatory department. Alabama . 10 85 22 63 9 217 California . 2 52 6 46 25 37 Connecticut . 5 46 10 36 2 40 Delaware . 1 11 5 6 1 38 Georgia . 19 114 41 73 17 534 Illinois . 9 114 20 94 8 206 Indiana . 3 19 5 14 5 70 3 23 2 21 'K’anaaa _ _ _ 1 10 2 8 60 Xentucliy . 19 134 44 90 15 ' 408 Lonisiana _ _ _ ................ _ ...... 2 58 1 4 Maine .............................................. 1 11 7 4 Marylemd . 6 c61 9 44 2 90 Massachusetts . 10 164 53 111 4 361 Michigan . 2 19 3 16 1 48 ATinnftsnt.a .. _ _ _ _ .. 2 15 3 12 10 Mississippi . 7 47 12 35 8 239 Missouri . . . 11 90 19 71 6 240 New Hampshire . 3 24 3 21 3 143 New Jersey . . . 4 49 16 33 1 20 New York . 16 245 46 199 25 669 North Carolina . 9 96 26 70 6 138 Ohio . 13 139 36 103 3 207 Orpignn _ 1 11 0 11 20 Pennsylvania . 16 208 60 148 19 351 South Carolina . . . 4 36 12 24 5 103 Tennessee . 20 135 40 95 21 498 Texas . 8 52 14 38 6 148 Vermont . . . 1 10 6 4 Virginia . 13 121 50 71 12 239 West Virginia . 2 22 3 19 82 Wisconsin . 3 24 8 16 5 157 Total . 225 2,195 584 1, 600 209 5, 373 a Classification not reported in all cases. b Sex of SUPERIOR INSTRUCTION OF WOMEN. LXXXI tutions for the superior instruction of women. Students. Number of institutions authorized by law to confer collegiate de¬ grees. Libraries. Property, income, &c. Number in collegiate department. Total number in all depart¬ ments. Number of volumes. Increase in the last school year. Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. j In regular course. In special or partial course. Graduate students. 626 33 20 a964 9 11, 300 $445, 000 |40, 048 28 6 6 1 3 100 50 20, 000 50 o394 5 300 205, 000 2, 500 92 0 130 1 3, 750 120 60, 000 |0 |0 8, 600 1, 184 25 13 1, 756 17 11, 950 150 428, 700 500 68, 450 477 85 15 fll, 184 8 8, 600 363 695, 000 6, 000 600 65, 833 40 3 a228 2 1 300 115, 000 14, 431 200 1 1 900 400 25, 000 5, 000 12 2 0 74 1 700 75 130, 000 0 0 9, 500 819 97 7 al, 837 10 9, 850 375 418, 500 36, 500 29 add 1 700 30, 000 20, 000 1, 600 1, 400 24 120 1 2, 500 800 95, 000 46, 000 2, 800 4,300 141 1 3 391 3 8, 990 75 195, 000 16, 000 517 119 1, 309 2 38, 223 3, 424 1, 055, 500 450, 000 30, 334 166, 492 114 6 168 970 75 103, 000 13, 000 62 al78 1 525 22, 500 3, 000 430 19 3 691 7 5, 400 185 242, 000 28, 600 390 10 16 a987 7 3, 009 50 312, 000 20, 000 1, 200 31,000 92 20 15 270 2 2, 350 170 135, 000 154, 000 11, 040 3,925 78 6 5 a381 2 2 200 31.5, 000 15,000 284 30 22 a2, 845 4 21, 768 480 2, 123, 200 43, 300 2, 524 185, 099 354 28 2 a917 6 5, 700 285, 000 5, 500 330 54, 380 908 101 14 al,416 5 12, 45 J 230 945, 000 5, 000 300 113, 792 110 10 0 140 0 400 0 25, 000 413 81 6 ol, 209 6 16, 925 555 837, 000 49, 950 2, 475 97, 407 248 31 4 0463 4 1,250 100 105, 000 1,500 12,.500 1,185 144 30 02, 297 £0 28, 500 930 614, 500 30, 000 2, 100 77, 331 258 9 3 o554 6 1, 150 121 500 10, 000 500 18, 800 58 41 99 1 775 15 110, 000 3, 400 483 28 4 ol, 274 11 5, 300 100 425, 000 45, 000 81 4 o217 1 600 84 36 1 o368 3 1,400 105 185, 000 25, 000 9, 671 972 192 o23, 856 143 218, 826 8, 827 10, 823, 400 841, 250 56,303 1, 166, 288 3 teachers not given. c Sex of 8 teachers not given. E— VI LXXXII EEPORT OF THE COMMISSIONER OF EDUCATION. Degrees conferred hg institutions for the superior instruction of women. States. Number of degrees. States. Number of degrees. 34 Missouri . 15 flnlirnniia, _ _ _ _ 6 New Jersey . . 10 Delaware . . . . . 13 New York . . . 15 (rporgia _ _ 132 North riarolina _ _ _ 22 Illinois. ..................................... 42 Ohio . 71 TnHiana _ _ _ _ 6 Pennaylvauia _ 41 Kansas ................................. _ 2 South riarolina . . _ _ _ 14 Kentucky .... ............ .................. 39 T'onnea.ap.ft 130 TiOni.‘»i.ana _ 8 11 _ _ _ _ _ _ 5 West Yirpinia . . . . . 8 Maryland . . . . . . . 21 Wisconsin . . . . . 16 Mirniesota _ 3 Mississippi . . . . 26 Total _ _ _ 690 Iq the study of these statistics many important lessous will he found upon the very surface of the tables. In endeavoriug, however, to understand the comparative merits of the several institutions there should be careful consultation of their programmes of study and of the work actually accomplished by the several pupils in each. Whatever the improvements in superior instruction for women have been in the past, it is clear to a careful observation running through a series of years that improvement is steadily progressing. Woman has a larger participation in the instruction given in colleges first established exclusively for men ; and those devoted solely to the purpose of im¬ parting to her this grade of instruction are increasing in their endowments, in their appliances, and in the thoroughness of their work. Vassar has been strengthened by the establishment of Wellesley and Smith ; and no doubt, ere long, preparatory schools intended to fit young women to enter these colleges will come into existence, with am¬ ple provisions and able instructors. Having important bearing upon the value of diplomas given and the elevation of the standard of superior instruction for women, I may call attention to the HARVARD EXAMINATIONS FOR WOMEN. In his last annual report, the president of the university says : ^‘The examinations for women, first held in 1874, have proved useful and will here¬ after be a regular part of the work of the university. Local committees were organized in 1875-76 for conducting these examinations at New York and Cincinnati, and accord- iingly examinations will be held simultaneously in the first fortnight of June, 1877, at Cambridge, New York, and Cincinnati.” The following paragraphs from the last university catalogue will indicate the char¬ acter of the examinations : “ The examinations are of two grades : “ I. A general or preliminary examination. “ II. An advanced examination for those who have passed the preliminary examina¬ tion. ^^Preliminary examination, “The preliminary examination embraces the following subjects: English, French, physical geography, either elementary botany or elementary physics, arithmetic, algebra through quadratic equations, plane geometry, history, and any one of the three languages — German, Latin, and Greek. SUPERIOR INSTRUCTION OF WOMEN. LXXXIII “ This examination can be taken as a whole only by young women who are at least seventeen years old. It may, however, at the option of the candidate, be divided be¬ tween two years ; and, in this case, the minimum age of admission is sixteen years. No candidate will, in any case, be admitted to examination on a part of any subject ; and no account will be made of a partial examination unless the candidate has passed satisfactorily in at least three subjects. If the candidate passes in three or more sub¬ jects, the results of the partial examination will be recorded by the university ; but no certificate will be given until the whole examination has been passed. “ Candidates who divide the preliminary examination will be expected to attain a somewhat higher degree of excellence than those who present the nine subjects at once. ‘^Advanced examination. “The advanced examination is for young women who have passed the preliminary examination, and who are not less than eighteen years old. It is divided into five sections, in one or more of which the candidate may present herself. These sections are as follows : “ 1. Languages. — Candidates may offer any two of the following languages : English, French, German, Italian, Latin, Greek. “ 2. Physical science. — Candidates may offer any two of the following subjects : Chem¬ istry, physics, botany, mineralogy, geology. “ 3. Mathematics. — Candidates must present solid geometry, algebra, logarithms, and plane trigonometry, and one of the three following subjects: Analytic geometry, mechanics, spherical trigonometry, and astronomy. “ 4 History. — In 1877, candidates may offer either of the two following subjects : (1) The history of Continental Europe during the period of the Reformation, 1517-1648; (2) English and American history from 1688 to the end of the eighteenth century. “5. Philosophy. — Candidates may offer any three of the followingsubjects : Mental philosophy, moral philosophy, logic, rhetoric, political economy Candidates who successfully pass the examinations, receive certificates from the university. HAEVAED UNIVEESITY. PRELIMINARY EXAMINATION FOR WOMEN. A - - B - has passed (passed with distinction) (passed with the highest dis¬ tinction) the preliminary examination, held at - , on the - of - , 187-, under the direction of the Faculty of Harvard College, and is entitled to proceed to the advanced examination. President Cambridge, August 1, 187-. HAEVAED UETVEESITY. ADVANCED EXAMINATION FOR WOMEN. A - B - having duly passed the preliminary examination on the - of - , 187-, has been admitted to the advanced examination in the section (sections) of - , and has passed (passed with distinction) (passed with the highest distiliction) the prescribed examinations in - , hold at - , under the direction of the Faculty of Harvard College, on the - of - , 187-. Cambridge, August 1, 187-. President LXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Notice of intention to be candidates must be sent to the secretary of the Woman’s Education Association, 94 Chestnut street, Boston, or to the secretary of the New York local committee, 60 Fifth avenue, New York, before April 1, 1877. A pamphlet, contain¬ ing full lists of books and specimen examination papers, and such further information as may be desired, will be furnished on application. Young women in narrow circumstances will be aided in meeting the cost of these examinations. Applicants for such aid should address the secretary of the Education Association or the secretary of the local committee as above, stating their circum¬ stances fully, the amount of help they need, the kind of assistance they would prefer, whether a remission of fees, a loan, or gratuitous board and lodging during the exami¬ nation, and inclosing certificates of scholarship and character from their teachers. TABLE IX. — UNIVERSITIES AND 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 1876, inclusive : 1870. 1871. 1872. 1873. 1874. 1875. 1876. Number of institutions . . Number of instructors . . Number of students . 266 2,823 49, 163 290 2, 962 49, 827 298 3, 040 45, 617 323 3,106 52, 053 343 3,783 56, 692 355 3, 999 58, 894 356 3, 920 56, 481 SUPERIOR INSTRUCTION. LXXXV Table IX. — Summary of statistics of universities and colleges. States and Terri¬ tories. Number of universities and col¬ leges reporting. Number reporting date of char¬ ter. Number not reporting date of charter. Number reporting only prepar¬ atory students. Number reporting collegiate stu¬ dents. Number not reporting classifica¬ tion of students. Number not reporting students. QQ 1 . Years in course. M o & o .Q a 0 Number not reporting. Number four years. Number three years. Number over four years. Number having only elec¬ tive courses. I Alabama . 4 4 0 0 3 1 0 0 0 1 0 2 1 Arkansas . 4 4 0 0 4 0 0 1 0 3 1 0 0 California . . 12 12 0 2 9 1 0 2 2 8 0 2 0 Colorado . 1 1 0 0 0 0 1 1 1 0 0 0 0 Connecticut . 3 3 0 0 3 0 0 0 0 3 0 0 0 Delaware . 1 1 0 0 1 0 0 0 0 1 0 0 0 Georgia . 7 7 0 0 6 0 1 1 1 4 0 1 1 Illinois . 23 26 2 3 24 1 0 5 0 27 0 1 0 Indiana . 17 16 1 0 16 1 0 0 1 10 0 6 0 Iowa . 18 16 2 0 17 1 0 2 0 17 0 1 0 Kansas . 8 8 0 1 6 1 0 2 0 8 0 0 0 Kentucky . 15 15 0 1 14 0 0 5 0 11 0 4 0 Louisiana . 6 6 0 2 4 0 0 1 0 4 1 1 0 Maine . . 3 3 0 0 3 0 0 0 0 3 0 0 0 Maryland . 8 8 0 0 8 0 0 1 0 5 0 2 1 Massachusetts . 7 7 0 0 7 0 0 1 0 7 0 0 0 Michigan . 9 9 0 1 8 0 0 2 1 7 0 1 0 Minnesota . C 6 0 0 3 1 2 3 2 3 0 1 0 Mississippi . 4 4 0 0 4 0 0 0 0 3 0 0 1 Missouri . 18 18 0 4 13 0 1 2 3 14 0 1 0 Nebraska . 2 2 0 0 2 0 0 0 0 2 0 0 0 Nevada . 1 0 1 1 0 0 0 1 1 0 0 0 0 New Hampshire . . . 1 1 0 0 1 0 0 0 0 1 0 0 0 New Jersey . 4 3 1 0 4 0 0 0 0 2 0 2 0 New York . 26 22 4 1 25 0 0 3 0 21 0 5 0 North Carolina .... 8 8 0 1 7 0 0 1 1 7 0 0 0 Ohio . 32 32 0 2 28 0 2 4 1 27 0 4 0 Oregon . 6 6 0 1 4 0 1 3 1 4 0 1 0 Pennsylvania . 29 29 0 1 28 0 0 3 1 22 0 6 0 Ehode Island . 1 1 0 0 1 0 0 0 0 1 0 0 0 South Carolina . 6 6 0 0 6 0 0 0 0 5 0 0 1 Tennessee . 23 23 0 3 18 0 2 7 2 18 0 0 3 Texas . 9 7 2 3 6 0 0 2 2 6 0 0 1 Vermont . 3 3 0 0 3 0 0 0 0 3 0 0 0 Virginia . 8 8 0 0 8 0 0 0 0 4 0 0 4 West Virginia . 3 3 0 0 3 0 0 0 0 3 0 0 0 Wisconsin . 10 9 1 1 9 0 0 0 0 10 0 0 0 Dist. of Columbia. . 4 4 0 0 4 0 0 0 0 4 0 0 0 Utah . 1 1 0 1 0 0 0 0 0 0 0 0 Total . 356 342 1 14 29 310 7 10 53 21 279 1 ^ 41 13 LXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Table IX. — Summary of staiisUcs of States and Terri¬ tories. Preparatory department. Collegiate department. 1 Number of instructors. Students. Number of students unclassifl Corps of instruction. Whole number of students. Students in classical course. Students in scientific course. Number ofgradnate students, j Total. Male. Female. Preparing for class¬ ical course. Preparing for scien¬ tific course. Male. Female. Male. Female. 2 71 71 12 23 131 41 316 4 169 128 41 33 38 20 104 15 5 6 3 4 18 809 549 260 123 209 758 163 831 322 74 62 103 39 57 856 824 5 12 67 0 0 0 0 0 0 7 40 7 268 191 77 20 50 488 286 12 65 15 62 a3, 905 2, 536 995 793 1, 143 117 244 1,530 750 140 332 35 42 1,444 1, 064 380 594 217 320 131 1, 307 693 117 250 104 11 35 2,348 1, 441 907 265 261 297 144 954 392 164 117 107 6 5 809 465 344 88 327 100 48 167 60 30 33 25 3 18 930 729 201 216 131 94 902 256 23 82 67 7 9 387 277 110 15 34 54 42 5 7 1 30 360 305 13 42 3 12 196 187 9 61 71 98 644 138 38 63 10 200 200 200 113 1, 668 1,618 37 13 62 17 al, 239 529 356 189 262 114 811 &323 57 cl68 54 34 3 412 293 119 153 86 99 48 154 80 3 45 26 5 6 290 246 44 36 69 21 189 85 3 35 4 3 32 al, 279 718 258 431 189 171 921 281 46 103 56 31 250 129 121 106 82 13 92 25 4 8 14 1 31 15 16 16 249 249 18 18 7 11 58 712 537 54 4 71 2, 644 2, 214 430 983 227 449 3, 015 1, 525 293 565 91 51 7 784 624 160 230 238 54 383 289 24 17 ! 47 a2, 568 1,899 605 789 711 258 239 1 2,220 d978 123 293 332 42 i 9 307 169 138 62 97 21 210 14 3 54 77 1 46 a2, 064 1, 503 161 767 481 345 1 2,242 1, 421 95 522 86 24 16 1 219 219 1 > 4 211 211 94 86 38 ! 351 213 65 1 33 al, 723 1, 149 355 341 293 _ 157 1,029 395 67 8c 63 15 1 17 939 635 304 72 48 6.5 1 457 302 29 81 25 71 1 .... 23 ! 169 107 12 4 ! 3 162 162 44 11 80 1 998 182 3 t 5 56 53 3 18 16 25 1 164 71 58 1 ) 28 al, 041 824 152 368 366 25 89 1 689 311 33 172 82 6 f 15 254 254 37 14 36 1 152 96 2 t .... 320 178 142 4 5 568|a28,128 19, 661 6, 688 7, 147 5,707 2,109 3, 352 1 25, 647 13, 404 1, 455 3, 348 1, 555 597 Alabama . Arkansas . . . . California.... Colorado . Connecticut . Delaware .... Georgia . Illinois . Indiana . Iowa . Kentucky . Louisiana . Maine . Maryland . Massachusetts . . Michigan . Minnesota . Mississippi . Missouri . Nebraska . Nevada . New Hampshire New Jersey . New York . North Carolina .. Ohio . . Oregon . . Pennsylvania .... Rhode Island - South Carolina.. Tennessee . . Texas . . Vermont . Virginia . West Virginia . . Wisconsin . Dist. of Columbia. Utah . Total . a Sex not reported in all cases. 6 Also 37 sex not given. d Also 363 sex not given. c Also 63 sex not given. universities and colleges — Continued. SUPEKIOR INSTJ^CTION. LXXXVII \ Volumes in libraries. Property, income, &c. Number in college libraries. Increase in the last collegiate year. Number in society libraries. Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. Kecoipts for tbe last year from tuition fees. Eeceipts for the last year from State appropriation. Aggregate amount of schol¬ arship fuuds. 12, 100 660 2, 60C $410 000 $312 000 $25, 600 $55, 560 660 119 100 139, 600 22 COO 2, 600 3, 000 34, 054 1, 999 11, 623 1, 429, 000 905, 700 15, 100 no, 950 $45, 700 125, GOO 20, 000 570 000 618 083 37, 203 68, 008 60, 000 6, 000 1,200 75, 000 83, 000 5, 000 1,000 $3, 000 0 25, 550 1,300 16, 500 540, 000 442, 202 33, 935 7, 750 13, 000 86, 052 1, 367 17, 785 2, 905, 900 1, 038, 883 116, 358 87, 552 9, 500 72, 785 1, 410 18, 147 1, 233, 300 831, 412 54, 580 26, 822 23, 000 32, 600 34, 788 967 5, 400 981, 000 703, 296 56, 722 39, 232 23, 000 31, 500 19, 700 860 2, 400 560, 000 67, 300 5, 213 17, 200 22, 419 11, 650 25, 497 637 9,200 926, 000 660, 000 20, 176 67, 168 240 100, 000 21, 650 1, 250 2, 250 310, 055 138, 000 25, 931 35, 278 2,245 16, 200 330, OGO 558, 022 36, 045 22, 675 107, 000 43, 550 775 4, 05C 253, 000 3, 000, 000 180, 000 9,445 31, 890 248, 455 5,889 17, 318 1, 400, 000 3, 635, 231 82, 396 131, 915 596, 331 40, 898 1, 476 4, 557 1, 153, 250 613, 926 81, 818 6, 335 128, 000 14, 440 265 1,118 472, 148 390, 660 23, 021 5, 648 19, 000 5, 200 7, 640 40 4, 000 375, 905 152, 500 7,125 6, 220 40, 000 71, 200 2,140 12, 000 1, 292, 000 701, OOO 113, 967 112, 055 79, 600 2,250 250 180, 000 20, 000 2, 000 700 20, 000 48, 000 650 160, 000 400, 000 25, 000 15, 000 750 100, 000 47, 000 2, 000 18, 500 1, 370, 000 1, 263, 666 82, 748 39, 581 91,000 219, 402 8, 016 24, 600 7, 315, 443 8, 925, 064 472, 128 378, 894 188, 607 321, 077 26, 200 425 30, 560 422, 000 248, 000 8, 000 34, 985 112, 459 2, 711 55, 370 2, 908, 973 2, 334, 184 164, 390 161,487 262, 700 5, 812 73 30 137, 000 177, 000 17, 490 7, 189 5, 000 20, 500 130, 795 1, 845 72, 288 5, 314, 500 2, 140, 076 143, 925 245, 698 98, 000 46, OOC 824 0 1, 500, 000 718, 753 46, 094 27, 629 0 83, 816 50, 500 380 6, 400 750, 000 410, 000 30, 500 3,640 42, 100 115, COO 39,401 1,460 10, 300 1, 327, 000 852, 300 56, 468 63, 171 43, 000 7, 250 9S2 400 285, 000 29, GOO 1, 600 41, 400 31, 827 950 4, 100 389, 100 209, 250 13, 755 3, 857 3, 600 83, 500 89, 580 600 22, 500 1, 265, 000 359, 000 23, 650 41,255 30, 000 13, 000 7, 074 212 3, 100 290, 000 145, 778 9,800 4, 200 26, 125 40, 600 2, 327 5,250 965, 050 661, 389 55, 775 107, 603 17, 303 20, 000 47, 100 350 5,610 1, 020, 000 145, 000 10, 000 1,200 18, 000 2, 553 159 1,500 2, 856 5, 000 1, 879, 103 47, 613 425, 458 40, 956, 724 33, 911, 675 2, 060, 182 1, 984, 811 514, 034 2, 476, 674 LXXXVIII KEPORT OP THE COMMISSIONER OF EDUCATION. Many questions are agitated in regard to tbe administration of superior instruction, — some would have it altogether under the control of the State, others that of the church ; some would leave the course of study altogether optional with the students, others with¬ out any option ; some would introduce coeducation of the sexes, others would exclude it. It seems to me that any unbiased mind will hardly observe the facts that are passing in review before this Office without a profound conviction that no procrustean plan can suffice to meet the demands of our civilization, and that what we need is this — great liberty, great variety, action by each the church and the state, and by corporations measurably independent and self-perpetuating. There may be evils in each, but there is greater security in all than in any one of the forms of administering superior instruc¬ tion. It is no doubt true that this grade of instruction is injured in some quarters by a multiplication of institutions; but a sound and well informed public sentiment will after a time correct any errors in the minds of those who have the money to endow institutions of this grade and of those who have the aptitude to organize them. The increase of expense to the student is here and there alarming, as it points to the larger and larger exclusion of those able and aspiring youth who have not the money at command to meet the required expenditure, but from whose ranks in all time there have come many of the foremost men in all pursuits. The State college with free tuition still offers them an open way, and suggests to privately endowed institutions that their method of securing the same class of minds is by benefactions that will make their instruction free also. The most serious increase of expenses is not connected with the administration of the college, but arises from those incidental expenditures now becoming common among the students themselves. No well-wisher of learning can contemplate these without alarm. College officers, parents, young men, and the public at large must unite their corrective endeavors. There are some questions, however, con¬ nected with the administration of superior instruction in connection with which there could no doubt be great improvement made in different colleges. Some of these may be enumerated, though space would not permit their discussion. First, the communication between the institution for superior instruction and its alumni ; second, communication between the institution and the general public ; third, the connection between the insti¬ tutions for superior instruction and those for secondary instruction; fourth, the relation of the faculty to the board of trustees in the administration of the college; fifth, the duties that shall be demanded of the president, and what assistants he shall have; sixth, the relation of the teacher in this grade of instruction to the theory and prac¬ tice of education in the United States. What does college education accomplish ? This question, so often raised, has re¬ ceived no full and complete answer. Evidently the most important considerations bearing upon it are to be found in the answer to the question, “What do college alumni do ? ” Even an answer to this question is beset with serious difficulties on ac¬ count of the lack of records. Many colleges have not a complete set of their own catalogues; and no one even of the older colleges has full knowledge of the career of its alumni. The necessity of some fuller information on this point was so keenly felt that early after entering on my duties here, inquiries were commenced looking to more definite results. The information that came to hand was worked up by Dr. Charles Warren, my chief clerk. In the midst of all the difficulties, it was found that the best opportunities for studying the facts were offered, at the time, in connection with Har¬ vard, Yale and Dartmouth Colleges and Wesleyan University. Information was there¬ fore collected respecting twenty-four classes graduated by Harvard, from the year 1836 to the year 1859 inclusive, comprising 1,637 men ; twenty-eight classes of Wesleyan University, from 18.33 to 1860 inclusive, containing 681 graduates; the Yale classes of 1837 and 1839 to 1843, inclusive, 1846 and 1848 to 1860, inclusive — twenty in all — compris¬ ing 1,920 graduates ; and the twenty-four classes of Dartmouth College from 1837 to 1860, inclusive, comprising 1,344 men. These 5,582 persons formed the basis of the in¬ vestigation.* * Published iu the Circular of Information for March, 1872. SUPERIOK INSTRUCTION. LXXXIX Where horn, — Of the 1,608 alumni of Harvard College whose birth-States were known, nearly three-fourths were born in Massachusetts, and four-fifths in New England. Nearly one-half the rest were born in the Northern States, and nine in foreign coun¬ tries. More than one-twelfth of the graduates for the twenty-four years were born in the South. Twenty-five States and some foreign countries are represented in the list. It is not known where 234 of the 681 graduates of Wesleyan University were born. Of the 447 known cases, more than one-half were born in the Eastern States ; nearly all the rest in the Northern States. Nearly one-sixth of the number known were born in Connecticut, another sixth in Massachusetts, and more than one-third in New York ; so that these three States produced two-thirds of the graduates. Of 1,894 Yale alumni, more than one-half were born in the New England States, and more than one-third in the other Northern States. Nearly one-seventh of the number were born in Massachusetts, and more than one-fifth in New York. Less than one- third were born in Connecticut. Of 1,327 Dartmouth alumni, more than one-half were born in New Hampshire; less than 100 were born out of New England. Of the 5,276 cases thus reported, more than twice as many were born in Massachu¬ setts as in Conneci icut ; New Hampshire produced more than Connecticut ; about five- sevenths of the whole number were born in New England, and nearly one-eighth in New York. Four men born in Connecticut went to Harvard, and 9 to Dartmouth, while 254 born in Massachusetts and 34 born in New Hampshire, went to Yale ; 84 New Hampshire men went to Harvard, and 209 Massachusetts men went to Dartmouth, and about 77 per cent, of college bred men born in Vermont went to Dartmouth. Age at graduation. — Of 1,630 Harvard alumni whose ages at graduation were given, seven-eighths graduated between 18 and 22. The youngest graduates were 16 and the oldest 31 ; nearly three-tenths of the whole number graduated at 20. The youngest average age of any class was 19.82 years ; the oldest average age was 21.85 and the gen¬ eral average for the whole time was 20.65 years. The graduation age of only 451 Wesleyan graduates was given ; the general average was 23.85 years. The average age of the youngest class was 22 years, and of the oldest 26.8 years. Seven-ninths of the graduates were from 20 to 26 years old. Nineteen graduated at 30 and over. Of 1,907 Yale alumni about seven-eighths were from 19 to 25 years old ; nearly 400 graduated at 20. The general average was 22.06 years. Less than 1 in 100 graduated at 30 and over. One thousand three hundred and eighteen Dartmouth alumni had at graduation a general average age of 23.57 years. The highest average age of any class was 24.15 years, and the lowest 22.83 years. Seven-tenths of the whole number graduated between 21 and 26. On comparing the graduation ages in these four colleges, the Dartmouth and Wes¬ leyan alumni appear to be the oldest and the Harvard men the youngest; of 750 who graduated under 20, 453 were at Harvard, 204 at Yale, 70 at Dartmouth, and only 23 at Wesleyan ; of 142 who graduated at 29 and over, 8 were at Harvard, 34 at Yale, 40 at Wesleyan, and 60 at Dartmouth. Of the 5,306 alumni tabulated more than 36^ per cent, graduated at 20 and 21. Percentage of deaths. — Of 1,637 Harvard alumni, 310 were dead, being about 19 per cent. In the earlier classes of the quarter century, one-third, and in the later years, one-sixth of the members had gone. The proportion of deaths in each class was not, however, regular in proportion to its position ; the class of 1848, for example, had been unfortunate, while the class of 1855 had lost very few. Of 681 Wesleyan alumni, 119, or 17| per cent., were dead. The classes of 1853 and 1856 had lost only one member each. The class of 1836 had lost only 12 per cent, of its members. Yale lost nearly 20 per cent, of her 1,920 tabulated alumni. The class of 1858 had lost only 9 per cent., and that of 1855 only 10 per cent. ; the three earliest classes had lost 32 per cent. each. Twenty-two per cent, of Dartmouth alumni were dead. The classes suffering most severely had lost 38 per cent., and those suffering least 8 per cent. On comparing the percentage of deaths in these colleges with each other, we -see that that of Wesleyan is 2 per cent, less than that of Harvard, 3 per cent, less than that of Yale, and 5 per cent, less than that of Dartmouth. The records of Wesleyan Univer¬ sity were, however, so imperfect as to materially vitiate this conclusion. Age at death. — Of 307 Harvard alumni whose age at death was given 69, or 21 per cent., died between 20 and 25; 88, or 29 per cent., died between 26 and 30 ; 59, or 19 per cent., died between 31 and 35 ; 50, or 18 per cent., died between 36 and 40 ; 21, or 7 per cent., died between 41 and 45 ; 16, or 5 per cent., died between 46 and 50 ; and 4, or 1 per cent., died between 51 and 53. Of 53 deaths out of these 307, 27 were in battle or from wounds received in action ; 15 from diseases directly contracted in the service; 1, an army oflicer, was diowued xc REPORT OF THE COMMISSIONER OF EDUCATION. at sea while on a health furlough ; 1 died two years after resignation from causes not specified, and 9 had died after the war from causes which do not appear to have any connection with the service, though included in the Harvard army roll. Of 119 dead alumni of Wesleyan, the ages of .'ST were given, viz: 8 between 23 and 25 ; 7 between 26 and 30 ; 11 between 31 and 35; 15 between 36 and 40 ; 6 between 41 and 45 ; 3 between 46 and 50 ; and 7 between 51 and 55. Only 26^ per cent, of the known deaths occurred at or before 30 years of age ; and while the Harvard table showed only 6 per cent, of deaths after 45, this table has 17^ per cent, after that age. The ages of 372 Yale graduates at death were also known. Of these about 16 per cent, died between 20 and 25 ; 28 per cent, died between 26 and 30 ; 23^ per cent, died between 31 and 35 ; 16^ per cent, died between 36 and 40 ; 8 per cent, died between 41 and 45 ; 5^ per cent, died between 46 and 50 ; and 3 per cent, died between 51 and 59. Here 42 per cent, died at or before 30 years of age and 8^ per cent, after 45 years. Of the 288 Dartmouth alumni whose ages at death were known there died 16f per cent, at or before 25; 29^ per cent, between 26 and 30; ISI per cent, between 31 and 35 ; 17f per cent, between 36 and 40 ; 10| per cent, between 41 and 45 ; 4f per cent, between 46 and 50 ; and 2f per cent, between 51 and 56. Further study of the ages at death of the 1,024 alumni thus enumerated develops the fact that the numbers who died increased every year, till between 25 and 30 we have the first maximum loss. The mortality then decreased gradually till 34, when there began a sharp increase, culminating in the second maximum loss at 38. The top of the third wave, if the expression be permissible, was at 47-49. After this age the deaths decreased in number gradually to the end of the table. From this it seems that a good many young men die shortly after completing their collegiate and professional studies ; that another fatal period comes after the strenuous and exhausting labors of early manhood, and a third soon after the sun of life passes the zenith. Much of this loss in the first decade of post graduate life depended in these classes on the war ; but there is a large number apparently caused by injudicious study and violation of other hygienic laws during and after college life. Ages of the living. — Of 1,320 living Harvard alumni whose ages were known the average age for the 24 years was 42.42 years. The average ages of the classes decrease prettj regularly from about 55 years in the earliest to 35|- years in the latest one. The age of 395 living Wesleyan alumni is known. The class of 1833 averaged 61 years; the class of 1860, 33:|^ years. The general average was 45.24 years. The average age of the 1,520 living Yale alumni was 43.09 years. The class of 1837 has an average age of 55^ years ; the class of 1860 an average age of 33^ years. The 1,036 living Dartmouth alumni had a general average age of 45.20 years. The . class averages range from 57.14 years to 34.85 years. Of these 4,271 living alumni the average age in general was almost 44 years. There are no ages which so thoroughly unite strength, health, activity, and endurance in brain work. it was also observed that the average age of the Harvard class of 1849 was very close to the average age of the Harvard alumni represented. The Wesleyan class of 1850 was pretty close to the Wesleyan average. The Yale class of 1851 and the Dart¬ mouth class of 1849 were also near the respective general averages of those institu¬ tions. This indicates that a college class from 20 to 22 years after its graduation is a fair representative of the best portion of the alumni of the college then living. Average time after graduation. — These 5,295 alumni had, on an average, 19.44 years each after graduation, or an aggregate of more than 100,000 years, for work. The colleges thus return to the community, in exchange for the wealth diverted to their endowment and support, a body of trained workers whose powers, exerted in every department of life, make themselves everywhere felt in the active work of the world, thus adding to the material prospes ity of the country. Nor should it be forgotten that these seats of learning foster and encourage that intellectual life withouj which no nation can hope to acvance or long endure. Oecupations of eollege graduates. — The occupations were given of 622 Harvard graduates, of 570 Wesleyau graduates, of 1,772 Yale gr.Kluates, and of 1,254 Dartmouth graduates. Of these 4,218 alumni there were about 26 per cent, clergymen, 33^ per cent, lawyers, 13 per cent, physicians, 13f per cent, instructors, and the rest were engaged in various kim s of business, — journalism, commerce, manufactures, &c. Nearly 45^ per cent, of the Wesleyan alumni were clergymen ; more than 40^ per cent, of the Harvard alumni were lawyers ; of the Yale men 34^ per cent, were lawyers, and 23J per cent were clergymen. The medical alumni of Harvard outnumbered the clerical, aud Dartmouth showed more of them than Yale. It will be understood that these numbers were compiled in the winter of 1870-’71. In addition to the inquiries in answer to which the above results were reached, SUPERIOR INSTRUCTION. XCI others were addressed to these colleges for the statistics of insanity, crime, and pauper¬ ism among the college graduates. From Dartmouth no answer was received. The secretary of Harvard writes : “ We have no means of answering the inquiries contained in your letter.” President Porter answers for Yale : “ So far as my knowledge at present extends, not more than eight of the academical graduates of this college between 1836 and 1860 have become insane, while none are known to have been convicted of crime or to have become paupers or dependent on the public for support.” President Cummings, of the Wesleyan University, writes ; “ I know of no one of the alumni of Wesleyan University who has become insane ; none who are known to have been convicted of crime ; none who have become paupers ; none who have become or are dependent on the public for support.” Another inquiry was designed to show where our college students in the year 1870-71 came from and where they matriculated.* The table given below shows in parallel columns, first, the number of collegiate students matriculated in each State and Ter¬ ritory ; secondly, the number who resided in each State and Territory; thirdly, the number who attended colleges in their own State ; fourthly, the number who attended from other States, or the non-resident attendance ; and, fifthly, the number who at¬ tended in other States, or the resident non-attendance. * Published in the Circular of Information for March, 1872. XCII REPORT OF THE COMMISSIONER OF EDUCATION. Number of college students attending — States and Territories. In each State. From each State. In their own State. From other Stato.s. In other States, j 242 359 228 14 131 Arkansas . 54 90 47 7 43 California . 243 271 235 8 36 Connecticut . 887 332 244 643 88 Delaware . 28 53 21 7 32 22 22 515 539 460 55 79 919 1, 106 743 176 363 999 928 780 219 148 483 535 411 72 124 6 39 8 31 Kentucky . 724 604 457 267 147 Louisiana . 117 224 111 6 113 258 323 211 47 112 Maryland . . . 120 279 75 45 204 Massachusetts . 1, 186 902 656 530 246 Michigan . 763 558 473 290 85 Minnesota . . . . 44 72 39 5 33 Mississippi . 138 252 113 25 139 Missouri . . . . . 441 563 382 59 181 Nebraska . . . . . . . . . . 2 17 2 17 Nevada . . . . . 3 3 New Hampshire . 381 225 139 242 86 New Jersey . . 542 466 225 317 241 New York . 2, 213 2, 442 1, 668 545 774 North Carolina . 324 351 257 67 94 1, 639 1, 710 1, 301 338 409 Oregon . . . . . 71 72 67 4 5 Pennsylvania . 1, 622 1, 669 1, 195 427 474 Rhode Island . 220 146 109 111 37 South Carolina . 159 233 124 35 109 Tennessee . . . . . . . 246 368 178 68 190 Texas . 158 272 156 2 116 Vermont . 181 305 137 44 168 Virginia . 1, 093 564 499 594 65 West Virginia . 153 137 62 91 75 Wisconsin . . . 415 421 311 104 110 Arizona, _ _ 1 1 Colorado . . . . . . . . . 3 3 District of Columbia . 129 100 57 72 43 Tda.hn _ _ - _ _ 1 1 Indian Territory _ _ _ _ _ _ _ 8 8 Montana _ _ . _ _ 2 2 New Mexico . . . . - _ _ _ _ _ 3 3 Utah . 107 108 107 1 Washington _ _ _ _ 6 6 "Foreign _ _ 140 140 Total . . 17, 824 17, 824 12, 286 5, 538 5, 538 SUPERIOR INSTRUCTION. XCIII As a test ci the estimation in whicli the opportunities for superior instruction afforded in each State were held by those interested the foregoing table excited much interest. Had time and other duties permitted, the investigation would have been repeated during the present year. Statistical summary of numler of students in institutions for superior instruction, {not in¬ cluding 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. Total number of stu¬ dents reported in these institutions. Alabama . 316 104 747 1,167 108 67 175 California . 870 142 662 1,674 47 47 Connecticut . 923 230 354 1,507 Delaware . . . 41 34 92 167 Georgia . 488 93 1, 222 1, 803 1, 565 386 978 2, 929 Indiana . - . 1, 318 18 158 1, 494 960 302 200 1, 462 TT fi.Ti sp.s _ _ _ _ _ _ _ _ _ - 170 303 14 487 Kentucky . 909 105 1, 429 2,443 Louisiana . 55 115 96 266 _ _ _ - _ _ _ _ 363 93 120 576 Maryland . . . 707 392 301 1,400 Massachusetts . 1, 730 534 948 3, 212 Michigan . 845 166 120 1, 131 Minnesota . . . 159 9 168 336 Mississippi . . . 192 452 644 Missouri . . . . . 952 104 747 1, 803 Nebraska . . . . 92 13 135 Nevada . . . New Hampshire . . 249 104 127 480 New Jersey . . . 716 184 361 1,261 New York . . . 3, 066 1, 631 2, 176 6, 873 North Carolina . . 383 61 779 1,223 Ohio _ _ _ _ _ 2, 262 149 1, 209 3, 620 Oregon . . . . 210 57 120 387 Pennsylvania . 2, 266 387 858 3,511 Rhode Island . . . . 220 32 252 South Carolina..... . 351 100 360 811 Tennessee . 1,044 124 1,799 2, 967 Texas . . . 528 90 406 1, 024 Vermont . 173 28 99 300 Virginia . . 1,001 457 1, 035 2, 493 West Virginia . 165 135 300 Wisconsin . . . 695 211 906 District of Columbia . 152 152 Total . 26, 244 6, 661 18, 483 51, 388 XCIV REPORT OF THE COMMISSIONER OF EDUCATION. Statistical surc.mary of students in classical and scientific pre])araiory courses. States and Territories. Number preparing for classical course in college. Number preparing for scientific course in college. Total reported. In academies, (Table VI.) In preparatory schools, (Table VII.) In universities and col¬ leges, (Table IX.) In academies, (Table 1 VI.) In preparatory schools, (Table VII.) In universities and col¬ leges, (Table IX.) In preparatory depart¬ ments of scientific schools, (Table X.) 21 12 8 50 23 114 10 33 5 38 153 239 California . 42 18 123 22 40 209 0 454 4 2 6 130 453 37 83 703 50 0 26 0 0 76 37 37 424 20 151 245 840 137 103 793 66 33 1, 143 2, 275 16 594 7 217 49 883 205 14 265 109 3 261 857 88 327 415 TTentncky _ _ _ _ 238 216 131 131 716 Louisiana . - . 69 15 15 61 160 Maine . . . 199 215 88 4 506 Maryland . 89 19 61 24 2 71 10 276 Ma.ssachnset.ta _ _ _ _ 166 1, 352 200 22 209 1, 949 MicMgan . . . . 1 189 262 452 Minnesota . . . . . 62 153 21 86 2 324 Miasiaaippi _ _ _ 101 36 76 69 41 323 Missouri . . . 57 431 20 189 19 716 Nebraska . . 106 82 188 Nevada . New Hampshire . . 179 378 37 40 634 New Jersey . 244 159 7 75 24 11 35 555 New Tork . . . . . . 1, 378 734 983 708 457 227 4, 487 North Carolina . 231 230 63 238 762 Ohio . 182 338 789 125 115 711 31 2,291 Oregon . 90 62 24 97 273 Pennsylvania . 499 182 767 187 57 481 87 2, 260 Rhode Island . 14 217 36 267 South Carolina . 103 6 94 3 86 292 Tennessee . . 367 341 276 293 176 1,453 Texas . 54 10 72 110 20 48 314 Vermont . . 293 60 28 11 392 Virginia . 163 119 44 65 10 11 44 456 "West Virginia . 18 16 34 Wisconsin . . . 3 36 368 15 366 788 District of Columbia . 58 37 28 14 137 Indian Territory . 3 3 New Mexico . . 5 5 Utah . . 75 89 164 Total . 5, 995 4, 417 7, 147 2,646 1, 211 5, 707 953 28, 076 SUPERIOR INSTRUCTION. XCV Summary of college entrance examinations in 1876. Judsonia, Ark . College City, Cal . San Francisco, Cal . . . Santa Tnez, Cal . Carthage, HI. . Evanston, Ill.. Ewing, Ill . . Galesburg, HI . Galesburg, Ill . Upper Alton, Ill .. Wheaton, Ill . . Bloomington, Ind . Greencastle, Ind . . . Irvington, Ind . Eichmond, Ind - Eidgeville, Ind _ Fairfield, Iowa . Mt. Yernon, Iowa. . Pella, Iowa . Tabor, Iowa . Lawrence, Kans .. New Liberty, Ky . Brunswick, Me . . . Baltimore, Md .... Amherst, Mass . Boston, Mass . . . Boston, Mass ... Williamstown, Mass . . Kalamazoo, Mich . . Northfield, Minn . . . St. Louis, Mo . St. Louis, Mo . . Judson University . , Pierce Christian College St. Mary’s College . . College of Our Lady of Guadalupe. Carthage College . Northwestern Univer¬ sity. Ewing College . . Knox College . Lombard University. . . Shurtleff College. . Wheaton College . Indiana University .... Indiana Asbury Uni¬ versity. ^Northwestern Chris¬ tian University. Earlham College . . . Eidgeville College .... Parsons College. . Cornell College . . Central University of Iowa. Tabor College . . . University of Kansas.. Concord College . . Bowdoin College . Johns Hopkins Univer¬ sity. Amherst College . Boston College . . College of Liberal Arts, Boston University. Williams College . Kalamazoo College. . . . Carleton College . St. Louis University. .. Washington University Doane C ollege . . . Crete, Nebr . . a 9 were conditioned in natural science. & Not required. c39 applications for admission were from graduates; 115 from undergraduates; 59 were accepted and 95 not accepted. d 11 also were admitted to a “partial course,” being disqualified by deficiencies in one or more stud¬ ies for the regular course. Number admitted. Number rejected for deficiency in — Total number of candidat Conditioned in — 1 Latin. j Greek. .2 % 1 M "S j History and geography. 1 Two or more subjects of 1 examination. | Without conditions 1 Latin. 1 Greek. 1 Mathematics. History and geog¬ raphy. 17 5 3 8 (a) 2 1 4 5 2 160 100 60 34 ( 21) (1 3) 47 0 0 0 25 20 2 0 3 0 3 0 4 0 4 25 21 3 10 16 11 8 2 3 28 17 6 0 6 0 2 0 2 0 2 18 10 3 5 0 0 5 2 3 0 0 31 24 3 3 4 2 2 20 13 3 1 3 h 40 14 0 8 0 0 0 3 3 3 89 73 5 5 3 3 154 100 20 13 17 6 26 17 2 (&) 3 1 5 0 2 0 5 g 8 25 1 2 18 16 6 2 1 2 2 40 25 5 3 0 2 2 1 2 0 0 22 17 5 2 17 16 0 0 1 0 0 0 0 0 0 53 41 10 6 2 79 60 2 0 17 3 0 0 2 .... 51 14 11 6 15 1 1 1 .... 3 cl54 92 13 37 24 59 42 17 20 18 0 0 0 0 36 27 2 5 5 1 1 1 0 78 d36 24 29 20 31 6 15 7 0 3 4 0 1 1 1 0 1 5 1 2 2 3 2 0 0 0 0 0 37 29 ( 5) 3 11 3 2 3 4 0 1 1 1 1 0 1 10 9 0 0 1 1 0 0 1 0 0 0 1 0 XCVl REPORT OF THE COMMISSIONER OF EDUCATION. Summary of college entrance examinations in 1876 — Continued. Name. Location. 1 Number admitted. Number rejected for deficiency in — Total number of candidal Conditioned in — Latin. j t© 5 Mathematics. History and geography. Two or more subjects of 1 examination. | Without conditions d 1-1 1 Greek. 1 Mathematics. Histoiy and geog¬ raphy. 16 12 2 2 0 0 Dartmouth College .... Hanover, N. H . 67 55 3 7 3 2 3 3 2 3 Eutgers College . New Brunswick, N.J.. 57 25 6 7 9 9 a5 a6 a6 a5 8 College of New Jersey. . Princeton, N. J . 156 86 25 23 18 16 6 6 8 5 19 St. Stephen’s College... Annandale, N. T . 14 11 1 1 3 0 0 0 0 0 0 St. Lawrence Univer- Canton, N. Y . 21 7 3 5 4 63 1 2 2 0 3 sity. 18 15 4 5 0 0 4 5 0 0 9 36 25 2 4 6 2 2 2 2 2 236 106 8 0 59 c6 9 11 18 0 26 College of the City of New York, N. Y . 695 524 0 0 0 0 0 0 54 2 115 New York. College of St. Francis New York, N. Y . 93 44 0 0 2 0 (47) 0 Xavier. University of North Chapel Hill, N. C . 62 45 9 5 9 2 8 4 5 0 8 Carolina. Trinity College . Trinity College, N. C. . 42 18 16 7 19 7 0 0 0 0 0 Baldwin University. . . . Berea, Ohio . 28 10 8 6 4 0 6 3 3 0 6 St. Xavier College . Cincinnati, Ohio . 116 36 36 10 60 10 10 10 12 10 Kenvon College _ Gambier, Ohio _ _ _ _ 12 2 1 3 9 2 0 0 0 0 0 Denison University. . . . Granville, Ohio _ 19 14 2 1 1 1 Marietta College . Marietta, Ohio . 26 9 10 13 2 0 1 1 1 0 1 Oherlin College _ Oherlin, Ohio _ 61 14 27 28 25 3 8 Urbana University . . . . TTrhana, Ohio _ 4 3 0 1 0 0 Philomath College . Philomath, Oreg . 21 4 2 0 3 11 0 0 0 0 0 Dickinson College . Carlisle, Pa . 17 12 5 4 3 0 0 0 0 0 0 Pennsylvania College . . Gettysburg, Pa . 30 22 6 6 8 1 1 Thiel Colletre _ Oreenville Pa 22 It) 5 4 6 4 4 2 Haverford College . Haverford College, Pa 20 6 6 5 2 2 2 2 1 0 1 Franklin and Marshall Lancaster, Pa . 22 18 0 1 3 0 0 0 0 0 0 College. University at Lewis- LewisburgjPa . 25 20 1 4 61 1 burg. Allegheny College TVTeadville Pa _ _ 30 20 10 10 ^Westminster College _ New Wilmington, Pa. . 36 19 7 9 9 2 2 3 Western University of Pittsburg, Pa . 30 5 2 1 16 11 0 0 0 0 3 Pennsylvania. Washington and Jeffer¬ Washington, Pa . 62 24 6 10 18 3 3 5 .... 3 son College. Brown University . Providence, K. I . 83 27 12 12 19 0 3 4 5 0 4 College of Charleston . . Charleston, S. C . 16 8 2 2 0 1 1 1 a dumber deficient ; no student was rejected for a single deficiency. & Conditioned in history, c Conditioned in geography. SUPERIOR INSTRUCTION. XCVII Summary of college entrance examinations in 1876 — Continned. Name. Location. Total number of candidates. Number admitted. Number rejected for deficiency in — Without conditions. Conditioned in — 1 Latin. j 1 Greek. 1 Mathera.atics. 1 History and geogr.aphy. I Two or more subjects of 1 examination. | Latin. I Greek. 1 Mathematics. I History and geog¬ raphy. University of South Columbia, S. C . 31 13 18 0 18 0 0 0 0 0 0> Carolin.a. Newberry College . Walhalla,S.C . . 26 13 4 5 4 0 2 6 7 0 8 E.ast Tennessee Univer¬ Knoxville, Tenn 16 0 1 5 1 2 3 6 5 11 sity. St. Joseph's College _ Brownsville, Tex. _ _ _ 70 35 45 Southwestern Univer¬ (reorgetown, Tex _ 78 42 38 51 42 sity. University of Vermont Burlington, Vt . 40 15 6 10 12 2 2 2 0 0 2 and State Agricultu- r.al College. Eoanoke College . Salem, Va . 52 31 9 13 21 9 10 6 13 4 17 "West Virginia Univer¬ Morgantown, W. Va . . 14 5 2 0 5 2 0 0 0 0 0 sity. Lawrence University . . Appleton, Wis . 28 5 10 4 3 4 2 .... 3 Beloit College . Beloit, Wis _ _ _ 27 19 1 4 5 4 2 2 2 University of Wiscon¬ Madison, Wis . 95 57 5 2 4 3 2 0 0 0 0 sin.' Eipon College . Eipon, Wis . 8 0 4 1 1 3 1 0 0 0 1 Total . 4, 262 2, 115 539 430 744 415 120 155 186 66 343 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 Office, in each year from 1870 to 1876, inclusive. The numbers under 1873, 1874, and 1875 include the n.ational Mil¬ itary and Naval Academies. 1870. 1871. 1872. 1873. 1874. 1875. Number of institutions . . . 17 41 70 70 72 74 Number of inatructorfl _ 144 303 724 749 609 758 Number of students . . . . 1, 413 3, 303 5,395 8, 950 7,244 7,157 E— VII examiKation. XCVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table X. — Part 1. — Summary of statistics of schools of science. States. .0 a 3 Preparatory depart¬ ment. Scientific department. CO P4 Number of other free schohar- ships. 1 Instructors. Students. Corps of instruction. Students. Number of State scholarshi j Male. Female. In regular course. In partial course. Number of gradu¬ ate students. 1 6 78 24 2 1 2 117 36 10 66 1 478 California . 1 0 0 0 33 126 13 3 0 0 Connecticut . 1 0 0 0 32 188 12 30 27 1 1 0 0 0 7 33 j 30 bl 2 (2 45) 3 93 219 1 1 24 380 6 Indiana . . . & 1 40 9 7 16 1 1 0 0 Tnwo 1 ^ 0 0 0 16 273 29 0 0 1 i 16 303 0 Q 1 ' 10 105 300 T.onisi.an.'Ti _ ■ 1 i 1 61 5 65 50 0 Q Maine . - 1 i 0 0 0 8 91 2 '\Tn,FYlaTif1 _ _ 1 1 10 7 47 0 Q QQO^fin filAf.f.fl 2 ' 44 243 93 26 0 Michigan . 1 0 ’ 0 : 0 12 151 10 5 0 0 Ml nneflota . . 1 2 ' 4 5 1 3 Mississippi _ 2 2 : 41 3 MissoTiri _ 2 19 16 20 31 2 Nebraska . 1 0 0 0 5 13 Nevada . 1 (c) (c) («) New Hampshire .... 1 12 24 12 23 New Jersey . . 1 0 0 0 11 42 2 0 40 0 New York . 1 0 0 0 42 201 10 14 (c) 0 'North Carolina _ _ _ 1 0 0 0 9 50 11 94 Ohio . . 1 0 0 0 12 49 100 0 Oregon _ 1 1 3 51 6 60 Pennsylvania . 1 2 71 16 11 61 1 "Rhode Tsla.nd _ 1 0 0 0 1 32 30 South Cpjroiina _ 1 4 100 Tennessee . . 1 5 176 12 104 18 2 275 Teirpa . _ 0 6 60 30 Vermont . . . 1 0 0 0 8 24 3 1 0 Virginia ....... ...... 2 2 27 17 7 255 232 West Virginia _ dl 0 0 Wisconsin . . di Total . 42 17 (8^ 406 3, 349 440 104 1,797 31 IT. S. Military Acad’}'. 1 57 305 U. S. Naval Academy. 1 0 0 0 65 345 0 0 0 0 Grand total . 44 17 (887) 1 528 3,999 440 104 1 1, 797 1 31 a College not yet established, b Not fully organized. c Reported with classical department. (See Table IX.) SCIENTIFIC - INSTRUCTION. XCIX Table X. — Part 1. — Summary of statistics of schools o/ science— Continued. States. Libraries. Property, income, &c. Number of volumes in general libraries. Increase in the last school year. Number of volumes in society libraries. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. 1 Income from productive funds. \. Receipts for the last year ^ from tuition fees. Receipts for the last year from State approp: iation. 3. 500 560 (a) 500 12 (a) $100, 000 300, 000 (a) $253, 500 130, 000 (a) $20, 280 10, 400 $2, 000 1,977 0 (a) $11, 240 40, 000 5, 000 (u) 280, 123 (a) 17, 000 (a) (a) (a) (a) (a) 1, 000 10, 600 1,050 4, 500 2,800 80,000 741, 104 239, 695 485, 202 131, 791 200, 000 40, 000 125, 000 100, 000 575, 000 195, 803 (a) (a) 43, 000 20, 000 45, 000 319, 000 310, 000 500, 000 238, 101 165, 000 196, 200 134, 000 100, 000 503, 000 235, 773 (a) (a) 3. 500 32, 543 20, 313 40, 000 20, 490 9, 900 13, 734 7,864 6, 700 39, 478 16, 650 (a) («) 1.500 0 350 &7, 938 0 0 0 600 500 6,645 11,000 23, 000 15, 300 0 0 8, 500 6, 000 12, 000 14, 393 (a) (a) 10, 000 0 0 Louisiana . 300 2,641 0 3, 433 3.700 (a) 50 1, 491 200 29 271 0 0 Maine . Maryland . 1, 500 537 300 13, 895 51, 000 0 (a) (a) 1, 000 Massa.ch n setts . 50 250 (a) Michigan . Minnesota . Mississippi . Missouri . 52 20 Nebraska . . 0 0 Nevada . New Hampshire . 1, 200 200 120, 000 80, 000 116, 000 (a) 125, 000 500, 000 4,800 6, 960 (a) 7, 500 30, 000 150 900 0 (^) New Jersey . . New York . (a) 500 1,000 (a) (a) (a) 2,205 0 North Carolina . 750 Ohio . 100 500, 000 7,000 532, 000 0 5, 000 Oregon . Pennsylvania . 1, 900 100 1, 700 500, 000 50, 000 191, 800 396, 000 174, COO 0 287, 000 30, 000 3,000 11, 508 11, 880 12, 000 0 32, 658 Rhode Island . South Carolina ..... . . 10, 000 (a) 150, 000 (a) 295, 000 0 Tennessee . . (a) (a) (a) 0 Texas . . Vermont . (a) 500 (a) (a) 250 1, 350 920 0 15, 000 Virginia . West Virginia . Wisconsin . Total . 45, 925 2, 484 5, 237 4, 990, 595 5, 829, 497 410, 858 82, 785 178, 978 U. S. Military Acad’y U. S. Naval Academy . Grand total . 26, 000 18, 171 664 493 3, 000, 000 0 0 0 0 90, 096 3, 641 5,237 7, 990, 595 5, 829, 497 410, 858 82, 785 178, 978 a Reported with classical department. (See Table IX.) 6 From incidental fees and room rents. c REPOKT OF THE COMMISSIONER OF EDUCATION. Table X. — Part 2. — Summary of statistics of schools of science. States. £ 5 Preparatory depart¬ ment. Scientific department. Number of State scholarships. Numberof other free scholar¬ ships. Instructors. Students. Corps of instruction. Students. Male. d I C.) In regular course. In partial course. Number of grad¬ uate students. Colorado . 3 10 44 3 Indiana . al Massachusetts . 5 44 160 9 3 20 7 Missouri . 1 0 0 0 17 41 6 4 0 10 I^ew Hampshire . 2 0 0 0 23 80 !New Jersey... . o 5 35 0 24 128 6 6 32 New York. . 5 74 1,068 27 6 Ohio _ _ 1 2 20 11 Oregon . 1 Pennsylvania . . . . 6 34 302 16 7 5 10 Virginia . . . 4 15 202 50 4 Total . 31 7 55 11 241 2, 025 67 26 75 63 States. Libraries. Property, income. &c. Number of volumes in general libraries. lucrease in the last school year. Number of volumes in society libraries. Value of grounds, buildings, and ap¬ paratus. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for the last year from tuition fees. Receipts for the last year i'rom State \ appropriation. Colorado . 101 25 $16, 000 $138 $3, 500 Indi.ana, _ $186, 000 Massachusetts . . 6, 200 20 225, 000 581, 189 $79, 958 7, 505 Missouri . 95, 000 3, 000 0 New Hampshire . 2, 000 30 1,500 3, 000 175, 000 10, 500 4, 360 New Jersey . . . 5, 000 200 430, 000 700, 000 44, 000 15, 050 New York _ .. . 12, 500 300 2, 000, 000 28, 600 Ohio . - . 150, 000 . Oregon . Pennsylv.a.Tiia, _ 33, 500 1, 000 350, 000 30, 000 2, 000 Virginia . 5, 000 500 1, 200 350, 000 40, 000 2, 400 17, 000 25, 000 Total . 64, 301 2, 075 2, 700 3, 619, 000 1, 712, 189 138, 858 75, 653 28, 500 a Xot yet fully organized. The task imposed upon the colleges of agriculture and the mechanic arts, founded on the congressional grant of 1862, is rarely understood. Having nothing in their estab¬ lishment antagonistic to classicail culture, designed at discretion to comprehend all learning when established independently, or to harmonize with all other culture when associated as a department with institutions previously established, they are intended undoubtedly to furnish the opportunity for instruction in the direction of science, tech- SCIENTIFIC INSTRUCTION. Cl nics, and industry in this country. The institutions founded by this great grant came into existence after colleges of literature had secured a measurably well defined position. The term “American college ” conveyed a fairly distinct idea. Institutions of secondary instruction, known as high schools, academies, and preparatory schools, had come into existence subordinate to the college and conducted with a view to fitting persons for admission to it. The college also, in a sense, opened a career to those who grad¬ uated. In a word, the problems in regard to the position of the American college, either in reference to subordinate instruction on the one hand, or special instruction, or entrance upon the practical duties of life on the other, were settled. They had only to go forward. True, other demands had been for some time springing up in the direction of science and industry; and some persons afleast sa\y clear evidences that the American college in failing to meet these demands was not increasing its alumni in proportion to the increase of population. The sentiment that had been struggling to meet the demand for additional superior instruction, though conscious of the neces¬ sity for an enlarged or modified curriculum, had little life, almost no experience, and struggled amid the greatest difficulties. However deficient education was in certain methods or in certain sections of the country, there were States whose systems left only a small percentage of the population wholly without instruction, and the disciplinary power of the methods of instruction was the very best, especially in the higher depart¬ ments of learning, after the mind had sufficiently matured to receive the largest bene¬ fit from the combination of the lecture with study or the abstract methods generally prevalent. The colleges of agriculture and the mechanic arts, so far as they were expected to meet the new demands for instruction in science, art, and industry, as they entered upon their responsibilities encountered (1) a vast amount of opposition from the old order of things ; (2) that condition of affairs in which there were no schools organ¬ ized to fit persons for admission to them and no well defined career open to their grad¬ uates ; indeed, the whole problem of scientific and industrial education was commit¬ ted to them in all its vast extent, from the highest scientific connection down through all its grades to its application to the lowest forms of industry. The solution of this stupendous problem was too much for institutions of a single grade. The intelligent judgment of the country required that this scientific and industrial training of theirs should hold a rank equal in elevation to that of the classical college. The men who were to solve this problem in the management of the in¬ struction were necessarily drawn from those who had received their training in the established colleges. They had therefore to inform themselves, instruct the public, encounter the antagonisms of classical learning and those misconceptions of the several leading industries, such as agriculture, mechanics, and mining, each of which desired to monopolize the entire educating force of these new institutions or depart¬ ments. The farmer especially, in his increasing sense of the need of greater skill, was dissatisfied if every alumnus of a new college did not return to the plough. Amid the diverse difficulties, reasonable and absurd, that sprung up, there arose early rumors of misappropriation of funds or of the lands granted. In some instances, it is to bo confessed with regret, the facts disclosed proved that the rumors were well founded; but the most rigorous investigations that have been made on these points result in the conclusion that whatever malefeasance occurred, preceded the organization of the insti¬ tutions, or at least of the faculties charged with the instruction under the grant. The summaries of facts presented in these annual reports show remarkable progress. The solution of the great problem committed to these institutions has around some of them begun to develop results to the satisfaction of reasonable observers. The older classical colleges have found their endowments and numbers holding good, and in many instances increasing. Indeed, a careful study of the figures will undoubtedly lead to the conclusion that superior instruction has, by taking up this department of instruction more closely related to the sciences, arts, and industries, regained the hold that it was losing on the public mind, while in several instances these new institutions or departments have so dealt with great questions of science and industry in their several ClI EEPORT OF THE COMMISSIONER OF EDUCATION. localities, that the farmer, mechanic, miner, and engineer are beginning to understand how this instruction is related to their several industries, and to cherish and endow it and send their sons to the institution where it is imparted. State legislatures have occasionally come to understand the obligations to make appropriations in their behalf, and to commit to them scientific questions of State interest relating to mines, to geology, to standard weights and measures, the diseases of plants and animals, and the sanitary conditions of human life. Very properly, they seek to offer free tuition to the studious and rising sons of pov¬ erty. Some people have believed that these when educated would return at once to some form of manual industry, and, if the alumni could not be traced to the farms and shops, there has been a disposition to condemn this instruction as a failure, — which is unjust in the extreme. It should be remembered that the poor young man’s educa¬ tion, whether classical, scientific or industrial, is his capital. The supreme spirit of our civilization requires him to make the most of it. If he can do this on the farm or in the shop he undoubtedly will; and he undoubtedly will not unless the demand for his services there is sufficient to pay him as high a price as he can obtain for them in other pursuits. The young man of wealth who graduates at a college of agriculture and inherits an estate, may more reasonably be expected to return and use his acquired knowledge and training in directing its industries. Moreover, the preparatory departments adapted to fit persons for admission to these colleges of agriculture and the mechanic arts, are established and call for teachers trained in the direction of the sciences and industries. It will undoubtedly prove true with us, as it has in other countries, that the great problem committed to these insti¬ tutions will reach its final and satisfactory solution only by the establishment of a series embracing several grades of instruction, in which the influence of the highest scientific work will be brought down through all the grades of scientific and practical life to the very lowest. Attention is invited in this connection to the following statements respecting agri¬ cultural and technical schools in certain foreign countries. PRUSSIA. Prussia maintains four Boyal Academies of Agriculture, at which both the theory and practice of farming are taught during two years, at a cost to each student of less than $40 a year; instruction is given in political and rural economy ; in the management of trees and woods ; in the mode of manufacturing sugar, beer, bricks, and draining tiles ; in mineralogy, geology, botany and chemistry, with experiments and excursions; and lastly, in mathematics, trigonometry, land surveying, practical mechanics, veterinary surgery, rural law, the history of the country, and constitutional law. Excursions into the most interesting districts are common. The persons who attend these academies are those who have to make their living by their own farms, commonly of small ex¬ tent. For amateurs, a less practical course is provided at institutes connected with the Universities of Halle and Berlin. There are nineteen provincial schools of agri¬ culture below the academies, subsidized by the state to the amount of about $10,000, aud generally taught by some large farmer, assisted by the neighboring apothecary, schoolmaster, and veterinary surgeon. There are also numerous special schools for particular branches, such as market gardening and the cultivation of meadows and woods. The care of fruit trees is taught in one hundred and thirty-four schools in the ancient provinces alone. The system of paid instruction is extended by the employment of itinerant teachers, who go from village to village criticising the cultivation and giving advice about rota¬ tion of crops and the most suitable kinds of manure. The state also maintains seven experimental institutes of organic and agricultural chemistry, which, on different soils and under different circumstances, are testing and completing the theories of Liebig, and improving the quality of the artificial manures of commerce. Finally, there are 519 voluntary agricultural associations which, by conferences, ex¬ hibitions, and prizes, assist in spreading information. SCIENTIFIC INSTRUCTION. cm The Higher Weaving School at Chemnitz is an institntion intended by scientific instruc¬ tion and practical exercises to train workmasters and manufacturers for all kinds of weaving, as well as to impart to young men who will devote themselves to the manu¬ facturing trade, either as buyers or sellers, an accurate knowledge of manufacturing, and thus the ability of estimating the merchandise. For this purpose the school has — 1. One shaft room, with 22 hand looms, and all auxiliary machines for spooling, shearing, &c. 2. One Jacquard room, with 16 Jacquard machine looms and 2 machines for stiffening by gumming, spooling wheels, chenille machines, &c. 3. One machine room, with steam engine and boiler ; seven looms of English and German construction, some with Jacquard machines j one hand weaving loom; one spooling machine, and one beam loom. The course of instruction covers one year, in two terms and classes. Instruction is given from 8 to 12 a. m. and 2 to 4 p. m. daily, four times a week. Each lesson is at least of two hours ; in the morning, generally of four continuous hours. The first term (of six months) embraces the following exercises : 1. Lectures on weaving material, two hours. 2. Lectures on construction and systems of the various hand weaving looms, and of the auxiliary implements, two hours. 3. Free hand drawing (outlines, designing of patterns) and chromatics, (theory of colors,) four hours. 4. Analysis of pattern, making of cartoons, and calculation of the respective stuff for baud and Jacquard weaving, with the appropriate instruction in finishing (appretiren) and the machines for it, eighteen hours. 5. Exercises in shaft weaving, six hours. Second term, (class:) 1. Composition of patterns for hand and Jacquard weaving, four hours. 2. Lectures on mechanic looms, and on the auxiliary machines for mechanic weaving, four hours. 3. Continuation of analysis of Jacquard stuffs, velvets, gauzes, and ribbons, eight hours. 4. Drawing, four hours. 5. Exercises in weaving on looms of various construction, twelve hours. FRANCE. The government sustains in France for instruction in agriculture, &c., the following institutions ; Three agricultural schools, with 22 professors and 142 students ; One horticultural school, with 10 professors and 41 students ; Twenty-seven farming schools, with 135 professors and 800 students ; Three practical schools of agriculture, with 21 professors and 90 stndents. All these schools are state institutions. The regular pupils have to pay a small foe, but a large number of farmers (not included in the above number of pupils) attend the lectures free of charge. The object of these schools is, first, to induce young people to devote themselves to farming and gardening, and, secondly, to introduce the best methods of agriculture and horticulture into the country. wxJrtembeug. This country has the following agricultural institutions : 1. The Agricultural Academy of Hohenheim, with 25 professors and 76 students. 2. The popular agricultural evening and Sunday schools, with about 25,000 adult pupils, (males and females.) In these courses the best methods of agriculture are dis¬ cussed, and all facilities are offered to the farmers to put in practice what they have learned at school. These schools are free. CIV REPORT OF THE COMMISSIONER OF EDUCATION. 3. The schools for vine culture. These are of recent date, and admit only day scholars, who have to pay a small1;uition fee. Number of pupils, about 40. 4. The popular libraries. The different localities in rural districts have established popular libraries, especially for the use of farmers and mechanics. Their number is, at present, 091, and the number of volumes 100,775. Books relating to agriculture and industry are the most numerous in the collections. DENMARK. Farmers’ high schools. — The first school of this kind was founded by Professor Flor, in the little village of Ruddling, in Northern Schleswig, (now belonging to Prussia,) in the year 1844. The benefits of this institution were soon felt, and similar schools were founded in all parts of Denmark ; at present their number is between 70 and 80. They have hitherto been entirely supported by voluntary contributions and the school fees of the students, the latter amounting to about $25 per term. But of late the govern¬ ment, recognizing the high importance of these schools, has granted an annual appro¬ priation of $7,000 for their better support. These schools are intended for adults of the rural districts, aud the age of the students ranges between 18 and 30 years. All of these schools are well attended, and are exercising a most beneficial influence. The course of instruction embraces the following subjects : General and Danish literature, general and Danish history and geography, chemistry, natural philosophy, zoology, botany, orthography, arithmetic, free hand drawing, level¬ ling, surveying, singing, and gymnastics. No text books are used, everything being treated by lectures. The pupils are never examined, and no lessons are recited ; but it entirely depends on the student himself how much and what he wishes to learn. There is always a well selected library in con¬ nection with these schools, which is open for the use of the students. The course of instruction lasts six months, and it is a frequent occurrence that students will go through the course twice, and even three times. The spirit pervading these schools aims at a development of sound practical thought, and endeavors to cultivate a whole¬ some enthusiasm for all the higher and nobler interests of mankind, and to awaken an independent national spirit. The general course in these schools is this : Instruction commences at 8 o’clock a. m., and is opened with singing and prayer. The first hour of the morning is devoted to the reading of Danish authors. During the second hour, history is treated ; at 10 o’clock there is an intermission of half an hour ; after this there follow writing exercises and essays on given themes; at 12 o’clock, dinner ; at 2 o’clock, instruction is resumed, and lasts, with an intermission from 5 to 6, till supper time, at 7 o’clock. Quite recently similar courses of three months have been instituted in different locali¬ ties for grown up girls of the lower classes. In these schools, more attention is given to housekeeping, needlework, gardening, &c. BAVARIA. Bavaria has 3 higher industrial schools, with 46 professors and 189 students ; 260 professional evening and Sunday schools, with 827 teachers and 14,501 pupils; 947 special agricultural courses, with 18,260 attendants ; a school of forestry, with 135 stu¬ dents ; and 4 higher schools of agriculture, with 76 professors and 315 students. All these schools are supported by the state and the local governments. RUSSIA. Russia manifests great interest in the establishment of agricultural schools. As early as 1824 a school for such instruction was established at Marjino. Soon afterward a school for instruction in bee culture was instituted. The government expends about $200,000 annually for the support of regular agricultural schools and evening classes. Russia has also very good schools of arts and trades, the most prominent of which SCIENTIFIC ASSOCIATIONS. CV is the school of Moscow, founded in 1775, under the reign of the Empress Catharine II. At its origin, it was designed to fit poor children for mechanical pursuits. Since that date, however, it has been expanded in aims and resources, having for its present object the cultivation of constructing mechanicians and skilful technologists. The entire course of study occupies five years; it is divided into a theoretical and practical course (elementary in character) of three years and a special superior course of two years. The school includes, besides these several workshops, a very large laboratory for technological operations and for chemical analysis, a museum of models and of me¬ chanical apparatus, collections of raw materials used in manufacture, and a valuable scientific and technical library. SCIBNTIFIC ASSOCIATIONS, ACADEMIB8 OF SCIBNCB, BTC. It is deemed proper to present here, as a sort of appendix to the summary of the sta¬ tistics of schools of science, some of the leading statistical items respecting the more important scientific associations, academies of science, &c., in the United States. Sixty- three associations, academies, &c., furnished replies to the inquiries sent out. Of these, fifty-four report a total membership of 20,851; thirty-five report a yearly income amount¬ ing to over $84,437 ; fifty-one report libraries numbering together 206,444 volumes ; forty-four together report 227,710 pamphlets in their libraries ; and thirty-two report that they have together published in the last five years 47,575 pages (mostly octavo) of “ proceedings ” and “ transactions.” The table also shows the number of meetings held by the several associations, &c., each year, the average attendance at the meetings, and titles of publications. Eight of the associations are of a national character, and hence have no local habi¬ tation. Sketches of the organization, work, and distinctive aims of these associations and academies must be here omitted for lack of space. OVI EEPORT OF THE COMMISSIONER OF EDUCATION. © S 13 1 2 3 4 5 6 7 8 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Statistics of scientific associations, academics of science, ^c., in the United States •* Name. Place. Date of organization. Secretary. 1 a 3 4 American Association for the Advance- 1848 Prof. Frederick W. Putnam, ment of Science. Salem, Mass. 1860 J. H. McQnillen, M. D., D. D. S., Philadelphia, Pa. 1846 J. M. Toner, M. D., Wash¬ ington, D. C. 1869 Prof. Samuel Hart, Hart¬ ford, Conn. 1872 J. M. Toner, M. D., W ash- ington, D. C. 1865 F. B. Sanborn, Concord, Mass. National Educational Association . 1870 W. D. Henkle, Salem, Ohio. National Prison Association of the 1871 Rev. E. C. Wines, D. D., LL. United States of America. D., New Tork City. California Academy of Sciences . San Francisco, Cal. A. B. Stout, M. D . American Oriental Society . New Haven, Conn. 1843 Prof. William D. Whitney .. Connecticut Academy of Arts and New Haven, Conn . 1799 Prof. Edward S. Dana . Sciences. The Waterbnry Scientific Society . Waterbury, Conn 1868 H. F. Bassett, vice-president. Nation.al Academy of Sciences . Washington, D. C. 1863 Prof. J. E. Hilgard, home secretary. American Electrical Society. _ Chicago, HI . 1874 F. W. Jones . Chicayn A ca.demy of Sciencea Chicago, Ill _ Selim H. Peabody . . . Chicago Astronomical Society _ .. ChiciiofO, Ill _ 1863 E. Colbert . ChicajTO Electrica.1 Society Chicaoro, Ill . Evanston Philosophical Association .... Evanston, Ill _ 1866 H. M. Bannister...... . ...... Indiana Scientific A aaociation _ Greencastle, Ind . . 1874 J. W. Harris . Scientific Association . . Eichmond, Ind .... 1875 Lucian B. Case . . State Archmological Association of In¬ Richmond, Ind .... 1875 Lucian B. Case . diana. Academy of Natural Sciences _ Davenport, Iowa.. 1867 J. Duncan Putnam ...... .... Iowa Institute of Science and Arts . Dubuque, Iowa ... 1869 Asa Horr, M. D., president . . Academy of Science . - . Lawrence, Kan . . . Circa = about. a $5 annual asaessment. b Life members. c There are 6 honorary e Since 1875 ; none were printed before, but photographs SCIENTIFIC -ASSOCIATIONS. evil for 1876; from replies to inquiries hy the United States Bureau of Education. Meetings. Library. Publications. Number of membei Number yearly. Average attend¬ ance. Annual income. Number of vol¬ umes. Number of pam¬ phlets. Number of pages, 1871-1876. Titles. 5 6 7 8 9 10 11 12 *ca, 950 1 ca. 350 ca. $3, 500 (15 )0) 3, 000 Proceedings, vols. XX, XXI, XXII, XXIII, XXIV, XXV, (8vo,) and Memoirs, No. 1, (4to.) 74 1 50 750 Transactions. 6, 000 1 ca. 550 (a) 400 500 4,149 Transactions. 228 1 75 888 Transactions and Proceedings. ca. 300 1 1,115 Public Health Eeportsand Papers. 383 2 50 ca. 3, 000 312 2, 000 ca. 1, 200 Journal of Social Science, Nos. 5, 6, 7,8; Proceedings of the Confer¬ ence of Charities at Detroit and at Chicago. &68 1 ca. 300 ca. 475 1, 600 2, 500 Proceedings. ca. 300 1 150 ca. 4, 000 300 1, 000 Transactions or Eeports. ca.'^OO 2 ca. 30 3, 500 1,000 580 J ournal,vol. IX, part 2; vol. X, part 1, and Proceedings. 120 9 20 600 700 576 Transactions, vol. I, part 2; vol. II, part 2, (with 18 plates.) 40 24 ca. 9 480 ICO 0 0 c92 2 25 3, 000 0 0 Proceedings, vol. I. In the last five years, 198 papers on various branches of science were read before the Academy by members and published in scientific jour¬ nals appropriate to their sub¬ jects ; the number of papers read before the Academy by members since 1863, was 433. 110 1 45 100 120 Journal. 230 9| 40 0 1, 500 1, 000 0 150 1 ca. 12 700 654 546 0 ■ 12 60 0 61 10 24 0 31 18 , 12 40 100 300 61 22 (d) 90 128 73 0 14 46 2 90 Minutes and constitution. eProceedings, vol. I and part of vol. 130 45 13 300 343 200 c430 50 500 1, 500 2,000 II. members and 13 foreign associates. d 25 at quarterly, and from 180 to 200 at "weekly meetings, of archeeolpgical objects had been published since 1873. CVIII REPORT OP THE COMMISSIONER OP EDUCATION. Statistics of scientific associations, academies of science, ^'c., a Name. Place. Date of organization. Secretary. 1 3 3 4' 25 New Orleans, La.. 1853 Gnsta.v Eohn _ _ 26 Portland, Me _ 1843 »Tohn M. Gonld _ _ 27 Sn/'.ft, Mft _ _ 1866 ,Tohn T. G. "Miohols _ 28 Maryland Academy of Sciences . Baltimore, Md . . . 1868 Key. E. A. Dalrymple, S. T. D 29 Baltimore, Md .... 1847 .Tn.mos Yon no- _ 30 Boston, Mass _ 1780 Josiah P. Conk, jr _ _ 31 Boston, Mass 1841 Hamilton A. Hill _ 32 Boston, Mass _ 1831 Edward Bnrgess _ 33 Boston M ass _ _ 1829 B.ohort Manning _ 34 DpispiTr Jnstitute _ Salom, Mass _ 1848 George M. Whipple _ 35 Peabody Academy of Science ........... Salom, Mass _ 1868 Prof. A. S. Packard, jr., M. D,, director. 36 The Worcester Lyceum and Natural Worcester, Mass . . 1852 Thomas A. Dickinson . History Association. 37 St. Paul Academy of Natural Sciences.. St, Paul, Minn _ 1870 J. Fletcher Williams . 36 Academy of Science .......... .......... St. Louis, Mo 1856 Nathaniel Holmes . 39 Burlington County Lyceum of History Mt.Holly,N. J.... 1859 Edward Braislin . and Natural Science. 40 Sp.ioTit.ifio A s.sociat.ion _ Newark, N. J ..... 1875 Walter S. Nichols _ ....... 41 A Ihfl.Tiy Tnst.i tnt#^ _ _ _ _ Albany, N. Y . 1824 Leonard Hip . 42 Buffalo Society of Natural Sciences . Buffalo, N. Y . 1861 Charles Linden, librarian. .. 43 American Ethnological Society . New York, N. Y .. 1842 Dr. Charles Bau . 44 American Geographical Society . New York, N. Y .. 1852 James Muhlenberg Bailey .. 45 American Institute of the City of New New York, N. Y .. 1829 John W. Chambers, librarian York. 46 American Institute of Architects . New York, N. Y . . 1857 A. J, Bloor . o Does not include corresponding or honorary members. & There are monthly meetings of the meetings. /The trustees meet quarterly.--' — yAlso extra meetings for lectures and papers, at SCIENTIFIC ASSOCIATIONS. CIX in the United States for 1876, ^c. — Continued. Meetings. Library. Publications. 'V Q m a o eS S) 1 o rt o i p fl a o m O ® u a ® -s ag O rH Titles. o o ® p ® ft M £ a a C3 a a I a "" <1 •< & 5 6 7 8 9 10 11 12 o27 $200 600 3, 600 800 1,000 4, 200 145 24 5 0 400 40 15 400 300 0 300 20 35 600 800 12 Address at the dedication of the hall. b3 16, 433 16, 000 0 195 12 21 11, 000 2, 000 3, 982 Memoirs; Proceedings; and Com¬ plete Works of Count Kumford, vols. II-IV. 65 4 15 ca. 215 1, 400 c.a.25, 000 f cl6 c50 2, 563 r Proceedings, Memoirs, and occa- 450 < dl2 J 13,000 10, 000 3, 500 < d24 l sional papers. 1, 032 ca. 24 eca. 50 1, 000 2, 800 300 1, 537 Transactions for 1871, 1872, 1873; 1874, parts 1 and 2; 1875, parts 1 and 2 ; constitution and by-la'ws, adopted J uly 3, 1875 ; Catalogue of Library, 1873; and schedules of prizes offered in 1871, 1872, 1873, 1874, 1875. 480 24 /o 60 2,500 30, 655 1, 000 105, 408 300 1, 300 4, 443 Bulletin; Historical Collections of the Essex Institute ; priced cata¬ logue of publications. Keports of the trustees, 1-6; Me- moirs, I-IV ; American Natural¬ ist, vols. V-IX. 300 10 20 550 150 350 127 912 gca.l5 12 200 178 2,744 173 0 625 Vol. ni of the Transactions, Nos. 1, 2, and 3. 75 11 ca.l2 100 2, 000 500 0 40 ca.9 ca.20 ^ 0 0 0 220 18 29 1, 000 6,600 600 vols. 960 Transactions, vols. VII, VIII; Pro¬ ceedings, vol. I, parts 3, 4; vol. n, part 1. 330 0 1, 500 300 10, 000 10, 649 700 4 ca.21 1,000 Q 2, 500 4 oa. 75 18, 121 300 vols. 1,203 Transactions, 1871-’72; list of pre¬ and 3,418 miums awarded in 1873, 1874, 1875, 1876. 256 hi 1, 800 66 2,500 278 Proceedings of the 5th, 6th, 7th, and ' - 8th annual conventions ; Eire- proof Floors Compared. board of managers. c General meetings. d Special meetings. e About 30 at the business •which about 200 often are present. _ h Also monthly and special meetings of the board of trustees. pQ s 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of scientific associations, academies of science, Name. Secretary. American Society of Civil Engineers New York Academy of Sciences . New York, N. Y . New York, N. Y . . H. Carrington Bolton, A. M Poughkeepsie Society of Natural Science. Cincinnati Societyof Natural History... Kirtland Society of Natural Sciences . . . Poughkeepsie, N. Y Cincinnati, Ohio . . Cleveland, Ohio. .. 1874 Edward H. Parker, librarian . 1870 . 1869 S. G. Williams . Tyndall Association of Natural Science. TheSoc’y of Ornithologists andOologists. The Toledo Society of Natural Sciences. Columbus, Ohio . . . Toledo, Ohio . Toledo, Ohio . 1870 1876 1870 Albert G. Farr . E. H. Fitch, (pro tern.) . E. H. Fitch . Linnaean Society of Lancaster, Pa . Lancaster, Pa. Delaware County Institute of Science. . . Media, Pa . 1862 D. H. Geissinger 1833 Anna M. Walter Academy of Natural Sciences Philadelphia, Pa . . 1812 Edward J. Nolan American Philosophical Society. Philadelphia, Pa 1743 M. Lesley Franklin Institute . Pennsylvania Horticultural Society . Heading Society of Natural Sciences.... Wyoming Historical and Geological Soc’y Wisconsin Academy of Sciences, Arts, and Letters. Philadelphia, Pa . . Philadelphia, Pa . . Heading, Pa . Wilkesbarre, Pa . . Madison, Wis . 1824 1869 1858 1870 J. B. Knight . A. W. Harrison . D. B. Brunner . Edward L. Dana . J ohn E. Davies, M. D SCIENTIFIC ASSOCIATIONS, CXI in the United States for 1876, a .O a p % Alabama . Connecticut . Georgia . . Illinois . Indiana . loAva . Kentucky . Louisiana . Maryland . . . Massachusetts . Michigan . Missouri . . . . New York . North Carolina . Ohio . Pennsylvania . South Carolina . Tennessee . Virginia . Wisconsin . District of Columbia. . . 2 1 2 4 1 2 2 1 1 2 1 2 4 2 2 2 1 3 2 1 Total 42 1 Corps of instruction. Students. Libraries. Property, income, &c. Present number. Present students who have received a degree in let¬ ters or science. Graduates at the commence¬ ment of 1876. Number of volumes. Increase in the last school year. Value of grounds and build¬ ings. Amount of productive funds. Income from productive funds. Keceipts for the last year from tuition fees. 6 15 7 8 12 65 34 8, 000 200 $10, 000 $700 7 11 6 600 45 202 37 67 $6, 515 2 40 20 700 14 111 13 80 1, 860 40 3, 300 8 27 12 960 4 23 7 $15, 000 2,500 3 39 11 29 30 0 0 0 0 4, 690 20 327 183 53 18, 000 a51, 614 11, 668 20, 950 5 309 46 3, 500 14 98 28 3, 750 200 5, 120 17 711 299 1.30 12, 300 75 4, 800 2 18 4 6 82 33 37 1, 125 3, 045 10 90 16 300 50 4, 840 1 12 4 9 0 0 0 9 68 6 54 650 10, 000 6, 600 10 109 34 28 3, 640 8 6, 000 7 18 1 25 430 150 3,500 1, 400 16 289 1 95 301 1 25, 000 10, 000 600 7, 581 218 2, 664 675 742 55, 186 724 40, 000 81, 614 16, 468 78, 301 a Also one-fourth interest in a fund of $413,092. TABLE XIII.— SCHOOLS OP MEDICINE. The following is a comparative statement of the number of schools of medicine, dentistry, and pharmacy reported to the Office each year from 1870 to 1876, inclusive, with the number of instructors and students : 1870. 1871. 1872. 1873. 1874. 1875. 1876. Number of institutions . 63 62 87 94 99 106 102 Number of instructors . 588 750 726 1,148 1, 121 1, 172 1,201 Number of students . 6,943 7,045 5, 995 8, 681 9, 095 9, 971 10, 143 SCHOOLS OF MEDICINE. CXV Table XIII. — Summary of statistics of schools of medicine, of dentistry, and of pharmacy. States. Number in each State. Corps of instruction. Students. Libraries. Property, income, &c. Present number. Present students who have received a degree in let¬ ters or science. Graduates at the com¬ mencement of 1876. o ® a p Increase in the last school year. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Eeceipts for the last year from tuition and other : fees. { I. Medical and SUKGICAL. 1. Regular. 14 60 15 1, 000 $350, 000 $0 $0 $2, 000 2 23 45 20 75, 000 0 0 7, 000 10 36 10 11 2, 500 200, 000 30, 000 14 77 1 29 5, 000 25 50, 000 2, 770 57 452 137 50 105, 000 7, 500 -I 36 222 19 31 5, 000 4, 560 20 255 6 135 450 75, 000 11, 000 52 732 21 11, COO 1.5, 000 3, 200 24 120 59 3, 000 185, 000 15, 245 1 15 90 13 4, 000 25, 000 2, 500 150 34 251 5 113 300 145, 000 13, 005 Massacliusetts . 1 34 231 101 36 3, 550 84, 365 5,513 38, 504 Michigan . 2 28 368 52 122 115, 000 4, 958 Missouri . 4 43 374 11 132 1, 202 101, 200 1, 000 100 25, 806 New Hampshire.... 1 8 75 13 21 1, 500 40, 000 1,200 72 6, 000 New York.. . s 186 1, 700 272 467 5, 300 325, 000 5, 000 47, 790 Ohio . . 7 84 767 31 227 4, 000 150 446, 000 23, 075 Oregon . 1 8 33 6 50 2, 000 2,500 Pennsylvania . 3 49 1,157 158 3, 000 310, 000 64, 250 4, 612 South Carolina .... 1 8 47 27 0 0 2, 500 Tennessee . 1 12 115 46 Texas . 1 7 18 12 40 3, 120 Vermont . . 16 76 2 22 0 16, 000 0 0 4, 800 Virginia....... _ 2 19 91 5 37 1, 000 50, 000 3, 000 Hist, of Columbia . . 3 25 106 6 19 76, 000 400 Total . 63 826 7, 498 568 2, 210 46, 942 175 2, 711, 200 188, 315 10, 447 228, 673 2. Eclectic. Georgia . 1 7 28 5 7 300 0 20, 000 0 0 1,800 Illinois . 1 13 70 12 22 60, 000 4, 500 New York . 1 8 53 7 32 300 30, 000 3, 250 Ohio . 1 8 163 68 0 80, 000 0 0 13, 700 Total . 4 36 314 24 129 600 190, 000 23, 250 3. Somceopathic. Illinois . . 1 10 88 40 50, 000 0 0 7, 800 Massachusetts . 1 25 200 31 2, 000 400 120, 000 50, 000 2,500 10, 000 Michigan . 1 5 51 5 Missouri . 3 23 42 55 7,000 4,250 New York . 2 32 195 2 40 200 15 140, 000 3, 000 16, 022 Ohio . . 2 25 159 28 67 4, 400 220 90, 000 10, 400 Pennsylvania . 1 13 142 14 57 2, 000 20, 000 0 0 11, 045 Total . 11 133 877 4. 290 8, 600 635 427, 000 53, 000 2,500 59, 517 CXVI REPORT OF THE COMMISSIONER OF EDUCATION. Table XIIL — Summary of statistics of schools of medicine, #c. — Continued. States. 1 Number in each State. Corps of instruction. Students. Libraries. Property, income, «&c. Present number. Present students who have received a degree in let¬ ters or science. Graduates at the com¬ mencement of 1876. Number of volumes. Increase in the last school year. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Eeceipts for the last year from tuition and other fees. n. deotal. 1 10 5 1 $750 $500 2 22 85 22 29 1, 100 9, 000 7, 973 2 23 57 2 23 20 22, 000 7, 643 1 3 33 20 9 75 50 2,000 1 12 14 0 4 200 300 2, 000 1 16 73 3 27 40 40 7, 111 Ohio . 1 9 23 10 9 50 0 18, 000 $0 $0 3, 000 2 52 230 10 75 500 5, 000 9, 062 Total . 11 152 520 67 177 1,985 90 57, 050 37, 289 m. Pharsiaceu- TICAL. California . 1 4 36 3 750 617 Illinois . . . 1 38 0 10 2, 531 15, 000 0 0 1, 860 Iowa . 1 Kentucky . 1 3 32 8 40 10 1, 000 2,000 120 800 Maryland . 1 3 60 1 19 410 6, 000 Massachusetts . 1 3 85 11 5,000 300 3, 500 Michigan . 1 12 65 1 31 Missouri . 1 3 78 14 0 0 0 1,800 New York . 1 5 150 2 39 1, 180 5, 000 20, 000 2, 200 6, 450 Ohio _ 1 3 85 14 125 10 300 2,500 Pennsylvania . 1 3 276 105 2,395 30 76, 000 16, 000 1, 550 Tennessee . 1 6 7 2 310 Disk of Columbia. . . 1 4 22 0 4 50 500 0 0 1, 200 Total . 13 54 934 4 260 6,731 50 104, 550 43, 000 4, 170 19, 037 TOTALS. Eegular . 63 826 7, 498 568 2, 210 46, 942 175 2, 711, 200 188, 315 10, 447 228, 673 Fleleetie _ 4 36 314 24 129 600 190, 000 23, 250 Homoeopathic . 11 133 877 49 290 8, 600 635 427, 000 53, 000 2, 500 59, 517 Dental . 11 152 520 67 177 1, 985 90 57, 050 37, 289 Pharmaceutical .... 13 54 934 4 260 6, 731 50 104, 559 43, 000 4, 170 19, 037 Grand total. .. 102 1, 201 10,143 712 3, 066 64, 858 950 3, 489, 800 2S4, 315 17, 117 367, 766 Efforts for the elevation of the standard of medical education are received with iu creasing favor.* The institutions which have adopted high standards and will certify * Tlie following interesting petition deserves preservation. It is without date, but in the handwriting of Doctor Theodorick Bland, of Virginia, who in 1761 was attending the University of Edinburgh, Scot¬ land, with Messrs. Field, Arthur Leo, Blair, Bankhead, and Gilmer. It is found in the Bland papers. “To the honorable the Council of Virginia and House of Burgesses, the humble petition of the students of physic in the University of Edinburgh, from the Colony in Virginia, showing : That we, your humble pe¬ titioners, being unanimously resolved to pursue our studies with such vigor and assiduity as shall most SCHOOLS OF MEDICINE. CXVII only to thorough work have not lost patronage, as so many predicted. The advance¬ ment of the requirements in the medical institutions at Philadelphia is taking strong hold of the minds of medical men in that city, and it is believed that ere long one or more of the colleges will come to the front in these endeavors. The following edito¬ rial from a highly respectable journal illustrates the manner in which the question has been treated, and brings out some facts bearing upon the points at issue : The system here in vogue is the traditional one founded on professors’ fees. We offer to the medical student not a university career, but simple tuition under various able teachers, and practically void of penalties, discipline, or examinations for proficiency. The professors make the college ; the students purchase tickets for the professors’ lec¬ tures ; teacher and pupil being thus placed in the direct relation of seller and buyer, with the inevitable deduction that the professor will be lenient with men who are his patrons. The reputation of a college is its life, and reports of the working of our sys¬ tem being carried out in every direction, men moved to enter the medical profession come to the Philadelphia schools knowing just what to expect, and calculating with justifiable assurance upon being given their diplomas at the end of two years, through formal attention to duty and because they have contributed their portion to the income of the professors. Under such a rule it is not possible that graduating conditions should be severe, and with the best desire to take a high stand, the professors are, in the na¬ ture of things, impelled to leniency. Matriculation is equivalent to graduation ; for, while there are occasional instances of inability to graduate, — cases where the evident incompetency is too great to be overlooked, — as a rule the result is as we state it, and good, bad, and indifferent material alike passes the easy goal. — Fhiladelpkia Daily Evening Telegraph. As illustrative of the embarrassment which our medical diplomas encounter in for¬ eign countries, it may be mentioned that two foreigners who had received a medical education in this country visited this Office with a member of one of the foreign lega¬ tions, and called my attention to the fact that their diplomas would be substantially without value to them in their attempt to enter upon the practice of medicine at their homes, which they proposed doing. As the only relief from the difficulty in the power of this Office, the following certificate was given : My attention has been called to the accompanying diploma in medicine given to - , by the academic senate of - , situate at - , in the State of - , of the United States of America. The diploma, dated - -, is duly signed by - - , president of the university, and - , dean of the medical faculty ; and I hereby certify to the authenticity of the diploma and genuineness of the signatures. - is one of the oldest and most distinguished of the institutions of learn¬ ing in the United States, and a diploma in medicine therefrom is one of the best evi¬ dences that a student of medicine can obtain in the United States of having received a thorough medical education. TABLE XIV. — UNITED STATES MILITARY AND NAVAL ACADEMIES. In this table of the appendix will be found the sto,tistics of examinations of candi¬ dates for admission to the United States Military and Naval Academies for the year 1876. probably qualify us to practise with success the salutary art of healing, and entitle us to those honors in medicine which are conferred on those only whoso proficiency in the art appears to merit them, and beholding with inexpressible concern the present unguarded state of physic in our native country, which lies open to the intrusion of every pretender to the medicinal art, who may there practise not less to the dishonor of medicine itself than the destruction of mankind, are moved by these considora* tions humbly to petition that the honorable the Council of Virginia and House of Burgesses will, agree¬ ably to their distinguished regard for the people’s welfare, enact such wholesome laws as shall to their wisdom appear most proper to remedy this public evil, and prevent any one for the future from pro¬ fessedly practising medicine who has not received a public testimony of his abilities by being properly licensed and honored with a doctor’s degree. “Tour petitioners humbly conceive that such laws will not only most efiEbctually conduce to the pres¬ ervation of the health, (a point of the most interesting, inestimable, ajid tender import to every indi¬ vidual,) but, further, be a public and highly laudable encouragement to those students from the colony of Virginia who are now and may be hereafter engaged in the study of medicine to pursue it with the perseverance, industry, and address which alone can entitle them to a prospect of success. Such atten¬ tion to the cultivation of each particular branch of science we humbly imagine to be eminently wor¬ thy of the regard of the fathers and protectors of our country. Thus sweet Heaven shall bless our happy country and breathe its kindly influence on her rulers. For which, as in duty bound, your peti¬ tioners will ever pray.” CXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Statistical summary of all degrees conferred. All classes. Letters. Science. Philosophy. Art. Theology. Medicine. < 1-5 In course. 1 Honorary. In course. I Honorary, j In course. 1 Honorary. | In course. 1 Honorary. In course. > ce a In course. j Honorary. In course. 1 Honorary. In course. 1 HonorarjL | a9,179 Nil 3, 593 153 1, 099 8 150 27 8 125 137 3, 177 21 953 63 Total in classical and scientific colleges. Total in colleges for women. . . . Total in professional schools. .. c5, 946 d690 b386 2, 991 602 153 1, 052 47 8 142 8 27 2 6 42 130 881 3 789 63 2, 543 25 e83 7 2, 296 18 164 87 12 45 8 17 2 1 15 8 3 Classical and scientific colleges. 38 12 11 8 17 2 1 8 3 34 34 15 15 23 3 23 3 Classical and scientific colleges. 23 3 23 3 Professional schools _ _ ... _ California . . /123 3 32 33 ~24 1 4 2 23 Classical and scientific colleges. Colleges for women . /90 6 3 32 27 24 1 2 6 Profcaainnal school a _ _ 27 4 23 _ _ Colorado . Classical and scientific colleges. Colleges for women . Profea.aiona.l schools . . _ _ Connecticut . . . 249 14 20*3 6 1 6 11 34 2 Classical and scientific colleges. Colleges for women . 249 14 203 6 1 6 11 34 2 Professional schools . Delaware . . 13 13 Classical and scientific colleges. Colleges for women . 13 13 Professional schools . . . Florida . .... Classical and scientific colleges. Collot^ea for women . . Professional schools . . GtEORGIA . 1 £ ; 1^ ’ £ 1 15 1 1 36 6 :i~I Classical and scientific colleges Colleges for women . 101 t • 50 1 £ I 15 1 1 29 6 pl32 1 111 L. Professional schools . r ^ — a Inclndes 74 degrees not specified. 6 Includes 2 degrees not specified. c Includes 47 degrees not specified. d Includes 27 degrees not specified. e There were also 457 graduates, upon whom in most cases diplomas were conferred. /Includes 7 degrees not specified. p Includes 15 degrees not specified. COLLEGE DEGREES. CXIX Table XV. — Statistical summary of all degrees conferred — Continued. All classes. Letters. Science. Philosophy. « <1 Theology. Medicine. h-l S3 8 d § W <3? P O CP {3 o d o R CP GQ 0 8 d M b eS fc. O d o w 1 d >; R O d O W o p CP o d o W d o o d cS o d o w 1 § CP a d o d o w d o ® s M d d o d w Illinois . ()36 40 221 17 93 4 13 1 29 12 212 2 67 5 362 37 188 17 85 4 13 7 10 52 17 5 42 33 8 1 232 3 22 2 160 1 50 _ al42 11 37 4 27 1 1 3 33 20 2 al03 11 34 4 24 1 1 3 20 2 6 3 3 33 33 Iowa . 348 11 43 3 79 1 8 2 1 2 136 3 Classical and scientific colleges. 234 8 43 3 79 1 8 2 1 2 22 81 114 3 114 3 &24 6 17 5 4 1 Classical and scientific colleges. &22 6 15 5 4 1 Colleges for women . 2 2 Professional scliools . . Kentucky . c462 13 93 3 12 1 7 339 12 2 Classical and scientific colleges . 118 13 60 3 12 1 7 34 12 2 Colleges for women . c39 33 Professional schools . 305 305 Louisiana . 80 1 11 1 2 60 7 Classical and scientific colleges . 62 1 3 1 2 50 7 Colleges for women . 8 8 Professional schools . 10 10 Maine . 138 9 105 6 33 ] 2 Classical and scientific colleges. 133 9 100 6 33 1 Colleges for women . 5 5 Professional schools . . Maryland . 236 4 46 3 161 29 Classical and scientific colleges. 25 4 25 3 1 Colleges for women . 21 21 Professional schools . 190 161 29 Massachusetts . 681 16 322 122 5 31 5 101 2 100 9 Classical and scientific colleges. 641 16 322 122 5 15 5 77 2 100 9 Colleges for women . Professional schools . 40 16 24 Michigan . 496 2 90 65 22 3 2 157 159 Classical and scientific colleges. 467 2 90 65 22 3 2 128 159 Colleges for women . Professional schools . 29 29 a Includes 25 degrees not specified. 6 Includes 3 degrees not specified, c Includes 6 degrees not specified. cxx REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Statistical summary of all degrees conferred — Continued. :r a < < Letters. Science, Philosophy. 0 Theology. Medicine. i 6 s s o » fl M t: o a o W <6 O o a M i a o W P O o 1 o o w 0 o u a M o p o 33 o; 5 u c c p 1 6 P O O P M o § w <6 S-l p o o P H cS c p c w 6 1 2 o p o w 19 6 11 2 Classical and scientific colleges 14 6 8 3 3 2 2 _ _ Mississippi . 54 3 47 7 2 28 3 21 7 2 Colleges for women . 26 26 Professional schools . 5 49 2 14 = - = 1 204 = 28 4 34 2 14 1 28 1 15 Professional schools . 204 1 204 Nebkaska. . 5 2 — - ^ 1 = = = Classical and scientific coUegos. 5 2 2 1 Colleges for women . Professional schools . Nevada . Classical and scientific colleges . Colleges for women . Professional schools . _ _ New Hampshire . . 131 ~h! 90 5 20 4 21 3 Classical and scientific colleges. 131 12 90 5 20 4 21 3 Colleges for women . Professional schools . _ _ _ _ _ _ _ _ _ _ _ _ New Jersey . 328 3 270 2 39 1 19 ' Classical and scientific colleges . 299 3 260 2 39 1 Colleges for women . 10 10 Professional schools . . 19 19 _ New York . 1, 330 1 69 406 25 161 23 8 2 2 606 10 130 lo Classical and scientific colleges. 979 59 391 25 161 23 8 2 1 16 271 130 10 Colleges for women . 15 15 Professional schools . 336 10 1 335 10 North Carolina . 67 11 66 4 1 6 1 Classical and scientific colleges . 45 11 44 4 1 6 1 Colleges for women . . 22 22 Professional schools . Ohio . 61, 010 44 337 13 57 ~2 3 5 5 25 23 537 43 ~L Classical and scientific colleges. 6408 39 291 13 37 2 3 5 10 18 58 6 1 Colleges for women . . . ... 71 46 20 5 Professional schools. ........... 531 5 15 5 479 37 _ _ _ 11 a Includes 8 degrees not specified. h Includes 3 degrees not specified. COLLEGE DEGREES. CXXI Table XV. — Statistical summary of all degrees conferred — Continued. All classes. Letters. Science. Philosophy. H <1 Theology. Medicine. f-5 O 1 a M 2 o a o C3 O o a M C3 O P o H 6 S o q; a M o p o 35 6 £ p o p p 5 S 35 0. c u p >5 o p o 35 § V Pj & o p o w P o V p >; O P o w 6 P o o p >5 o o 3] 20 2 3 11 1 6 1 20 2 3 11 1 6 1 795 315 14 98 14 335 3 18 6 419 a43 289 14 91 21 14 18 6 41 26 7 8 335 3 335 3 65 6 55 6 "^0 65 6 55 6 10 South Caeolina . 102 10 ~60 4 1 28 () 7 Classical and scientific colleges . 60 10 46 4 1 f) 9 1 Colleges for women . . 14 14 Professional achonla . . 28 28 Tennessee .......... . . . . 6310 12 177 4 19 5 5 48 54 3 Classical and scientific colleges . cl78 12 53 4 19 5 5 46 54 3 Colleges for women _ ..... _ dl30 124 Professional schools _ 2 2 Texas . . 48 35 13 Classical and scientific colleges 24 24 Colleges for women _ _ 11 11 Professional schools . 13 13 Vermont . 62 f) 31 3 5 4 1 22 V! Classical and scientific colleges 62 5 31 3 5 4 1 22 1 Colleges for women . . . Professional schools . Virginia...... . 191 Yi 50 2 72 4 11 37 28 4 Classical and scientific colleges 176 17 50 2 72 4 11 22 28 4 Colleges for women . Professional schools . 15 15 West Virginia . 51 3 32 3 19 Classical and scientific colleges 43 3 24 3 19 Colleges for women _ .. 8 8 Professional schools . Wisconsin . 162 9 77 5 56 4 2 25 2 Classical and scientific colleges 142 9 61 5 56 2 25 2 Colleges for women _ _ 16 16 Professional schools . 4 4 a Inclades 2 degrees not specified. c Includes 1 degree not specified. 6 Inclades 7 degrees not specified. d Includes 6 degrees not specified. CXXII REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Statistical summary of all degrees conferred — Continued. All CLASSES. Letters. Science. Philosophy. < Theology. g o i < In course. Honorary. In course. Honorary. In course. Honorary. In course. 1 Honorary. In course. c* o o In course. Honorary, j In course. Honorary. | In course. | o a o a 1 1 District of Columbia . . 148 4 17 2 1 36 95 Classical and scientific colleges Colleges for women . 96 4 17 2 1 32 47 Professional schools . 52 4 48 THE SALE OF DIPLOMAS. This has been a subject of more or less correspondence since my connection with the Office. The sale of diplomas in foreign countries has become a great disgrace to institu¬ tions of learning in the United States^ There should be some way to put an effectual stop to the occasion of the scandal. Certainly there can be a correct sentiment on the subject among all honorable men ; and if we have no way of dealing summarily with the offenders, their misdeeds can be so closely brought home to them that it will be at least inconvenient and undesirable for them to continue their disgraceful operations in this direction. I deem it important to note several recent communications upon this subject. Rev. Charles Beauclerk, British Episcopal chaplain at Boulogne sur Mer, France, writes : I take the liberty of writing to ask if there is such an institution as “ The American University of Philadelphia,” empowered legally to issue degrees to persons out of the country. A person named Dr. P. F. A. Van der Vyver, of Jersey, England, represents that h© can furnish these degrees for the sum of twenty pounds sterling. One has been for¬ warded to mejjthe diploma signed by the following named persons, viz : John Buchanan, M. IT., Dean of Faculty ; A. R. Simpson, M. D. ; D. Dillen, M. D. ; M. V. Chapman, M. D. ; Charles H. Polk, M. D. ; 1. 1. Siggins, M. D. ; Geo. D. Kitchen, Sec., &c. Mr. R. W. Williams, M. A., Ph. D., of the British General Post Office, London, writes as follows : I take the liberty of addressing you, seeking information which I presume it lies within your power to give, and by your kindly so doing I shall esteem it a favor. The information I seek is this : 1st. Is there a university (or normal college) called “Richmond College,” Richmond, Jefferson County, Ohio, established by charter bearing date 1835? 2d. Have they the power to confer degrees ? 3d. Is a Mr. L. W. Ong, M. A., LL. D., the regularly appointed president ? 4th. Is there any means of procedure against “ representatives ” of such universities, either here or in America, who obtain for persons seeking degrees diplomas in absentia ? 5th. And, further, is a Dr. Sturman the “legal” representative in this country? . In this connection, the following account is subjoined of a prosecution under the English act to restrict unlicensed medical practice. It is taken from the Manchester Weekly Times of November 4, 1876 : On November 3, 1876, at the Manchester City police court, among several persons charged with having “ wilfully and falsely pretended to be a physician, doctor of med¬ icine, or general practitioner,” was one who held a diploma from the Metropolitan Col¬ lege of New York. The counsel for the defence said that “ his client for 33 years was in large practice as a chemist, and during that time obtained an extensive practical acquaintance with medicines and their effect. He likewise gained considerable medi¬ cal skill. Under these circumstances, having passed an examination, he obtained a diploma from a United States college. He was ready to admit that that diploma was not actual evidence that the person acting upon it bona fide believed that he was enti¬ tled so to act.” It was proved that the defendant had received a diploma from the Metropolitan College, New York, having previously passed an examination at the Liv¬ erpool Museum of Anatomy. - The diploma contained the words “ has attended lec- PUBLIC LIBRARIES. CXXIII tures in the Metropolitan Medical College the full time instituted and required by law. He has been most assiduous and diligent in the acquisition of those branches taught in the institution.” The magistrate said that “ any person looking at the diploma produced would infer that the defendant had studied in the United States and passed his examination there.” Nevertheless it was proved that he had attended no lectures in New York, but had attended some lectures on anatomy and physiology at the Museum of Anatomy in Liverpool. A witness, who said he was a doctor of medicine, philosophy, and laws of the United States, stated, on behalf of the defendant, that the Metropolitan College of New York had power to institute examinations in any part of the world by its members, and then grant degrees on their recommendations. Replying to a question from the bench, the witness said that ho had studied at the college, and paid money for his diploma. He did not know whether the defendant had paid any¬ thing. Another witness said that the Metropolitan College of New York became extinct on the outbreak of the civil war. It was decided that the defendant had com¬ mitted an olfence against the medical act of 1859, and a fine of £5 and costs was imposed. TABLE XVI. — PUBLIC LIBRARIES. The following is a summary of the statistics of 76 public libraries from which in¬ formation was received too late for insertion in the “ Special Report on Public Libra¬ ries in the United States,” published by this Bureau in October of the present year.* Table XVI. — Summary of statistics of additional jpuhlic libraries. States. Number in each State. Number of volumes. Average yearly additions. Yearly circulation. Amount of permanent fund. Total yearly income. Yearly expend¬ itures. Books, periodicals, and binding. Salaries and inci- 1 dentals. At large . . . 3 3,326 500 California . . . 1 1, 600 Connecticut . 2 2, 327 120 2, 600 $0 $150 $150 $0 Tllwiois _ _ _ 3 1, 139 225 418 477 300 48 Indiana . 1 300 0 Iowa . . . 1 1, 500 100 350 200 200 Kansas . . . 4 2, 579 1, 440 2, 148 1 840 1 195 500 Maine . 3 2, 773 523 2, 526 30, 000 1, 350 810 412 Maryland . 1 543 0 1, 000 900 375 Massachusetts . . . 18 23, 197 800 46, 822 7,500 3, 007 924 1, 695 Michigan . . . 6 8, 949 550 50, 760 1 080 600 687 Minnesota . 1 640 92 800 0 150 100 50 Missouri . 2 893 3, 215 108 808 50 New Hampshire . . . 2 1,350 35 1,327 0 80 50 30 New Jersey . . . 1 1, 369 100 3, 000 0 600 100 500 New York . 10 17, 223 595 20, 083 49, 000 581 554 606 North Carolina . . . 1 455 225 1, 954 0 329 329 0 Ohio . 5 14, 587 600 20, 000 326, 000 5, 040 1, 000 1, 600 Pennsylvania . 5 8, 400 350 9, 406 4, 666 3, 300 1, 670 1, 680 Rhode Island . . . . . a2 2, 075 802 10, 750 1, 000 275 Vermont . . . . . 1 1, 200 50 4, 900 1,000 60 60 25 Virginia . 2 2, 284 176 2, 200 0 220 220 350 Wisconsin . . 1 800 100 2, 400 0 225 100 75 Total . . . 76 99, 509 7, 383 185, 309 418, 166 20, 947 10, 070 9, 158 a One of the libraries is not yet open. * Reports of Woman’s Club and Library Association, Cairo, Ill., numbering 1,105 volumes; Citizens’ Library, Washington, Pa., numbering 3,600 volumes; and Fond du Lac Free Library, Fond du Lao, Wis., numbering 1,800 volumes, were received too late for insertion in the table. CXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Two of these libraries, the Darby Library, at Darby, Pa., and the Library of the Moravian Archives, at Bethlehem, Pa., were formed in 1742 and 1743, respectively ; brief notices of these will be found below, with mention of two other early libraries now extinct. Of these 76 additional libraries, 74 report in the aggregate 99,509 volumes ; 46 report an aggregate yearly increase of 7,383 volumes ; 42 report an aggregate circulation of 185,309 volumes ; 10 report permanent funds amounting to $418,166 ; 49 report total receipts from all sources, amounting to $20,947 ; 45 report a yearly expenditure for books, periodicals, and binding, amounting to $10,070 ; and 36 report a yearly ex¬ penditure for salaries and incidentals, amounting to $9,158. STATISTICS OF THK SPECIAL REPORT ON PUBLIC LIBRARIES. The following is a summary of the general statistical table of the Special Report : Total number of volumes, (3,647 libraries reporting) . 12, 276, 964 Total yearly addition, (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, 308, 756 Total yearly expenditures for books, periodicals, and binding, (769 libraries 562, 407 reporting.) Total yearly expenditures for salaries and incidental expenses, (643 libra- 682, 165 ries reporting.) 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. Adding the totals for the 76 additional libraries to the summary of the table of the Special Report above mentioned, (see also Report of the Commissioner for 1875, p, cvii,) we have the following aggregates for the 3,723 public libraries now reported : Total number of volumes . Total yearly additions, (1,556 libraries reporting) . Total yearly use of books, (784 libraries reporting) . Total amount of permanent fund, (1,732 libraries reporting) . Total amount of yearly income, (879 libraries reporting) . Total yearly expenditures for books, periodicals, and binding, (814 libraries reporting.) Total yearly expenditures for salaries and incidental expenses, (679 libra¬ ries reporting.) LIBRARIES FOR THE UNITED STATES LIFE SAVING SERVICE. Within the year, this service has received from a lady who desires to remain unknown the generous gift of fifty small libraries for the use of the crews at the several life saving stations on the coast. These libraries comprise more than six hundred volumes, each volume bearing the inscription, “ Margaret K. Burtis Memorial Library for Sea¬ men : Established Philadelphia, 1876, by her friend.” The libraries contain an excel¬ lent selection of books of travel, of adventure, of fiction, of essays, of religious instruc¬ tion, &c., and will afford a welcome means of intellectual recreation and improvement to the members of the service. Mr. S. I. Kimball, the officer in charge of the service, in acknowledging this valuable donation with other individual gifts of books, says : In the absence of any provision by Government for reading matter for the crews of the Life Saving Service, and considering the substantial and vital benefit such matter confers alike upon the service, its individual agents, and the recipients of its humane offices, especial and peculiar gratitude is felt to the kind and noble donors of these volumes. It is probable and, of course, desirable that these presents of books for the crews of life saving stations may be hereafter largely augmented by similar donations from other sources as generous and benevolent; and, with this in view, as well as to provide for the proper protection of the volumes, suitable cases have been made for them, so constructed in point of strength and portability as to admit of their being 12, 376, 473 441, 722 9, 065, 178 $6, 523, 747 1,329,703 572, 477 691, 324 PUBLIC LIBRARIES. CXXV exchanged, with their contents, at certain intervals, between the crews at different localities, thus securing for these libraries the added benefit of circulation, in order that the utmost justice possible may be done to the intention of the givers.* LIBRABY OF THE DEPARTMENT OF THE INTERIOR. The following tables kindly furnished by Mr. J. G. Ames, librarian, exhibit the quarterly circulation of the Library of the Interior Department for the year 1876. This library is free to all employes of the Department, and the statistics of its use are of special interest as showing the kinds of books chosen by a particular class of per¬ sons, namely, the clerks of the Department. It appears that fiction holds its relative place in circulation here as compared with other public libraries, fully 77 per cent, of the books taken out being of that class. These statistics have been prepared with great care, and are believed to be worthy of preservation. * Annual report of the United States Life Saving Service for 1876. Washington; Government Printing Office. Siatistical report of the Library of the Department of the Interior for the quarter ended March 31, 1876. CXXVI EEPORT OF THE COMMISSIONER OF EDUCATION, Book most frequently taken. Conquest of Peru. Memoirs of General Sherman. Conflict between Eeligion and Science. Heaven and Hell. An American Girl Abroad. Innocents Abroad. “Owen Meredith’s” Poems. Wonder Stories. Dickens Dictionary. Sibyl Huntington, by Miss Dorr. Number of readers, 1,069; men, 760; women, 309. Author preferred. W.H. Prescott — W. T. Sherman , . . J. W. Draper . E. Swedenborg - Adeline Traffcon .. S. L. Clemens . E. Ly tton . H. C. Andersen ... G. A. Pierce . Christian Eeid. . . . •U05[U!^!)0a soranioA JO aaqnin^ 1, 098 410 1, 123 19 241 22 218 46 359 85 jujqq oqj ut 8anin[OA jo joqranjq 1,249 548 1, 260 42 390 39 319 87 490 1, 095 Number of vol¬ umes loans re¬ newed. •UOUIOM 11 12 7 1 3 1 6 1 8 108 •nopi; 20 . 20 17 2 11 7 11 123 c* Number of vol¬ umes kept too long. •uouio A\ 15 21 9 10 4 11 8 8 268 •uajq coo t*- o •soesuxo i^q uotj -^[nojro JO ‘jaao joj 4. 4. 3.7 0.4 4.5 3. 1.6 3.2 75. •poMOJJoq eoran^A jo joqran^ 223 221 212 26 263 58 172 92 185 4, 359 CO cf Borrowers. •UOUIOM 46 62 42 13 61 17 79 41 54 1,799 •uoH 177 159 170 13 202 41 93 51 131 2, 560 r- lO co" Classes of books in the library. History and chronology . Biography . Science and practical . Theology and ethics . Travel and exploration . Humor . Poetry and drama . Juvenile . Miscellaneous . Fiction . Total..... . c3 O e o craft,” Simms; “ From my Youth Up,” ‘‘Marion Harland;” “ Within an Ace,” Mrs. Jenkin; ‘‘Dallas Galbraith,” Mrs. Davis; “PaulMassie,” McCarthy. Out 11 times: ‘‘Little Dorritt,” Dickens ; “Pascarel,” “Ouida;” ‘‘Philip Earnscliffe,” Mrs. Edwards; “Woman against Woman,” Miss Marryat; “True as Steel,” “Marion Harland;” “Ken¬ neth, my King,” Miss Brock. Statistical report of the Library of the Department of the Interior for the quarter ended June 30, 1876. PUBLIC LIBRARIES. CXXVII Book most frequently taken. History of the United States. Memoirs of Napoleon. Modern Painters. Arcana Ccelestia, At Home and Abroad. Out of the Hurly-Burly. The Vision, Dante. Jack Hazard. Why We Laugh, Cox. Mysterious Island, Verne. Number of readers: Men, 7.50; women, 313; total, 1,063. Author preferred. George Bancroft . Duchesso D’Abrantes John Buskin . ■ E. Swedenborg . Bayard Taylor . “Max Adeler” . H. W. Longfellow . J. T. Trowbridge . P. G. Hamerton . Mrs. Alexander . ijou somnxoA jo aoqran^ 1,087 428 1,160 30 273 11 226 46 341 205 •2?JBjqit oq:^ nt seniuxoA jo jaqmn^ Number of vol¬ umes loans re¬ newed. •UOUIOM 9 17 4 1 8 3 11 139 s •noj^ 20 19 7 13 1 7 16 133 s Number of vol¬ umes kept too long. •uouto M 10 17 11 6 3 15 3 9 190 O •noK 49 31 37 1 33 9 23 8 50 365 CD § •saseup itq noi^x -uinoaio JO 'jooo jo j 3.9 3.4 2.7 0. 25 3.4 1. 25 2.5 1.7 3.6 77.2 •poASiOJJoq soranxoA jo aaqranj;! 217 193 152 14 190 70 142 98 202 4, 328 1 to § lO Borrowers. •nomo M 41 65 48 10 41 18 57 36 59 1,812 Is h‘ •uoj^ 176 128 104 4 149 52 85 62 143 2, 516 li j Classes of books in the library. History and chronology . Biography . Science and practical . Theology and ethics . Travel and exploration . Humor . . . Poetry and drama . Juvenile . . . Miscellaneous . Fiction . Total . » h >5 ® r ^ ^ ^ S w 1 I £ 2 ” .2 e3 «„ o ” .2 “ ® ? ^ fl -cl t: M ^ w 5 H ^ I 1: ^ V S w -a B .« ® ® o c3 P?'So^ -^■-1 £« 2 O 43 ^ ^a- i 's a ^ I '2 ® H H b ® = ^ *-3 ll ^ .. - 0^0 05 " * ® 5 -t= ... "^ S -3 ® •S O a S 5?1 =s 2 ^ d g o 2 ^ ^ I ^ -s ® f M II 3 ^ ^ o p bO - :2 ^ <1 .3 ] ^ ^ V i 2 =. B y) m I ^ ir .2 ® S ‘si - Z^f ^ ^ ; ^ 'g =. ® i|^|| u. li ^ ^ .-S § o ® 3 a >'•'€ 3 ” ^ , a - 3 ’ ^ I § s i? g l&l? ■g O W 'T' o >i - " ^ ^ ^ 3- ^“5 00 ^3 1-3 » ? s ^ = o ® M ® I a o I 02 g ^ Eggleston ; “Jessamine ” and “ From my youtli up,’’ “ Marion Harland.’ Statistical report of the Library of the Department of the Interior for the quarter ended September 30, 1876. CXXVIII EEPORT OF THE COMMISSIONER OF EDUCATION. Book most frequently taken. History of tho United States. Life of Charles Dickens. Stones of Venice. My Captivity among Sioux, Mrs. F. Kelly. Out of the Hurly-Burly. Farm Ballads. Doing His Best. Chapters on Animals. In a Winter City, “Ouida.” Number of readers: Men, 736; women, 284; total, 1,020. Author preferred. George Bancroft . . Agnes Strickland. John Buskin . E, Swedenborg _ Bayard Taylor .... “Max Adeler”.... Will Carle ton . J. T. Trowbridge.. P. G. Hamerton... Julie P. Smith _ •no5['B:j !joa 89uinxoA JO joqranx . 1,127 473 1,188 32 292 21 222 54 352 245 •jfjujqq oqj ni sauinpA JO jaquinjit 1, 274 558 1,269 42 392 40 321 87 499 1,375 lO Number of vol¬ umes loans re¬ newed •uauio^ 10 9 4 4 1 1 4 101 CO •uaj^ 18 7 15 1 5 5 1 6 129 00 Number of vol¬ umes kept too long. •uamoM 8 12 2 1 5 3 16 2 5 223 s •uaK 59 33 16 1 29 11 20 8 36 390 CO o o •saesup jSq uoij -uinajp JO ’juao ja j 1- CJ CO r- 00 ^C?^C«OCOi-tCOiH«0(5 •poAVoiJoq eauinxoA jo jaquin^ 202 137 102 10 163 54 150 66 188 3, 975 t-- o o Borrowers. •uouio M 31 42 27 3 35 10 66 29 37 1,683 CO to era rH •U9H 171 95 75 7 128 44 84 37 151 2, 292 00 O CO Classes of books in the library. History and chronology.- - Biography . Science and practical . Theology and ethics . Travel and exploration . Humor . Poetry and drama . Juvenile . Miscellaneous . Fiction . Total . .a -n S P. © 9 "S H ^ sL 113 106 102 6 103 42 68 ! 35 115 1,933 2, 623 1 1 Classes of books in the library History and chronology . Biography . Science and practical . Theology and ethics . Travel and exploration . Humor . Poetry and drama . Juvenile . Miscellaneous . Fiction . Total . E— IX rt p4- ^ - a § a ID I i is M O O - =. “ .2 .. ‘3 cxxx REPORT OF THE COMMISSIONER OF EDUCATION. THE CONFERENCE OP LIBRARIANS AT PHILADELPHIA.* The Conference of Librarians held at Philadelphia, October 4, 5, and 6, 1876, at the rooms of the Pennsylvania Historical Society, was perhaps the largest and most profit¬ able meeting of the kind ever held. About one hundred delegates were present, in¬ cluding nearly all the leading librarians of this country, and several from abroad. Of the conference and its work, the American Library Journal for November, 1876, says: The conference at Philadelphia proved a thorough and entire success — a success which was a surprise to those who hoped most from it. The faith and enthusiasm, the breadth of view, the carefulness of observation, and the patience of adaptation in making the popular library a great means for the development of the people shown throughout the proceedings, but especially in the papers and discussions on the encour¬ agement of readers and the demand for fiction, were a revelation to those who had not watched the rapid development of the library interest in America, and gave the greatest encouragement to those hitherto isolated leaders who found that all through the country there had been growing up to them a school of disciples. Of all who came, there was not one who had not felt that he or she belonged to a philanthropic profession, and who had not recognized that the difficult and delicate art of library management rests upon a science whose principles must be reached by continuous and careful observation. A chief usefulness of the conference was that it made public expression and confirmation of this faith, in such wise that the spirit of the hundred who were there will go out and bear fruit among the thousand or more who had not awaked to the importance of their calling and of this conference. Of the permanent results of the conference the organization of the American Library Association must be put first, because this means the frequent repetition of the conference ;t a recognized authority which may promote or endorse desirable im¬ provements, and furnish decisions on those many points at issue in which prospective general usage is the sufficient criterion, and a chance otherwise to reap the benefits of organized cooperation. Next should come Mr. Poole’s determination, under the reenforcement of the conference, to bring his Index up to date ; a work toward which he has been taking active steps since the adjournment, and which, we may be assured, will be followed by other labor saving compilations for general use ; as, for instance, subject indexes on the business plan discovered by Mr. Poole for his Chicago find¬ ing lists. We would place third the prospective work of the committees on the cooperative cataloguing and size description of books ; any authoritative decision on these points will solve a great difficulty, and it is not nnlikely to be accepted by the English librarians, who, word has come since the conference, have awakened to the difficulty, but have no organized means of reaching it. These are but a few of the score of benefits that will hereafter be traced to the conference.! The following paragraph on some of the results of the conference is taken from the last report of the superintendent of the Boston Public Library : Whatever may have been the satisfaction to the members of this conference during the season of it, the procession of events already following upon it is likely to prove of much more importance. It has made known much to librarians in this country, by which their labors are lightened or rendered more effective. In Europe it has helped to make known the work which we are accomplishing here in a way so different from their own, and it has instigated movements for similar gatherings in England and in Germany. In Great Britain the project bids fair to succeed ; but in Germany the libra¬ ries are largely under the charge of officers who divide the interest in their work with other duties, much to the loss of an effective emulation. In France there is more sym¬ pathy, and various recognitions of the advantages of our free library system have be^ n made of late in their public press, in wffiich the [Boston Public] Library has more than once been pointed out as its exemplar. The destinies of Europe for the next decade may lucklessly be left to the arbitrament of war, but the season of the coming Exposition at Paris is likely, it is thought, to bring with it an international convention of librarians. It is somewhat significant that in a recent official document, laid before the municipal *Proposed conference of British librarians. — A recent number of the Academy, (London,) in a notice of the conference of librarians at Philadelphia, remarlrs: “ The unequivocal success of the Conference and its permanent results suggest the advisability of English librarians holding a similar meeting and establishing a similar organization for mutual interchange of ideas.” It is understood that a plan foi a conference of British librarians has since been adopted, and that the conference will be held in Lon¬ don some time in the coming year. t The second session of the conference of American librarians has been called to meet in Ifew York City in September next. I The following reports have been made by committees chosen by the Philadelphia Conference and printed in the American Library Journal: “Eeport on sizes,” “ Report on a new edition of Poole’s Index,” ‘‘ Eeport on constitution of the American Library Association,” and “Eeport on cooperative cataloguing.” PUBLIC LIBRAPJES. CXXXI conucil of Paris, while a review is made of the budget for the ensuing year, the ques¬ tion is raised of the propriety of that city^s establishing a great public library for xjop- ular use, and the system of our own is commented upon as the fitting one. I have been called upon for more details regarding it than our usual printed reports show, and a summary of such as I have given is now appearing serially in the Journal Ofificiel, under the supervision of M. Guillaume Depping, librarian of the Biblioth^que Ste. Genevieve. The following is a list of the papers read at the Philadelphia Conference : Some popular objections to public libraries; William F. Poole, Chicago Public Library. The preservation of pamphlets ; Charles A. Cutter, Boston Athenaeum. A universal catalogue, its necessity and practicability; James G. Barnwell, Phila¬ delphia Mercantile Library. The sizes of printed books; Charles Evans, Indianapolis Public Library. A cooperative index for public libraries ; Thomas H. Rogers, V/arren County Li¬ brary, Illinois. Free libraries and readers ; Justin Winsor, Boston Public Library. Bibliography as a science; Reuben A. Guild, Library of Brown University. The qualifications of a librarian; Lloyd P. Smith, Philadelphia Library Company. Personal relations between librarians and readers; Samuel S. Green, Worcester Public Libary. Subject indexes for popular libraries ; H. A. Homes, New York State Library. Copyright in its relations to libraries and literature ; A. R. Spofford, Librarian of Congress. American Library Association. — The conference adopted a plan for a permanent or¬ ganization under the name of the American Library Association, “ for promoting the library interests of the country, and for increasing reciprocity of intelligence and good will among librarians and all interested in library economy and bibliographical studies.” The following officers of the permanent organization were unanimously elected : President, Justin Winsor ; vice-presidents, A. R. Spofford, William F. Poole, and Henry A. Homes ; secretary and treasurer, Melvil Dewey. A full report of the proceedings of the conference, including the papers read before it, register of delegates, &c., is printed in Nos. 2 and 3, vol. I, of the American Library Journal, which was made the official organ of the American Library Association. PUBLIC LIBRARIES A HUNDRED YEARS AGO. Chapter I of the Special Report on Public Libraries contains historical sketches of all American public or social libraries existing one hundred years ago concerning which information had been obtained before that report went to press. Notices of the fol¬ lowing additional libraries formed in the colonial period are here printed as an appro¬ priate appendix to that report : The United English Library, Pomfret, Conn.* — “ Special efforts were made by the early inhabitants of this town [Pomfret] and vicinity to provide themselves with the means of general and useful knowledge. In 1739 a solemn covenant was entered into by six¬ teen individuals of Pomfret, Woodstock, and Killingly, including the ministers of the several parishes, to pay the sums affixed to their names for the establishment of a library. One man gave £30, and four others £20 each, and the sixteen made out £254. “This library association was called ‘The United English Library for the propaga¬ tion of Christian and useful knowledge.’ It was ordered that the books of said library should be kept in Pomfret. Mr. Williams was the first librarian. After the for mation of the society, other individuals joined them ; fifteen persons very soon, who paid into the society £185. With these funds a very valuable library was purchased. They also received presents of books from friends abroad, and from authors. Thanks were voted, as appears by the records, to Rev. Dr. Guise, of London, for his works. In 1745, the library was divided, the inhabitants of the several towns taking their share of the books and funds, to constitute a distinct library by themselves. General * History of Pomfret. A discourse delivered on the day of annual thanksgiving in the First Church in Pomfret, November 19, 1840. By D Hunt, pastor of said church. Hartford: J. Holbrook printer. 1S41. CXXXII EEPORT OF THE COMMISSIONER OF EDUCATION. Israel Putnam was admitted to this association August £7, 1753, and ‘ paid £16, old tenor.’ The Pomfret branch continued to be sustained for many years. The old case and a remnant of the books I now have in my possession.” Bridgetown Library, Bridgetown, N. J. — The Bridgetown Library was chartered in 1765, with John Budd and others as members. The old town of that name is now called Mount Holly, and has been so called for the last hundred years. Nearly 300 vol¬ umes of this old library are still preserved in the Burlington County Lyceum of His¬ tory and Natural Science, at Mount Holly. The books are kept in a separate case, marked “ Bridgetown Library, 1765,” and some of them have imprints as late as 1805, showing the library to have existed at that date. — (American Library Journal, vol. I, No. 8, p. 303.) Library of the Moravian Archives, Bethlehem, Pa. — This library was begun about the year 1742, at which time the Moravian Church was organized at Bethlehem. It con¬ tains about fifteen hundred volumes and pamphlets, and about one thousand manu¬ scripts. Among the bound volumes are a number of bound manuscripts, comprising reports of churches and missions, sermons and biographies. The other manuscripts comprise official correspondence, official diaries of the church at Bethlehem from 1742 to the present time, journals of missionary tours, official journals of the missionaries among the Indians, miscellaneous historical papers, and a large mass of financial papers, as also the account books of the various enterprises carried on for the benefit of the church at Bethlehem in the last century. The pamphlets relate mostly to colonial and revo¬ lutionary times; the printed volumes comprise, first, a tolerably complete collection of Moravian books, ancient and modern, and, second, miscellaneous works, Bibles, dic¬ tionaries, cyclopaedias, sets of magazines, &c., nearly all of the last century. The archives are kept in a large apartment in the second story of one of the wings of the church edifice. Next to the library of the Pennsylvania Historical Society, in Philadelphia, and the State archives at Harrisburg, it is probably the most valuable historical collection iu the State. — (Extract from a communication to the Bureau of Education by Rev. Edmund de Schweinitz, S. T. D., librarian.) Darby Library, Darby, Delaware County, Pa.— The library company was organized March 10, 1743, by Joseph Bonsall and twenty- three others, most of whom were mem¬ bers of the Society of Friends. Among the early friends and active members of the library company were several of the most distinguished men cf the Province of Penn¬ sylvania, such as John Morton, one of the signers of the Declaration of Independence, and John Bartram, the American botanist, who established the first botanical garden in America. The company was organized on the basis of “ joynt copertnership,” to “ propagate useful knowledge, both religious and civil.” Each subscriber to the articles of agree¬ ment paid in hand 20s., (English,) and 5s. annually additional. This constituted a share in the company, and it could be transferred, sold, or devised by will, subject, however, to the approval of the company. The officers were a secretary, who was also charged with the duty of acting as moderator of the meetings, a treasurer, a libra¬ rian, and four assistants, all to be elected annually by the subscribers. The books to be purchased for the library were selected by a vote of the members at their annual meetings. Under the original articles of agreement, with an occasional immaterial amendment, the company continued to transact its business for one hundred and twenty-four years. In 1867 the subscribers applied for a charter, which was granted, and accepted by the company January 7, 1868; the association is now a joint stock company with cor¬ porate privileges. It deserves to be mentioned that the annual meetings have been regularly held on the day appointed for one hundred and thirty-four years, without a single omission or failure to secure a quorum to transact business. The officers, although elected annually, have generally been reelected as long as they lived. The present president, Mr. John Sellers, has held that office for sixty-two years, and during all that period has never been absent from an annual meeting. PUBLIC LIBRARIES. CXXXIII The regular resources of the company have been derived from membership fees, which, as has been stated, were at first 20s. Subsequently, the fee was fixed at £7, then at £8, then at $20 ; it is now $o. The original yearly payment of 5s. was subsequently increased to 10s ; it is now $2. The membership has never been large, and consequently the revenues of the company have always been limited. The library now derives addi¬ tional revenue from rent of the hall for occasional use and from lectures given in it for the benefit of the library. The yearly income from all sources does not ordinarily exceed $500 ; last year it was $409. Until recently the company did not own any building, and consequently the library has usually been kept at the residence of the librarian. For his entire services, includ-r ing room for the books, the care of the same, and all the duties of his office, the libra¬ rian was allowed an annual salary of 20s. This rate continued for forty years ; but when good Ruth Bonsall, widow of the late librarian, continued to perform the duties of the office after the death of her husband, she was allowed 40s. per annum. In 1796 the salary was increased to £3 annually ; subsequently to £7. This was the rate at the beginning of the present century and long afterward ; and substantially the same econ¬ omy of administration has marked the entire history of the company. The first books were necessarily obtained from England. A portion of the letter accompanying the first order for books to London is herewith given : Darby, 2/® 14^^ 0/ 4 Month, 1743. Friend Peter Collinson : There is a small number of us in Darby, near PhiF*^, who have formed ourselves into a company, in order to purchase a small set of books for our use; with well-grounded expectations of our numbers increasing in a little time, and being advised by our fr*^ and neighbq John Bartram, to apply to thee to purchase the s*^ books, and in confi¬ dence of thy good disposition, and from y® character he gives of thee to encourage such a decision, have thought fit thereupon to send to and desire thee to do such an office of kindness for us ; but as our number is but small, so is the sum of money, amounting only to fourteen pounds. * * * Be so good, also, as to get the books lettered on y® back, if that can be done without much trouble or cost, or as many of them as conveniently can be. We also desire thee to send the price of each book purchased, that being necessary for us to know in pursuance of our agreement. Thy answering our request will much oblige us, who, with due respect, are thy unfeigned friends. Signed in behalf of said company. By JOSEPH BONSALL, Secretary. The first list of books ordered is also a fair specimen of the character of all the books bought in the first one hundred years of its history. It included : The Gentleman In¬ structed ; Puffendorf ’s Law of Nature and Nations ; The Spectator, eight volumes ; The Turkish Spy, 8 volumes ; Tournefort’s Voyages, 2 volumes; Whiston’s Theory ; Ad¬ dison’s Travels ; Barclay’s Apology ; Locke on Education ; Religion of Nature Delin¬ eated ; Gordon’s Geography; Grammar; Sherlock on Death; Whiston’s Astr®. Prin¬ ciples ; Maundrell’s Travels ; Dyche’s Dictionary ; Tull’s Husbandry ; Blackmore on y® Creation ; Independent Whig, 3 volumes ; Wood’s Institute of y® Laws of England ; Milton’s Paradise Lost and Regained, 2 volumes ; Puffendorf ’s History of Sweden ; Raleigh’s History of y® World, 2 volumes ; and the Life of the Duke of Marlborough, 2 volumes. Most of these books are still in the library, and in good condition. Many of the later accessions comprise a greater proportion of the class known as light literature, but the library still maintains its character for substantial books of intrinsic worth. The assistant librarians, whose duty it has ever been to inspect the books and guard against loss, rebind those needing it, &c., have generally been faithful in the perform¬ ance of their duties, and consequently remarkably few books have been lost or de¬ stroyed. In 1763, twenty years after the organization of the company, they report that, having inspected the state of the library, all the books are come to hand, except a small volume called “ Buisy-Body,” being the first volume thereof, and that book they understood was in the hands of a member of the company. In 1776 the library contained 364 volumes; in 1800, 1,023 volumes; in 1843, at the completion of the first century of its history, it contained 2,026 volumes; and at CXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. present, 3,683 volumes. The library is comparatively a small affair ; but it must be remembered that it is a village library, and that the village itself has never con¬ tained more than sixteen hundred people at any one time. The average yearly increase of the library for the last ten years has been 103 vol¬ umes ; and the average yearly use of books about 4,000 volumes. The amount expended for books during the last twelve months has been ^150, which is about the present average expenditure for that object. At the beginning the library was open on every other seventh day from 5 to 7 o’clock p. m. ; subsequently every seventh day ; then twice a week. It is now open every week-day from 11 a. m. till 8 p. m. For one hundred and twenty-four years the library was kept in a private house, generally at the residence of the librarian ; but in 1867 the company purchased an eligible lot of ground, at a cost of $1,000, and built thereon a substantial brick building for the use of the library. It is 29 by 55 feet and two stories high. The first story con¬ tains a room for the library 22 by 27 feet, and five other rooms, which are used for the residence of the librarian and family. The second story is fitted up as a hall, and will seat 325 persons. The whole cost of lot and building was about ten thousand dollars, and was raised by subscription among the citizens of the village and vicinity, so that the library is now entirely free from debt. — (From a sketch furnished the Bureau of Education by Rev. W. T. Brown, of Darby, Pa.) SPECIAL REPORT OX PUBLIC LIBRARIES IN THE UNITED STATES. The report published in October of the present year will soon have been distributed to nearly all the public libraries in the United States. Copies are also being sent to all the more important public libraries in foreign countries. The very extensive demand for the report from educators, and from librarians and library committees charged with the work of organizing new libraries, attests that a new interest has been awakened in the subjects of which it treats, and that a powerful impulse has been given to the establishment of public libraries as well as to a more efficient manage¬ ment of libraries as a means of moral and intellectual cultivation. Besides this demand, perhaps the best evidence of the need of such a report, the Office is in almost constant receipt of the most gratifying testimonies to the great usefulness of the work from librarians, bibliographers, and scholars both at home and abroad. Of this report Mr. Winsor, superintendent of the Boston Public Library, says : Two or three years ago the Bureau of Education at Washington determined that their contribution to the records of the national anniversary should be an exposition of the library development of the country. General Eaton confided the immediate direc¬ tion of this work to two gentlemen ; also sought the assistance of the chief librarians of the States ; and the result of all their joint labors took shape in a ponderous vol¬ ume, which must pass for a bibliothecal cyclopsedia, if the most varied and extensive gathering of knowledge and experience in library economy ever made entitles it to that designation. LIBRARY OF CONGRESS. Extent of the collection. — The report of the Librarian, Mr. A. R. Spofford, for the year ending December 31, 1876, shows an aggregate of 311,097 volumes of bound books in the Library, together with about one hundred thousand pamphlets ; an increase during the year of 17,590 volumes, besides 8,636 pamphlets. Of the additions, 5,495 books and 745 pamphlets have been by purchase, 8,020 books and 5,295 pamphlets by copyright, and the remainder by deposit of the Smithsonian Institution, by donation, (including State documents,) and by exchanges. The acquisitions to the library by purchase during the year, though not so large numerically as in some previous years, have been more than usually important. Extensive auction sales in American cities and on the Continent have been availed of to make selections of rare and expensive books seldom occurring for purchase ; and in this way very handsome acquisitions of early American imprints, and of multitudes of books and pamphlets relating to Amer- PUBLIC LIBRARIES. cxxxv ica, not before in tbe collection, have been secured. Among the foreign purchases worthy of note, were complete sets of the publications of the Maitland Club, in 110 volumes ; Nichols’s Bibliotheca Topographica Britannica ; the Chetham Society Pub¬ lications ; the Dresden Gallery, 3 volumes, great folio ; Ferrario’s Costumes, 21 volumes, folio; the Critical Review, 144 volumes; the original manuscript Report of the De¬ bates in the Irish Parliament, from 1775 to 1789; and many other works of great value and interest which have greatly increased the value of the collection as a com¬ plete library of reference. Cojpyriglits. — The business of the copyright department during the year shows a con¬ siderable increase of entries, notwithstanding the depressed condition of the book publishing trade and connected interests. The whole number of entries of copyrights during 1876 was 14,882 against 14,197 for the preceding calendar year. Of the whole number of articles copyrighted, 4,010 were books. New catalogue. — The materials for the new general catalogue, which will represent the entire contents of the library up to date, have been completed, and all the titles, exceeding 260,000 in number, are ready for the press. Documents relating to French discoveries and explorations. — Since the last report, the publication of the first volume of original historical documents relating to the French, discoveries and explorations in the northwestern portion of the United States and on the Mississippi, has taken place. The whole work will be embraced in six octavo volumes, with an atlas of maps in quarto, and will cover a vast collection of letters, official papers, and other documents, in the original French, relating to the discoveries and settlements under Cavelier de la Salle and other explorers in territory now belong¬ ing to the United States, from 1614 to 1752. The edition will comprise only 500 copies. Need of anew building for the library. — The question of most pressing importance connected with the interests of the Library of Congress, which has become by liberal legislation and extensive growth the library of the nation, is the provision of a suitable building to contain its rapidly accumulating stores. The injury to the books and ob¬ jects of art that are piled up unprovided with shelves or room, increases with every addition, and the administration of the Library and the copyright business in such narrow quarters is attended with the greatest difficulties and embarrassments. BOSTON PUBLIC LIBRARY. The following extracts from the twenty-fifth annual report of the library will be found well worthy of perusal. In this report Mr. Justin Winsor gives a rapid sketch of the experiences of the library during his superintendency, which dates from 1867. The lessons to be drawn from this review are scarcely less important to educators than to professional librarians : Extent of the collection. — The Central Library in Boylston street now holds 242,885 volumes, divided between 35,478 in the popular branch and 207,407 in the Bates Hall collection ; the branches contain 69,125 volumes. The total contents are 312,010 vol¬ umes — an increase for the year of 15,169 volumes. Circulation. — The libraries were open during the year for popular use and consulta¬ tion 306 days. The loans and hall use of the Bates Hall collection advanced from 114,329 volumes in the previous year to 141,618 volumes, — a gain of nearly 24 per cent. The Lower Hall issued to borrowers 405,732 volumes, against a previous circulation of 348,842 — showing an increase of nearly 17 per cent. — a result most surprising when the confined and unsuitable quarters to which the public are admitted are taken into con¬ sideration. From the six branches there were issued 593,202 volumes. The following table gives the number of books in each of the popular libraries, and their compara¬ tive use during the present and past year : Average Average No. of vole. Use. per vol. last year. Lower Hall, Boylston street . 35,478 405,732 11. .35 9. 9 East Boston Branch . 9,643 102,627 10. 53 10. 06 South Boston Branch . 8,178 135,179 16.53 16.3 Roxbury Branch . 12,535 146,429 11.71 9.4 Charlestown Branch . 18,084 106,816 5.90 4.93 Brighton Branch . 12,317 29,792 2.42 2.08 Dorchester Branch . 8,147 71,979 8. 83 9. 29 CXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. It is not surprising that the great percentage of increase in circulation which the last year showed over the previous year could not be sustained. Though the increase in use was 192,951 volumes, a larger number than ever before, yet the percentage has diminished from 25 to 20 per cent. The utmost extent of circulation for any given population in a district is determined by the convenience of access and the propor¬ tionate number of volumes, fiction inclusive, which it desires to borrow. If a public library is administered upon the principle of giving fiction in preference to books of solid value, and as much as is wanted, there is no limit to the circulation which such popular library may acquire. The reading rooms of such libraries as were opened to the public, including Sundays, through the year, received visitors on 360 days, during which 339,s>14 readers made use of 424,664 periodicals, — an increase of 22,206 readers and of 24,212 periodicals. The employment on Sundays of the branch reading rooms, as intimated in the last report of the trustees, has become so limited that a portion of them has been discontinued. Contril)ution8. — The contributions to the collection from individual generosity since the last acknowledgment of the trustees show 1,125 benefactors, who have given an aggregate of 3,562 volumes and 11,071 pamphlets. Besides this, there has been placed at the service of the institution by a previous benefactor, J. Ingersoll Bowditch, esq., the sum of $500, to be expended in the purchase of mathematical works, for the pur¬ pose of adding to the Bowditch library such publications as are needed to keep pace with the progress of that science. Losses. — The losses of the library in books not recovered from borrowers still show the Central Library as the principal sufferer. The Roxbury Library has no volume missing from its circulation of 146,829 volumes — the largest circulation of a single library without loss yet known to our experience. The total issues of the branches were 593,202, and there are missing only 10 volumes, being 1 for each 59,322 circulated. Owing to the more changeable population of the city proper, its record is not so satis¬ factory, 119 volumes not having been returned from a delivery of 547,350 volumes, or one out of every 4,600, — a somewhat larger proportion of loss for the Central Depart¬ ments than recent years have indicated. The branches and the Central Library. — We have had abundant proof in our experi¬ ence that the branches, with the territorial extent which has been left between them, have not at all diminished the usefulness either of one another or of the Central Library. Some apprehension was felt, at the institution of the system, that Boston was hazarding its chances of making the library in Boylston street an important one for the country, and even for the world, in thus dissipating, as it was feared, the resources of the city among lesser projects, which would detract from the interest felt in the parent institution. The result has been just the reverse. The statistics show that, while the circulation of the entire library has increased nearly seven times since 1867, the present aggregate is by no means wholly owing to the additional work of the branches ; since the use of the popular collection in the Lower Hall has nearly trebled, and that of the higher department of the Bates Hall has quadrupled. The Bates Hall delivers as many books now as the Lower Hall did ten years ago. Our experience has been that also of the principal English libraries. Dr. Crestadoro writes to mo from Manchester that the successive establishment of the branches of their library has in no wise interrupted the constant appreciation in use of the preexisting departments. Extension of library service. — Within the past year a sort of subdelivery has been established at Deer Island for the benefit of the city institutions situated there, books being sent in boxes from the Central Library once a month, two or three hundred at a time. At the request of the fire commissioners, a similar service has been given to thirteen of the engine houses in the city proper and to the fire boat for the benefit of the firemen ; and it is probable that the protective department will come within the same rules. Under a guaranty from the authorities of the navy yard, a like privilege has been granted to the reading room within the walls of the yard for the advantage of the enlisted men on the station ; but the arrangement has not yet been put in force. Bibliographical aid to readers. — In 1873 the library made an innovation' in the bibli¬ ographical matter which was made an adjunct of its popular catalogues. The new departure was a natural one, and followed as a matter of course in the development of the infiuence which it was the aim of the fathers of the library to bestow upon the public. Mr. Everett, its first president, enunciated a sentiment that has never been lost sight of, when he claimed that its mission was to supplement the schools ; and a happy embodiment of the idea has found shape of late in the phrase of the people’s college.” With the growth of any collection the ease of consultation naturally gives way to an indecision in the face of accumulated titles on every subject, and without some guide to a choice of books, discouragement is likely to ensue from any haphazard selection out of many, for any particular purpose. A consideration of these difficulties ripened the plan. As preliminary, the thought occurred of alluring the pastime reader, of whom all libraries in any degree popular have a large following, by easy steps to become a reader of better purpose. I am too much a believer in the general straight- PUBLIC LIBRARIES. CXXXYII forwardness of ingrafted impulses ever violently to counteract them. I believe men can be led rather than pushed. The implanting in mankind of the story telling faculty, and the enjoyment of it in others, were not an idle creation ; and the imagination has done too much for the amelioration of mankind not to deserve our acceptance of it as a handmaid of virtue and a promoter of intellectual advancement. This assistance was accordingly invoked in a list of historical fiction, which was prepared in chrono¬ logical grouping under countries, as calculated to instigate a study by comparison, and lead the mind to history and biography by the inciting of the inquisitive faculties. I have reason to believe that the idea was not a futile one, from the interest manifested in the movement, and the avidity with which more than one edition of it was taken up. This was but a trial. The next step was the more serious one of endeavoring to direct the ductile perceptions of the less learned among readers. The eflbrt was not to propound positively any course of reading, for there is danger always in dogmatism, however right its foundation may be. The notes which were appended to the subject references in the History, Biography, and Travel Catalogue of the Lower Hall, in 1873, served to render the ordinary reader more able to choose to his liking when an undis- tinguishable mass of equivalent titles perplexed him. That catalogue was a year in passing through the press, a term lengthened by the destruction of part of the work on it in the great fire of November, 1872; and when it was published in August, 1873, I was able to record for the next year, month by month, a remarkable increase of the use of books from the Lower Hall, in history, biography, and travel, amounting in some months to 200 per cent. At the end of the year we of course had to gain upon the work of its influence twelve months before, and the ratio of gain fell at once, though it still remained to give some testimony of its continued helpfulness. The files of the library show the opinions upon these results entertained by many gentlemen interested in projects of popular education. A veteran in this sphere, Mr. George B. Emerson, said, “ I have never seen anything so excellent ; and hereafter no large catalogue will be considered complete without something similar appended to it.” From Europe like expressions of approval came. “ I have shown it to some of the pro¬ fession here,” wrote one of the chief British librarians, “ and they are as much aston¬ ished at the idea as at the execution of it. I do not think there will be many imitators. The labor of such a work must be enormous, and certainly beyond our resources and methods.” The expectation which was expressed by Mr. Emerson was soon realized in the adop¬ tion of many of its notes in the catalogues of some of the smaller libraries, and in 1875, the public library of the town of Quincy fully committed itself to the scheme, in the publication of an excellent catalogue, which had the editorial supervision of Mr. Charles Francis Adams, jr.,the president of its trustees. Somewhat similar work, particularly embodying references to the sources of study in periodical literature, which had been made a part of the scheme, appeared in the careful catalogue of the Mercantile Library of Brooklyn ; but the whole effort of its librarian, Mr. S. B. Noyes, cannot be appre¬ ciated until his work is completed. Similar notes, simplified to meet the wants of a smaller constituency, and improved in many respects, were repeated in a new edition of the Eoxbury Branch Catalogue, issued last year. A set of references in elucidation of English history, printed in large type on broadside sheets, with spaces for the filling in of the shelf numbers, was perfected, with the numbers of each department inserted, and posted, with good effect, in the respective halls. The edition printed was small, and the demand for them from other places could not be met ; but for the testing of its value in other communities copies were sent to various libraries in this country and in England, and I have since observed, in their reports, several references to their value. BooJcs of fiction. — Of the proportions of the various classes of books as sent into cir¬ culation the superintendent says : It will be seen that there is little change in these ratios. The most significant and gratifying is a marked diminution, since 1873, of the use of fiction in the Lower Hall; but it is apparent that the change has been brought about by the methods of instruction which we employ. The natural craving of the masses is for story telling. It cannot be eradicated. The attempt would only drive the frequenters of the library away in large numbers. I look upon the dominating taste in reading, as Kant regarded the general tendencies of mankind, — to accept it and to strive to better it. The wise course is to regulate it, and to use the instinct as a means of its own improvement. I selected one Saturday in the height of our season, and directed that all slips handed in at the Lower Hall counter which failed to secure a book should be saved. They numbered nearly 5,000, showing that twice as many slips failed of their purpose as succeeded. An analysis of these requests shows that 404, or about a twelfth part only, were non-fiction ; more thorn two-twelfths were a miscellaneous assemblage of novels, each asked for once, twice, or perhaps thrice, but not sufficiently characteristic to signify any marked intent. Over 500, or more than a tenth part, were calls for dime novels, but few of which are now left in the library,-— the remnants of a set which were, some years ago, experimentally put into use, but which at this time still stood in the printed catalogues which were on hand. The CXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. single author most in request was Horatio Alger, jr., a. writer for youths, whose hooks were marked on 390 slips. Mrs. Southworth came next, 301 times ; then Oliver Optic, 292 ; Dumas, 199 ; Mrs. Stevens, 158 ; Miss Braddou, 154 ; Mrs. Holmes, 146 ; Fosdick, a writer for boys, 125; Fleming, 87; Kingston, a boys’ writer, 83; Ainsworth, 69 ; Mrs. Wood, 60 ; Grant, 59 ; Lever, 58 ; Mrs. Grey, 54. The most sought-for single book was Alger’s “Timothy Crump’s Ward,” — 64 times. Almost a quarter of the entire number may be called juvenile books. Over a third certainly would class among the lower grades of popular novelists, without counting such as were not popular and of this grade. About a sixth of the whole may be considered from fair to first class as to literary merits. Out of this 4,875 total, some of the well known names in literature stand low in the scale of demand; as, for instance, Don Quixote, 2; Jane Austen, 2; Goldsmith, 2; Swift, 3; Gcethe, 4; George Sand, 4; Scott, 5; Thackeray, 5 ; George Eliot, 9 ; Hawthorne, 10 ; Bulwer, 10 ; Charles Reade, 10 ; Miss Muloch, 10 ; Dickens, 25; Wilkie Collins, 27; Cooper, 34; Marryat, 44; James, 44. This record should not afford the foundation for off-hand conclusions. The hours during which the slips were saved were the busiest of the week, and which the better readers shun. Duplicates of the higher class of novels being supplied on less urgency than those of inferior position, the exhaustion of such books signifies a relatively greater demand than is the case with the lower classes. It should always be further borne in mind that in public libraries the demand for the better books is considerably lessened, from the fact that such books are bought more commonly for the family book shelf than the inferior ones. It is for this reason that reputable authors of popular fame, like Irving and Hawthorne, never represent, in the circulation of public libra¬ ries, their hold upon readers. On the other hand there is compensation in the growing circulation of the Bates Hall, representing the highest reading. Fifty-two per cent, of its issues are for refer¬ ence in the building. A seventh part of the books recommended for purchase are in foreign languages. Pamphlet collection. — Previous to 1868 perhaps 50,000 pamphlets had been secured, or an average of about 3,000 a year. The chief accessions in masses had come with the Parker Library, and with the divisions of the pamphlet collection of the late Edward Everett, when William Everett, esq., gave a due share to the institution upon whose career and good name his father had exercised so great an influence. Within the last nine years the claims of pamphlets for preservation have been fully recognized ; and our efforts have been unremitting to gather them and combine them with our collection, first by assortment, then by binding and cataloguing, till we have acquired a collec¬ tion which can hardly, in this country, be surpassed for serviceableness. In this nine years we have added an average of over 16,000 a year, or an aggregate of 150,000, which represents probably nearly as much work in care and cataloguing as the bound books shelved in the same interval. Expenditure. — In most respects the work of the library has apparently increased from five to ten fold during the last decade. The work of detail naturally accruing to all processes which require handling of records of one kind or another is much larger, however, on each item, by reason of the larger masses to manipulate in a library of 312,000 than in one of 136,000 volumes. Consequently the apparent increase of work, as shown by statistics of results, is not adequate to represent the positive enlargement of labor. Nevertheless it can be shown that the expenses of the library to-day are not one-half as much, relatively, as in 1867. At that time our expenditure was $52,658 for the year, while for the past year we had to expend the city appropriation of $111,500, with $6,300 income from our trust funds, making a total of $117,800, or not greatly in excess of twice the amount in 1867. Ventilation. — This is a matter which has been sadly neglected in library construc¬ tion. The ventilation of the Lower Hall has always been excessively bad. Indeed, at times, according to the experiments of the late Dr. Derby, secretary of the State board of health, the worst air prevailed there that he could find in the State. It is hoped, however, that an improvement has been effected by pipes arranged to conduct the foul air from the floor into the flues, where' a current is induced by hot air. The arrange¬ ment was suggested by Mr. Lewis, of the board. The closed windows of another win¬ ter will test more thoroughly its efficiency than has been possible since it was put in operation, only a few weeks ago. THE COMMON SCHOOL AND THE PUBLIC LIBRARY. At a recent informal meeting of the teachers of the public schools of Quincy, Mas¬ sachusetts, Mr. C. F. Adams, jr., a member of the school committee, had a familiar talk with the teachers on the subject of books and reading among their scholars, in the course of which occurred the following remarks ; It may safely be asserted that the one best possible result of a common school education, its great end and aim, should be to prepare the children of the community MUSEUMS OF NATURAL HISTORY - ART EDUCATION. CXXXIX for the far greater work of educating themselves. * * * But I fancy that a com¬ parison of experiences would show that scarcely one out of twenty of those who leave our schools ever further educate themselves in any great degree, outside, of course, of any special trade or calling through which they earn a living. The reason of this, I would suggest, is obvious enough, and it is not the fault of the scholar. It is the fault of a system which brings a community up in the idea that a poor knowledge of the rudiments of reading, writing, and arDhmetic constitutes in itself an education. Now, on the contrary, it seems to me that the true object of all your labors as real teachers, the great end of the common school system, is something more than to teach children to read. It should, if it is to accomplish its full mission, also impart to them a love of reading. * * * Having given the child a start, by means of what we call a common school course — having, as it were, taught it to walk — the process of further self-education is to begin. The great means of self-education is through books, through much reading of books. But just here there is in our system of in¬ struction a missing link. In our schools we teach children to read, we do not teach them ftnw to read. That, the one all important thing — the great connecting link between school education and self-education, between means and end — we make no effort to supply. ■* * * Though the school and the library stand side by side, there is, so to speak, no bridge leading from the one to the other. As far as I can judge, we teach our children the mechanical part of reading, and then we turn them loose to take their chances. If the child has naturally an inquiring or imaginative mind, it perchance may work its way unaided through the traps and pitfalls of literature ; but the chances seem to me to be terribly against it. * * * I think this is all wrong. Our edu¬ cational system stops just where its assistance might be made invaluable — just where it passes out of the mechanical and touches the individual, just where instruction ceases to be drudgery and becomes a source of pleasure. * * * You are able, if you choose, to give your scholars a general introduction into literature, which, if you do give it to them, is worth more than all the knowledge contained in all the text books that ever were printed. To your whole schools you can give an elementary training as readers, and if in this matter you once set them going in the way they should go, you need not fear that they will ever depart from it. TABLE XVII. — MUSEUMS OF NATURAL HISTORY. Forty-three natural history museums and five anatomical museums are included in Table XVII of the appendix. Zoological gardens. — Cincinnati, New York, and San Francisco are doing something in the way of furnishing their citizens opportunities to study animals by gathering these in appropriate places for the observation of visitors. The Zoological Garden of Philadelphia, however, is still far ahead in point of success. As was expected, it received a great impulse from its proximity to the International Exhibition. Six hundred and fifty-seven thousand two hundred and ninety-five persons visited the garden; total receipts at the gate, $151,060.63. As the officers remark with some degree of pride, ‘‘An amount from such a source the largest ever known.” The Zoological Society of Cincinnati has felt in its immediate vicinity the influence of no such great aid as the Centennial Exhibition, but it acknowledges the receipt of gate admissions for $23,696.10; or adults admitted, 89,419, and children, 13,055 — a total of 102,474. The society is making a most commendable effort to increase its income to $36,000 the ensuing year. TABLE XVIH. — RELATION OF ART TO EDUCATION.* The introduction of drawing into all classes of the public schools, as one of the required studies, continues to interest educationists, and has steadily progressed since * The *■ Special Report on Art Education,” still in charge of I. Edwards Clarke, A. M., has necessarily been greatly enlarged in its scope by the holding of the Centennial Exhibition. The demands upon this Bureau for information relating to the introduction of drawing as a prescribed study in the public schools have increased. The Centennial itself required study in all its bearings upon the questions of industrial and technical art training. The funds of the Office available for printing will not permit the issue of the special report until further appropriations are made. Meantime, information can only be given in manuscript communications, and much of the report which had been prepared for publica¬ tion at the close of the year 1875 will have to be rewritten and all the statistics revised and brought down to the final date of publication. The statistics given in Table XYIII, Parts 1 and 2, in this annual report for 1876, are from returns made by the various art museums and art training institutions. They are mostly to date of August 1, 1877, and as they will appear in the special report. Returns giving the CXL EEPOKT OF THE COMMISSIONER OF EDUCATION. the attention of the country -was first directed to the subject by the action of the legislature of Massachusetts in 1870, in making this study imperative in the public schools of that commonwealth. The example of that State has been followed at intervals by the official action of the school authorities in many cities and towns throughout the United States, and finally by the enactment of a similar law by the legislature of the State of New York, May 14, 1875. The results of a course of several years of this study are now apparent in the schools of Massachusetts, and in those of many of the cities and towns of other States ; and the progress made by such pupils as have persevered in the study two, three, or four years is most surprising and satisfactory, especially when the very limited amount of time given to this study, in proportion to that given to the other regular studies, is taken into consideration. At the same time that this movement has been developing itself in the common schools, a very marked increase of interest in the relations of art to education has been manifested in many of the institutions of secondary and higher learning through¬ out the country. In many of the colleges the importance of some knowledge of the art of the ancients seems at length appreciated by the instructors, and where no posi¬ tive instruction in the technicalities of art is attempted, the relations of the art to the civilization of the people whose literature has long been thought so essential an ele¬ ment of modern education having at last been recognized,* instruction is given in the history, development, and works of the artists of Greece and Rome ; and the attention of the students is directed to the relation borne by these works to the religious beliefs and social manners of the people. The economic importance of various applications of art to industry has been im¬ pressed upon those who deal with scientific and technical education. While this awakening interest in the educational relations of art is so marked among the various classe s and schools of educators, it is also true that the community at large is pervaded with a very general and growing interest in all matters relating to art. This interest, already apparent before the opening of the Centennial Exhibition in Philadelphia, has been wonderfully stimulated, educated, and extended by the sight of the various objects there exhibited, by means of which the importance of the art element in the manufactures of the world has been for the first time brought generally to the attention of the American people. On the other hand, the interest manifested by the great majority of visitors to the Centennial in the special art collections, has demonstrated to the most sceptical that the art instinct or the love of beauty is well nigh universal. Pictures, statues, and beautiful objects in all materials have proved attractive to those hitherto most unfa¬ miliar with them, and hereafter there will be found a greater or less degree of intelli¬ gence upon art matters among the American people at large. The year of 1876, rendered so memorable as the Centenary of American Indepen¬ dence, and made so important in its influence upon the future development of the following changes, received, too late for insertion in the tables of this report, will appear in the tables of the special report, viz : School of Drawing and Painting, Boston Museum of Pine Arts. — Instead of 4 teachers, 100 pupils, 35 males and 65 females, read 3 teachers, 124 pupils, 47 males and 77 females. The Art Students’ League, New York. — Instead of 120 pupils, 70 males, 50 females, and no material, read 135 pupils, 78 males and 57 females, 3 casts of sculpture, and many engravings. Courses in Architecture and Mechanic Arts, Cornell Dniversity. — Instead of 82 pupils read 153. Woman’s Art School, Cooper Union. — Add as note to 650 “other casts,” 150of these are reduced copies of statues and busts or “ masks ” full size. School of Design, University of Cincinnati. — Instead of 40 “ casts of sculpture” and 100 “other cast,” read 19 “ casts of sculpture ” and 121 “ other casts,” with note “ 25 are reductions of antique statues,” Philadelphia School of Design for Women. — Instead of 100 pupils read 218. Pittsburgh School of Design for W omen. — Instead of 5 teachers, 65 pupils, and artisan male night class of 25 pupils, read 3 teachers, 45 pupils, and no artisan night class. * The Polymetis of Joseph Spence (published 1747, London, folio) was an attempt to illustrate the Homan poets by comparing their descriptions (mostly mythological) with the remains of ancient art discovered up to that lime. ART EDUCATION. CXLI country by the exhibition of the industry of all nations at Philadelphia, is also to be noted in our history as marking the commencement of an era of art development in its most comprehensive sense. It is safe to say that the economic relations of art to the industries of a people were first in this year generally recognized in America. It is also true that a conception of what it is possible to accomplish in the development of artistic industries by sys¬ tematic art education, first dawned upon the American people at the Centennial Exhibition. In this connection, among the memorable events of the year now under review must be noted the formal opening by the Pennsylvania Academy of Fine Arts of a new and commodious building on Broad street, Philadelphia, and the reopening of the admira¬ ble art schools, which had been closed for several years while the new building was in progress. The Boston Museum of Fine Arts was also inaugurated and took possession of its fine new building in the summer, the art school under its supervision being opened for the first time in the autumn of this year. Two wonderful art loan collections were held in New York city during the summer of this year, which brought together a most remarkable assemblage of the best work of modern art ; these were so numerously attended that the receipts availed largely toward relieving the National Academy of Design and the Metropolitan Museum from debt. This year saw also the inception of an institution which promises to be of the greatest importance to industrial art, viz, The Pennsylvania Museum and School of Industrial Art, in Philadelphia, which has secured the retention in this country of many of the choicest examples of artistic pro¬ ductions, contributed by the artists and artisans of all countries to the Centennial Exhibition. A similar museum of industrial art was incorporated at New Haven, Connecticut, which is likewise largely enriched from the treasures of the Centennial. In addition to the founding of these great centres of art influence, which have their origin in or date their renaissance from 1876, there are also other events which bear more directly on education in art. Among these may be mentioned the reopening of the art schools of the Pennsylvania Academy of Fine Arts ; the founding of the schools of the Pennsylvania Museum, which have in view the direct application of art to indus¬ try in all its forms ; the founding of the High Art Schools of the Boston Museum of Fine Arts ; the founding of a normal art instruction department in connection with the Woman’s Art School of Cooper Union, New York, for the training of teachers to teach drawing in the public schools of that State ; the founding of art galleries in connection with the South Hadley Female Seminary, in Massachusetts ; with the Smith College for Women, in Northampton, Massachusetts, and the additions made to the excel¬ lent art collections possessed by Vassar College, with a view to the opening of a depart¬ ment for the serious teaching of art in all its branches. Another fact of the greatest significance, not shown in the simple statement of the opening of new art museums, is found in the change that has taken place in the char¬ acter of the collections exhibited in these museums. Formerly an art gallery was understood to contain a collection of paintings and statuary, with possibly a few specimens of choice engravings; now an art museum may comprise whatever the hand of man can execute. In the loan collections of the Metropolitan Museum ; in the permanent and loan collections of the Boston Museum of Fine Arts ; more especially in the very precious and comprehensive collections of the Pennsylvania Museum and School of Industrial Art, and in the smaller but similar collections of the Connecti¬ cut Museum of Industrial Art, there is found such varied wealth of objects as almost to defy cataloguing and render tabulation impossible.* * The many notes to Table XVIII, in the appendix of this report, hear witness to the necessity of a new classification if the art museums are hereafter to he tabulated. These changes are significant; they mean no less than that the imperative necessity for art training by the manufacturers and pro¬ ducers of this country is recognized, and that education in art, certainly so far as art relates to indus¬ try, must henceforward he accepted as one of the problems to he met and solved by American educa¬ tionists and educators. CXLII EEPORT OF THE COMMISSIONER OF EDUCATION. TABLE XIX.— SCHOOLS FOR THE DEAF AXD DUMB. The progress of deaf-mute education is greatly promoted by the National College for Deaf-Mutes. This, as will be seen by the table, is situated at the seat of National Government, is sustained by appropriations from the National Treasury, and offers advantages to sufficiently advanced students in the several congressional districts throughout the country. The State institutions, necessarily chiefly devoted to element¬ ary and secondary instruction, can, by a proper arrangement of their course of study, readily flt for this advanced training any who may desire. The effect of this oppor¬ tunity for advancement cannot but bo salutary to all the institutions that enter into this cooperative effort in behalf of this unfortunate class of our citizens. Under Table XIX of the appendix will be found the details from which the follow¬ ing summary is drawn. Table XIX. — Summary of statistics of institutions for the deaf and dunib. States. 6 "cS m 'S .9 ,o a Instructors. Number under instruc¬ tion during the year. Total number who have received instruction. Number of graduates who have become teachers. Total number. Number of semi¬ mutes. Total. Male. 1 Alabama . 1 6 0 50 30 20 160 3 Arlca.nsaa _ _ _ _ _ 1 4 0 46 28 18 210 California . 1 4 0 82 50 32 154 2 Cnlnradrt _ _ 1 2 20 11 9 22 0 Connecticut . 2 20 2 292 174 118 2, 134 50 C-eorgia _ _ _ _ _ _ 1 5 1 60 37 23 3 Illinois . . . . . . . 2 21 445 257 188 1,165 Indiana . 1 16 3 349 214 135 1, 144 22 Iowa . 1 11 0 181 98 83 433 5 Kansas . 1 6 0 115 59 56 163 0 Kentucky . 1 5 1 111 55 56 636 11 Louisiana . 1 3 0 40 24 16 218 4 Maryland . 2 10 2 108 70 38 197 3 Massachusetts . 2 15 0 150 83 67 257 0 Michigan ................ .................. 1 11 2 a216 al20 a96 645 Minnesota . 6 4 103 68 35 187 2 Mississippi . 1 3 1 36 20 16 b76 0 Missouri . . . 2 11 2 229 126 103 575 4 Nebraska . 1 3 0 48 25 23 67 0 New Tork . 5 46 4 806 470 336 2, 890 71 N orth Carolina . . . 1 7 2 148 83 65 475 Ohio . . . 2 24 6 514 290 224 1,614 25 Oregon . . . . . . 1 2 27 12 15 38 Pennsylvania . 2 21 2 388 224 164 1, 757 11 South fiaroliua . 1 4 25 Tennessee... . 1 6 1 122 79 43 2 Texas . 1 4 1 47 30 17 137 2 Virginia . 1 9 1 96 56 40 446 3 "West Virginia . 1 5 1 65 41 24 108 0 VTisconsin . . . . . 1 10 3 190 119 71 450 District of Columbia . 1 12 3* 100 85 15 328 24 Total . 42 312 42 5, 209 3, 038 2, 146 16, 686 247 a Including departments for the blind. & Since reorganization in 1871. SCHOOLS FOR THE DEAF AND DUMB. CXLTII Table XIX. — Summary of statistics of institutions for the deaf and dumh — Continued. States. Libraries. Property, income, &c. Number of volumes. Increase in the last school year. Value of grounds, buildings, and apparatus. State appropriation for the past year. Income for the year from tuition fees. Expenditure for the year. 500 a$40, 000 a$18, 000 $0 a$13, 137 40 35, 000 612, 000 0 0 0 alOO, 000 cl46, 000 a33, 904 Colorado . 50 10 12, 000 16, 028 0 12, 782 Connecticut . 2, 300 74 250, 000 (d) 38, 402 57, 329 1, OOC 30, 000 16, 500 0 16, 387 500 334, 206 75, 000 99, 088 Indiana . 3, 050 44 600, 000 63, 000 e5, 297 68, 851 Tnwci 600 150 190, 000 36, 680 36, 680 Kansas . 120 50 35, 000 14, 550 0 14, 000 Kentucky. . . - . 600 25 150, 000 20, 972 20, 869 Louisiana . 300 0 225, 000 15, 000 0 8, 000 TVTa.T’ylfl.Tid _ _ _ _ 2, 000 268, 000 35, 500 750 36, 125 Massachusetts . 561 91 82, 565 11, 625 3, 967 18, 947 Michigan . a900 100 a450, 000 a40, 000 0 a40, 000 Minnesota . .' . 700 20 110,000 21, 800 0 21, 000 Mississippi . 12 0 40, 000 10, 000 150 10, 000 Missouri . 600 0 150, 000 46, 000 0 46, OGO Nebraska . 230 230 40, 000 /46, 700 0 19, 697 New York . 3, 417 105 535, 000 pl74, 699 7, 791 202, 108 North Carolina . alOO, 000 a45, 000 a42, 500 Ohio . 3, 000 100 800, 000 82, 000 0 82, 152 Oregon . 0 5, 000 5,000 Pennsylvania . 5, 000 500, 000 7il04, 962 6, 519 i80, 039 South Carolina . . . (*50, 000 a5, 000 Tennessee . 125, 000 29, 500 300 28, 000 Texas . 30, OCO 14, 000 0 13, 989 Virp^inia . . .. . . . 1, 600 al75, 000 o40, OCO a42, 390 West Virginia . 280 0 a75, 000 a25, 000 0 a27, 000 "Wisconsin . 1, 000 100, 000 40, 000 0 40. 000 District of Columbia . 2,100 100 560, 000 j88, 000 3. 322 1-96, 884 Total . 29, 960 1,599 6, 191, 771 1, 298, 516 66, 498 1, 232, 858 a Including departments for the blind. 6 For salaries ; |180 are allowed for each pupil in attendance, c One hundred and ten thousand dollars of this were for new building. dOne hundred and seventy -five dollars per pupil from Jlew England States. eFrom shops. / For two years, including $15,000 for building, gr Also $4,000 from counties. h Twenty-five thousand dollars of this were for new building. t One hundred and sixty-seven thousand dollars were expended for new building in 1875 and 1876. ^Congressional appropriation. A; Forty thousand and seventy dollars of this for building. CXLIV REPORT OF THE COMMISSIONER OF EDUCATION. TABLE XX.— SCHOOLS FOR THE BLIND. Additional statistics in reference to asylums for tlie blind will be found in Table XX of the appendix, from which this summary is drawn. Table XX. — Summary of statistics of schools for the blind. States. Number in each State. Number of instructors and other employ6s. Number of blind employes and workmen. Number of pupils. Number of pupils admitted since opening. Libraries. Number of volumes. Increase in the last school year. 1 2 0 12 40 (a) 1 12 3 35 113 650 California . 1 &31 0 31 88 0 0 Georgia . 1 13 4 57 151 850 50 TlliTinia _ _ .. _ _ 1 29 7 86 519 961 TnrliaTia _ _ 1 30 4 107 541 3, 500 34 8 112 339 350 TTanaas _ _ _ _ _ 1 12 2 42 90 20 Kentucky . 1 22 7 95 374 871 71 T.oniaiaTia _ _ _ 1 6 17 200 0 Maryland . 2 16 15 64 199 186 30 Massachusetts . 1 46 24 149 909 1,403 297 Michigan . 1 50 0 (a) (a) (a) (a) Minnesota . . 1 3 0 22 35 135 10 Mississippi _ 1 11 2 26 255 45 Missouri . . . 1 25 5 no 600 100 New. York . . . 77 10 368 1,554 1, 050 150 North Carolina _ _ _ 1 g 14 93 230 0 Ohio . 1 54 5 156 907 430 32 Oregon . - . 1 2 0 11 15 125 100 Pennsylvania . 1 34 37 207 915 750 50 South Carolina . . 1 4 25 Tennessee . . . . 1 13 17 51 251 656 Texas . 1 15 0 60 363 60 Virginia _ _ _ _ 1 6 2 37 214 1, 600 "West Virginia . 1 4 2 24 35 100 30 Wisconsin . 1 21 3 86 255 1, 200 150 Total . 29 580 171 2,083 7,684 16, 325 1, 195 a Reported witli deaf and dumb department. (See Table XTX and summary.) b For both departments. SCHOOLS FOK THE BLIND. CXLV Table XX. — Summary of statisfiGS of schools for the Mind — Continued. Property, income, &c. States. Value of grounds, buildings, and appara¬ tus. Amount of State or municipal appropria¬ tion for the past year. Receipts from other States and individu¬ als for the past year. Total receipts for the past year. Total expenditure for the past year. {a) (a) (a) f30, 000 i48,000 |9, 589 |9, 401 (a) f 1, 478 37, 773 (a) Georgia . 80, 000 17, 000 311 17, 311 16, 737 Dlinois . 155, 558 31, 327 1,749 33, 076 28, 974 500,000 32, 500 32, 578 31, 331 Iowa . 300, 000 26, 584 480 29, 450 27, 572 Kansas . . . 40, 000 9, 100 0 9, 100 9, 097 KentnoTry _ _ _ 100, 000 20, 235 34, 140 22, 124 Louisiana . 1, 500 4, 000 0 4, 000 4, 000 Maryland . 255, 000 12, 875 2, 337 15, 472 15, 842 Massachusetts . 284, 820 30, COO 15, 760 64, 325 60, 767 MicbiVan _ _ _ (a) (a) (a) Minnesota . 25, 000 4, 200 0 4, 200 4, 000 Mississippi . 15, 000 10, 000 0 10, 000 9, 500 Missouri . . . 200, 000 21, 500 0 21,500 21, 500 New York . . . 702, 452 100, 500 8, 218 254, 015 244, 683 North Carolina . . . (a) (a) (a) Ohio . . . 500, 000 46, 950 46, 950 43, 453 Oregon . 0 4, 000 0 4, 000 4, 000 Pennsylvania . 201, 000 39, 500 8, 240 63, 198 61, 318 South CaroliTia, _ _ (a) (a) Tennessee . 85, 000 31, 000 135 31, 135 38, 000 Texas . . . . 50, 000 14, 120 0 14, 120 13, 939 Virginia . (a) (a) c737 c42, 737 (a) West Virginia . . . . . (a) (a) 0 31, 497 (a) Wisconsin . . . 155, 000 dll3, 000 e83, 803 e70, 321 Total . 3, 680, 330 576, 391 39, 445 893, 969 736, 559 a Reported with deaf and dumb department. (Seo Table XIX and summary.) b Does not include salaries. c Including receipts for deaf and dumb departments. d Xinety-five thousand dollars of this were for replacing building destroyed by fire and furnishing new building. e Includes amount for building and furniture. E — X CXLVI REPORT OF THE COMMISSIONER OF EDUCATION. TABLE XXI. — orphans’ ASYLUMS, ETC. For further statistics concerning orphan asylums, soldiers’ orphans’ homes, infant asylums, miscellaneous charities, and industrial schools, reference is made to Table XXI of the appendix. Table XXI. — Summary of statistics of orphan asylums, soldier^ orphan^ homes, infant asylums, industrial schools, and miscellaneous charities. States and Territories. 1 Number in each State. | Number of officers, teach¬ ers, and assistants. Total number of inmates since foundation. Present inmates. Libraries. Income. - Expenditure. Total. Male. Female. Number of vol¬ umes. Increase in the last school year. Paet 1. — Orphan asylums. 3 15 225 74 17 57 150 $8, 500 $9, 612 California . 3 29 3, 446 616 332 284 1, 113 72 64, 590 67, 550 Connecticut . 5 33 6, 809 339 207 132 1, 150 85 41, 059 35, 618 Georgia . 4 16 472 121 68 53 400 100 14, 500 14, 000 3 25 2, 619 0362 122 110 4, 500 14, 391 Indiana . 5 36 2,633 414 323 91 220 14 19, 590 19, 284 1 6 120 25 ' 12 13 50 2, 000 1, 900 Kentucky . 7 45 1, 692 405 180 225 1, 565 50 12, 780 17, 281 Louisiana . 5 26 767 0373 125 245 272 20 15, 571 15, 606 1 3 294 34 34 3, 821 3, 821 Maryland . 9 48 3, 553 699 305 394 1, 598 55 35,722 45, 306 Massachusetts . 9 81 11, 425 905 362 543 887 62 72, 134 77, 902 Michigan . 3 21 2, 495 201 94 107 420 32 7, 500 9, 500 Mississippi. . _ . . . 1 6 224 52 52 350 4, 475 4, 451 Missouri . 8 91 12, 002 Ol, 065 200 776 1, 448 1, 025 16, 113 30, 049 'NP’P'P'da _ _ _ _ _ 1 133 49 33 16 470 92 13, 000 13, 200 Kew Hampshire . 5 147 34 21 13 425 50 3, 000 3, 000 Kew Jersey . 6 32 929 0572 187 139 1, 002 59 31,011 36, 334 New York . 49 498 40, 169 07, 233 3,581 3, 368 13, 442 1, 378 602, 300 583, 782 North Carolina . 1 13 300 110 50 60 100 0 11, 000 11, COO Ohio . 17 163 23, 089 ol, 414 724 508 2,815 100 102, 936 109, 751 Pennsylvania . 22 197 16, 037 02, 222 1,395 739 11, 645 170 139, 664 320, 341 RhodeTsland _ _ _ _ 1 5 407 35 14 21 4,291 3, 692 South Carolina . 4 21 769 113 70 43 298 170 16, 600 16, 825 Tennessee . 3 14 1, 920 63 23 40 618 18 2, 673 4, 500 Vermont ............ _ _ _ 2 13 1, 137 174 98 76 150 10, 659 10, 200 Virginia . 6 24 901 177 16 161 550 12 9, 000 8, 813 "West Virginia . . 1 5 115 3, 500 WLsconsin . 3 32 2, 446 346 140 206 135 15 23, 665 23, 731 District of Columbia . 3 17 1,346 257 189 68 300 30 10, 223 7, 878 Indian Territory . 1 10 230 160 80 80 23 23 22, 126 22. 126 Total . 188 1, 530 138, 736 018, 759 8, 968 8, 654 41, 596 3, 632 ],328, 503 1, 541, 444 Part 2. — Soldiers' orphans' homes. Illinois . . . 1 6 1, 018 271 138 133 1, 200 . 300 50, 000 Indiana . . . . 1 25 587 280 180 100 300 35, 000 35, 000 Iowa . 1 29 1, 260 209 128 81 1, 400 200 Ohio . . . 1 86 1, 189 602 360 242 755 0 110, 785 Pennsylvania . . 16 220 7, 762 2, 784 1, 708 1,076 11, 122 1, 154 247, 323 237, 893 Total . 20 366 11, 816 4,146 2, 514 1, 632 14, 777 1, 654 282, 323 433, 678 a Sex not reported in oil ra sp(=i. OEPHAN ASYLUMS, ETC. CXLVH Table XXL — Summary of statistics of orphan asylums, ^c. — Continued. States and Territories. [ Number in each State. Number of officers, teach¬ ers, and assistants. Total number of inmates since foundation. Present inmates. Libraries. Income. Expenditure. Total. Male. Female. Number of v o 1- umes. Increase in the last school year. Part d.—Infcmt asylums. California . 1 $2, 100 $1, 800 Connecticut . 1 2 1, 300 1 35 1 800 58 36 22 4 700 1 16 461 48 24 24 11, 000 4, 700 11 000 Michigan . 2 19 1, 865 30 30 4 000 New York . . . 6 62 11, 257 2, 596 1,341 1,255 35 12 382, 695 384, 372 1 6 230 40 63 21 19 3, 000 3, 000 Wisconsin . 1 4 0 63 District of Columbia . 1 70 30 40 Total . 15 144 15, 613 2, 905 1, 452 1,453 35 12 403, 495 410, 172 Part 4. — Industrial schools. California . 1 21 2,228 213 143 70 809 100 54, 000 57, 534 1 12 Q 12 40 14 1, 516 1, 843 Greorgia . 1 3 50 10 200 10 Dlinois . 1 25 200 Indiana . 1 25 50 Louisiana . . 1 18 150 50 50 0 300 25 5, 000 5,000 Maryland . 2 18 970 299 261 38 850 70 24, 666 19, 087 Massachusetts . . 2 3 256 65 65 32 2 2, 500 5,500 Michigan . 1 120 62 58 Missouri . . . . 1 10 2 500 400 60 5 112 4 219 New York . 13 241 96, 914 al2, 139 454 1, 340 3, 450 220 141, 178 228, 258 Ohio . 4 9 271 194 16 178 12, 678 11,678 Pennsylvania . 2 20 1, 349 106 106 3, 349 Tennessee . . . 1 2 41 13 0 13 117 650 Vermont . 1 19 450 70 0 70 100 80 80 Wisconsin . 1 3 95 24 7 17 200 6 606 5 103 District of Columbia . 2 8 528 65 28 37 100 60 4,506 4, 297 Total . 36 425 105, 875 al3, 662 1, 021 2,296 6, 398 551 261, 891 342, 599 Part 5. — Miscellaneous chari¬ ties. California . 1 1 53 987 926 Connecticut . 4 6 a80 1 46 750 12, 739 5, 988 Georgia . 3 4 246 57 57 100 2 500 4, 479 Illinois . 3 51 2 200 a\ 374 50 219 330 4 000 18 829 Indiana . 4 4 4, 447 50 50 4, 620 7, 058 Kansas . 1 3 1, 020 26 8 18 150 25 3,804 3, 391 Kentucky . 1 1 28 14 0 14 1, 185 2, 213 Louisiana . . . . 4 10 2, 236 366 45 321 500 23 915 23 017 Maine . . 5 12 710 108 10 98 325 9, 450 9,220 Maryland . 5 26 2,749 242 144 98 1, 050 25 35, 750 34, 578 Massachusetts . is 48 , 7, 973 393 187 206 2,050 85 60. 700 63, 286 Michigan . . 1 31 427 255 201 54 700 215, 000 210, 675 Missouri . 2 31 12, 000 8 138 31 107 600 2, 500 New Hampshire . 4 2 3 3 60 1, 360 a Sex not reported in all cases. CXLVIII REPORT OP THE COMMISSIONER OF EDUCATION. Table XXI. — Summary of statistics of orphan asylums, ^c. — Contintied. States and Territories. 1 Number in each State. Number of officers, teach¬ ers, and assistants. Total number of inmates since foundation. Present inmates. Libraries. Income. Expenditure. Total. Male. Female. Number of vol¬ umes. Increase in the last school year. 1 48 36 12 New York . 38 362 92, 081 a2, 787 1,316 1, 411 7,531 511 ^61, 805 $551, 060 North Carolina . . . 1 2 500 Ohio . . 7 37 2, 998 733 456 277 600 50 22, 318 105, 938 Pennsylvania . 16 64 4, 952 708 98 610 400 20 232, 635 63,429 Khode Island . 2 4 552 85 20 65 South Carolina . 2 8 1, 440 224 194 30 300 300 16, 000 Tennessee . 1 25 1, 600 150 5Q 100 0 0 Virginia . 1 7 7 0 7 0 350 37.1 Wisconsin . . 2 6 276 30 12 18 50 2, 724 2,873 District of Columbia . 2 36 13 23 2, 364 2,364 Total . 126 732 137, 956 a7, 967 2,872 3, 844 15, 436 1, 016 1, 213, 406 1, 113, 559 Total, Part 1 . . 188 1. 530 138, 736 al8, 759 8, 968 8,654 41, 596 3, 632 1, 328, 503 1, 541, 444 Total, Part 2 . 20 366 11, 816 4, 146 2,514 1, 632 14, 777 1, 654 282, 323 433, 678 Total, Part 3 . 15 144 15, 613 2, 905 1, 452 1, 453 35 12 403, 495 410, 172 Total, Part 4 . 36 425 105, 875 al3, 662 1, 021 2,296 6, 398 551 261, 891 342, 599 Total, Part 5 . 126 732 137, 956 a7, 967 2,872 3, 844 1.5, 436 1,016 1, 213, 406 1, 113, 559 Grand total . 385 3,197 409, 996 a47, 439 16, 827 17, 879 78, 242 6, 865 3, 489, 618 3, 841, 452 a Sex not reported in all cases. EEFOEM SCHOOLS. CXLIX TABLE XXII. — REFORM SCHOOLS. For detailed statistics of these schools, reference is made to Table XXII of the appendix. Table XXII. — Summary of statistics of reform schools. States. Number in each State. Number of teachers, officers, and as¬ sistants. Number committed during the year. Number discharged during the year. Present inmates. Sex. Race. Male. Female. White. Colored. Male. Pemale. Connecticut _ ... _ ... _ _ _ 1 4 12 43 34 109 93 16 llliTioia . . . 2 17 10 383 220 334 314 20 Indiana . 2 20 13 183 150 325 150 422 53 Iowa . . . 2 9 9 113 109 131 83 191 23 ICftTitncIry _ _ _ 1 12 8 75 75 155 48 Maine . . . . . 1 6 9 49 53 143 140 3 Maryland . 3 27 11 199 106 447 37 298 186 Massachusetts . 9 74 61 904 669 1,251 334 1, 506 79 Michigan . 2 36 16 2,382 2, 339 812 141 226 32 Minnesota . 1 2 4 28 25 104 6 107 3 Missouri . 2 21 6 243 167 221 53 254 20 !N"ew Hampshire . 1 6 7 53 42 96 15 111 0 New Jersey . 2 15 14 92 87 214 30 222 22 New York . 9 80 54 3, 436 2, 404 3, 007 1, 108 3, 472 65 Ohio . 4 45 46 590 427 833 243 778 44 Pennsylvania . 4 33 33 415 531 551 176 588 139 Rhode Island . 1 11 8 120 134 182 36 190 28 Vermont . 1 6 8 34 125 13 133 5 Wisconsin . 1 18 17 107 82 415 408 7 District of Columbia . 2 6 6 65 44 159 77 82 Total . j 51 448 352 9, 514 7, 698 9, 505 2,582 9, 530 827 CL REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Summary of statistics of reform schools — Continued. Connecticut . Illinois . . Indiana . . Iowa . Kentucky . . Maine . Maryland . . Massackusetts . MicMgan . Minnesota . . Missouri . New HampsMre . New Jersey . NewTork . Ohio . Pennsylvania . Ehode Island . Vermont . 'Wisconsin . District of Columbia. , Total.. Present in¬ mates. Nativity. 179 184 197 975 238 27 211 257 483 117 201 36 329 156 3, 854 683 •3 a a I 249 4, 259 1, 081 629 875 1, 504 2, 862 15, 103 21, 510 281 3, 509 853 745 39, 362 6, 739 5, 675 2, 405 1, 321 432 1,400 900 175 600 1, 400 2, 000 7, 224 3, 308 850 300 175 175 7, 859 3, 980 3, 105 2, 000 100 1, 274 100 100 200 300 50 249 218 2.50 100 50 37 259 I, 394 36, 925 2, 213 1, 404, 183 f 15, 758 46, 123 50, 000 20, 000 27, 000 62, 776 144, 794 41, 951 27, 000 30, 065 21, 918 29, 245 526, 495 137, 507 128, 173 32, 124 15, 106 48, 148 $3, 000 3, 325 6,000 4, 000 9,742 11,537 24, 542 8, 900 4, 778 3, 796 63, 892 5, 600 20, 799 4, 208 174, 119 The matters of interest relating to these institutions are too numerous to he dis¬ cussed here. I hope to he able to treat them in a separate publication. It cannot be doubted that these schools have supplied a great want and are performing a most essential work. They are often embarrassed by being classed among the punitive institutions, and more or less excluded from the sympathy extended by the public to institutions for the education of the young. All considerate persons are anxious to give them a position, both in fact and in appearance, best calculated to aid those intrusted to their care. Mrs. Mary E. Rockwell, assistant superintendent of the Girls’ Industrial Reform School, in Connecticut, expresses in strong terms a fear which comes up from many quarters, viz, that these institutions are not so designated and treated by the public as to most completely relieve of odium those who have enjoyed their benefits and who earnestly seek to improve the advantages afibrded them. She objects to “all expressions which characterize these schools as preventive, reformatory, or industrial, in distinction from others * * * i would plead earnestly for the abol¬ ishment not only from statute books, records, and reports, but from the acts, words, and thoughts of individuals, of the assumption that the child of the State is, by that posi¬ tion, less worthy of respect and trust than the child of the citizen. I would ask that the adoption of a boy or girl into any of the families which society has created for their care and instruction, shall not be made a reason for a difierence in the estimation of society between them and children brought up by their own parents ; that, in fact, no more disgrace or distrust shall attach to their pupils than to those of the public schools. Above all, I would recommend that no criminal process, nor anything re- SCHOOLS FOR THE FEEBLE-MINDED. CLI sembling a trial in court, nor any records calling in question the character of the child, should he used. * * * It is a serious matter what the world outside of the school thinks of it and its work. If the results of its training are to he abiding, the children mast not be made ashamed of the place where it was received. If you desire that they should profit by the instruction and restraints provided for them, you must your¬ selves honor the schools, and see that no stigma is attached to their pupils.” TABLE XXIII.— SUMIVIARY OF SCHOOLS FOR THE FEEBLE-MINDED. Table XXIII of the appendix presents the statistics of schools for the instruction of feeble-minded youth, of which the following is a summary : Table XXIII. — Summary of statistics of schools for feeble-minded youth. j Number. I Name. Number of instructors and other employes. Number of in¬ mates. Number dismissed im¬ proved since opening. Income. Expenditure. Male. Female. Total. 1 nmTnp,p,tir*,nfi Sr.honl for Tmberiloa _ 13 38 36 74 2 Illinois Asylum for Feeble-Minded Children.. 27 67 35 102 193 ^24, 500 $24,500 3 Iowa Asylum for Feeble Minded Children. . . . 14 29 15 44 a2, 000 a2, 500 4 Kentucky Institution for Educating Feeble- 22 60 57 117 43 25, 000 25, 000 Minded Children. 5 Private Institution for the Education of Fee¬ 49 59 25 84 128 39, 745 ble-Minded Youth, (Barre, Mass.) 6 Massachusetts Schools for Idiotic and Feeble- 21 47 32 79 497 32, 915 20, 278 Minded Youth. 7 Hillside School for Backward and Peculiar 7 6 1 7 9 Children, (Fayville, Mass.) 8 Idiot Asylnm, Randall’s Island, N. Y _ 4 94 88 182 17, 614 9 New York Asylum for Idiots . 46 139 85 224 350 45, 617 44, 460 10 Ohio State Asylum for Idiots . . 86 243 171 414 88, 805 70, 240 11 Pennsylvania Training School for Feeble- 29 136 97 233 600 57, 551 58,349 Minded Children. Total . 318 918 642 1, 560 1, 820 276, 388 302, 686 a For 5 montlis since opening. These schools deserve the special study and sympathy of every educator and philan¬ thropist. It is an honor to our country that so large a number of these unfortunates is greatly aided. The work requires the very first qualities of both mind and heart on the part of managers and teachers, and the limited powers of nature which they undertake to develop demand the very best knowledge of both analytical and synthetical methods in education. Concerning the Iowa State Asylum for Feeble-Minded Children, at Glenwood, Iowa, the superintendent. Dr. O. W. Archibald, reports as follows : The school was opened on the first Wednesday in September, 1875, with only one pupil. The number rapidly increased to 44, and at the date of the report, February 5, 1876, there had been received, in all, 60 applications. The school is now in success¬ ful operation. The buildings at present belonging to the institution will comfortably accommodate from sixty-five to seventy pupils. The completion of the building for the school at Jacksonville, Ill., under the super¬ vision of Dr. Wilbur, is specially creditable to the State. ^ It is hoped that means so CLII REPORT OF THE COMMISSIONER OF EDUCATION. ample will be furnished as that nothing may he lacking to carry on the great experi¬ ment committed to it. TABLE XXIV. — BENEFACTIONS. For fuller examination of these interesting facts during the year, reference should bo had to Table XXIV of the appendix. Table XIV. — Statistical summary of henefactions, by institutions, for 1876. Institutions. "o H Endowment and general purposes. Grounds, build¬ ings, and appa¬ ratus. Professorships. I Fellowships, schol- a r s h i p s , and prizes. Aid for indigent students. Libraries and mu¬ seums. Object not speci¬ fied. Universities and colleges. $2, 743, 248 !$1, 295, 250 |1, 018, 696 $204, 669 $75, 096 $3, 163 $17, 701 $128, 673 Schools of science. . 48, 634 24, 439 8,235 12, 750 2, 610 600 Schools of theology . 254, 524 98, 079 13, 000 2,700 28, 000 3, 450 7, 895 101, 400 School of law . 2, 500 2, 500 School of TnediciTift. _ 36, 750 26, 550 10, 100 100 Institutions for the supe- 79, 950 30, 000 22, 950 2, 000 2,000 1, 500 21, 500 perior instruction of women. Preparatory schools . 202, 331 136, 514 900 1, 080 600 63, 237 Institutions for second¬ ary instruction — Schools for boys ...... 35, 000 32, 500 2, 400 100 Sch ool s for rl a _ 35, 575 4, 230 22, 850 1, 100 100 7, 295 Schools for boys and 247, 557 138, 545 87, 205 3, 000 1,900 300 430 16, 177 girls. Libraries. 970, 300 300, 000 670, 300 Museums of natural his¬ 1, 725 1,725 tory. Institutions for the deaf 33, 751 11, 000 22, 751 and dumb. Total . . 4, 691, 845 1, 799, 607 1, 483, 936 210, 369 123, 226 12, 723 700, 851 361, 133 The above summary gives the various objects for which benefactions have been made during the year, without reference to States. The objects which lead are universities, colleges, libraries, schools for boys and girls, schools of theology, and pre¬ paratory schools. Secondary schools for the separate instruction of girls and boys received p,bout an equal amount ; schools for the superior instruction of women less than $80,000 ; schools of science less than $49,000 ; schools of medicine less than $47,000. It is very gratifying that in the severity of the financial trials of the country the total amount is in excess of that for 1876. BENEFACTIONS. CLIII Table XXIV. — Statistical summary of benefactions, by States. States and Territories. Total. Universities and colleges. Schools of science. Schools of theology. 1 School of law. Schools of medicine. Institutions for the su¬ perior instruction of women. ^^12, 837 6, 900 740, 830 1, 000 87, 600 6, 000 1,000 4,200 248, 325 479, 175 69, 372 44, 000 26, 700 2, 126 43, 305 13, 400 102, 640 76, 426 37, 619 4, 150 97, 662 200, 725 $2, 100 6, 900 736, 600 $1, 200 $5, 500 fl50 20, 000 179, 792 70, 725 61, 551 41, 500 22, 700 726 9,200 $2, 500 500 2,500 1, 500 1, 000 lyrainpi . . $600 Maryland . . . TVTassfl.r'.TiTiRfttta . . 58, 210 74,926 26, 969 2, 000 4, 000 1, 500 10, 000 3, 000 2,600 23, 500 Michigan . . . Minnesota. _ Mississippi . . Miasonri . . . . 95, 000 200, 225 100 Ifebrasta . . Nevada . New Hampshire . 5,975 254, 579 565, 655 18, 081 415, 762 17, 954 243, 772 54,222 5,406 460, 288 2,600 21, 600 262, 634 20, 000 26, 575 800 9, 350 600 3, 000 New .Tersey _ 101, 200 74, 140 9, 041 93, 862 17, 254 203, 932 53, 922 6, 800 105, 379 34, 850 New York . 27, 950 2,000 North Carolina . Ohio . 17, 000 100 . 4,500 Oregon . Pennsylvania . . . 9, 795 Ehode Island . South Carolina . 1, 500 6, 000 1, 300 12, 000 Tennessee . 405, 763 Texas . . Vermont . . . Virginia . 165, 000 20, 000 21, 210 39,234 56, 400 "West Virginia. _ "Wisconsin _ 400 800 2,000 District of Columbia . Dtah . Washington . Total . 4, 691, 845 2, 743, 248 48, 634 254, 524 2, 500 ' 36,750 79, 950 CLIV EEPOET OF THE COMMISSIONEE OF EDUCATION. Table XXIV. — Statistical summary of benefactions, by States — Continued. States and Territories. Preparatory schools. -Institutions for secondary in¬ struction. Libraries. Museums of natural his¬ tory. Institutions for the deaf and dumb. Schools for boys. Schools for girls. Schools for boys and girls. $10, 237 $500 $30 1,000 800 3, 000 54, 600 25, 050 6, 000 1, 000 4, 050 3.3, 333 7, 400 6, 696 $1, 200 $450 3, 500 400, 000 550 125 1, 000 1, 500 1,000 2, 705 $100 300 TVra.inft _ _ 40, 000 Maryland ...... .... _ 2, 400 $11,000 Massachusetts . 4, 780 1, 950 5, 600 Michigan . . . . Minnesota . 650 Mississippi .... _ _ _ 1,150 Missouri _ _ 2, 562 'N'fthraska _ 500 ITevada . !N^ew Hampshire . . 125 2, 850 41, 200 49, 456 540 300 'N’r'w .Jersey _ _ Hew Xork . . . . . 86, 759 30, 500 1,500 260, 000 Horth Carolina . . 7, 000 Ohio . 300, 000 Oregon . . ... _ 700 200 Pennsylvania . 1,400 300 3,130 5, 694 22, 751 Ehode Island . South Carolina . 30 20, 000 746 28, 525 1, 300 9, 000 Tennessee . Texas . Vermont . 600 Virginia . 500 1,500 "West Virginia . Wisconsin . . . 1, 765 1,200 District of Columbia . Utah . 9, 350 Washington . 600 Total . 202, 331 35, 000 35, 575 247, 557 970, 300 1, 725 33, 751 The above view presents the outlines of these interesting facts by States. It should be remembered that the reports are from the institutions, and, therefore, indicate the States where the benefactions have been received, and not always the State from which they are received. For instance, the large benefagtion to Vanderbilt University, Ten- EDUCATIONAL PUBLICATIONS. CLV nesseo, was bestowed in New York. The year bas been remarkable for tbe number of men of the greatest wealth who have passed away. The records show how slightly their names will be connected with institutions of learning. Judge Nathan Crosby, of Lowell, Massachusetts, in a eulogy on Hon. Tappan Went¬ worth, of that city, who gave $300,000 to the Dartmouth trustees for the benefit of the college, remarks : We may legitimately suppose that Mr. Wentworth, with his large amount of prop¬ erty to dispose of, spent many anxious hours in looking over the various objects and claims of benevolence and the great field of doing good. He was not the man for flourish of trumpets. No fancy object, no eccentric theory in morals or religion, no doubtful adventures, found favor with him. Without consultation, advice, or influ¬ ence, he worked out the problem for himself. His postulates must have been that the mind is the great working power of life ; that it must be strengthened, instructed, expanded, cultivated, and balanced by varied, large, and solid learning, and all this must be done before manhood is reached and the mind turned to the business departments of life ; that the college is the chief field for this culture ; that education now covers four planes of study : the primary school, the high school, and academy, the college and the professional schools, and that of these, the college is the chief and most important. Here are four years of continuous study in the various branches of mental development and acquisition. Here is where the mental structure is built and equipped. Here is where weak powers are strengthened ; where the crooked are made straight ; where deficiencies are supplied and excrescences removed; where the mind is hammered, and filed, and polished ; where the rustic be¬ comes a gentleman, the vulgar refined, the ignorant wise ; in fact, where the boy becomes a man. Table XXV. — Summary of the numher of educational jyublications. Number of firms in California . 3 Connecticut . 3 Illinois . 4 Iowa . 2 Maryland . 1 Massachusetts . 30 Michigan . 1 Minnesota . 1 Missouri . 4 New Hampshire . 2 New Jersey . 3 New York . 62 Ohio . 7 Pennsylvania . 27 Vermont . 1 Virginia.. . 2 Wisconsin . 1 District of Columbia . 2 Total . 156 Number of books on archaeology, fine arts, and music . 34 architecture . 8 bibliography and literature . 21 biography . . 47 dictionaries and encyclopaedias . 7 education . 45 general science . 26 geography and travels . 24 history . 77 language . 49 CLVI REPORT OF THE COMMISSIONER OF EDUCATION. Number of books on law . 56 mathematics . 16 mechanics and physics . 25 medicine and surgery . 84 natural history . 19 philosophy and logic . - . 12 political and social science . . . 11 theology and religion . 43 Total . . . . 604 In 1876, 156 firms, against 117 for 1875, reported themselves engaged in publishing educational works, and 604 books were issued, against 428 in 1875. Table XXVI. — Summary of patents for imjprovements in school furniture. From Alabama . 1 California . 1 Illinois . 2 Indiana . 6 Maine . 2 Massachusetts . 2 Missouri . . . 1 New Jersey . 1 New York . 18 Ohio . 3 From Pennsylvania . 6 Rhode Island . 4 Texas . 1 West Virginia . 1 Wisconsin . 1 District of Columbia . 2 England . 1 Total . 53 Improvements in alphabet board and blocks . 1 alphabet exhibitor . 1 letter block apparatus . 1 puzzle blocks . 1 toy building blocks . 1 dissected picture and letter blocks . 1 adding machine . 1 calculator for manufacturers of picture frames . 1 mechanical ledger . 1 relief map . 1 geographical globe for schools . 1 musical spelling tablet . 1 drawing board . 1 drawing board attachment . 1 draftsman’s saucer . 1 inkstands . 5 inkstand base . 1 slate-frame attachment . 1 pencil sharpeners . 3 combined pencil sharpener and eraser . 1 combined pencil sharpener, eraser, and holder . 1 ruler . 1 eraser . 1 blackboard attachment . 1 blackboard rubbers . 2 blackboard and other rubbers . 1 erasive tablet holder . 1 school desks . 6 folding school desk . 1 TEAINING SCHOOLS FOE NUESES. CLVII Improvements in school desk and seat . 3 friction joints for school desks . 1 school seats . 3 school furniture . 3 planispheres . 1 ventilating churches, houses, &c . 1 Total . 53 METHOD OF TEACHING GEOGRAPHY. There are gratifying indications here and there of a disposition to let common sense have greater influence in the selection of subjects and methods of instruction. It is clear to the best observers that for the lack of this, time and effort are wasted. The London school board has so thoroughly recognized this waste that it has rigor¬ ously revised certain text books, reducing them to minimum manuals. Sir Henry Holland, eminent among other things for his geographical knowledge, remarking, in his eighty-fourth year, upon the imperfect manner in which geography is taught in English education, both public and private, says : “ It cannot be taught in any proper sense of the word by mere maps or a bald and wearisome nomenclature of countries, cities, mountains, and rivers. What is wanted is that these should be inti¬ mately blended with the history of the world of nature and the history of mankind, thereby better fixing the whole in the memory, and giving to geography its true rank among the sciences. The change thus indicated is in progress, but much is still wanted for its full accomplishment.” His autobiography further illustrates the right method of securing interest in this subject, and points out the benefit of the method. He remarks of his early life : “ I had a singular pleasure in all that belonged to the Tyne — its tidal changes, floods, and windings — and I was accustomed to pursue even to their sources many of the small streams (the hums and deans of Northumbrian speech) which run into this river. The phenomena of the tides had a peculiar interest for me. I well recollect the pleasure I felt in following their flow upward along these streams, marking the points to which they severally reached at spring and neap tides, and their various conflict with the waters flowing downward. These juvenile recollections are not effaced even by what I have since seen.” Burke remarks; “For my part I am convinced that the method of teaching which approaches most nearly to the method of investigation is incomparably the best ; since, not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew.” TRAINING SCHOOLS FOR NURSES. BELLEVUE HOSPITAL SCHOOL. Great interest is being manifested at the present time in the training of nurses for the sick. In May, 1873, a school was opened in connection with Bellevue Hospital, in New York, with a lady superintendent and a staff of six nurses. Since that time schools have been opened, though not all on the same plan, in Boston, New Haven, Philadel¬ phia, and at Charity Hospital on Blackwell’s Island. The Johns Hopkins Hospital, in Baltimore, is preparing plans for one on a large scale, and others are projected in New York and elsewhere. Those who founded the Bellevue school were inspired by their knowledge of the bad nursing and attendant evils in Bellevue Hospital, and in appealing to the public for the funds necessary to start the work they announced their object as threefold, viz : First. To train intelligent women to become skilled hospital nurses, under the super¬ vision and instruction of physicians, whose standard of a nurse’s duties would be exact and rigid, thus improving hospital nursing, not only at Bellevue, but throughout the country. Second. To train nurses for the proper care of the sick in private families. Third. To send nurses to the sick poor in their own homes, choosing for this object those whose Christian character, tact, and sympathy would fit them to be associated with the Bible women now attached to many of our churches. CLVIII REPORT OF THE COMMISSIONER OF EDUCATION. 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 was one of the most serious of the early difficulties, but as the object of the school came gradually to be understood throughout the country, applications from women deliberately choosing this profession, and desiring to learn it thoroughly, were too numerous to be granted. In May, 1875, the first class of six graduated ; a second class of seven passed their medical and surgical examination, and graduated January 31, 1876. And from that time the school has sent out every six months a class of trained women, who either establish themselves in the work of private nursing or remain attached to the train¬ ing school as nurses, being sent out with pupils of the second year to private cases. The success and growth of this school may be seen from a statement in their report for the year 1876 : From nine wards, with one hundred and sixty beds and thirty-one nurses, on the 1st of last February, we have now twelve wards, one hundred and ninety-two beds, and fifty nurses. Ten trained nurses are at the presenis time detailed for private service. Seventy- three private cases have been attended during the year, and nurses have been sent to Albany, Newport, Saratoga, Philadelphia, Newark, Orange, and Brooklyn. A class of six nurses graduated and received their diplomas in May, and another in October. On entering the school, the pupils receive instruction — First. From the head nurse of the ward to which they are assigned in general ‘‘ ward work ” and in the personal care of the patients. Second. From the assistant superintendent in physiology, management of a sick room, and the duties of a nurse. Third. From physicians and surgeons by the bedside of the patients. Fourth. From lectures. Course of training. Those fulfilling the conditions of the probationary month will be accepted as pupil nurses. They must agree to remain at the school for one year, and after that time to consider themselves subject to the orders of the committee (of whom the superintendent will make one) for an additional year, making two years in aU, in consideration of the training received. The instruction includes : 1. The dressing of blisters, bums, sores, and wounds ; the application of fomentations, poultices, and minor dressings. 2. The application of leec&s externally and internally. 3. The administration of enemas. 4. The management of trusses and appliances for uterine complaints. 5. The best method of friction to the body and extremities. 6. The management of helpless i^atients ; making beds, moving, changing, giving baths in bed, preventing and dressing bedsores, and managing positions. 7. Bandaging, making bandages and rollers, lining of splints. The pupil nurses will attend operations and assist at them. They will be taught every kind of sick cookery and the preparation of drinks and stimulants for the sick ; to understand thoroughly the art of ventilation without chilling the patient, both in private houses and in hospital wards, and all that per¬ tains to night in distinction from day nursing ; to make accurate observations and report to the physician of the state of the secretions, expectoration, pulse, skin, appe¬ tite, temperature of the body, intelligence, as delirium or stupor, breathing, sleep, condition of wounds, eruptions, formation of matter, effect of diet or of stimulants or of medicines, and to learn the management of convalescents. The teaching will be given by attending and resident physicians and surgeons at the bedside of the patients, by the superintendent, and by the head nurses. The pupils will pass through the different wards, serving and being taught for one year. They will board and lodge at the home, and will be paid |10 a month for their clothing and personal expenses. This sum is in no manner intended as wages, it being considered that their education during this time will be a full equivalent for their services. They are required to wear the dress of the institution, viz, a gray stuff dress in winter and calico in summer, (simply made,) a white apron and cap, and brown linen Cliffs, covering the sleeve from wrist to elbow. Nurses will be cared for in illness at the home. At the expiration of the year they will be promoted to such positions as they may be found capable of holding, with an increase of salary. TRAINING SCHOOLS FOR NURSES. CLIX When the full term of two years is ended, the nurses thus trained will he at liberty to choose their own fields of labor, whether in hospitals, in private families, or in dis¬ trict nursing among the poor. On leaving the scfiool, they will, on passing an exam¬ ination, each receive a diploma signed by the examining board and by a committee of the board of managers. Rules for nurses going out to private service. 1. That the nurses are to attend the sick, both rich and poor, at hospital or private houses, as the committee or superintendent may appoint. 2. That when sent from the home to attend a patient they receive their instructions from the superintendent, and do not leave the case without communicating with her. This they can do by letter at any time. 3. That while on duty in the home, at the hospital, or in private houses, the regu- ations of the school with regard to dress are to be observed by the nurse. 4. That a nurse is always to bring back with her a certificate of conduct and efiS- ciency from the family of her patient or from the medical attendant. It is expected that nurses will bear in mind the importance of the situation they have undertaken, and will evince at all times the self denial, forbearance, gentleness, and good temper so essential in their attendance on the sick, and also to their char¬ acter as Christian nurses. They are to take the whole charge of the sick room, doing everything that is requisite in it, when called upon to do so. When nursing in fami¬ lies where there are no servants, if their attention be not of necessity wholly devoted to their patients, they are expected to make themselves generally useful. They are to be careful not to increase the expenses of the family in any way. They are also most earnestly charged to hold sacred the knowledge which to a certain extent they must obtain of the private affairs of such household or individuals as they may attend. The following suggestions are jnade by the directors of the Bellevue school as to the organization and management of similar schools : The superintendent, — She should be a lady in the best sense of the word, combining Christian graces with mental ability, having tact, judgment, and good temper, and pos¬ sessing that nameless power peculiar to good generals of inspiring an esprit de corps in her subordinates. She should be held responsible by the governing body of the hospital for the discipline of her nurses, their good conduct, the order and cleanliness of the wards, and the domestic arrangements of the hospital. All the servants and nurses should in the performance of their duties be responsible to her alone. She should be responsible to the medical authorities that their orders for the treatment of the sick are satisfactorily carried out. Neither a medical officer nor any other male head should have the power to dismiss or suspend a nurse or servant for bad conduct or neglect of duty. He should report the case to the superintendent, who as we have said is responsible for the conduct of her subordinates. “ Simplicity of rules — placing the nurses in all matters regarding management of the sick absolutely under the orders of the medical men, and in all disciplinary matters absolutely under the female superintendent, to whom the medical officers should re¬ port all cases of neglect — is very important. At the outset, there must be a clear and recorded definition of the limits of these two classes of jurisdiction. Of course if she does not exercise the authority intrusted to her with judgment and discretion, it is then the legitimate province of the governing body to interfere and remove her. It is necessary to dwell strongly on this point, because there has been not infrequently a disposition shown to make the nursing establishment responsible on the side of dis¬ cipline to the medical officer or the governor of a hospital. An attempt to introduce such a system would be merely to try anew and fail anew in an attempt which has frequently been made. In disciplinary matters a woman only can understand a woman.^^ To this opinion of Miss Nightingale we give our emphatic assent. To turn a body of young women into a hospital with no female head whom they can respect and must obey will be sure to end in failure so far as a school is concerned, and in disaster in other ways. Pupils should be, as a general rule, between the ages of twenty-one and thirty-five, unmarried or widows. Habits of obedience, order, regularity, neatness, and quickness of observation, all indispensable qualities in a nurse, cannot be acquired after middle life, and it will scarcely occur that before the age of twenty-one a woman will have acquired that steadiness of purpose which a profession of such labor and self sacrifice entails. The pupil should have good temper and good health ; a woman whose vision or hearing is defective, who is lame or delicate in any way, should not be accepted. Our experience proves that the better she is educated and the more refined and intelli¬ gent she is, the better nurse she makes, and we are glad to see that as the work becomes better known we have applications from women of a higher grade than many of those who first offered, and we look forward with confidence to the period, and that not long distant, when the profession of a nurse for the sick will rank with that of a teacher for the young. CLX REPORT OF THE COMMISSIONER OF EDUCATION. Besidence. — Miss Nightingale regards it as indispensable that the superintendent and her nurses should live within the hospital. Our experience is the reverse of this, and we account for it thus : American women, who are generally of sensitive nervous organization, brought from the comfortable homes of our rural districts, are at first depressed by the painful aspects of hospital life, and afterward, if they become interested in their work, they take it so “ to heart” that unless they are forced to leave the hospital when off duty they would never have it oft* their minds, and in the end their health would be affected. Hence it is of great importance to the health and morale of the pupils that they should ha\ e a cheerful, comfortable home, where they can each day throw off the cares of their profession and rest when exhausted. We attribute the good health enjoyed by our pupils (no dangerous illness nor death has occurred among them in three years and a half) to their home, from which they walk to and from the hospital three times a day. Salary. — It has been remarked by some with surprise that pupils should be paid while receiving their education. “Why should not women who are enjoying such advantages give their services in return f ” To the same question Miss Nightingale gives the following reply : “ The real point is that the women who have to earn their bread cannot, after twenty-five years of age, seek situations which require a year or more previous training ; this, which is often overlooked, is so important that one sine qua non for all institutions which train nurses is that the probationers, if really good subjects are to be obtained, should receive wages during their year’s training.” Dress. — A uniform, however simple, is indispensable, and should be rigidly enforced. It is advantageous on the ground of economy as well as neatness, and its effect on a corps of nurses Ls the same as on a company of soldiers. BOSTON TRAINING SCHOOL FOR NURSES. This institution went into operation in November, 1873. The school began with six pupils, nursing twenty-two patients in two wards. In 1 876 the pupils numbered twen¬ ty-five, with eight head nurses, nursing 147 patients in eight wards. The course of instruction in this school is similar to that of the Bellevue Hospital school. The cost of carrying it on when it shall furnish all the fifty-two nurses required in the Massachu¬ setts General Hospital, to which is attached, will it is estimated he about four thousand dollars per annum. CONNECTICUT TRAINING SCHOOL FOR NURSES. The school aims — First. To provide a useful and honorable means of livelihood for young women who desire to support themselves. Second. To help the sick poor in the hospital and out of it. Third. To train nurses for the families of the public in times of distress. The number of pupils is limited at any one time to twelve, and fifteen months are their term of service. A colored pupil has recently been admitted. The great desire of this school is to have the opportunity to train nurses for mission work, but the fact that this as well as the other schools depends for its support upon the rich, deprives it of the privilege of sending nurses to the poor. The same obstacle was found in England, and Miss Nightingale says : Experience hitherto shows that if an institution is begun to provide skilled nurses for the rich and poor, especially if it be self-supporting, it ends by providing skilled nurses for the rich alone. For the rich must come first if the institution is to be self supporting, and if the rich come first they will be first and last. PHILADELPHIA LYING-IN AND NURSE SCHOOL. Since the organization of the Lying-in Charity, in 1831, there have been about ten thousand patients cared for in the obstetrical department of the institution. Nearly four thousand of these have received nursing aid, and many of the most destitute-have received nourishment and clothing ; many hundreds of cases have been cured or re¬ lieved at the clinic for diseases of females. One hundred and ninety-five nurses have received regular and explicit instruction in the lecture room since 1844, besides a number unknown, who appear to have received “instruction” and “ training ” of some kind from the physician of the Lying-in Charity, under the auspices of the Nurse Society, between the years 1839 and 1844. One thou- EDUCATION AND THE STATE. CLXI sand three hundred and eighty-three medical gentlemen have also received instruction in the lecture room, and occupied the position of pupil physician to the Lying-in Char¬ ity. More than six thousand citizens have applied at the institution for nurses, of whom about four thousand have been supplied.” SCHOOL OF DOMESTIC SCIENCE. A School of Domestic Science and Art has been established in the Illinois Industrial University, and Dr. Gregory, the regent, remarks; The purpose is to provide a full course of instruction in the arts of the household and the sciences relating thereto. No industry is more important to human happiness and well being than that which makes the home. And this industry involves princi¬ ples of science as many and as profound as those which control any other human employment : it includes the architecture of the dwelling house, with the laws of heat¬ ing and ventilation ; the principles of physiology and hygiene, as applied to the sick and the well ; the nature, uses, preservation, and preparation of animal and vegetable food for the healthful and for invalids ; the chemistry of cooking ; the uses, construc¬ tion, material, and hygiene of dress ; the principles of taste as applied to ornamen¬ tation, furniture, clothing, and landscapes ; horticulture and culture of both house and garden plants ; the laws of markets ; the usages of society and the laws of etiquette and social lifo.— (Catalogue and circular of Illinois Industrial University, 1876-77.) THE DUTY OF THE STATE RESPECTING EDUCATION. An oft repeated objection to the common school system is made by those who believe that the whole responsibility for the instruction of the child rests with his parents, or with his family connections, or with his spiritual pastors. The State or the city, it is said, has no right to educate the young within its limits. The experience of England in this matter is one of great interest. No one can deny the conservative character of English thought, society, and life. Change is to the Englishman the worst of ordinary evils. Even an abuse, if hoary with years, receives almost affectionate reproach. Only by successive improvements and modifications have the great changes in English laws and usages been achieved. It may be of interest to mark a few of the points of this progress in the methods of sup¬ plying English elementary instruction. King Alfred urged on parents the duty of educating their children. In succeeding ages benevolent men founded schools, this being especially the case during the reigns of the Tudor monarchs. But the popular ignorance was always appallingly great ; even the earnest appeal of the great Milton in behalf of education did not lead the independents under Cromwell to favor public intelligence. The philosophic Locke spoke to his countrymen almost in vain. The example of her own New England colo¬ nies was unheeded. Then came the period of individual effort and labor : Raikes, with his Sunday school in Gloucester, (1781;) Bell’s first school in St. Botolph’s, Aldgate, (1797;) Lancaster’s first school in 1798, and his Royal Lancasterian Institution in 1808, which has become the British and Foreign School Society ; then Bell’s labors in founding the National Society in 1811 ; Pounds, the Portsmouth cobbler, founded the first ragged school in 1818, and Wilderspin the first infant school in 1824. But how little individual and ecclesiastical labor had been able to accomplish for the instruction of the common people was shown by the published results of Brougham’s parliamentary commission, and was driven home by the trenchant essay of John Foster on the Evils of Popular Ignorance, 1819. Even then twenty years were allowed to elapse before the department of education was established. Then thirty-three years passed before popular ignorance had so forced itself on the attention of the public that the elementary education act of 1870 became a law. This law’^ and its successive amendments, the acts of 1873 and 1876, show that * An abstract of this law was given in tbe annual report of this Office for 1870. E— XI CLXII REPORT OF THE COMMISSIONER OF EDUCATION. England has at last gone seriously and systematically to work to get rid of popular ignorance. Nothing can better show the wisdom, prudence, and success of the meas¬ ures taken than the paper (now presented to the reader) by William Jack, M. A., LL.D., formerly one of Her Majesty’s inspectors of schools. THE RESULTS OF FIVE YEARS OF COMPULSORY EDUCATION IN GREAT BRITAIN.* I do not propose to discuss the question whether the quality of elementary education in Great Britain has improved or deteriorated in consequence of the introduction into the country of compulsion. Few inquiries would be more difficult. There is no abso¬ lute standard of quality, and the question whether an increased amount of teaching in “extra subjects” has compensated for the falling off, if therfe is any falling off, in the acquirements ascertained by the pass examinations in reading, writing, and arithmetic, would be answered differently by different people. I use the word results for two things which can be measured in figures : (1) The change in the nuniber of children attending efficient elementary schools. (2) The change, if any, in the regularity of attendance at school. PROVISIONS OP EDUCATION ACTS IN ENGLAND AND SCOTLANT). In the English education act of 1870, the government for the first time sanctioned the principle that wherever the school board of a locality believes that children ought to be compelled to attend school, parents may be compelled to send them under penalty of fine or imprisonment, under such by-laws as the school board may enact. Since that time school boards representing a population of nearly twelve and one-half millions of people in England and Wales have passed and worked compulsory by-laws. Compulsion was, up to October, 1876, adopted by 46 per cent, of the whole^ population of England and Wales, and by 82 per cent, of the borough population. In the new education act of 1876, England has adopted the principle of universal compulsion, creating a school attendance committee where there is no school board, and enjoining that committee or the school board of the locality to make and enforce by-laws and otherwise carry out the provisions of the act. Its provisions are briefly these : First. It is declared to be the duty of every parent to see to the elementary education of his child above five and below fourteen. Second. No employer is permitted to employ — ( 1 ) Any child under ten years of age, with certain — no doubt considerable — permitted exceptions; or (2) Any child over ten and up to fourteen without a certificate either of education or of previous attendance of a due amount. The employer is liable in penalties not exceeding forty shillings. The parent is lia¬ ble for his child, and he may be fined or his child may be taken from him and sent either to a certified industrial school or to a new kind of certified day industrial school, which will give meals, probably i n most cases a midday meal, but not lodging. The school board and the school attendance committee are to have power to make by-laws which can be legally enforced regulating the attendance of children. For the present the standard of education required after ten will be Standard IV,t that suitable to ordinarily well trained children between ten and eleven, and of school attendance 250 attendances (out of 450 possible) in each of five years after five years of age. These provisions will come into force fully in 1881. Up to Christmas, 1876, in consequence partly of some oversight in drawing the new act, there is no experience large enough to enable mo to describe its working or forecast its results. In Scotland, the act of August, 1872, for the first time adopted the principle of uni- * This paper originally appeared in Macmillan’s Magazine for November, 1876. It is now republished, with many additions by the author himself, and with his consent. t Reading, a few lines of poetry or prose, at the choice of the inspector; writing, a sentence slowly dictated once, by a few words at a time, from a reading booh, such as is used in the first class of the school; arithmetic, compound rules, (common weights and measures.) COMPULSORY EDUCATION. CLXril Yersal statutory compulsion, and the school boards which are established in every par¬ ish in that country have since been charged to see that all children between five and thirteen attend school with reasonable regularity. Offenders are liable to prosecution by the school board before the sheriff. But there is no definition of regularity of attendance in the act ; there is no power given to school boards to make hinding by-laws in the matter ; and the sheriff is the sole judge whether a school board prosecuting for irregularity is setting up a reasonable or an unreasonable standard. In Ireland there is no compulsory law. COMPARISON OF RESULTS — IRELAND. In the belief that a statement of the actual results of the compulsory measures which have been tested by experience may be generally interesting, and in the hope that it may point to some important practical inferences, I have collated the statistics of the different countries and of several great cities. I owe my information to the official returns, and especially to the great courtesy of the .school board officers for London, Birmingham, Liverpool, Manchester, Glasgow, and Edinburgh. Ireland, as I have said, is under no compulsory law. Its educational progress may, therefore, be advantageously compared with that of Scotland and England, and espe¬ cially with that of the four great English communities in which compulsion has been more or less gradually introduced since 1871, and with that of Glasgow and Edinburgh, where it has been introduced since 1873. The returns are those of the national board, whose schools certainly supply most of the educational wants of that country; though, since the figures given as the results of the inquiry of the primary education commis¬ sion for Ireland held in 1868, there is no means of indicating the precise proportion of the work done there by outside organizations. The advance of education in Ireland may be measured by the following figures : Children on rolls, 1870 . 951, 000 Children on rolls, 1875 . 1, 012, 900 — an addition in five years of 61,000, or 6 per cent. This provision of school education in Ireland may at first sight seem sufficient ; the population being somewhere about five and a half millions, and one in six in school attendance being admittedly a very high figure, not reached by either England or Scotland. But the national board counts children on the roll in a way different from that general in England and Scotland. The details of that difference are explained in the Irish report for 1875, to which it is enough to refer my readers. In that year the board has for the first time given us the means of comparing attendance with population according to the scale with which we are familiar in England. It appears that, instead of 1,012,000 children on the rolls, 578,000 would have been so reckoned on the English method — say between one in nine and one in ten of the population on the roll. There is thus a great mass of unedu¬ cated children to draw upon, and I may say without any hesitation that the slow increase of about 1 per cent, per annum on the average of the last five years is not due to the supply of uneducated children in Ireland having been at all exhausted. The average daily attendance in national schools is 390,000, which is 67 per cent, of the roll attendance computed according to the English mode, and about one in fourteen of the population. The Irish mode of reckouing one attendance per day, however, is less strict than the English mode of two attendances; and I have no doubt that if the Irish were to adopt the English method, the Irish proportion of average to roll attend¬ ance would be lower than 67 x^er cent. The one important and certain result is that an addition of about 6 per cent, in five years represents the advance of the Irish national system, which is without compulsion. The three tests by which I shall measure educational status will be these : 1. What is the average attendance and what proportion does it bear to the popula¬ tion? 2. At what rate has it been recently increasing ? 3. What proportion of the children on the rolls are in average attendance I CLXiy EEPORT OF THE COMMISSIONER OF EDUCATION. The third question tests the regularity of the children. It is a rough and not a sat¬ isfactory test, hut it is the only test*availahle. No doubt the rolls are kept in a rather loose way in many localities, and it would be infinitely better if some statistical datum subject to no dubiety (e. g., the number of all the children who have actually attended school during a certain time, say a year, fixed uniformly for the whole country) were substituted for the roll attendance, by the central authorities. In the mean time I have no choice, and although the test is a rough one, it is probably fairly sufficient. SCOTLAND. In Scotland the change to the new system was made in 1872. During the last year of the old system, the annual grant schools showed an average attendance of 214,000, being one in sixteen of the population. In the first year the change had scarcely begun to work, the average rising only to 221,000. In the second year, however, it rose to 284,000, and in the present year to 304,000. In three years, therefore, under the quick¬ ening impulse of a universal compulsory law, the average school attendance of Scot¬ land has increased by 90,000 children, being 42 per cent. ; while in five years the aver¬ age attendance in Ireland has increased from 359,000 by 31,000 pupils, being 8^ per cent. The average attendance in national schools in Ireland in 1870 bore much the same proportion to the whole population as in privy council schools in Scotland in 1872. In 1875 the average attendance in national schools in Ireland was one in four¬ teen of the population, while in Scotland in privy council schools it was one in eleven. These figures are certainly too favorable to the principle of compulsion. The Scotch act transferred to the annual grant schools a number of old parish schools, which formerly did a considerable portion of the work of the country, but which had not till then been included in the privy council returns. I have no data by which I can accu¬ rately measure the amount of this mere statistical addition to the privy council figures. It cannot have been so much as the whole difference between 1872 and 1874, from 214,000 to 264,000. Even if it were taken at that amount, the rise to 304,000, in what would then be one year, would be a rise of 15 per cent. In the list of schools actually added and to be added, I find that the number of new schools for which building grants have been obtained since 1872 is 1,383, being half as many as the whole pre¬ vious supply. The average attendance over all Scotland bears now the proportion to the roll of 75 per cent., which compares very favorably with the Irish average of 67 per cent., and the more favorably as a great number of the new scholars in Scotland belong to the classes whose children are most disposed to attend irregularly. ENGLAND. The effect of the changes which have taken place in England since 1870 is not masked by any statistical accident like the addition of the old parochial schools en masse to the annual grant list. In the year before the English educational act with its per¬ missive compulsion began to operate, the average attendance of day scholars was 1,152,389, being one in nineteen of the population, whereas it is now (1876) 1,837,180, or one in thirteen of the population. It has risen 685,000, or 60 per cent., in the five years, while that in Ireland has only risen 8^ per cent., and that in Scotland has apparently risen 42 per cent, in three years. It may be comforting to ratepayers to learn that the schools already provided can hold a considerable number of additional children. Each department in England with accommodation for 163 scholars had an average attend¬ ance last year of 95. The accommodation provided in England is in excess of that used by as much as 70 per cent. In Scotland, as might have been expected, there has been no such extravagance in public money in anticipation of public needs. The Scotch schools have accommodation for 133 per department to meet an average attendance of 103, an excess of 30 per cent. The 70 per cent, of England is no doubt partly due to the passionate efforts made by managers during the English year of grace in 1871. The average attendance in England, 67 per cent, of the roll, is identical with that COMPULSORY EDUCATION. CLXV of Ireland ; a result wliich is somewhat surprising, considering that 60 per cent, of new and untrained, and consequently irregular scholars, have been added to the school lists during the last five years. These are the general results for the three countries. But in England compulsion is only partial, and although it is universal in Scotland it is only at the beginning of its work. I shall, accordingly, look somewhat more in detail to the results of the application of compulsion in the large cities, which are types of 82 per cent, of the borough population of England. The act of 1870 decreed a school board for London, other cities being left to the free¬ dom of their own will. The first step which the board took was to discover the actual school supply in the metropolis, and to make a reasonable estimate of what was wanted. The government theory was, that accommodation ought to be provided for one in six of the population. After making allowances for the middle and upper classes, and for the necessary absences, the school board of London decided that a supply for one in eight of the population was enough to provide for elementary schooling in its district. Accordingly it was necessary to have accommodation for 420,000 children, the population in 1871 being approximately 3,356,000. The board found schools existing in 1870, or erected or projected between that and 1873, for 308,000, so that their first duty was to build for 112,000 more children. Many of the existing schools were inefficient; they had to work gradually toward the remodelling or uprooting and subsequently the replacing of these inefficient schools ; they had to alter the habit of irregular attend¬ ance. Between the spring of 1871 and the Michaelmas of 1873, two and a half years, they had increased the average attendance by 60,000. At midsummer, 1876, the aver¬ age attendance had risen to 305,749, an increase of 131,448 over the spring of 1871, when it was 174,301. At Christmas, 1876, it was 313,985. Thus in five years, to take round numbers, the average attendance on efficient schools has risen by 75 per cent, in the metropolis, against the Irish 8 per cent, in five years. The latest return shows that the increase is not stopped, and indeed that it shows no sign of stopping. Besides, there were 42,000 in non-efficient schools at midsummer, 1876, which is 12,000 fewer than in the previous year. There were 87,000 who ought to have been at school, but who were absent from various causes at midsummer, 1876. This official estimate of deficiency is founded on the theory that 575,000 children between three and thirteen require ele¬ mentary teaching — say 1 in 6 of the population. But the school board of London does not think it necessary to provide school accommodation for more than 440,000 — say 1 in 8 ; and in fact it had provided up to the middle of 1876 for 420,000, which was its original estimate of what would adequately supply existing deficiencies. It has only to i^rovide in addition for the children representing the increase of population since 1871, in efficient schools. The provision at Christmas, 1876, is for 433,190 children; the total number of children between three and thirteen requiring elementary educa¬ tion is estimated at 574,693. The change wrought since the foundation of the school board system is thus enor¬ mous. Considering the number of untrained children drawn for the first time within the school board net the regularity of attendance secured is also very remarkable. It was 75 per cent, of the roll in midsummer; 74.5 per cent, at Christmas, 1875; 76.5 per cent, at midsummer, 1876 ; 77.4 at Christmas, 1876 — rather better than that in Scotland; and these results are to be compared with the 67 per cent, of Ireland, where there is no compulsion, and of all England, where it is only partial. Of the 87,000 not attending school in the metropolis at midsummer, 1876, 1 must add that 65,000 are under five, an age when people in Scotland scarcely think of sending children to school at all. The infant school system is, it is well known, much more developed in South than in North Britain. For the sake of simplicity, I have neglected the varying increases of population in the large towns. To take them into account would introduce no material change in the comparative figures, and very little change of any kind. PROSECUTIOXS UXDER THE EDUCATIOXAL ACTS — LONDON. It remains for me to look at the dark side of compulsion. In London two preliminary CLXVI REPORT OF THE COMMISSIONER OF EDUCATION. notices precede the parent’s summons before a magistrate for neglect of his children. These warnings generally have the effect desired. Thus there were 35,000 A notices in the half year ending midsummer, 1876, which brought 13,000 to school or made them more regular. Then there were 23,000 B notices ; these were followed by 3,990 sum¬ monses, and by about 3,400 fines. At that time in London 150 people were summoned and 130 people were fined every week for neglecting the education of their children. In the half year ending Christmas, there were 30,715 A notices, 20,638 B notices, 4,273 summonses, 3,492 fines. The cost of this machinery for the year is £24,000, being Is. 7d. xier head per annum on the average attendance secured. But the cost, heavy though it is, seems to me scarcely worth counting, compared with the feeling among the x)oor which I should expect these prosecutions to create. There is no sign, how¬ ever, that the efOciency of the present compulsory action is diminishing. The addition to the attendance in the half year ending midsummer, 1875, was 17,600. In the half year ending Christmas, 1875, it was only 1,400. But the winter was an exceptionally severe one, and the increase in the half year ending midsummer, 1876, has again risen to 17,252. The increase in the half year ending Christmas, 1876, is 8,236. Figures and percentages are apt to leave rather a vague and shadowy impression, and it may help my readers to realize the difficulty as well as the extent of the problem practically presented to school board officers if I take four instances at random from the rex)ort of the London school board. They seem to me to throw a vivid light on the infinite variety of domestic and social entanglements in which the enforcement of compulsion inevitably involves us. Richard Rust was summoned for Richard, aged 9. The lad is a very bad one, and was rapidly going to ruin. The father having arranged with some friends in the country to take charge of him in the future, the summons was withdrawn uj^on payment of costs. Tomlin. In this case, notwithstanding fines were imposed, and a warrant apx)lied for and granted for the apprehension of the defendant, no good result ensued, as the warrant officer was unable to apprehend the father, who worked in the country, and seldom or never returned home except on Sundays. Application was made to the magistrate for a summons against the wife, on the ground that she had the “ actual custody.” This was granted, but she removed, and the visitor has been unable to ascer¬ tain her address. She probably went into the country. Richard Raymond was summoned at Lambeth police court for neglecting to cause his son William to attend school. The father stated that the boy had been refused admis¬ sion on account of an impediment in his speech. In order that inquiries might be made Mr. Ellison adjourned the case for one week, when the statement of the father being proved false, a fine of 2s. and costs was inflicted. Henry Warner, summoned for his son, aged 10, pleaded that it was no fault of his; that his wife was master of the situation and would not let the lad attend school. Case was adjourned for inquiry, which resulted in establishing the fact that the defendant was certainly not the master of his household; but the magistrate said he ought to be, and fined him. A family like Rust’s shifts its residence out of London. The case drops out of the cognizance of those who have long been watching it, and new officers have to take it up from the very beginning. Tomlin’s father is never at home except on Sundays, and when the school board officer summons the mother who has “ the actual custody,” Mrs. Tomlin slips through his fingers like an eel. Raymond’s father pretends that he has an impediment, and that schools won’t take him in. Poor Warner has a wife who won’t let the lad attend school and won’t let AVarner send him there. There are forty cases for every one of these every week ; eight thousand such stories are told annually before the police courts of London ; every one of them with some ingenious variation of pre¬ tended excuse or some miserable and xierplexing real difficulty. LIVERPOOL. Thqi statistics of Liverx)ool at midsummer, 1876, are as follows : The cost of com¬ pulsion is about 2s. xier child on the roll, about 3s. i)er child in average attendance, COMPULSORY EDUCATION. CLXVII which is about twice what it is in London. The increase in the average attendance on public elementary schools in five years is from 33,827 to 41,192, being 21 per cent., as against the 8 per cent, of Ireland or the 75 per cent, of London. The average at¬ tendance has fallen from 70 per cent, to 64 per cent, of the number on the roll, which is very significant of the class of children brought in by the compulsory clauses. Be¬ sides the public schools, the authorities of Liverj^ool estimate that there were 10,058 on the roll of all other elementary schools in 1871, and 14,300 of all others in 1875. Liverpool has advanced, but very much more slowly than London. It started very much better than London did, and had far less leeway to make up. It is difficult pre¬ cisely to compare its present educational position with that of London, because the non¬ public schools occupy much more of the ground in proportion than in the metropolis. Its population was 493,000 in 1871, and there were 14,000 seamen belonging to the port. So far as school attendance goes, there is probably little now to choose between the two cities. The Liverpool authorities have been good enough to supply me with the totals for April for seven years. They are : April, 1871 . 31,438 April, 1872 . 37,283 April, 1873 . 38,323 April, 1874 . 38,296 April, 1875 . 41,528 April, 1876 . 41,679 April, 1877..... . 45,163 in average attendance in all public inspected elementary schools. This shows a rise of 47 per cent, in six years, the rise last year having been especially remarkable. The average attendance was 71 per cent, of the roll attendance in 1871 and 70 per cent, in 1877. In Liverpool great attention is paid to the working of the compulsory by-laws. In the year ending October 1, 1876, 6,182 notices were issued to parents, and 1,817 prose¬ cutions took place in consequence. This would correspond to about 12,000 in London, the rate there being 8,000. Before the parent is prosecuted, parents are brought by the notices to meet a member of the board and the superintendent of visitors, and such meetings are held two or three times a week. For instance, I am told, In one small district, having about 2,000 children, the parents of 355 were brought before a member of the board, and the present result is that 124 are regulars, 11 are delicate, 10 have removed, 6 are over age, 1 has been exempt, and there are 203 who are still irregular ; 24 of these have been summoned more than once. Those from the 203 who are still irregular and have not been summoned are not considered irregular enough for a summons.’^ In 1876 there were proseeutions for 2,119 children, of whom 1,638 were prosecuted for once and 481 more than once. The result is that 518 have become regular, 851 are absent from reasonable causes, and the remaining 750 are more or less black sheep. Let me add what the clerk of the Liverpool school board tells me of the difficulties of compulsion : The great difficulty of enforcing regularity of attendance in large towns like Liver¬ pool is the enormous number of oases in which infractions of the law are committed, so that although the number of cases actually prosecuted each week is considerable, they form but a small section of the persons who have rendered themselves liable to prosecution ; again, there are a considerable number of cases in which prosecution carried on to the length of imprisonment over and over again completely fails to secure the attendance of the child. These cases no doubt will be to a large extent met by the provisions of the new act when in operation. Another, and perhaps the principal difficulty, arises from deficient means of information as to cases of neglect. The knowl¬ edge which the board has of the age of children and often of their very existence is derived at present mainly from the statements of the parents, and is therefore in a very great number of cases no doubt misleading where the pressure of compulsion is most needed. I have little doubt that in Liverpool, and in almost every other large town. CLXVIII REPORT OF THE COMMISSIONER OF EDUCATION. there are hundreds, if not thousands, of children of school age about whom the school board knows nothing. This difficulty will, to a considerable extent, be met in the future by the power which is given in the new act to reqnire returns of births and deaths from the local registrars, though even with this information it will be a hard task to keep some of the families in view, through their frequent migrations, accom¬ panied in many cases even by a change of name. MANCHESTER. The statistics of Manchester are somewhat similar to those of Liverpool. The Man¬ chester attendance returns were first collected by the board in December, 1871. At that date the average attendance was 23,328, and the number on the roll was 39,240. The quarterly returns for the quarter ending June, 1876, showed 32,220 children in average and 50,461 in roll attendance. Thus, in four and a half j^ears, the average attendance has risen 22.5 per cent., or 5 per cent, per annum. The population of Man¬ chester has remained practically stationary during the time, so that the same extent of increase was not to be expected as in the case, for instance, of Glasgow and of Lon¬ don. But the general effect on the results of making the allowance would nowhere be of very great importance. The regularity of attendance may be measured as usual by the proportion which the average bears to the roll attendance. It was 67 per cent, in Manchester before compulsion ,* it is now 64 per cent., and the change seems to signify that a new class, whose attendance it is unusually difficult to secure or to make regular, has been brought into school. In Manchester great attention has been paid by the board to educational statistics, and they have a method of their own for testing regularity. They find the average attendance for the quarter much in the usual way and compare it with the average number present at all, which is the average of the entire children attending in each week of the quarter. The proportion is called the percentage of regularity. It was 80.5 in 1877, and 78.8 in 1876. The average attendance had risen from March, 1876, to March, 1877, from 32,114 to 34,952, or 9 per cent, in the year. The compulsory powers of the school board are extensively used in Manchester. The clerk of the board tells me that the recent average is 70 or 80 cases brought before the magistrate per week. The pressure is exercised on two grounds : non-attendance, and irregular attendance ; and the board at present aims to constrain children to give at least 80 per cent, of possible attendances. The population of Manchester is 351,000, so that 70 per week, say 3,500 per year, represent one prosecution for every 100 per¬ sons. But this rate is only the existing or recent rate in 1876. In the whole of 1875 there were only 1,039 prosecutions, say 20 per week, or 1 in 340 of the population. I suppose that the increased activity of prosecution is largely due to the rise in the in¬ creased number of attendances, from 50 to 80 per cent., required under recent by-laws, in the last week of which I was told the prosecutions amounted to as many as 130, whicli is pretty much the same as for the ten times more populous city of London. I do not know the expense of school board prosecutions in Manchester. BIRMINGHAM. In Birmingham the results are very remarkable. The city was the headquarters of the Education League, and that powerful and intelligent organization ultimately con¬ trolled and now controls the school board. Noblesse oblige. The Birmingham board felt itself bound to show what educational zeal could do. In December, 1871, the averag^i attendance in public elementary schools was 16,263. Compulsion was not resorted to till May, 1872. Then and since then the average has been — December, 1871 . . . . 16, 263 May, 1872 . 20, 028 May, 1873 . 28,035 May, 1874 . 30,339 May, 1875 . 34,718 May, 1876 . 1 . 38,817 COMPULSORY EDUCATION. CLXIX Thus, in four and a half years the apparent increase in Birmingham has been 138 per cent. When account is taken of half timers, according to the modes of computa¬ tion of the department, with which I need not trouble my readers, the increase in these four and a half years is the prodigious one of 150 per cent. In addition to this, the proportion of average attendance to the roll attendance has risen from 62 to 70 per cent. These magnificent results make the record of the first two school boards of Birmingham memorable in the educational annals of England. They have not been obtained, however, without great exertions and severe pressure. Since May, 1872, prosecution has been resorted to in 7.515 cases, an average of 1,900 annually. At that rate the annual average for London, with its 306,000 of attendance"., should be 17,000 instead of 8,000. Birmingham manages compulsion cheaply. Prosecutions used to cost there £1,000 annually. They now cost, under a system of specially reduced fees, only £300. But the chief expense of compulsion in London, and probably every¬ where, is due to the staff of visitors. The mere legal expenses of compulsion in London were under £300 in the half year ending midsummer, 1876. The compulsory action taken in London, Birmingham, Manchester, and Liverpool is very stringent. In London there is one prosecution annually for every 450 of the population ; in Birmingham, about one for every 200 ; in Manchester, about one for every 100 in 1876, and about one for every 340 in 1875. To me it appears doubtful whether the poorer classes will long endure so severe a pressure with patience. As the conviction of the necessity of school attendance and the habit of obedience to the law deepens in the masses of the people, we may hope that tfie same results, or others even more satisfactory, may be obtained at a far lower cost of legal ]3rocess, with all the hardships and harassments which it involves. GLASGOW. In these respects the procedure and experience of Glasgow and Edinburgh are in remarkable contrast with that of England. The authorities in Glasgow started two years later than in England, and as new schools have often to be built before children can be driven to school, the first years of compulsory action are always the least effect¬ ive. The results are these. In inspected schools and not inspected efficient schools charging the same as board schools there were 30,103 in average attendance in 1873 ; 36,568 in average attendance in 1874 ; and 42,675 in average attendance in 1875. The rise in two years has thus been 12,572, or 42 ’per cent., a rate almost as remarkable as that of Birmingham. The percentage of average attendance to roll attendance amounts to 79 per cent, in 1873, 76 per cent, in 1874, and 78 per cent, in 1875, which is still more remarkable. The results for October, 1876, are that Glasgow has managed to raise her average attendance to 84 per cent, of the numbers on the roll. Some not inspected efficient schools are included in these estimates ; but they are a small fraction of the whole, and their exclusion would not materially alter the propor¬ tions of increase. They account for about 3,000 children. Setting them aside, indeed, we should have an increase of 50 per cent, in the two years in the inspected schools, which is nearly or quite equal to that of Birmingham. The rate of progress has not, however, been maintained in the latest returns, which show an average of 43,358, a rise of scarcely 2 per cent, on the preceding year. The accommodation in inspected schools has risen in the three years from 31,327 to 50,935, being 62 per cent. The inefficient schools have, meanwhile, been steadily disappearing. The remarkable part of the case of Glasgow is the manner in which the compulsory clauses have been worked. I have thus described the process elsewhere ; The Glasgow secret is very simple. The board goes down among the defaulting parents, holding frequent meetings in their own localities, to hear the stories of the poor and to persuade them for their own and their children’s good. They try every¬ thing besfore they prosecute. They distribute copiously fly leaves narrating the facts, so as to make every actual prosecution go as far as possible in persuading other people. Gentleness would be useless without firmness, and the Glasgow board has not worn its sword of justice altogether in vain ; but it has shrunk from prosecutions with an energy and a success which, now that compulsion is to be universal, I hope we may CLXX REPORT OF THE COMMISSIONER OF EDUCATION. see widely imitated. In some rural districts, and perhaps with sensible women for compulsory officers, prosecutions ought to be almost unnecessary. The fact that the law is in the background ought, there at least, to be generally sufficient. Many people seem to doubt the efficacy of “ fly-leaves,” and to want something a little more like “ fly blisters.” I quote from a speech delivered by Mr. Mitchell, the convener of the Glasgow school attendance committee, on October 9, 1876 : My belief is, that the fly-sheets on which a few of the worst cases are recorded, with the corresponding penalties, are far more effectual with flagrant defaulters than actual prosecution itself would be. They see there, or have read to them, details of prosecu¬ tions wherein parents neglecting the education of their children have been fined and imprisoned ; and the dread of a similar infliction on themselves has an eflect probably more powerful than a sheriff’s warrant. Those of us who witnessed the proceedings in the sheriff’s court connected with the few prosecutions which we instituted last year must have been impressed with the conviction that the cure was nearly as bad as the disease. I am inclined to the belief that we have nearly as many necessary illus¬ trations for our fly-leaves as may serve our purpose and prevent the need of prosecu¬ tions for many days to come. I supplement what I have said above by Mr. Mitchell’s further statement that the conduct of the school board officers has naturally been animated by the spirit of their masters : Without doubt these meetings have had the best possible effect, both directly and indirectly. Still I would remind the board that for one parent dealt with in this way there are a hundred defaulting parents who have been induced to send their children to school by means altogether different. The call of the school board, officer, the printed form setting forth the requirements of the education act, the persuasive remonstrance and warning which the officer plies during repeated calls — these have been by far the most effectual means in enabling us to reduce the number of defaulting parents. The officers, no doubt, who are always present at the board meetings with defaulting parents, have largely imbibed the spirit of forbearance and sympathy which the board has shown to the poor people who are brought before it, and this has given them access to the parents and a success in their work which they might not other¬ wise have attained. The monthly table of the school officers shows that 9,283 children were reported by the teachers irregular and absent ; that there were 969 vagrants, and 1,192 left over from the iDrevious month. The result of dealing with these children was to send to school 7,189. There were 661 temporarily ill, 238 exempted, 79 under six years of age, 1,190 removed or not found, 620 vagrants, 233 defaulters, and 1,236 irregulars to carry forward to the next month. The name of the convener of the Glasgow school board school attendance commit¬ tee will long be held in honor. In the three years of his reign the school attendance committee has dealt with 20,515, less by removals 2,819, and exemptions 1,684 — say 16,000 defaulting parents. Of these, 8,000 sent children to school after a remonstrance and personal warning by visit of the officers ; 5,800 more went to school after notice sent to them warning them of the possibility of prosecution following that notice. The members of the school board themselves met with the defaulting parents on eighteen separate occasions, and 1,400 children of the balance of nearly 2,200 were sent to school in consequence. Only 51 have been prosecuted during the three years of -the action of the hoard. Everything is done to avoid prosecutions ; it is only when every¬ thing else fails that they are resorted to. The ratepayers’ money is saved ,* the good will and the consciences of the people are enlisted in education ; the work of future boards is made infinitely easier, and attendance quite as regular as elsewhere has been secured. No part of the labor of the Glasgow board has been more profitable than the eighteen meetings held with defaulting x>arents in different parts of the city where the people live, between February, 1874, and January, 1876. There were 1,834 parents summoned to meet the board, representing 2,269 children. All but 250 of the parents answered. The board divided itself into fragments, each sitting separately, and in the whole of a long day getting through about 100 cases each. Mr. Mitchell has shown how to meet the greatest difficulty of the compulsory system. His is a kindly and patriarchal government. Parents are, so far, reasonable creatures, and an ounce of gentle but firm persuasion seems to go as far with most of them as a pound COMPULSORY EDUCATION. CLXXI of punisliment. Even if, on a review of tlie whole circumstances, it might seem desirable, it would in some cases be difficult to go back on the decided steps which have been elsewhere taken. And these steps, it must be remembered, have been fairly effectual. In London and Birmingham the results obtained are undoubtedly satisfactory, and in Liverpool and Manchester they are very considerable. I do not pretend to criticise the action of men to whose admirable labors this country and these great communities are deeply indebted. I have no wish to make out percent¬ ages of credit for the different communities and school boards. If I did I should cer¬ tainly have to take account of an infinitude of circumstances neglected here. I am dealing only with actual results ; and nobody will doubt that persuasion, with x)un- ishment in the background, is a better way than punifffiment, if only it be a possible way ; and Mr. Mitchell has shown that it is possible in Glasgow, whatever may be the truth with regard to other great cities which have acted more strictly. Half the country comes now, for the first time, under comx)ulsory laws, and we may hope at least to disseminate education as widely as in Glasgow by the same wise and benevo¬ lent effort among a willing people. Compulsion costs far less in proportion in Glasgow than in Liverpool ; about Is. 2d. per head of the average attendance, instead of Is. fid. in London, and 3s. in Liverpool. The amount, which is £2,400, instead of £5,700 per annum for Liverpool, is consider¬ able ; but it is less than that incurred by more stringent action. The process has, so far, been reasonably effectual. EDINBURGH. The results obtained in Edinburgh are less striking. The numbers of children on the rolls of all the primary schools in the city, with an average fee of 9d. per week or under, including the whole of the free schools and the Heriot schools, are shown in the fol¬ lowing table : Children on roll. 1872- 73, 1873- 74 1874- 75. 1875- 76, 22, 489 24, 749 26, 069 25, 309 — an increase only of 2,820 in three years, say 12^ per cent. The increase would have shown much better but for the falling off in the last year. The rise in average attend¬ ance corresponds. I have not the figures for 1875-76, but the proportion of average to roll attendance was 82.8 in 1872-73, 80.8 in 1873-74, 81 in 1874-75, and 84.4 in 1876-77. Thus, though the compulsory clauses have driven in the careless and irregular classes, the regularity of attendance appears to have increased. The case of Edinburgh is altog'ether peculiar, the free Heriot schools, where regular attendance has long been made the condition of obtaining a good elementary educa¬ tion free, doing about one-fourth or one-fifth of the work. The Edinburgh board seem to think the Scotch powers of prosecution too limited, and are anxious to have the privileges conferred on England under Lord Saunders’s act of 1876 extended north of the Tweed. They say that “ under the Scotch act the parent is brought before a magistrate and convicted ; the child is sent for a day for two to school and-then with¬ drawn, because he knows that nothing further can be done to him for another three months,” whereas defaulting parents can be prosecuted once a fortnight under Lord Saunders’s act. I should have inclined to think once a quarter a better arrangement than, once a fortnight. The Edinburgh board has acted much as their Glasgow neighbors have done. They held in all 17 meetings to deal with defaulting parents. They summoned 361, of whom they ordered 174 to be prosecuted, of whom again they found that 144 submitted within the week before the prosecution was begun. Thus in the three years 30 were prosecuted and 14 fined or imprisoned. The Edinburgh board have not hitherto prose¬ cuted for children under seven years of age, nor the Glasgow board for children under six. In the London school board detailed lists of special cases I find that 11 children CLXXII REPORT OF THE COMMISSIONER OF EDUCATION. of six and 1 child of five seem to have been prosecuted. The child of five, hovrever, was along with two elders of the same irregular family. I presume, therefore, that prosecution for children under six years is very rare in London and probably through¬ out England. The actual legal cost of thirty-nine prosecutions in Edinburgh up to June 30, 1876, was £67, and the cost of these prosecutions, instituted largely in terrorem, is not prob¬ ably a material reason for keeping down the number. The experience of England points to the probability that more prosecutions may be found ultimately necessary in Scotland than in these earlier years of compulsion, Scotland having started two years later than England. The trawl net of the school board must go gradually deeper into the lowest and most neglected strata of society, and the most irregular classes will probably be those last brought in and most difficult to deal with. The actual cost of legal proceedings in Liverpool and Birmingham is far less in proportion than in Edinburgh. In Liverpool, with its 1,800 cases a year, the cost of prosecutions was £58 in 1875, £93 in 1876, and £142 in 1877, and it is obvious that these sums interpose no bar¬ rier in the way of the penal enforcement of the act. The main cost of compulsion is and must bo due to the little army of district visitors. There are 205 in London alone, of whom I am glad to see that 22 are women. The salaries of these officers must be paid whether legal proceedings or perpetual persuasion are the favorite mode of opera¬ tion. There are few presentations of statistics to which some objection may not be taken, and the educational statistics of the large towns under school boards, and of the country so far as it is under the official cognizance of the privy council, can form no exception. Some private adventure schools for the classes that need elementary edu¬ cation still survive, and a few of them may be efficient. It would scarcely affect my figures, the main value of which is comparative, if I attempted to estimate these additional elements in the problem on the inadequate data which are alone accessible. If I confine myself to the broad, general conclusions which lie on the surface of the figures I have given, I think I cannot go very far wrong. I throw together the results for the five cities, excluding Edinburgh as exceptionally situated, and taking the figures for 1876 : Cities. Cost of compulsion per child in average at¬ tendance. Present ratio of cases prosecuted annually to population. Annual increase under compulsion in chil¬ dren taught. Change under compul¬ sion in regularity of attendance. s. d. Per cent. London . . 1 7 1 in 450 15 From — to 76.5 Liverpool . 3 0 1 in 270 4 From 70 to 64 Manchester . 1 in 100 5 From 67 to 64 Birmingham . 1 in 200 31 From 62 to 70 Glasgow . 1 2 1 in 20, 000 25 From — to 78 I have not taken into account the educational position of the great towns at the be¬ ginning of the compulsory era, and that is undoubtedly an element, and a considerable element, in the problem. But there is none of them in which there was not room for very great advances, and inmost of them ample room is still leftfor increasing both the amount and the regularity of attendance. The population of Manchester, for instance, is 8,000 more than that of Birmingham, but the average attendance there in 1876 is only 32,000, against 39,000 in Birmingham. The Loudon average attendance would need to be some- COMPULSORY EDUCATION. CLXXIII thing like 380,000, instead of 308,000, to reach the Birmingham level. The Glasgo’v attendance still remains very far below the point which it may be expected to reach. I have contented myself with recording the rate of advance from a position far behind that which the great cities have now reached, to one distinctly behind that to which they will probably soon attain. There is another point to which I have adverted already. The Scotch act does not, like the English act, suggest and authorize the making of by-laws requiring so many attendances out of the whole number possible. The sheriff of Lanarkshire might re¬ fuse to recognize any standard the Glasgow board inclined to set up. But the by-laws regulating the amount of attendance with which the English boards will be satisfied are permissive, and at their own discretion, and if they choose they may dispense, and Mr. Hughes, a leading member of the Manchester school board, seems to think that they ought to dispense, with such by-laws. These rules multiply statutory offences according to an arbitrary definition. They create and as it were authorize a recog¬ nized minimum of attendance. The Birmingham board have no minimum named, and are in that respect much in the same position as the Glasgow board. Their by-laws require perfectly regular attendance, and they are legally entitled to enforce them at their discretion. Perhaps the Glasgow board and the other Scotch boards could not if they had wished have prosecuted as frequently as their neighbors in England. Mr. Mitchell thinks so, and believes that a very great deal of the greater leniency and the smaller amount of prosecution in Scotland is due to the more lenient spirit of the fram¬ ers of the Scotch act. He is most probably right ; and one of the main points to which I hope that this discussion may direct the attention of school boards is the policy or impolicy of very numerous and stringent by-laws. I have said nothing about the application of the industrial schools acts or the new day feeding schools. The great expense of schools of the former class has made school boards everywhere shy of touching them, and the new experiment is scarcely begun. But it is my belief that the duty of universal elementary education, enforced by com¬ pulsory provisions, can never be completely brought home to the poorest classes till there has Iflfeen a considerable development of these institutions. I think that my figures point to this, that the best results, both in increased quantity and in regularity of attendance, are not necessarily connected with the strictest work¬ ing of the compulsory law. Manchester, which seems at present to be strictest, and Liverpool, which is third on the list, are lowest in both respects. Birmingham, which is second in strictness, is highest in increased quantity, as well as in actual amount of education, and third in respect of regularity of attendance, which has risen there in a remarkable degree. London, which seems most lenient of the four great English cities, has increased education much more rapidly than Manchester or Liverpool, though it seems to have now reached very much the same level in respect of quantity. It has a more regular attendance than either of these cities or than Birmingham. Glasgow, which in respect of compulsory action by legal process is almost ludicrously lenient in comparison with the other cities, stands highest in respect of the regularity of attend¬ ance obtained, and second in respect of the increased quantity of education. Of course neither Glasgow nor any other board can reap where it has not sowed, and the paucity of legal processes is no sign that the Glasgow board did not spend an indefinite amount of labor in securing the results it has obtained. I am speaking only of the last resort to the pains and penalties of law, and I think I can scarcely be mistaken in saying that my figures almost disprove the theory that the tighter the screw is pressed down in the way of actual punishment the more effective must the pressure become. I do not care to press the inferences that the facts I have collated seem to me to establish any further than these five conclusions : 1. That the need of the country for compulsory education was a crying need in 1870. 2*- That the success of the experiment which has now been tried in Scotland, and in nearly half of England, justifies the modest advances that have been made by the gov¬ ernment in the bill of the present year. CLXXIV EEPORT OF THE COMMISSIONER OF EDUCATION. 3. That compulsion has heen carried out in one great city with great efficiency, and with a very trifling amount of legal process. 4. That no connection between stringent legal compulsory action and great educa¬ tional results is indicated by the figures. It is almost needless to say that I do not suppose that a school board can safely leave the matter to take care of itself. 5. That there is no agency short of compulsion which can bring Ireland on a level, in popular education, with her sister countries. INDUSTRIAL DAY SCHOOLS. Mr. Charles L. Brace says decidedlj^ that the public schools, juvenile asylums, pro¬ tectories, and reformatories are not sufficient to meet the wants of society with respect to neglected, destitnte, and exposed children, but need to be supplemented by the day industrial schools, in which only food and instruction (both scholastic and industrial) are provided, the children going home at night. “ The public school system,’’ he says, ‘‘breaks down in one direction, and does not reach the classes who need it most.” The great majority of non-attendants at school in New York are not vagrants ; for a like reason they are not fit and lawful subjects for asylums, protec¬ tories, or houses of refuge. The majority are busily or industrially employed. It is for this reason that the compulsory law has broken down so far as this class of children engaged at street trades is concerned. They are forced to be employed during a por¬ tion of the school hours, and they cannot meet the first demands of the public school system — punctuality and regularity of attendance. Then there is an immense number of cases where “ the supplying of a daily meal or a few gifts of clothes or shoes will often make to a poor family sufficient difference to enable them to withdraw their children from the street. Moreover, this class of street children needs peculiar treat¬ ment as to habits of cleanliness, moral instruction, and industrial training. The free use of the bath, the learning of some sim^ile industry, and the moral infiuence of devoted volunteers, who come down from the fortunate classes to aid them, often save them from criminal courses afterward. Whatever is done for this great class of exposed and destitute children must be done by private associations, though it is but fitting that they should have public assistance. He continues : The effect of these schools in the diminution of juvenile crime in the city of New York is remarkable. The great majority of their attendants are destitute and exposed little girls. In former years, these children as they grew up became street vagrants. The commitments of females for “ vagrancy,” in the city, sixteen or twenty years ago, reached a fearful amount. The tables show a decrease in fifteen years of 5,700 commit¬ ments among girls and women. If we take the average annual expense of a prisoner as $150, (which, considering all expenses, is a fair estimate,) and suppose each of these girls imprisoned on an average four months for vagrancy, we shall have in the expenses of their maintenance, a saving to the city in a single year of $285,000 ; all this being only one result of the industrial schools. When we find in twelve years a reduction of commitments for thieving of 664 females, each of whom would cost the city at least $100, or eight months’ imprisonment, besides considerable property destroyed and lost, we find another saving in one year of over $66,000 ; and when we hear of almost no young girls sentenced for petit larceny by our city courts, we can understand something of the economy as well as the moral efects of prevention. If with the establishment of day industrial and feeding schools, the school author¬ ities of our cities have the power granted them of compelling half time attendance at schools, and they themselves open “half time” schools for children working at street trades, we shall see an even greater progress made in checking childish vagrancy and crime. THE BOSTON WHITTLING SCHOOL. An exceedingly interesting experiment has been in progress in Boston under the care of the Industrial School Association, Rev. Geo. L. Chaney, president, and Miss S. C. Paine, secretary. The last report is so exceedingly suggestive that I give the de¬ scriptive text in full. In the winter of 1876-’77, the Whittling School, which had been carried on for five seasons in the chapel of Hollis Street Church, Boston, Mass., united with the industrial school, conducted for two seasons in the Lincoln building, and formed the school described in the following report. The friends and suiiporters of both schools, COMPULSORY EDUCATION. CLXXV and others interested in the cause of industrial training, formed an association called the Industrial Education Society, and this association has develoi^ed and maintained the school. Mr. Frank Rowell, of the firm of Allen & Rowell, photographers, had been the superintendent of the Whittling School from its beginning, and he generously con¬ sented to take charge of this school without other remuneration than the satisfaction he would take in its success. Messrs. J. H. Fifield and Charles B. Cox, practical wood carvers, were employed to prepare the lessons and give the instruction. Professor Whitaker, of the Institute of Technology, gave much valuable assistance in the forma¬ tion of our plan, and to these gentlemen we are chiefly indebted for its success. The city gave us the use of the ward room on Church street, and there, on the even¬ ings of Tuesday and Friday of each week, from seven to nine o’clock, the school has been held. This room had to he prepared for its new uses. Firm work benches were set up, giving each hoy a space for his work four feet in length and two and a half feet in width. Each bench had a vise with common wooden jaws and an iron screw, a drawer with lock and key, in which the tools were kept, and a gas burner with movable arm. Each boy was provided with a large work apron of cotton drilling. All the benches, tools, and aprons were numbered, and each boy was made accountable for their care and keeping. Printed rules of the school were pasted on each bench, and every precaution taken to secure good discipline. BENCH EEGULATIONS. 1. Be at bench at seven o’clock, according to your number. 2. Do not leave your bench without permission. 3. Give all your attention to your own work. Do not notice anything that others are doing unless requested to do so. 4. Make no unnecessary noise, such as whistling, &c. 5. Keep your bench neat, and do not deface it in any way. 6. After work place all your tools and other equipments in your drawer, according to your number, and return the key to teacher. 7. Every boy will be held accountable for the tools placed a this bench for his use, according to his number. Thirty-two boys were admitted to the school. Their ages ranged from twelve to sixteen. About half of them were still attending the day schools ; the others were employed in stores or offices. They came from the Sunday schools of the Hollis Street Church and the First Church, and from the Lincoln building. Perhaps twelve of them had received some instruction in the use of the jig-saw and knife, but none of them had had any previous training in wood carving or the use of the chisel. There were more applicants for admission to the school than we could receive. If any boy was absent t.wo successive evenings his place was taken by another. A rank list was kept and pasted on the wall, and each boy knew how his work was estimated by con¬ sulting the list. A course of twenty-four lessons in wood carving was prepared with special reference to securing the greatest amount of instruction with the least expend¬ iture for tools and material. It was not designed to make finished workmen in wood carving, but to take advantage of the natural inclination toward handicraft, the Yankee taste for whittling which belongs to most boys, and to develop it and guide it to useful applications. The tools used in the following lessons were the flat chisel, the gouge, and the veining tool or small gouge. Smooth blocks of white wood, six inches long by two or three inches broad and one and a half inches thick, were the material worked upon. 1. The first lesson aimed to teach the boys to cut a concave chamfer around the block, keeping carefully within the lines drawn parallel with the edge of the block, and making the mitres perfect. They were also taught to keep the dip of the gouge even throughout. 2. The second block had eight corners instead of four, as in the first lesson, and the same manipulations were continued. 3. The third block had curved corners. 4. The fourth lesson introduced flat chamfers, with vein lines cutting across the block. 5. In lesson fifth the vein lines of block No. 4 were stopped before coming to the edge. 6. The sixth lesson introduced a pattern or ornamental figure for veining. 7. No. 7 taught the boys to make perfect corners with vein lines. 8. The shape of block was changed and a new pattern for veining given. 9. This lesson taught how to make round ends to flutings. 10. Finishing mitre ends of chamfer. 11. Fluting, with especial care in keeping dip of gouge even and making the mitres perfect. 12. Carving diamond points all around the block and fluting. CLXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Making perfect projections around the block. I Fluting and finishing the end of flute. Same as No. 15, with change in shape of block. Making scroll corners. I Same as No. 17, with change in pattern. I Same as No. 19, with new pattern. Cut corner chamfer and flute. Same as No. 22, with new pattern. Make perfect mitres, with sharp points at mitres. In one of these lessons cherry was substituted for white wood, but it was too hard for the younger boys. It will be noticed that no specific article was made in the school. The variety of manipulations and change of patterns were enough to maintain the freshness of the scholars’ interest without introducing the manufacture of any article of trade or commerce. The object of the school was not to educate cabinet makers or artisans of any special name, but to give the boys an aquaintance with certain manipulations which would be equally useful in many different trades. Instruction, not construction, was the pur¬ pose of this school. After the blocks were finished they were placed in a rack on one side of the room, and each boy’s progress could be seen by consulting those sijecimens of his work. The blocks were prepared by the teachers before the school opened. If another term of instruction could have been given, the boys would have been taught to prepare the blocks themselves. Those of them who have been trained in industrial drawing in our common schools would be perfectly competent to make their own patterns. As an illustration of this, one of the teachers said that he took some of the patterns from the drawing book of his own child, who was a scholar in one of our public schools. Does not this incident show the natural sequence of such a course of hand culture as we have been describing upon the education in drawing now prevalent in our com¬ mon schools ? One such work school as we have described might furnish fmir hours’ instruction every week for one hundred and ninety-two boys ; or if evenings were added, for two "hundred and eighty-eight boys. This is more than the number of pupils between the ages of thirteen and sixteen commonly found in any one grammar school. We cannot but believe that it would be easy to establish, in connection with all our grammar schools for boys, an annex for elementary instruction in the use of the half dozen universal tools ; i.e., the hammer, saw, plane, chisel, file, and square. Three or four hours a week for one year only of the grammar school course would be enough to give the boys that intimacy with tools and that encouragement to the inborn in¬ clination to handicraft and that guidance in its use for want of which so many young men now drift into over crowded and uncongenial occupations or lapse into idleness or vice. COMPULSORY EDUCATION IN FRANCE. M. Victor Bournat, a member of the Paris bar, has been studying the question of educating children, where their education is neglected or opposed by the parents, and says some things worthy of special consideration. He remarks * that the primary school is said to be the college of the sons of the workingman and the poor, but he denies the absolute justice of the comparison. The college receives boarders ; the pri¬ mary school admits only day scholars. This, he claims, is a hiatus in popular instruc¬ tion. The opinion is even held by him that the opportunity to board is perhaps more necessary to these who frequent the primary school than to those who go to college. The father, and often the mother, are away from the domestic hearth the whole day. The child sent to school is exposed to the seductive temptation of truancy and vaga¬ bondism. He is without defence against the allurements of comrades already cor¬ rupted. From cases which have come under his observation M. Bournat draws the conclu¬ sion that there is a necessity for primary schools, in which, at a cost not much exceed¬ ing that expended on the child at home, the family may place him as a boarder. Soci¬ ety, he says, has provided infant nurseries and infant schools, in aid of parents whose occupations prevent them from watching over their children during the day. The same necessity requires that it should continue this assistance when they send their * Adoption, Education, et correction des enfants pauvres abandonn6s, orplielins, on vicieux, par M. Victor Bournat, pp. 241. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. COMPULSORY EDUCATION. CLXXVII children to the primary school. At that time the danger becomes even greater, the remedy still more necessary. The vagrancy of the scholar prepares the criminal, or at least a man idle and useless, and therefore hurtful to society. This plan has been tried in Paris with highly encouraging results. “ The best proof that these primary boarding schools are necessary, is that those already in existence have never a vacant place. The price of board varies from two hundred and fifty to three hundred francs a year ; it is paid by the parents or by those whom charity has prompted to connect themselves with this work of education.’’ In the organization of these establishments the benefit of young girls has been principally aimed at. In every quarter of Paris, and in all parts of France, religious communities receive such girls to board. They bring them up and teach them a trade, retaining them till their twenty-first year. It would be difficult to retain boys till they are twenty-one, and this has not been attempted. The first establishment of the kind for boys was founded in 1827 by Mon¬ seigneur de Bervauger. At first he opened in the suburbs of Paris a house for the reception of a few boarders at 15 francs a month. In 1835 the number had increased to 100. In 1844 the establishment was transferred to Paris. Here it grew so rapidly that sixteen years later it numbered 1,500. A second house was established at Issy. More than 30,000 children have been shielded from desertion and misery, and a large proportion of them no doubt saved from vice and crime, through this institution. The work is kept up to-day in the two houses at an annual expense of not less than three hundred to four hundred thousand francs. There are other houses in Paris which receive as boarders little boys, the children of laboring people, at a price corresponding to the resources of their parents. - M. Bournat urges, in the strongest terms, the importance' and necessity of pro¬ fessional schools. They are, in his view, the last stage, the final process, in the edu¬ cation of the common people, and ought to share equally with the primary school the attention of the legislator. He insists that it belongs to the communes or towns to undertake this work; and they cannot, without a dereliction of duty, refuse to inter¬ est themselves in the professional education of children whose labor must be their sole source of support. It is required that each commune have a primary school, so that all children may have the opportunity of learning to read and write. Is it less necessary to teach to all some trade or business? If it is just to inscribe among the obligatory expenses of a commune those of primary instruction, it is, he maintains, no less just to place there the cost of professional instruction whenever it is necessary. He would, therefore, have industrial schools established in sufficient number to insure the professional education of all poor" children. For the most part it is sufficient to assist parents, but sometimes it is necessary to replace them; at other times, we must overcome their indifference, or even their opposition. In any event, charity must watch over the child, and the law must furnish it the means of accomplishing its work in spite of the resistance of the family. The Office has aimed to gather and communicate as far as possible facts illus¬ trating the endeavors made in different parts of the civilized world by which it is sought to insure instruction to every child. The necessity of securing this condition of things among us is more and more recognized and felt. Laws against truancy against the employment of children so as to prevent their attending school, compulsory educational laws, are all so many struggles in the same direction. Indeed, the volun¬ tary acts of citizens and the laws providing for orphans, neglected children, or juvenile offenders, are also cooperative to the same result. When the home shall furnish the child a normal condition of physical and moral life and the school shall come in in its proper place and manner and carry forward the work of instruction, all compulsion will be unnecessary. But even if the home, by the vice, the idleness, or crime of the parent, does not dis- E— XII CLXXVIII EEPOET OF THE COMMISSIONEE OF EDUCATION. charge its part in the great work, there is among us a certain sentiment against laws compelling the child to attend school, notwithstanding the public is so directly inter¬ ested in his intelligent and virtuous training, and has been at the expense, by taxation and organization, to provide for it amply in the public school system. Foreign writers in observing these facts among us have sometimes remarked, “ We apply compulsion to the parent ; your laws appear to be aimed more at the child.” At this point among us there have appeared efforts to prevent cruelty to children. PREVENTION OF CRUELTY TO CHILDREN. Numerous societies and institutions existed for receiving and caring for little chil¬ dren, but they assumed the care and control of their inmates only after these had been legally placed in their custody. The police and prosecuting officers of the people were necessarily engrossed in securing the conviction and punishment of offenders of a graver legal character, and although ready to aid in enforcing the laws referred to when duly called on so to do, could hardly be expected to seek out and prosecute those who claim the right to ill-treat children over whom they have apparently legal con¬ trol. Hence those who cruelly ill-treated and shamefully neglected little children lived in comparative security, and the childreu, hardened by brutality and cruelty, grew up to be men and women scarcely less callous than their tyrants. To meet the necessity the New York Society for the Prevention of Cruelty to Chil¬ dren was organized in December, 1874, in New York City, for the purpose of enforcing by lawful means and with energy the ample laws that had been passed by the legis¬ lature of the State for the protection of and prevention of cruelty to little children, and to secure in like manner the prompt conviction and punishment of every violator of any of those laws. The work of this society has made gratifying progress, and, within the year 1876, 197 cases have been prosecuted, 223 children rescued and found homes or placed in insti¬ tutions, and numerous other cases have been disposed of through the milder instru¬ mentality of remonstrance or warning and occasional visits by the officers of the society. The hiring out and use of children as gymnasts, acrobats, circus riders, &c., in the city of New York has been entirely suppressed, and throughout the country it has received a serious check. The National Prison Congress at its fourth session, held at Steinway Hall, New York City^ June 9, 1876, passed the following resolution : Eesolved unanimously. That the National Prison Congress, now in session in New York, greets well the Society for the Prevention of Cruelty to Children, gives them its warmest sympathy, and sends them a hearty God-speed in their beneficent and noble work. Modelled on this, the recognized parent society, seven distinct societies have been formed, besides several others now in process of formation throughout the country. The following are the names of those now in operation : The New York Society for the Prevention of Cruelty to Children, organized Decem¬ ber 15, 1874 ; the Eochester Society for the Prevention of Cruelty to Children, organized October 6, 1875 ; the Newburgh Society for the Prevention of Cruelty to Children, organized November 4, 1875 ; the Buffalo Society for the Prevention of Cruelty to Chil¬ dren, organized April 28, 1876 ; Cleveland Humane Society,’* Cleveland, Ohio ; Cali¬ fornia Society for the Prevention of Cruelty to Children, San Francisco, Cal., orga¬ nized August 30, 1876 ; the New Hampshire Society for the Prevention of Cruelty to Children, Portsmouth, N. H., orgapized November 13, 1876 ; the Pennsylvania Society to Protect Children from Cruelty, Philadelphia, Pa., organized November 27, 1876. At the request of the New York Society for the Prevention of Cruelty to Children, Mr. Lewis L. Delafield has prepared a compilation of the laws of the State of New York and of the United States relating to children, with notes and references. *This society, originally Cleveland Society for the Prevention of Cruelty to Animals, secured laws to prevent cruelty to children April 11, 1876, and reorganized, changing name as above. LAWS EELATING TO CHILDREN. CLXXIX The aim has been to furnish the officers of the society with all the statutes of the State of New York and of the General Government relating to the personal rights of children and the duties and obligations of all persons, whether natural or artificial, to whose custody they are committed, with a reference to the most important decisions and a brief statement of the law affecting them. STATE LAWS RELATING TO CHILDREN. A compilation of the laws relating to children of all the States would be of very great value to all individuals and societies to whom are committed the care, protection, and instruction of neglected and unfortunate youths, especially to educators and students of social science, and it is the purpose of the Bureau of Education to prepare and pub¬ lish such a compilation within the coming year, or as soon as practicable. The following extracts are made from an address delivered before the Prison Con¬ gress by Daniel Haines, ex-governor of New Jersey : It is asked by what constitutional authority can the young be arrested, taken from their parents, and, without trial by jury, be committed to such an institution as a reformatory. In reply it maybe said that it is by virtue of the superintending power of the government, which, as parens patrise, seeks not only to protect but also promote the welfare of all its citizens. It is that power which, in rescuing the neglected and the tempted from the evil influences that surround them, affords protection to them, and at the same time relief to the community from the effects of the violence and crime that otherwise might be committed by them. It is the exercise of an adminis¬ trative police, which has for its object the maintenance of public order and the tran¬ quillity of all the citizens. * * * jf there is authority to punish for offences actually committed, there must be sanction for such reasonable measures as will prevent crime and its consequences to the community, and to the individuals composing it ; sanction for the exercise of such salutary measures as will rescue the exposed and the tempted from the perils which surround them. If it be lawful to extinguish an incipi¬ ent fire which threatens the destruction of the town, it must be proper to restrain such conduct as menaces the peace and safety of its inhabitants. On the same principle of the propriety of preventive agencies quarantine laws are enacted and enforced to promote the welfare of the city by protecting it from conta¬ gion, although it may retard the business or diminish the profits of the shipping mer¬ chant; the health of the public being paramount to the interest of the individual.. Who questions the constitutionality of the law limiting the hours of labor of children in factories, thereby preserving their physical and their moral health ? Who doubts the authority to enact laws to prevent cruelty to animals, bull baiting, dog fighting, and laws suppressing vice and immorality ? These are but preventive measures to save the community from the debasing influences of such offences. A like parental power is exercised in the provision made for the public schools, and especially in that for compulsory education, although the proiierty of one man is taxed for the instruction of the children of another. It is on the principle that the whole community has a direct interest in the welfare of each individual; and that those who are to become the citizens of the State, its electors, and perhaps its rulers, may by i:)roper instruction be qualified for their privileges and duties ; and that those who are to be its matrons and mothers may become virtuous, intelligent, and useful. The pol¬ icy and charity which prompt to the establishment of asylums for the blind, the deaf- mute, the feeble-minded, and the insane, incite also to the erection of refuges for those who are so morally blind as not to see the path of rectitude ; for those too deaf to hear kind words of admonition, too feeble-minded rightly to comprehend their condition, and too insane properly to govern their actions. * * To the reflecting mind, the economy of such institutions is obvious, even from the financial and lowest point of observation. It costs the State far less to support and educate the inmates of a reformatory than to maintain them in a prison; less oftentimes than the expenses of a trial and commitment to a penitentiary. If we add to such expenses of convicts the value of the property they destroy, or of which they deprive others, and the amount of injuries committed by violence and fraud against persons and property, we will find the aggregate loss to the community and its members far, very far, to exceed all the costs of the reformatories. What would have been the amount of money saved to the State of New York, and how many inmates of a refuge would that amount have sus¬ tained, had “ Margaret, the mother of criminals,” been reformed in early life ? At a recent meeting of the London school board, the special committee on incorrigi¬ ble truants presented a report recommending the establishment of a truant school on a plan similar to that adopted in Hamburg, and elsewhere in Germany, where truant CLXXX EEPORT OF THE COMMISSIONER OF EDUCATION. children are sent on a first complaint for one week only to an institution called the “ punishment school/’ and this is in most cases sufficient.* The class of hoys for which the school is considered desirable is not that of the vicious or semi-criminal. For these the ordinary industrial schools provide. But many poor parents are exposed to special difficulty under the compulsory by-laws, through their inability to compel the attend¬ ance of wilful hoys. The corrective treatment for such hoys would seem to he some simple and effectual mode of convincing them that they cannot have their own way, and that if their parents cannot control them there is a power that will. For this pur¬ pose a long process of discipline is not necessary. The following rules were proposed : 1. Periods of detention to commence with, perhaps six days, hut never under any circumstances to exceed a month. 2. The corrective discipline to consist in the absolute prohibition of conversation among the boys one with another, and deprivation of play, drill being substituted by way of physical exercise. A member of the board objected that if the proposed school was to be formed upon the basis of the school at Hamburg, there would be an infringement of the liberty of the subject. Mr. Pictou, the chairman of the special committee on incorrigible truants, said that “ the board labored under a great difficulty with this class of children, and they were bound to do their utmost to remove it, an(^ it was no use going into the heroics when dealing with naughty children, when the object was simi)ly to keep them from becom¬ ing bad men. * * * For the class of incorrigible truants no provision has been made. The time, he said, is at hand when a school of this kind should be estab¬ lished. * * * It had occurred to him, as well as to other members of the commit¬ tee, that there is an element in the German truant schools which could with safety be applied in England, and that is the discijjline of silence. He did not mean the silent system of some prisons. He did not mean that they should not speak a word but that they should speak as much as they ought to speak in school ; that they should take part in the devotional services, and that they should speak to the teacher and the governor, but that they should not be allowed to speak to each other at all. * * * ^ If this were intended to go on for six months or even for two months, it might be thought too severe; but he thought that a single week of this kind of discipline would be sufficient to induce most boys under twelve or thirteen years of age to attend the day school regularly afterwards. Of course, in all cases, the consent of the parent would be required.” *I was informed that if the schools control committee were satisfied that in any particular case of tru¬ ancy the parent had done all in his power to send the child to school, the penalty was made to fall on the child himself in the shape of consignment for a week or two (at the very longest two months) to the punishment school. The children are of three classes. First, there are obstinate truants, beyond the control of their parents and sent by the schools control committee. ISTest, there are children under twelve years of age, who have been unable to keep their hands from picking and stealing, and are sent by the police. Thirdly, there are ungovernable children, sent by their own parents. The last are paid for by the parents ; the others are kept at the expense of the town. There is no separation between the different classes; and on expressing my doubts about such a promiscuous mingling of merely obstinate with dishonest chil¬ dren, I was told that no evil could possibly arise, as the cause of the detention is never known except to the authorities and the parents, and in the school itself no conversation is ever allowed among the children under any circumstances. That, in fact, is the punishment. They are always, night and day, under the eye of a master or attendant, and perfect silence is ligorously enforced. Of course this could not last long without danger of idiocy. But then the sentences are usually only for a week or two and never longer than two months. For the most part the young delinquent is mastered at once by the grim silence into which he is plunged. This silence is only broken by lessons and prayers. During his brief residence he never goes out even to church, no play of any kind is permitted, and the only exercise is drill. Every care is taken that this punishment shall leave no stain behind it. The children are not jail birds. They have been sent to a stricter school ; that is all. And there is no public record that can be used against them. — (Letter of J. Allanson Pictou, member of the London school board, describing a punishment school at Hamburg, in the School Board Chronicle, September 25, 1875.) REFORMATORIES IN ENGLAND. CLXXXI After considerable discussion, Mr. Picton’s motion, that a letter be addressed to the secretary of state for the home department in accordance with the recommendation of the report, was agreed to. REFORMATORIES IN ENGLAND. In the report of the National Prison Association of the United States, for the years 1874 and 1875, Dr. Wines remarks : The system of certified industrial and reformatory schools, with a vast number of other similar establishments not certified, now existing in every part of the British Isles, has made areal and perceptible impression upon crime, both as to its amount and character. But thediminution has nowhereelse been so marked as in Gloucester County. Thirty years ago that county had seven prisons, with an average annual population of 850 inmates, whereas at the present moment it has but one, the other six having been pulled down, or otherwise disposed of, and the average number of prisoners in the single remaining jail has been, for several years, less than 200. It is further said : Official returns, printed in the blue books, show that, in 1843, when the population of the country was 16,300,000, the criminals sentenced to penal servitude or transporta¬ tion, that is, criminals convicted of the higher crimes, amounted to 4,488, whereas in 1869, when transportation had ceased, and the population was 21,900,000, and the crim¬ inals sentenced to penal servitude ought, by the rules of proportion, to have amounted to 6,027, the number actually so sentenced was only 2,006 ; a most notable diminution of criminality, when the increase of population is taken into the account. This work has been effected in large measure through the agency of reformatory institutions, industrial schools, training ships, refuges, homes, and such like establish¬ ments ; but, upon a larger scale, through the multitudinous and diversified operations of the ragged school union of London. Mr. T. LI. Barwick Baker, visiting justice, Gloucestershire, England, says: Prior to 1856, we had in all parts of England, but especially in the large towns, many boys confirmed in a long continued habit of stealing. The magistrates catu- rally disliked committing a child under 16 to a jail for more than three months, and there were then no reformatories to give a milder detention of greater length. The consequence was that boys came out from jail, after an imprisonment too short to make them forget their bad habits or to lessen their skill ; they found their associates still in practice and able to assist them ; and, returning to their old courses, they increased their skill and hardihood till they frequently were able to take lodg¬ ings and support themselves entirely by thieving. * * * The very sight or knowl¬ edge of a number of boys so living in luxury without work was a terrible incitement to any boy of weak and unstable mind to follow the same course. Boys’ crime throughout England was rapidly and sadly increasing. In 1856, 13,981 boys and girls under 16 were committed to priSkOn. But at this time reformatories came into general action, and it became the the custom to commit to them, for a long period of deten¬ tion, all who were committed for two or more times. In a very short time all the habitual boy thieves — all the examples of success, all the instigators and instructors, the generals in the army of boys’ crime — were removed from society, and were turning over the clods of some retired farm. The natural, the almost inevitable result, was that boys ceased to be tempted by the prospect of success. They had none to instruct them in their art, they had none to cheer them on and to show them that the prison failed to check any who had strength of mind not to be frightened at it ; and in 1860 the numbers of children committed to prisons or reformatories had fallen from 13,981 to 8,029. Nor was this all. The 8,029 were mostly children on a first conviction, who had weakly yielded to some sudden temptation, but were not skilled or hardened in crime. This, it will be seen, was not the effect of the reformation of the individual. There were not 4,000 children committed to the reformatories in the four years, while the prevention amounted to nearly 6,000 per annum ; and few of these had been dis¬ charged by 1860, so th.at we may fairly say that, if the reformation of those received had been an utter failure, the effect would have been nearly the same. It was not the reformation of the individual, but the taking away of the temptation, the removal of the leaven from the lump, the preventing infection by the absence of the infectious element, which caused the diminution. * # » * # * * In Middlesex, the county in which London is situated, in 1856, 4,113 children were committed, but in 1862 the number had dropped to 1,511. I should here explain, that when we began our work in 1856, it was the common im¬ pression that most of the boys were instructed and trained by men. Had this been so, of course no such reduction in crime could have taken place. But as we went on CLXXXII REPORT OF THE COMMISSIONER OF EDUCATION. and became acquainted with the habits and feeling of those under our charge, we found that the boys, nearly without exception, were corrupted and trained by other boys under 16. — (Report of National Prison Association, pp. 458-460.) Speaking of the effect of industrial and reformatory schools in diminishing crime, Dr. Wines remarks: The effect of these institutions has been greatly to diminish juvenile delinquency in Edinburgh, as shown by a return made last year by the governor of the city prison, from which it appears that the number of juveniles under 16 years of age committed to the prison in 1847 was 512, and in 1875 the number was reduced to 131. The pro¬ portion of juveniles under 16 committed in 1847 to the aggregate number committed that year was about 5^ per cent. ; while for the last year the proportion was only a little more than one-half of one per cent. A reduction to a greater or less extent has been effected in other localities, but no- w'here so great as in Aberdeen. There, the average yearly number of thefts reported to the city police during the five years ending 1860 was 1,142, while, during the live years ending 1874, the average yearly number was 286 ; and at the circuit court of justiciary held there in September last, not a single case was set down for trial, the like not having occurred for more than a hundred years. The magistrate said that he im¬ puted this gratifying state of matters mainly to the industrial and reformatory schools. Dr. Wines remarks, in reference to Miss Mary Carpenter’s day industrial feeding school at Bristol : The children remain ten hours a day at the establishment, spending three hours in school, about the same time at meals and recreation, and four hours (perhaps a little more) in industrial occupations — tailoring, shoemaking, working up o!d railway ties into kindlings, &c. The habit of steady work and the modicum of skill in the use of tools thus acquired enable them after a few years, sometimes even a few months, silent in the school readily to obtain employment. Miss Carpenter is now seeking special legislation at the hands of Parliament. What she desires is to have power given to school boards to compel attendance [at industrial schools] and pecuniary subventions from the parents to meet the cost. Until such power and aid are granted, she thinks it impossible to reach the bulk of this class of children. The voluntary reformatories and refuges, she says, never touched the really criminal children, and, multiply these day industrial feeding schools as you will, they Vv^ill never clear the streets of Bristol, and, of course, of no other great city, until jiower is given to the school boards to enforce attendance at them. Sheriff Watson never rid the city and county of Aberdeen of juvenile vagrants until he used the arm of law, first to bring the children in and afterward to check vagabondism. Then his day industrial school was soon filled, and new schools were speedily established, with results that have been the admiration of the world. This gentleman has recently, at the Edinburgh congress of superintendents and managers of industrial and reforma¬ tory schools, borne public testimony, after thirty-four years, to the perfect success of the system. EDUCATION IN FOKEIGN COUNTRIES. I.— Europe, Asia, and Africa. Algeria, Erencli colony in Africa : Area, 258,306 square miles ; population, 4,851,199. The number of primary schools is 591, of which 489 are public and 102 private. The number of pupils in public and private schools is 41,447 ; viz, 21,884 boys and 19,563 girls. There are besides 151 asylums, with 15,002 chi.dren ; viz, 6,527 boys and 8,475 girls. — (Manuel G5n4ral, Paris, January, 1877.) Austria-Hungary.— a. Austria, constitutional monarchy: Area, 108,234 square miles; population, 20,394,980. Capital, Vienna ; population, 1,020,770. Minister of public instruction, C. von Stremayr. According to the school census in 1875, the total number of popular schools was 15,166; viz, 14,257 public and 909 private. This shows an increase of 397 schools since 1871, and of 2,382 since 1850. The number of teachers was 31,196 in 1875 ; average sal¬ ary 717 florins, (1 florin = about 50 cents.) The number of pupils in public schools was 2,050,808, against 1,753,787 in 1871 ; in private schools there were 83,875 pupils, against 66,923 in 1871. The total number of pupils in public and private schools in 1875, was 2,134,683, or 17.2 per cent, more than in 1871. A large number of children of school age who did not attend the popular schools received instruction elsewhere ; viz, 17,705 were instructed by private tutors at home, EDUCATION IN OTHER COUNTRIES. CLXXXIIl 76,688 frequeuted advanced private scliools, 17,887 secondary and technical schools, and 102,232 were on the rolls of the so-called review schools, (Wiederholungschulen.) The ciiy of Vienna continues to improve her system of popular education. Several new schools have been built in 1876, and several other schools have been greatly im¬ proved. The increase in the number of pupils was 3,374 in 1874-75. In the latter year the number of pupils was 60,258,53,571 of whom attended public and 6,687 x)rivate schools. The amount expended by the city of Vienna for education in 1876 was 2,109,790 florins; viz, 1,725,600 florins for popular education, 325,600 florins for middle class schools, 48,830 florins for the training of teachers, and 9,750 florins for Kinder¬ garten. — (Seyflarth’s Chronik des Volksschulwesens, 1877.) &. Hungary, constitutional monarchy: Area, 118,172 square miles; population, 15,509,455. Capital, Buda-Pesth ; population, 270,476. Minister of worship and public instruction, G. de Tandrky. Hungary has 11,743 communes and 15,387 schools, 13,831 of which are supported by religious bodies and 1,556 by the state. The total number of children of school age is 2,139,207. Of this number 1,195,687 attend the elementary schools, 20,027 the private schools, and 12,735 the Gymnasia and Realschnlen. The school attendance has consid¬ erably increased since 1869. In that year only 47 per cent, of all the children of school age were at school, while, in 1874-^75, we find nearly 70 per cent, of the school popu¬ lation in attendance. The total number of teachers is 19,610, and their average salary 319 florins, (about one hundred and sixty dollars.) Hungary has 15,390 school buildings with 20,098 rooms, 16,018 school gardens, and 1,881 school libraries. The number of teachers’ seminaries is 58 ; viz, 48 for males and 10 for females. The number of students is 2,651 ; viz, 1,905 males and 746 females. There are 200 Kindergarten in Hungary, and 5 seminaries for the training of Kinder¬ garten teachers. For secondary education there are 146 Gymnasia, with 1,768 professors and 27,144 students, and 35 Realschnlen, with 431 professors and 8,088 students. The university of Buda-Pesth has 149 professors and 2,361 students; the polytechnic school of Buda-Pesth 40 professors and 685 students. There are besides 41 schools of theology, wi th 134 professors and 766 students, and 13 law schools, with 111 professors and 1,417 students. — (Report of the minister of public instruction for 1874-75, Buda- Pesth, 1876.) Belgium, constitutional monarchy : Area, 11,373 square miles ; population, 5,336,634. Capital, Brussels; population, 376,965, Minister of the interior, under whose jurisdiction the supervision of public instruction is placed, C. Delcour ; chief of the educational section, M. Le Bon. Little or no progress has been made in education during the last years. The province of West Flanders may serve as an example of the present condition of education in the whole kingdom. The population of West Flanders is 700,000. The number of public schools is about fifty, the number of pupils only 5,854 ; viz, 2,256 boys and 3,598 girls. Of 873 recruits in 1874, only 315, or 36 per cent., could read and write. — (Seyfiarth’s Chronik des Volksschulwesens, 1876.) Denmark, constitutional monarchy : Area, 14,553 square miles; population, 1,903,000. Capital, Copen¬ hagen; population, 233,000. Minister of worship and public instruction, J. C. H. Fischer. The public schools of Denmark enjoy a high degree of efficiency and perfection. There is an exceedingly small percentage of the population unable to read and write. The following is a brief summary of the school laws now in force : 1. Education is compulsory. The children are required to attend school from their seventh to their fifteenth year. Whoever does not comply with this requirement is fined. 2. The public schools are divided into two classes, viz, primary or elementary, and secondary or intermediate. In the schools of Copenhagen no class is allowed to have more than from 30 to 40 pupils. CLXXXIV EEPORT OF THE COMMISSIONER OF EDUCATION. The number of schools in country districts is dependent upon the following condi¬ tions : 1. No pupil is to be obliged to go to school at a greater distance than one English mile. 2. Tuition in public schools is free. The salaries of teachers in the schools of Copenhagen range from 1,200 crowns ($320 gold) to 2,200 crowns, (about $600 gold.) In the country they range from 800 crowns ($215 gold) to 1,400 crowns, ($375 gold;) but the latter are, in part at least, paid in natural allowances,” such as dwelling, fuel, and a piece of ground. The expenses for primary schools are paid by communities, or districts in which they are located. Secondary schools receive a subsidy from the State. Besides the public schools, there is a large number of private schools, which are attended by children of the wealthier classes. There are four seminaries for the education of teachers in Denmark, together with about fifteen so-called learned schools or academies, with from ten to twenty profess¬ ors each. There is also a veterinary college and agricultural high school, with about twenty-five professors. Denmark has a military academy and several navigation schools. The University of Copenhagen, established in 1478, has four faculties, with 71 professors and 6 tutors. The university library contains 260,000 volumes and 4,000 manuscripts. Egypt, a dependency of the Turkish empire in Africa: Area, 212,607 square miles; population, 5,252,000. Capital, Cairo; population, 349,883. Minister of public instruction, Sahit Pacha. There are at present 140,977 pupils under instruction. Of these, 111,803 are in primary Arab schools ; 15,335 in those attached to mosques ; 1,385 are educated by government ; 8,961 by missions and religious communities, and 2,960 in the municipal .schools. There are only two female schools returned, those started by the Khedive ; but in the Coptic and mission schools a few little girls may be found. It will easily be seen that the primaiy Arab schools educate more than two-thirds of the children, and that they consequently are of the first interest to any one anxious for the improve¬ ment of the national culture. Unfortunately they seem to exist only in order to impart a parrot-like acquaintance with the text of the Koran. For this purpose only have they been endowed by pious people. One primary school in Cairo is well worth a visit. It has a class room about ten feet square. It is below the level of the road, and lofty for its size. A grated win¬ dow, high up, gives a dim light ; but a flood of sunshine comes in at the open door, and strikes full on the bright crimson robe of the fakeeh as he sits on his cushion in the corner. At one end stands the only piece of furniture in the room. It looks like a large harmonium, done up in brown holland ; but turns out to be a box containing the bones of a saint. In front of this curious piece of school furniture squat about twenty-four little black and brown boys. One or two are disguised as girls, to protect them from the evil eye. All have dirty faces, and several are suffering from ophthal¬ mia. They sit in two rows, facing each other, and simultaneously rock their bodies violently backward and forward as they recite the alphabet, or that verse of the Koran which forms their day’s task. The children shout at the top of their little cracked voices in a nasal tone far from musical. If they cease their rocking and shrieking, even for a moment, the master brings down his long palm cane upon their shaven skulls, and they recommence with renewed energy and an even more violent see-saw. The sentence repeated does not convey the slightest meaning to their minds, nor is any attempt made to explain it. Two or three older children are sitting beside the fakeeh, getting lessons in the formation of the Arabic characters. Their copy book is a piece of bright tin, and they use a reed pen, called a kalam. The ink bottle is a box containing a sponge saturated with some brown fluid. A long row of tiny slippers, of every form and color, lies neatly arranged at the door; for the place where the bones of a saint are enshrined is holy ground, and no one may soil the clean mat¬ ting of the floor with outside defilement. No register is kept of the pupils, or of their days of attendance. Indeed, although the fakeeh can repeat the whole of the Koran EDUCATION IN OTHER COUNTRIES. CLXXXV off book, it is bigbly probable be would find some difficulty iu counting up to tbe number of bis pupils. His acquirements begin and end witb tbe textual knowledge of tbe sacred book, and, unfortunately, tbe wishes of bis pupils’ parents witb regard to tbe education of tbeir children are bounded by tbe same narrow limits. Tbe schoolmas¬ ters are miserably paid; but they exercise considerable influence, and no marriage or family fete is complete without tbeir presence. In better class Arab schools a little arithmetic is sometimes taught, but not always. Boys who wish to pursue that branch of tbeir education generally learn from tbe public gabdni, a man whose business it is to weigh merchandise. A child whose father keeps a store is taught by assisting in it. Geography is also neglected, which is fortunate, as nothing can be more ludicrous. The teaching is, of course, entirely based upon the Koran, which upholds Mr. Hamp¬ den’s views with regard to the shape of the earth. The children learn that it takes 500 years of travelling to get round the mighty plain, while perhaps a few yards from the school door hangs one of Mr. Cook’s placards offering to do the whole business in 90 days. It must be a little hard to explain all about the seven earths and the seven heavens and the seven climates and the seven seas of light. The one important fact which the children retain is that Mecca is the centre of the earth. At present eaeh boy comes to the master with his lesson, says it, and returns to his seat. He is suc¬ ceeded by another, and so on during the whole day. This would be impossible if more than reading and writing were taught. Of the mosque schools the ancient El Azhar is still the most important. It provides instruction, such as it is, for more than 11,000 pupils. A considerable nuraber are housed and fed within its hospitable walls. The pupils are of all ages, and come from the most remote provinces as well as the larger towns. They may stay as long as they like and go there when they please. If they are rich they make presents to the professors, who are paid entirely by voluntary donations; if they are very poor, they receive help from their alma mater in the shape of food. The baksheesh of 500 sheep sent one day by the Viceroy on the occasion of a family rejoicing, was therefore not unacceptable. The school is, in fact, a great free national university for the teaehing of the Koran. There are few rules ; there is no compulsory course of study ; there is no roll call or classification of students. Curi¬ ously enough, coffee and tobacco are here forbidden within the walls. Some of the Coptic schools are well worthy of a visit. The principal one in Cairo is exceedingly well attended. The boys look as if their intelligence was cultivated, and many of them read and speak either French or English with ease and a good accent. They seem to have a great interest in each other, and to feel a genuine pride in seeing their companions show off their small aceomplishments to strangers. The Copts take same pains to teach their girls, and have two fairly well managed schools at Cairo. The children are taught reading, writing, arithmetic, singing, and needlework. — (The Edu¬ cational Times, London, June 1, 1877.) Ftnulnd, grand ducliy, dependency of Eussia : Area, 144,222 square miles ; population, 1,882,622. Capi¬ tal, Helsingfors ; population, 32,113. According to the official report for 1870-’75, Finland has 324 popular schools, with 387 teachers and 14,895 pupils ; 58 secondary schools, with 430 teachers and 4,952 stu¬ dents; one university, with 60 professors and 642 students ; 63 special schools, with 208 teachers and 3,177 pupils. There is, besides, a large number of private schools with about 300 teachers and 2,500 pupils. Fkance, republic: Area, 201,900 square miles; population, 36,102,921. Capital, Paris; population, 1,851,792. Minister of public instruction, M. Brunet, since May 17, 1877 ; from March 9, 1876, to May 16, 1877, M. Waddington. The number of schools under lay teachers is 41,959 ; viz, 19,044 for boys, 6,399 for girls, and 16,510 for both sexes. The total number of pupils of these schools is 2,340,344 ; 704,028 children do not pay school fees. The number of convent schools is 11,391 ; viz, 1,970 for boys, 8,322 for girls, and 1,099 for both sexes. The total number of pupils of convent schools is 1,137,198 ; the num¬ ber of children admitted free is 662,332. CLXXXVI EEPORT OF THE COMMISSIONER OF EDUCATION. The total number of schools is thus 55,350, and the total number of pupils 3,477,542. France has at present 81 departmental normal schools, the course of study in which is 3 years. Pedagogy and history of pedagogy are not taught. The students have to pay 450 francs a year for board and instruction. Of the 60^000 communities in France about twenty thousand have not their own school-houses. The department of the Seine has now 2,005 schools, with 5,147 teachers and 238,660 pupils. About thirteen thousand children do not attend school, on account of the want of school-houses. About fifty new schools have been established within 3 years. The following is a synopsis of an education bill which was recently laid before the legislative assembly: Every commune is authorized to establish absolute gratuity in her public schools. Communes that cannot raise the necessary amount to defray the expenses for popular instruction shall receive a subsidy from the state. The instruction in all the public schools must be gratuitous. This law shall take eftect January 1, 1878. — (Seyifarth’s Chronik des Volksschulweseus, 1876, and Manuel g6n6ral de Pinstruction publique, Paris, 1877.) Germany. — Constitutional monarchy, (empire:) Area, 212,091 ; population, 42,752,554. Capital, Eexlin; population, 968,034. The empire of Germany has no national system of education, but each of the twenty- six states composing it has its own ministry or bureau of public instruction, and manages its own educational affairs. Educat^pn is compulsory throughout the empire. The school population of Germany (6-14) is 7,075,281 ; viz, 3,544,833 boys and 3,530,448 girls. The detailed statistics of primary and secondary education in some of the German states will be found under special headings. The following table gives a list of all the German universities, with the numbers of professors and pupils, in 1876 : tlniversities. Professors and assist¬ ants. Students. Total. Theology. Jurisprudence. Philosophy. Medicine. Berlin . 197 162 802 911 263 2,143 Bonn . 117 127 186 271 123 707 Breslau . 107 115 422 419 160 1,116 Erlangen . . . . . 54 134 35 99 161 429 Ereiburg . 59 52 48 54 120 274 Giessen . 54 13 103 115 84 315 Gottingen . . . 115 78 352 433 123 986 Greifswald . 57 33 71 122 218 444 Halle . 96 187 130 441 112 870 Heidelberg . 104 9 197 195 87 488 Jena . 73 64 92 209 75 440 Elel . 61 50 17 71 64 202 Kbnigsberg . 83 44 196 223 148 Cll Leipzig . 156 337 1,171 969 428 2, 925 Marburg . 65 46 67 166 122 401 Miinchen . 116 84 276 496 347 1, 203 IMiinatpir - . .. _ _ _ _ _ . 29 208 223 431 Eostock . 39 25 37 55 36 153 Strassburg . 90 50 197 239 191 677 Tiibingen . 84 353 168 145 157 823 WUrzburg . 67 129 106 201 548 984 Total . 1, 800 300 4, 678 6, 077 3, 507 16, 622 EDUCATION IN OTHER COUNTRIES. CLXXXVII The number of students in the table given includes only those regularly matricu¬ lated at each university. There were, besides, 2,377 non-matriculated students, (Horer, zum Besuch der Vorlesungen berechtigt,) the vast majority of them, namely, 1,962, at the University of Berlin. Thus there were altogether 18,999 students in the universities of Germany in 1876. Fourteen of the twenty-one universities of the em¬ pire are Protestant, four are Romau Catholic, and three are mixed ; but it may be said that the faculties of theology only have a religious character. In a Protestant univer¬ sity nothing but Protestant theology is taught, in a Catholic university nothing but Catholic doctrine, and in a mixed university both Protestant and Catholic theology are treated. In most of the German universities there is a regular course of pedagogy for those who desire to prepare themselves for practical school work. In Berlin the number of hours in a week devoted to this branch of study is six, in Bonn four, in Halle five, in Leipzig eight, in Wurzburg four, and iu most of the other universities three. Hitherto, the German universities admitted no one to the lectures who was not in possession of a certificate of capacity issued by the commission appointed each year to examine the graduates of the secondary schools ; but the university of Berlin has recently published the following decision of the academic senate : Young men who have not passed the examination as to capacity, (Maturitiitsexamen,) and who desire to attend the lectures of this university with a view only to acquir¬ ing a general culture in a certain branch, without aspiring to appointments in the higher service of state and church, may be matriculated according to section 34 of the statute of June 4, 1834. Peussia, constitutional monarcliy: Area, 137,066 square miles; population, 25,693,688. Capital, Berlin; population, 968,634. Minister of public instruction. Dr. Palk. The following summary has been abstracted from the “ Jahrbuch fur die amtlicho Statistik des preussischen Staats, Berlin 1876 Primary education. — The number of primary schools (Elementarschulen) is 34,988 ; viz, 33,120 public and 1,868 private. The number of classes in all the public and private schools is 57,228 and the number of teachers 57,936. The number of pupils is 4,007,776; viz, 3,900,655 in public and 107,121 in private schools. Teachers’ seminaries. — The number of regularly organized seminaries is 103, with 269 classes, 677 teachers, and 6,544 students ; but there are besides 37 preparatory semina¬ ries, with 55 teachers and about 1,000 students. A large number of higher schools for females, (hohere Tochterschulen) have established courses of pedagogy for those of their students who intend to become teachers. In 1874-’75, 36 higher schools for females had 909 students of pedagogy. Secondary education. — For second ary education there are in Prussia 90 higher burgher schools, with 802 professors and 15,971 students ; 96 Realschulen, with 1,711 professors and 38,135 students ; 261 Gymnasia, with 4,009 professors and 78,506 students ; 215 higher female schools, with 2,206 teachers and 43,247 pujiils. Schools for the deaf-mutes. — In 1875, there were 37 schools for the deaf-mutes, with 235 teachers and 2,351 pupils. Schools for the Mind.— The 13 schools for the blind in Prussia had, in 1875, 88 teach¬ ers and 560 pupils. Agricultural schools. — ^Number of schools, 81 ; number of teachers, 392 ; number of pupils 2,040. Schools of forestry. — There are 6 schools of forestry in Prussia, with 27 professors and 237 students. Special schools. — There are about one hundred and eighty special schools, as military, naval, technical, and commercial schools, with about one thousand professors and fif¬ teen thousand students. The following are the results of the examination of recruits in Prussia for the year 1875-’76: The total number of young men examined was 85,507, 2,749 or 3.2 x^er cent. CLXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. of whom had. received no school education. The largest number of illiterate recruits came from the Polish provinces of the kingdom. In the city of Berlin, the one session system has been tried since 1876, and the result gives general satisfaction. Attendance is more regular, punishments are rarer, and the pupils’ work is much better than formerly. The pupils are now able to assist their parents in the afternoon. Teachers and pupils enjoy better health, for there is now more time for cleaning and ventilating the school rooms daily and thoroughly. Bavaria, constitutional monarchy : Area, 29,292 square miles; population, 5,024,832. Capital, Mu¬ nich; population, 193,024. Minister of Avorship and public instruction. Dr. von Lutz. The examination of recruits for 1875 showed that 2 per cent, of the young men had received no satisfactory school education. Illiterates were not found at all. The 35 preparatory teachers’ seminaries have at present 1,650 pupils, and the 13 reg¬ ular seminaries have 944 students. The city of Munich had, in 1874- 75, 16 public schools, with 279 classes and 15,253 pupils. The number of teachers was 413; viz, 237 males and 176 females. — (Seyf- farth’s Chronik des Yolksschulwesens, 1877.) Saxony, constitutional monarchy: Area, 6,777 square miles; population, 2,760,342. Capital, Dresden; population, 197,295. Minister of public instruction. Dr. von Gerber. Saxony has 2,143 public elementary schools, with 8,357 classes, 5,060 teachers, and 429,679 pupils ; viz, 212,732 boys and 216,947 girls. There are, besides, 124 private schools, with 711 teachers and 8,267 pupils; viz, 4,178 boys and 4,089 girls. The 182 Sunday and evening schools have 12,594 pupils and 626 teachers. There are 91 Kin¬ dergarten, with about two thousand pupils. The teachers’ seminaries number 14; viz, 13 Protestant and 1 Catholic. The number of teachers is 133, and the number of students 1,595 ; 62 are females. For secondary instruction there are 13 Gymnasia, with 280 professors and 3,368 students ; 12 Realschulen of the first rank, with 202 professors and 4,129 students ; and 13 Realschulen of the second rank, with 122 professors and 1,958 students. The 11 technical schools have 97 teachers and 1,013 pupils. The higher institutions of learn¬ ing have 251 professors and 3,754 students. — (Allgemeine Schulzeitung, December 9, 1876.) WuRTEMBERG, constitutional monarchy: Area, 7,675 square miles ; population, 1,881,505. Capital, Stutt¬ gart ; population, 107,273. Minister of public instruction. Dr. von Gessler. The school population of Wiirtemberg (6-14) is 295,923. All these children, with the exception of the sick, attend the primary or secondary schools. The schools are in excellent condition, and the teachers are all thoroughly trained for their work. During the last years a large number of agricultural evening schools for adults have been established throughout the kingdom. The number of persons attending them is estimated at 25,000. For secondary education Wiirtemberg has 185 schools, (Gymna- sien and Realschulen,) with 16,964 students. The conservatory of music at Stuttgart has a worldwide reputation. It has about six hundred pupils and forty teachers. — (Chronik des Yolksschulwesens, 1877.) Baden, gr.and duchy : Area, .5,851 square miles ; population, 1,506,531. Capital, Carlsruhe ; population, 42,768. Chief of the education department, G. Nokk. The schools are in a good condition, but it is to be feared that they will suifer very much on account of the scarcity of teachers. Nearly three hundred places .are now vacant, and there is no hope of getting a sufficient number of competent teachers to fill these vacancies. During the last year the number of candidates who had gradu¬ ated from normal schools was only 59, while the number of teachers pensioned and discharged and dece.ased was 124. — (Chronik des Yolksschulwesens, 1876.) EDUCATION IN OTHER COUNTRIES. CLXXXIX Hesse, grand duchy ; Area, 2,866 square miles ; population, 882,349. Capital, Darmstadt; population. 43,937. Minister of the interior, Baron von Starch. The school population (6-14) is 141,968. All children of school age attend school, and the schools are generally considered very good. The teachers’ salaries have been considerably increased. The minimum salary is now 1,000 marks (1 mark = 25 cents) and the maximum 1,600 marks, besides a dwelling house or compensation for house rent. — (Allgemeine Schulzeitung, 1876.) Alsacb-Lokraine, imperial land (Eeichsland) : Area, 5,580 square miles; population, 1,529,408. The school population is 259,620 ; viz, 1.30,400 boys and 129,220 girls. Since the in¬ troduction of the compulsory school laws attendance is very regular. In the city of Miihlhausen the average attendance has increased 2,000 within three years. During the year 1875 sixteen higher female schools, two schools of agriculture, and several technical schools have been established.— (Chronik des Yolksschulwesens, 1876.) Great Britain and Ireland, constitutional monarchy : Area, 121,114 square miles ; population, 33,089,237. — a. England and Wales; Population in 1876, 24,244,010. Capital, London; population, 3,489,428. The following table, compiled from the official report for the year 1875-76, shows the progress of education between the years 1870 and 1875: 1870. 1875. I. Estimated population . 22. 090, 163 23, 944, 459 II. Number of schools inspected . 8, 919 14, 140 III. Annual grant schools : a. Number of departments : 1. Day schools . . . 12, 061 19, 245 2. Night schools . 2, 504 1,392 h. Accommodation : 1. Day schools . 1,878, 584 3, 146, 424 2. Night schools, (not connected with day schools) - 13, 055 ■ c. Present at examination : 1. Day scholars . 1, 434, 766 2, 221, 745 2. Night scholars . . . 77,918 37, 665 d. Average attendance : 1. Day schools . 1, 152, 389 1, 837, 180 2. Night schools . - . 73, 375 48, 382 lY. Number of teachers : 1. Certified teachers . 12, 467 20, 940 2. Assistant teachers . 1,282 2,713 3. Pupil teachers . 14, 304 29, 667 4. Students in training colleges... . 2, 097 2, 975 Y. Simple inspection schools : 1. Accommodation . 53, 982 82, 688 2. Present at examination . . . 39, 122 51,976 3. Average attendance . . 16, 599 25, 996 6. Scotland: Population in 1876, 3,527,811. Capital, Edinburgh ; population, 215,146. In December, 1875, there were 2,329 public schools under school boards in Scotland, with 307,955 pupils on the rolls and an average attendance of 233,130, taught by 3,418 principal teachers and assistants, and 3,024 pupil teachers. There were 165 evening schools, having 12,343 pupils on the roll and an average attendance of 9,803. In these schools there were 203 principal teachers, 103 assistant teachers, and 65 pupil teachers. The school boards report that during the last school year, in carrying out the com¬ pulsory clauses of the education act, 7,499 parents have been summoned to appear before their respective boards and that notice has been sent to 421 employers ; that 279 cxc REPORT OF THE COMMISSIONER OF EDUCATION. parents and 1 employer have been prosecuted ; that 197 of the former were convicted, of whom 135 were lined and 20 imprisoned. The number of children who during one year have been brought into school by the operation of the compulsory clauses is esti¬ mated at 28,054. Of these children, 15,516 belong to towns and 12,538 to rural par¬ ishes. c. IRICLAND : Population in 1876, 5,317,416. Capital, Dublin ; population, 314,666. According to the official report for the year 1875, the number of pupils of national schools was 347,814, taught by 9,929 teachers and assistants and 288 teachers of needle¬ work. The convent schools had 37,056 pupils and 1,681 teachers. Greece, constitutional monarchy; Area, 19,941 square miles; population, 1,457,864. Capital, Athens; population, 44,510. Minister of public instruction, Mr. Milissi. In 1832, Greece had only 75 elementary schools, 18 Progymnasia, and 3 Gymnasia, with a total number of 11,000 pupils ; in 1872 she had 1,177 elementary schools, 5 schools of commerce, 4 schools of theology, 4 schools of navigation, 1 polytechnic school, 1 teacher’s seminary, 1 school of agriculture, 17 Gymnasia, 1 higher female school, and 1 university. The number of common school teachers is 2,273 and the number of pupils 77,580 ; viz, 61,885 boys and 11,695 girls. The number of newspapers in Greece is 127, 4 of which are in the French language. — (Chronik des Volksschulwesens, 1876.) Italy, constitutional monarchy : Area, 114,296; population, 26,801,154. Capital, Home; population, 219,608. Minister of pubUc instruction, M. Coppino. Italy has 115 normal schools, with 815 teachers and 6,130 students ; 18,243 public schools for boys, with 17,900 teachers and 801,358 pupils ; 3,228 mixed schools, with 3,266 teachers and 174,723 pupils ; 3,892 private schools for boys, with 4,035 teachers and 72,141 pupils ; 3,982 private schools for girls, with 4,168 teachers and 88,890 pupils; 1,292 mixed private schools, with 1,378 teachers and 31,077 pupils ; 1,099 infant schools, with 2,627 teachers and 130,806 j)upils ; 9,809 evening schools, with 11,548 teachers and 375,947 pupils ; 4,743 Sunday schools, with 5,020 teachers and 154,585 pupils. According to a report of General Torre, in 1872, 54,675 of 96,363 recruits were illiter¬ ate. Italy has compulsory school laws ; but as the clergy still have control of many schools, it is very difficult to enforce attendance. Some communities have established unsectarian schools. In Rome these schools are attended by 14,838 i^upils. In the city of Naples more than one-half of the persons who applied for marriage licenses in, 1874 were wholly illiterate. — (Educatore Italiano, December, 1876.) Japan, absolute monarcby: Area, 156,604 square miles; population, 33,579,909. Capital, Tokio; population, 674,447. Acting minister of education, Fujimaro Tanaka. There were in Japan, in 1876, 246 middle school districts; elementary school districts, 46,115 ; school population, 4,923,272, viz, 2,563,700 male and 2,359,572 female ; number of attendants,* 1,590,115, viz, 1,183,731 males and 406,384 females ; number of non¬ attendants, 3,333,157, viz, 1,379,969 males and 1,953,188 females; pupils under six and over fourteen years, 146,452, viz, 130,037 males and 16,415 females ; elementary schools, 20,017, viz, 17,696 public and 2,321 i)rivate ; middle schools, 32, viz, 11 public and 21 private ; normal schools, 53 ; foreign language schools, 91 ; government colleges for special branches, 2 ; whole number of colleges and schools, 20,195 ; pupils of public and private elementary schools, 1,714,768, viz, 1,297,240 males and 417,528 females; X^upils of public and private middle schools, 3,153, viz, 3,125 males and 28 females ; pupils of normal schools, 5,072, viz, 4,998 males and 74 females; pupils of foreign language schools, 6,638, viz, 6,230 males and 408 females ; pupils of government col¬ leges for special sciences, 548 ; whole number of pupils, 1,730,179, viz, 1,312,141 males and 418,038 females ; percentage of population under instruction, 5.15 ; total number of native and foreign teachers, 37,736, viz, 37,057 males and 679 females. — (Second annual report of the minister of education, published in 1876.) EDUCATION IN OTHER COUNTRIES. CXCI Netherlands, constitutional monarchy : Area, 20,527 square miles; population, 3,809,527. Capital, The Hague ; population, 100,254. The number of primary schools is 3,790, and the number of pupils 500,059. The total number of teachers is 11,405 ; viz, 8,991 males and 2,474 females. There is a large number of evening schools, with 23,791 pupils; and 241 repeating and Sunday schools, with 573 teachers and 10,975 pupils. For secondary instruction there are 30 schools, with 348 teachers and 4,504 pupils. There is besides a royal polytechnic school, Avith 25 professors and 23G students. — (Yerslag van den staat der scholen, 1874-75.) Portugal, constitutional monarchy : Area, 36,510 square miles ; population, 3,995,152. Capital, Lisbon; population, 224,063. Minister of the interior, A. Eodriguez Sampaio. Portugal has 2,240 primary schools with 113,097 pupils. For secondary instruction there are 18 lyceums with 2,385 pupils, and 123 other institutions with about 5,000 pupils. Higher institutions of learning are the University of Coimbra, with 52 professors and 913 students; the polytechnic school of Lisbon, with 174 students; the military academy, with 272 students; the polytechnic school of Oporto, with 109 students. The total annual expenditure for education is $1,200,000. — (Chronik des Volksschul- wesens, 1877.) Eussia, absolute monarchy : Area, 8,444,766 square miles ; population, 86,586,000. Capital, St. Peters¬ burg; population, 667,963. Minister of public instruction. Dr. Tolstoi. Superior instruction. — On the 1st of January, 1874, there were 8 universities in Rus¬ sia, which were situated at St. Petersburg, Moscow, Kharkoff, Kazan, Kieff, Odessa, Dorpat, and Warsaw. The number of x^rofessors was 509, and the number of students 0,145; viz, 2,249 in the faculty of law, 1,922 in the faculty of medicine, 883 in math¬ ematics, 501 in philology, 86 in theology, and 48 in the department of Oriental lan¬ guages. The Imperial Institute of History and Philology admits about one hundred students, most of whom aspire to situations under the jurisdiction of the ministry of public in¬ struction. The government defrays all the expenses of this establishment. Talented young men are also sent to foreign countries for the study of languages. The library of the institute has 9,000 Amlumes. The two lyceums, at Yarosloff and Niejene, had 216 students in 1873. Yarosloff has a library of 5,300 works. On the 1st of January, 1874, the veterinary school of Kharkoff had 144, and that of Dorpat 30 students ; 28 students passed the xJrescribed examination and were allowed to practise. The number of students at the Agricultural and SyUdcultural Institute at Nova- Alexaudria in 1874 was 52 ; viz, 39 in the agricultural and 13 in the sylvicultural de¬ partment. Secondary instruction. — There were, in 1874, 123 Gymnasia and 44 Progymnasia. The total number of students was 4,200. Previous to the year 1874 there were only 30 professional schools in Russia, but the ministry of public instruction has since established 43 new schools in different cities. In 1873 the professional schools were attended by 4,275 x)upils. • The three theological schools were attended by 1,418 students, of whom 570 belonged to the orthodox church. Frimary instruction. — Number of elementary schools in 1876, 24,431 ; number of pupils, 1,006,719; viz, 806,965 boys and 199,754 girls. The expenditures for primary education in 1873 were 4,762,678 roubles, (7 roubles=l pound sterling.) , . CXCII EEPORT OF THE COMMISSIONER OF EDUCATION. There is at present only one school for 3,294 inhabitants, and the following table shows that school attendance is anything but satisfactory ; Province. School population, (7-14.) Proportion of .attendance in 1873. Boys. Girls. Dorpat . 100, 892 1 of 15. 1 of 24. Warsaw . 163, 142 1 of 28. 1 of 61. St. Petersburg . 62, 405 1 of 43. 1 of 198 Odessa . . . 55, 173 1 of 50. 1 of 233. Yilna . 69, 328 1 of 47. 1 of 510. Kharkoif . 115, 858 1 of 47. 1 of 511. Kazan . 164, 614 1 of 58. 1 of 333. Kieff . 64, 556 1 of 77. 1 of 658. Moscow . 63, 597 1 of 105. 1 of 498. The minister of public instruction adds the following remarks to these statistics : The above table proves that our population does not appreciate the value of instruction, and if this is true of our population in general, it is especially true of the female population in many of our provinces. Speaking of the school teachers and their training, the minister says: We have unfortunately too small a number of teachers, and those few are far from being competent to do their work. The small salaries have doubtless caused this de¬ plorable condition. According to a report of the inspectors of four large provinces, 500 schools had no teachers at all, and 3,000 schools were in charge of ignorant persons. It is therefore absolutely necessary to establish more teachers’ seminaries. The small number of 45 seminaries with 2,725 pupils cannot furnish a sufficient number of competent teachers for our large country. Miscellaneous. — In 1874 there were 216 ladies’ high schools, with 27,577 pupils. The total expenditures in 1873 amounted to 1,231,277 roubles, (7 roubles = 1 pound sterling.) Number of private schools in the whole empire, 1,728; number of pupils, 59,685 ; viz : 29,604 boys and 30,081 girls. There are 343 private schools in St. Petersburg, and 129 in Moscow. — (Rapport du ministre de I’instruction publique pour I’exercice 1873, St. P6tersbourg, 1876.) Servia, principality, nominally belonging to Turkey, but semi-independent since 1856: Area, 12,600 square miles ; population, ], 338, 505. Capital, Belgrade; population, 26,674, Minister of the interior, M. Miloikovitch. Servia, which has 1,200,000 inhabitants, possesses a university with 17 professors and 193 students ; a theological seminary, with 11 professors and 279 students ; 17 Gymnasia, with 59 professors and 1,186 pupils; 11 industrial schools, with 49 professors and 546 pupils; 1 teachers’ seminary, with 11 professors and 59 students; 1 female high school, with 26 teachers and 238 pupils ; 507 common schools, with 627 teachers and 22,756 pupils, and 13 free schools. Each common school has an average number of 44 pupils, and each teacher 34 pupils. Among the recruits of the Servian army there were only 15 per cent, who could read and write. As 22 per cent, of the former had received a school education it is evi¬ dent that 7 per cent, of the young men forgot all they had learned in school. As agriculture is the almost exclusive occupation of the Servian people, and large cities are very scarce, the country deserves great credit for having established nearly 600 schools in a period of 40 years. A teachers’ seminary was established in 1871 at Kraguiewatz, the centre of the country. The candidates are obliged to serve the EDUCATION IN OTHER COUNTRIES. CXCIII country for six years as teachers ; this does not, however, relieve them from military service. The teachers’ seminary has a physical cabinet, a chemical laboratory, and a library of about 2,000 volumes. — (Freie piidagogische Blatter, Wien, 1876.) Spain, constitutional monarchy: Area, 182,758 square miles; i)opulation, 16,835,506. Capital, Madiid; population, 332,024. Minister of the interior, E. Eomero y Kobledo. Middle class education is given in 58 public colleges by 757 professors to 13,881 pupils. The expenditures for public education by the government amounted to £250,000 in 1876. — (Stateman’s Yearbook, 1877.) Sweden, constitutional monarchy: Area, 171,749 square miles; population, -4, 341,559. Capital, Stock, holm; population, 150,446. Of 28,893 recruits, who were examined in 1874, 49 per cent, could read fluently, 48 per cent, read middling well, and 3 per cent, could not read at all. In writing 24 per cent, were good, 62 per cent, defective, and 14 per cent, could not write. — (Chronik des Volksschulwesens, 1876.) SwiTZEELAND, Confederate republic : Area, 15,233 square miles; population, 2,669,147. Capital, Berne;: population, 36,001. Switzerland has at present 5,095 schools, with 411,800 pupils and 7,480 teachers. The number of school libraries is 1,216, and the number of volumes 327,297. The 26 nor¬ mal schools have 182 teachers and 1,505 students. The following statistics refer to education in the Canton Berne : Frimary schools. — Number in December, 1875, 1,734. Number of pupils, 92,232 ; viz,. 46,314 boys and 45,918 girls. The number of teachers was 1,719 ; viz, 1,114 males and 605 females. The 78 private schools were attended by 4,610 pupils. There are two- institutions for deaf-mutes which are supported by the state. Middle class schools. — The 52 Progymnasia and Realschulen had together 228 teachers and were attended by 3,406 pupils. Teachers’ seminaries. — The 4 seminaries received a government grant of 119,900^ francs. Gymnasia. — The number of Gymnasia was 3 and the number of pupils 832. University of Berne. — Number of students during the winter semester, 1875-76, 345„ Veterinary school at Berne. —This institution h?i.d, in 1875, 10 professors and assistants.. The number of lectures given was 20 each week. The number of students is not mem tioned. — (Schweizerische Lehrerzeitung, 1876, No. 38.) Turkey, absolute monarchy : Area, (Turkey in Europe,) 138,264 square miles ; population, 8,315,000; Public instruction is in a most lamentable condition. We not seldom see in Turkey deserted school-houses, almost fallen to ruins. Old inscriptions above their doors- still tell us that they were once used for educational purposes. The instruction given in these schools was doubtless very defective and one-sided j but it was at least better than nothing. At present, public instruction has entirely ceased in the Turkish provinces. — (Wiener Freie piidagogische Blatter, December 2,. 1875.) n.— l^ORTH America and South America. Argentine Bepublic, confederate republic : Area, 515, 700 square miles; estimated population, 2,130, 000<. Capital, Buenos Ayres; population, 177,787. Minister of public instruction. Dr. D. Onesimu Leguizamon. The following statistics have been kindly transmitted to this office by the Argentine, minister at Washington, Dr. Manuel R. Garcia. The school population (6-14) is 504,800. The number of primary schools for both E-— xin CXCIV REPORT OF THE COMMISSIONER OF EDUCATION. sexes is 1,900, and the number of pupils, 120,000. For secondary instruction there are 14 colleges, with 4,558 pupils, and for superior education there is a university with 334 students. For the training of teachers there are 7 normal and preparatory schools, with 1,439 pupils. BRAzm, constitutional monarchy: Area, 3,275,326 square miles; population, 10,108,291. Capital, Eio de Janeiro ; population, 274,972. Public education is divided into three distinct forms or classes, namely : primary, secondary or preparatory, and scientific or superior. The primary instruction in tho capital is under the charge of the general assembly, and in the provinces under the provincial assemblies. According to the constitution, primary education is gratuitous, and it will become compulsory as soon as the government considers it opportune. Not¬ withstanding the efibrts of the legislature in recent years for the spread of education, it is still in a very backward state, and the public schools were frequented in 1874 by only 140,000 pupils. — (Statesman’s Yearbook, 1877.) Canada, (Dominion of Canada,) British possession; Area, 3,540,000 square miles; population, 3,833,132. The following is an abstract of the work “ L’instruction publique au Canada, par M. Chauveau, ancien ministre de I’instruction publique, Quebec, 1876.” General remarlcs. — Public instruction, in most provinces, is under the control of a council of education and of one or more superintendents. In the province of Quebec there is a superintendent and two secretaries, one Catholic and one Protestant. The council of education has a Catholic and a Protestant section. The bishops are ex officio members of the council. In the province of Manitoba there are two superintendents of public instruction, a Catholic and a Protestant, and the council of education has a Catholic and a Protes¬ tant section. Newfoundland has no council of education ; she has only three superintendents, one for the Catholics, one for the Episcopalians, and one for the Methodists. Schools of other religious denominations are provisionally under the control of the two Protes¬ tant superintendents. In the provinces of Ontario, New Brunswick, Nova Scotia, and British Columbia, the Teligious element is not recognized in the organization of councils of public instruction. The province of Ontario has substituted for the council of public instruction a committee of the executive council, and for the superintendent, a minister of public instruction with a deputy minister. In New Brunswick the council of public instruction is composed of the lieutenant governor, of members of the executive committee, and of the superintendent of edu¬ cation. In Nova Scotia the members of the executive committee form the council of public instruction, and the superintendent acts as secretary of the council. Prince Edward Island has a bureau of education, composed of eleven members who are appointed by government. Instruction is entirely gratuitous in the province of Ontario. In the provinces of Ontario, Manitoba, and British Columbia school attendance is ■compulsory, and the laws are strictly enforced. In the j^rovince of Quebec no compulsory laws are in existence, but the parents have to pay school fees for all their children of school age, (7-14,) no matter whether they isend them to school or not. This is in a certain degree equivalent to a compulsory sys¬ tem and has proved a success. The children of the poor are in all the provinces admitted free to the public schools, and the governments of the provinces grant subsidies to such districts and towns as are too poor to establish and maintain schools. All the provinces, excepting Newfoundland, Manitoba, and British Columbia, have several normal schools. In the province of Ontario there are two normal schools, EDUCATION IN OTHER COUNTRIES. CXCV They are non-sectarian and open for both sexes. In the province of Quebec all the normal schools are sectarian. The number of female teachers is larger by far than that of male teachers in all the provinces, excepting Newfoundland. The number of young men who embrace teaching as a profession is very small. Such as are talented and ambitious find more lucrative occupations. In some provinces the teachers’ salaries have been raised. Ontario and British Co¬ lumbia are far in advance of other provinces in this respect. In the province of Quebec the salaries are comparatively small, because a large number of religious persons who have made teaching their profession, prepare and offer teachers for small salaries, and this is not the only reason why preference is given to them. Nevertheless it is a great negligence on the part of school authorities that lay teachers are not better paid, and, what is still worse, that the small amount to which they are entitled is not regularly paid. Teachers’ conferences are held in almost all the provinces. The number of educational journals published in the different provinces is five ; viz, two in the province of Quebec, one in the province of Ontario, one in Nova Scotia, and one in New Brunswick. Religious instruction. — The two provinces in which the system of public instruction is absolutely non-sectarian are New Brunswick and British Columbia. In Nova Scotia and Prince Edward Island the minority (Catholics) have by common consent the privilege of combining religious with secular instruction. In Nova Scotia no steps have yet been taken to abolish this system ; but it seems as if the school system of Prince Edward Island is rapidly approaching the system of New Brunswick. In the province of Ontario the religious minorities. Catholics or Protestants, can obtain sep¬ arate schools under very easy conditions. In the province of Quebec, the Protestant minority have obtained many privileges which are by far superior to those which the Catholics enjoy in the province of On¬ tario. In the province of Manitoba the division is still more complete. There are two sec¬ tions in the council of public instruction, two superintendents, and separate schools, which are either Catholic or Protestant. In the province of Newfoundland the Catholics are not only completely separated from the Protestants, but the different Protestant denominations have each their super¬ intendents, their commissioners, and their subsidies, proportioned according to their population. Five religious denominations have thus far been recognized by law ; viz, the Catholics, the Episcopalians, the Methodists, the Presbyterians, and the Congrega- tionalists. General statistics. — According to modern views, the reports on public instruction ought to embrace the following division : Superior education, secondary education, special education, and primary education, with the subdivisions of elementary and advanced elementary instruction. Since no uniform system of classification exists in the different provinces, this r6sum6 has not been made with strict reference to the above division. There are still other grave difficulties to surmount, and this ought to induce the school authorities of the different provinces to agree upon some plan for the publica¬ tion of uniform statistics, which would facilitate the compilation of statistics for the whole Dominion. Superior education has been slowly established and gradually developed in the provinces where it exists at present. The University of Toronto and the McGill Uni¬ versity were chartered in 1827, and the Laval University, although only chartered in 1852, can be traced back to the year 1663. The University of New Brunswick was first chartered in 1800, and that of Nova Scotia in 1788. Classical colleges, which are mostly connected with universities, exist in every province. In the following tables of all the institutions of learning, there is given the exact CXCVI REPORT OF THE COMMISSIONER OF EDUCATION. number of schools, including independent establishments, which are not mentioned in the official reports of the different provinces, with the exception of Ontario aud Quebec. The statement, as given below, is based upon the latest reliable information which could be obtained. Even in the provinces of Ontario and Quebec several special schools have been omitted in the official reports : Provinces and territories. U niversities and colleges. Pupils. 1 Special schools. j Pupils. Lyceums, grammar schools, academies. Pupils. f2 'o o 1 o Pupils. j Primary schools. Pupils. Total number of institutions. Total number of pupUs. Ontario . 16 2, 700 21 1, 415 201 10, 685 2 285 4,947 470, 327 5, 187 485, 352 Quebec . 44 8, 261 24 1,362 189 22, 896 3 275 4,115 196, 762 4, 375 229, 556 New Brunswick . 3 186 4 224 28 2,627 1 109 1, 168 60, 513 1, 204 63, 859 Nova Scotia . 6 197 5 279 18 3,285 1 112 1, 729 91,998 1,759 95, 873 Prince Edward Island _ _ a 120 25 1, 344 1 84 390 14, 410 418 15, 958 Npiwff»nTid1fi,Ti(i _ 1 60 18 600 395 16, 838 414 17, 498 T.abrn.flnr . _ 5 162 5 162 "Manitoba _ _ 3 130 1 30 43 2,246 47 2, 406 Niwetin . . 4 80 4 80 Northwestern Territory 22 434 22 434 "Rritiab CJolnnibia _ 1 80 8 250 65 2, 000 74 2, 330 Total . 76|ll, 734 54 3,280 488 41, 917 8 805 12, 883 855, 790 13, 509 913, 508 Special charitable institutions. Special professional schools. EDUCATION IN OTHER COUNTRIES. CXCVII The following table contains a comparison of the different provinces of the Do¬ minion. In compiling the table the European method has been followed in comparing the total population with the total number of registered pupils. More exact information relative to the state of affairs could be obtained by comparing the school population with the average attendance of all pupils below the age of 16 ; but in many prov¬ inces this number is not given except in the schools of the government. Comparative table by provinces of school statistics in the Dominion of Canada. Provinces. o a © 1 a Population according to the census of 1860-’61. Population according to the census of 1870-'71. Probable population in 1875, (excepting the three last provinces.) Total numberof institutions of learningin 1874 and 1875. Total number of pupils. Number of inhabitants to one institution in 1875. Number of inhabitants to one pupil in 1875. Ontario . lOT, 780 1, 396, 090 1, 620, 851 1, 733, 236 5, 187 485, 352 334 3. 55 Quebec . 193, 355 1, 111, 560 1, 191, 516 1, 231, 829 4, 375 229, 556 281 5. 36 Ne w Brun swick . 27, 322 252, 040 285, 594 302, 371 1, 204 63, 859 251 4. 72 jSTova Scotia . . 21, 731 330, 859 387, 800 415, 270 1, 759 95, 873 283 4. 33 Prince Edvs^ard Island . 2, 100 80, 850 94, 021 100, 606 418 15, 958 240 6. 30 Newfoundland . 42, 000 10, 063 146, 536 155, 526 414 17, 498 410 8. 88 Manitoba . . . 14, 090 12, 728 17,500 47 2, 406 372 7. 30 British Columbia . . 356, 000 33, 586 38, 500 74 2, 330 520 16. 52 Northwestern Territory . 2, 775, 712 60, 500 66, 000 31 676 2, 129 101. 38 Total _ _ _ _ 3, 540, 000 3, 833, 132 4, 060, 838 13, 509 913, 508 Newfoundland. — The first efforts to establish public instruction were made under the government of Vice-Admiral Gambler, appointed in 1802. The city of St. Johns had at that time 3,420 inhabitants, two-thirds of whom were Catholics. The governor con¬ sulted the leading ministers of the Protestant and Catholic Churches in reference to the establishment of free schools for poor children of both religious persuasions. Every citizen furnished voluntarily his contribution, and the funds thus obtained were divided between the two religious denominations in proportion to their population. Schools were established and opened every Sunday morning and afternoon, and once or twice on week days. This system was very beneficial and successful. Until the year 1843 contributions for school purposes were entirely voluntary. In 1843 an annual grant of $20,000 was appropriated by the government, to be equally divided between Catholics and Protestants. The school fees were fixed at $1 per pupil per annum. The poor were exempted from this payment. In 1844 a law was passed ordering the establishment of the Academy of St. Johns. Since that time several other legislative and administrative measures have been adopted. The author of the History of Newfoundland, in 1863, states that in spite of an annual expenditure of $65,000, the progress of education is still very insignificant, and he adds that the greatest obstacle is found in the apathy of the parents. The present school inspectors, Mr. Haddon, Protestant, and Mr. Kelley, Catholic, agree in demanding a change in the present system. Mr. Haddon insists upon the establishment of a normal school. He also expresses himself strongly in favor of sec¬ tarian schools. The government grant for Protestant schools, in 1873, amounted to $33,105, and the school fees to $2,250. The average salary of teachers was $170. CXCVIII REPORT OF THE COMMISSIONER OF EDUCATION. The following table shows the progress the Protestant schools have made during the last years : Established by — 1859. 1863. 1869. 1873. Number of schools. Number of pupils. Number of schools. Number of pupils. Number of schools. Number of pupils. Number of schools. Number of pupils. Bureau of government elementary schools. . 92 4, 340 119 5,409 139 6,341 153 7, 436 Bureau of government commercial schools . C 172 3 201 6 214 7 365 Colonial school society of the church. _ _ 25 2, 468 21 2, 027 20 2,100 20 2, 421 Methodist school society . 11 793 10 473 12 695 12 760 Anglican Church . 1 64 4 105 3 176 2 103 Presbyterian Church . . . 1 75 1 45 1 70 1 64 Total . 13jt) 7, 912 156 8, 260 181 9,596 195 11, 149 The report of the Catholic school inspector mentions 108 schools, with 4,647 pupils, under the control of the Catholic bureau. The bishop of St. Johns has founded a college, under the direction of priests; and the Sisters in the dioceses of St. Johns and Havre de Grdce conduct 18 schools, with about 1,600 pupils. The schools of Labrador are under the control of the district judge, who reports to the Government. In his latest report , this official mentions 5 schools, with the same number of teachers (2 male and 3 female ) and 162 pupils. The average salary of teach¬ ers is $340. According to the foregoing details, the total number of schools in Newfoundland is 314, and the total number of pupils 16,058. The latter number is large, if we take into consideration that the population of Newfoundland is generally poor and scattered over an immense area. A new school law for the province of Newfoundland was passed in 1874 and confirmed in 1876. According to this law the sum of $58,437 is annually devoted to public instuc- tion, being equally divided among the recognized denominations in proportion to their population. The law further allows, under the above conditions, $4,000 for poor school districts, $1,000 for the purchase of books, $4,051 for the training of teachers, $3,999 for the inspection of schools, and $5,886 for commercial schools. In regard to religious instruction, the laws forbid teachers to compel attendance whenever parents object to it. The report of Mr. Kelly, inspector for Catholic schools, makes the following state¬ ment for the year 1875 : Number of schools that furnished reports, 109 ; number of pupils on the roll, 5,529 ; average attendance, 3,021 ; highest amount of teachers’ salary, $360 ; average salary, $80 to $100. Manitoba. — According to the first report on the missions of Manitoba, published in 1839, there were only two elementary schools in that vast territory. These schools were connected with the Catholic missions established by two priests in 1818. In 1844, Bishop Provencher visited Canada and France, where he procured the ser¬ vices of several new missionaries and teachers for Manitoba. Their number has since then increased considerably. According to a report of the Protestant superintendent of schools, Mr. Pinkham, the number of schools in 1872 was 17 and the number of pupils 977 ; viz, 530 boys and 447 EDUCATION IN OTHER COUNTRIES. CXCIX girls. The Catholic superintendent, Mr. Dubuc, mentions in his report 18 schools, with 824 pupils. There has been for several years a college and a clerical seminary at St. Boniface, the seat of the archbishop. The first school law for Manitoba, sanctioned in 1871, has been amended four times. The law of 1875 abolished the old system of appointing an equal number of members of the two leading denominations. Catholics and Protestants, for the council of edu¬ cation. The council consists now of 22 members, 12 Catholics and 10 Protestants. The law of 1875 also prescribes the division of government grants in proportion to the total number of Protestant and Catholic children between the ages of 5 and 16 years. The law of 1876 makes school attendance compulsory in all the cities for children be¬ tween 7 and 12 years of age. According to the latest report of Mr. Tassd, Catholic superintendent of schools, the number of schools during the first semester of the year 1874-75 was 21, and the number of pupils 998 ; viz, 534 boys and 464 girls. The average attendance was 594. Ten of these schools are conducted by religious persons and eleven by lay teachers. The report of Mr. Pinkham, the Protestant superintendent, gives the number of Protestant schools during the same period as 22, and the number of pupils as 1,248 ; viz, 695 boys and 533 girls. The average attendance was 635. There is also a Protes¬ tant college, under the direction of the bishop of Rupert’s Land. The Protestant superintendent recommends the abolition of the sectarian school system ; but the leg¬ islature is not inclined to adopt this suggestion. The superintendents receive a salary of |600 and travelling expenses. Central American States: Total area, 155,574 square miles. Chiateniala. — In Guatemala, by a late decree primary education is made gratuitous and compulsory. The number of pupils in 1874 was 20,528. The total amount ex¬ pended by the government for public instruction was $64,779. Guatemala has a polytechnic school, a university, two normal schools, a school of medicine and law, and several other institutions of learning in the capital. The poly¬ technic school and the two normal schools are conducted by foreigners. San Salvador. — San Salvador has about twenty-eight thousand pupils, two normal schools, and a university. In the year 1873, $50,068 were expended for public instruc¬ tion. Honduras, — In Honduras there are said to be 275 schools with 9,000 pupils. Hon¬ duras has a university and a college. It is generally reputed that Honduras is more backward in point of education than any of the other states. The government of President Leiva has taken the most active steps to remedy this evil. Nicaragua. — In Nicaragua there are 180 schools and 4,500 pupils. Primary education is gratuitous. There are three colleges and one university in the state. The government expends $50,000 a year for education. Costa Eica. — According to the last official report of the minister of public instruction, there were 95 public primary schools and 5,755 pupils. There is one university and several colleges. The government appropriation for public instruction for 1874 was $72,138. Primary education is gratuitous and compulsory. Although there are many universities in Central America, it seems to be generally admitted that the standard of education is not very high. Education in Central America has passed from the hands of the priests into those of the laity. The study of the English language has become more general in the colleges and uni¬ versities as well as in private schools. — (Foreign Relations of the United States, 1876.)) cc REPORT OF THE COMMISSIONER OF EDUCATION. Chili, republic : Area, 132,606 square miles; population, 2,068,447. Capital, Santiago ; population, 148,264. The following statistics have been kindly transmitted to this Office by Hon. F. G. J. Erraziiriz, of the Chilian legation : The total number of schools in 1875 was 1,359 ; viz, 818 public and 541 private. The total number of pupils was 89,505 ; viz, 65,875 in public and 23,630 in private schools. Jamaica, British colony : Area, 6,400 square miles ; population, 506,154. Capital, Kingston ; popula¬ tion, 35,000. Inspector of schools, John A. Savage. The following is an abstract of the report of April 12, 1877 : Number of elementary schools, 569; number of pupils on the rolls, 46,654; average attendance, 27,270. Number of government schools, 2; number of pupils on the rolls, 176; average attendance, 118. Number of endowed schools, 15; number of pupils on the rolls, 1,621 ; average attendance, 1,160. Number of normal schools, 5 ; number of pupils, 104. Total number of schools, 591 ; total number of pupils on the rolls, 48,555; total average attendance, 28,652. Total expenditure for education in Jamaica, £45,616. in.— Australasia. New South "Wales, British colony: Area., 323,437 square miles; population, 503,981. Capital, Sydney; population, 134,755. The following is an abstract of the report of the council of education for 1875: The total number of schools in 1875 was 1,030; viz, 461 public, 262 provisional, 116 half time, and 191 denominational schools. There is thus an increase of 40 in the num¬ ber of schools since 1874. The aggregate number of pupils enrolled has also increased by 4,072. In 1874 the total number of pupils was 100,384 ; in 1875 it was 104,456 ; viz, 58,811 in public, 8,786 in provisional, 2,350 in half time, and 34,509 in denominational schools. The proportion of average attendance to the average enrolment was 64.5. The school fees amounted to £56,246. The number of free pupils was increased from 6,423 in 1874 to 6,600 in 1875. At the close of 1875 there were 1,504 teachers in the service of the council; viz, 975 principal teachers, 220 assistants, and 309 pupil teachers. The average salary paid was £104; total expenditure for primary schools in 1875, £183,059. New Zealand, British colony: Area, 102,000 square miles; population, 279,560. Capital, Auckland; population, 12,775. The number of school districts is 108, and the number of schools 140. The number of pupils on the rolls is 8,284, and the number of teachers 178. Total expenditure for education, £20,531. — (Report for 1875.) Queensland, British colony: Area, 678,600 square miles ; population, 133,533. Capital, Brisbane. The following is an abstract of the official report for the year 1875 : Number of schools in operation, 231 ; number of new schools opened, 35; number of teachers and pupil teachers, 674; aggregate attendance of pupils, 33,643; average attendance, 16,887 ; parliamentary grant for education in 1875, £87,200. Tasmania, British colony: Area, 26,215 square miles; population, 104,217. Capital, Hobart Town; population, 19,092. The following is an abstract of the report of the board of education for 1875: During the year 1875 there were 154 schools in operation. The total number of chil¬ dren on the rolls was 12,271, and the average daily attendance 5,703. As compared with the year 1874, the number of schools has increased by 7; but the average daily attendance has decreased 164. This reduction is owing, in a great measure, to the increased demand for juvenile labor during the fruit and hop picking seasons. Scarlet fever and measles, which raged throughout the colony during the year, also materially reduced the average attendance. The number of teachers in 1875 was 161, and the average salary £136. The total expenditure for education in 1875 was £14,598. EDUCATION AT THE CENTENNIAL. CCI Victoria, British colony; Area, 88,198 square miles ; population^ 808,437. Capital, Melbourne; popula¬ tion, 54,993. The following is an abstract of the report of the minister of public instruction for the year 187.5-76: The total number of children between the ages of 3 and 16 is 280,983. The total number of children enrolled in school was 220,533, and the average attendance 101,495. The number of schools was 1,320, and the number of teachers 3,341. EDUCATION AT THE INTERNATIONAL CENTENNIAL EXHIBITION. The exhibition continued to impose special labors upon this Bureau during the year 1876. All the plans announced in the report for 1875 were steadily pursued as far as time and means would permit. The Office sought as far as possible to promote the efficiency of the educational por¬ tions of the exhibit in several ways. One object was to stimulate educators at home and abroad to participate in it. This was done by correspondence, by publications, and by visiting agents. One agent visited a large number of the colleges and universities of the country, with a view to securing their cooperation in the exhibition and in the preparation of brief histories for pub¬ lication. Another visited most of the colleges of agriculture and the mechanic arts in the Mississippi Valley and eastward, with a view to bringing out as far as possible what the national grant to these institutions had accomplished. Another personally visited those in charge of institutions providing for the care of orphans, neglected children, and juvenile offenders, in order that the charitable side of American education might have due record and representation. The Office sought also to increase the efficiency of the exhibition by bringing to the knowledge of the director general the best ideas upon the organization of this part of the exhibition, the desires of the educators of the country, and their plans and schemes of preparation and exhibition. The difficulties encountered were very great. Con¬ gress, instead of increasing the means of the Office in proportion to the increase of its work, had reduced its miscellaneous appropriation for the year by several thousand dollars. Few persons in this country had any adequate idea of how an educational exhibition should be made, and fewer far had any conception of what the institutions and systems of the United States were prepared to exhibit illustrative of the growth of education. The director general and his associates on the commission, who had manifested deep interest in the educational exhibit, had little conception of the amount of space required Receiving inquiries and suggestions from all quarters, I was particularly aided by the gentlemen associated with me on the committee of the department of superin¬ tendence of the National Educational Association appointed at the meeting in Wash¬ ington, January 27, 1875, viz: Hon. J. P. Wickersham, State superintendent of com¬ mon schools of Pennsylvania; Hon. J. D. Philbrick, superintendent of city schools of Boston, Mass.; Hon. Alonzo Abernethy, State superintendent of public instruction of Iowa; and Hon. W. H.Ruffner, State superintendent of public instruction of Virginia. Formal inquiry having been made by the director general of the Centennial Exhi¬ bition concerning the amount of space required for the educational exhibit, I endeav¬ ored to obtain the opinions of leading educators on the subject, and, with this end in view, addressed a communication substantially as follows to the Hon. Alonzo Abernethy, of the committee previously referred to, then in attendance upon the National Educa¬ tional Association, which met at St. Paul, Minn., August 3, 1875:* *In accordance with a resolution adopted at this meeting Hon. A. J. Eickoff, superintendent of city schools, Cleveland, Ohio ; Hon. J. L. Pickard, superintendent of city schools, Chicago, HI.; and Hon. J. H. Smart, State superintendent of public instruction of Indiana, were appointed a committee to prepare rules and regulations by which teachers and pupils should be governed in the preparation of such pro¬ ducts as may be executed by them. These rules and regulations were printed in a separate circular by this Bureau and circulated among the educators of the country. ccn REPORT OF THE COMMISSIONER OF EDUCATION. Colonel Gosboru, the director general of the International Centennial Exhibition, just now sends me an important question which I can only answer as the information is afforded by the respective States and Territories. If some estimate of the space required could be famished from the States represented in the association it would be a great aid. In response to this the convention adopted a resolution offered by Hon. J. H. Smart, of Indiana, to the effect that wall space of not less than 2,000 feet in length, with ac¬ companying counter and floor space, would be needed for the proper display of edu¬ cational products. In a letter of September 13, 1875, 1 communicated to the director general this action of the convention, and also the estimate of Hon. J. D. Philbrick, based upon the educational space at the Vienna Exhibition, that not less than 26,000 square feet of floor space would be needed, and that if 40,000 or 50,000 feet could be allowed it might be profitably occupied. Having stated these facts, I remarked : “ My impression is that there will be required more than 26,000 square feet of floor space and adjoining wall space.” The director general was quite unprepared to believe that the space estimated •would be required. Indeed he found the demands for space in all directions much greater than the earlier previsions of the commission. New buildings were erected in various directions to accommodate the surprising demands. As the preparation of the educational material went on, and State and city school executives and those in charge of educational institutions wishing to exhibit began to make application for the space required, the discouraging conclusion was forced upon them that it could not be afforded. Some fourteen of these officers met me in Philadelphia, at the request of Hon. Mr. Etter, superintendent of public instruction of Illinois, to confer on the subject. The director general and his associates of the executive committee of the commission, listened at considerable length to the several statements which were made ; a number of the executive committee specially visited the grounds for personal examination of the facts, but adhered to the views of the director general that no further accommo¬ dations could be furnished for the exhibition of education. Educators were doubly disappointed ; first, in not having space enough, and secondly, in having the exhibition of education scattered in fragments, thus greatly injuring its effect and diminishing the lessons it might be expected to teach. Some time before this the book trade had severed itself from the organized exhibition of education and had secured space on the floor of the Main Building. The Stevens Institute of Technology fortunately secured similar space. Massachusetts was given room in the gallery over the south entrance of the main building, and some other States over the west entrance. The State of Pennsylvania, under the leadership of its able superintend¬ ent, Hon. J. P. Wickersham, finding their exhibit otherwise unprovided for, erected a separate building known as the Pennsylvania Educational Department. This Bureau availed itself of a portion of the space assigned to the Interior Department in the Gov¬ ernment Building. Professor Ward’s educational illustrations of natural history were exhibited in the Agricultural Hall. Cornell University and the Worcester Free Insti¬ tute had a portion of their exhibition in Machinery Hall. Under the auspices of the Women’s Centennial Executive Committee an admirable building was erected. Child¬ ren were furnished from the Foster Home and means obtained by Miss Elizabeth Peabody and others to conduct, under the instruction of Miss Ruth R. Burritt, an excel¬ lent Kindergarten during a portion of the exhibition. Miss Coe, a successful teacher in New York City, erected a building for her “Ameri¬ can Kindergarten,” and in it illustrated her scheme and her ingenious methods. Foreign countries represented their education in the space assigned them for their respective exhibits. When this lack of space and breaking up of the unity of the educational exhibit became known throughout the country, many educators were discouraged, and some ceased their eflbrts altogether. No one can fully describe the meritorious labors of many of the State school executives in their endeavors to secure a just representation EDUCATION AT THE CENTENNIAL. CCIII of their systems of schools. In some instances where States had made appropriation for a State exhibit no money was provided for the educational department, and the State school officers were compelled to raise by voluntary means, such as lectures and exhibitions, the money necessary to meet expenses. Some States that made little show of material, and some that barely entered the exhibition, witnessed meritorious efforts on the part of their school officers to awaken interest and secure preparation. Indeed the country was greatly indebted to the various school officers for its knowledge of what the exhibition would be. After the exhibition opened it was apparent that the special task was committed to this Office of answering the inquiries of foreign gentlemen for comprehensive views of education in our country as it exists throughout the United States, and as it was represented at the exhibition. To facilitate foreign visits a simple directory of the educational exhibits was printed, and a gentleman speaking several foreign languages was employed. Fortunately a new edition of a thousand copies of each of the previous reports of this Office had been printed. These barely met the requirements of the year, and only a small number of each report is now on hand in the office. In response to foreign and domestic demands, the Office cooperated in the organ¬ ization of the International Educational Conference, and furnished a stenographer, an interpreter, and a secretary for the same. The report of this conference is ready for publication.* Everything was done by the Office to facilitate intercommunication between Ameri¬ can and foreign educators, and to afiord information to aid educators from abroad in visiting the several States and cities of the Union for the study of our educational in¬ stitutions and systems. The following letter was addressed to the chiefs of the several foreign commissions : Sir : It is my desire, as the official representative of the United States in matters connected with education, to afford to gentlemen from other countries visiting the Centennial Exhibition every possible facility for becoming .acquainted with the educa¬ tional institutions and systems of our country. I should therefore be pleased to be furnished with lists of persons coming from your country who may be known to you as desiring information on educational subjects ; and should also be pleased to welcome any such persons either at my office in the Interior Department of the United States Government Building at the Centennial, or at the Bureau of Education, Washington, District of Columbia, with a view to answering whatever inquiries they may wish to make. My hope is that I may be able soon to put into the hands of educators and persons interested in education from other lands a list of both the annual public celebrations of colleges within reach of Philadelphia, and of the meetings of State teachers’ asso¬ ciations or other educational conventions which it may be interesting for them to attend.! Assuring all such persons a most cordial welcome from Americans at the college celebrations and educational conventions, 1 have the honor to be, very respectfully, JOHN EATON, Commissioner. The foreign commissioners generally replied to this letter, giving, so far as known to them, the names of citizens of their respective countries especially interested in education. The Office was urged to publish a catalogue of the educational exhibit for the study of educators! and the guidance of those making reports upon education ; but this was * This special report referred to has since been issued. tThese facts were published in pamphlet form in due time. t There are many evidences of the favorable effect of the study of the exhibition upon the educational thought among us. The following letter from Rev. David Wills, D. D., an eminent clergyman, formerly president of Oglethorpe University, in Georgia, illustrates the manner in which many studied for them¬ selves the comparative value of education as illustrated in the progress of the countries participating in the exhibition : Washington, November 4, 1876. Dear General : Your kind letter of introduction to the delegates of education at the Centennial enabled me to confer freely with them on the cause they represented, and thus gave me a good oppor- tunity to determine with considerable accuracy the question of the relations of popular education to the practical industries of the world. And as a rule, I ascertained that the best educated nations brought the richest and best contributions to the exhibition at Philadelphia, and that those which made the CCIV REPORT OF THE COMMISSIONER OF EDUCATION. impossible ; indeed, there were not funds at command to make even a manuscript cata¬ logue of the articles exhibited by the Bureau. For the same reason, the Office could not respond to the very reasonable request that it should at once publish a general report on the entire educational exhibit. However, the comprehensive plans early formed by the Office in reference to the educational features of the exhibition were steadily kept in mind.* The thousands of cooperative historical efforts commenced by correspondents of the Office will, it is hoped, be prosecuted to a satisfactory con¬ clusion. Many local memorial centennial reports of educational systems and institutions have already been published ; others are in course of publication. These are carefully gath* ered. Much has been contributed to the Office by letter and in manuscript. The report on medical education during the century, undertaken by N. S. Davis, A. M., M. D., of Chicago, will, it is believed, be early ready for the printer.! The valuable material collected for the history of normal instruction is awaiting time and money for its publication. The history of college education, in charge of Dr. F. B. Hough, made rapid prog¬ ress while there was money to pay for work upon it. The sketches of one hundred and fifty colleger are now in hand substantially complete. I have hoped the first volume could be issued early in the coming year. The first part of the history of text books, by Dr. L. P. Brockett, approaches com¬ pletion. An exchange of histories of academies and other institutions for secondary instruc¬ tion was undertaken, but this has been delayed till all that have given notice of a desire to participate shall have reported and the Office shall have an opportunity to mail exchanges. Other reports undertaken have been mentioned in their appropriate places. It is hoped that additional historical efforts will result in an accumulation of facts in regard to the general phases and methods of education among us which may render possible more satisfactory scientific inquiry into results. It enables the reports of this Office to start with the facts of the past more definitely in view. The abstracts in the appendix of this report will be found to contain an nnprece- dentedly full summary of legislation upon education in the respective States.! least provision to impart the elements of knowledge to their citizens furnished the fewest valuable material products and the poorest specimens in mechanics and art. Germany has become the arbiter of Europe by reason of her superior system of public instruction, and England and France are making rapid and important advances on this subject as a necessary means of national development and defence. An educated people, all other things being equal, are alwaj^s the most powerful both on land and sea. ‘‘ The schoolmaster is abroad in the land,” said Lord Brougham, “ and he is a greater power than armies and navies.” “ It is intelligence,” remarks Webster, ” which has reared the majestic columns of our national glory, and this alone can prevent them from crumbling into ashes.” A wise and efficient system of elementary education is essential to the preservation of the union and the prosperity of the States. The quickest and surest means of rebuilding the broken fortunes of the South IS to educate as far as practicable all the people of that section. Trade will revive with the re¬ vival of letters, and no permanent prosperity is attainable apart from popular and impartial instruction. Whenever a good system of public schools is established in aU the Southern States it will attract to them the best people of the Old World and the New, and thus enhance the value of the lands and pro¬ vide capital for every department of industry. We wish we could impress on all our old friends and fellow citizens in the South the magnitude and importance of this subject and the great necessity for vigorous and speedy efforts in this direction. We are fuUy persuaded that a fair experiment would convince them thoroughly of the wisdom of this policy. Yours ever, DAVID WILLS. *Se6 reports of the Bureau of Education for the years 1874 and 1875, and circulars of information. ! Placed in the printer’s hands before the publication of this report. X This was prepared at the cost of great labor by Dr. Shiras, of this Office. In accomplishing this difficult task the Office is indebted to those State superindents who have taken pains to forward the school laws of their States, and also to Mr. A. K. Spofford, Librarian of Congress, and his assistant, Mr. Hoffman, now in charge of the law section of the Congressional Library. EDUCATION AT THE CENTENNIAL. CCV Having thus recited briefly what was done by the OflSce in general furtherance of the display of American education at Philadelphia, I present the following r€8um6 of its own special exhibition : The object of the collection exhibited by this Office at the Centennial was to illus¬ trate the relations of the General Government to education, to indicate the principles underlying American education, and to show specimens of the practical details thereof chronologically and geographically arranged. The endeavor was to supplement, not to duplicate, the exhibitions made by individual schools, systems, and persons. The relation of the National Government to education was illustrated by a map showing the grants of land to the States and Territories for educational purposes, by a set of the publications of this Office, and by a complete set of the “ documents ” yearly printed by the Government and distributed to designated depositories by the superintendent of documents. Each of the several grades of elementary, secondary, superior, special, industrial, and professional instruction was illustrated by reports, catalogues, and photographs. School architecture was illustrated by photographs of many school buildings, and by models of a log school-house, an adobe school-house of the Southwestern Territories, a modern rural school-house, and a graded school building, such as is seen in our mod¬ ern cities. Among the articles of school furniture and appliances exhibited, may be mentioned collected specimens of the wood, bark, blossoms, leaves, and seeds of twenty-eight American trees; Kindergarten furniture, material, and diagrams; improved school fur¬ niture, collections of minerals, geographical and astronomical appliances, &c. This collection also contained chemical apparatus and appliances, and a very remarkable collection of birds and animals mounted by a pupil of a New York public school, &c. The collection also contained a series of the text books formerly used in American schools and colleges. Especially notable among these were the dictionaries and spell¬ ing books of Noah Webster, a large collection of books for the blind, &c. The later school and college text books were so fully represented in the book trade department of the main exhibition that it was not thought expedient to attempt a duplication. Another class of articles exhibited consisted of maps and statistical charts. The maps showed the location of Kindergarten, private secondary schools, colleges, and professional schools, orphan, reformatory and charitable schools for the young, &c. The school statistics of thirty-two cities were presented to the eye on a corresponding num¬ ber of charts, and the historical development of libraries from 1776 to 1876 was also shown in two other charts. Another series of articles consisted of the work of children in several Kindergarten; examination papers and drawings from the public schools of two or three cities, and from several private schools ; also schedules of study and other material of similar character. Many colleges and schools having adopted the suggestion of this Office that they should prepare succinct histories of their origin and their progress up to that time, another part of the exhibit consisted of a collection of these histories, together with other reports, series of catalogues, photographs and views of school buildings, portraits of eminent teachers, &c. Notable among those specially commemorated were Mrs. Emma Willard, of Troy, N. Y., the Hon. Horace Mann, of Massachusetts, and George Peabody, esq. The enormous benefactions of the latter to education were illustrated by a map showing the towns and cities which had received aid from the Peabody fund, and the places where schools, academies, and colleges had received gifts. The exhibit of deaf-mute education was crowned with a portrait of the eminent Dr. Gallaudet, the father of the first institution for the instruction of this unfortunate class in this country. Beneath this was a map locating the several institutions in which this instruction is now imparted, together with photographic views of the grounds, buildings, &o. ; and on the opposite side of the aisle, in glass cases, for examination, reports of the institutions and a set of the journal published for their benefit. CCVI REPORT OF THE COMMISSIONER OF EDUCATION. Medical education, in addition to catalogues and reports, was illustrated by a collec¬ tion of skeletons, charts, models, and surgical instruments, .exhibited by John Eeyn- ders & Co., New York. Instruction in dentistry was similarly illustrated ; and its aids, in the way of operator’s instruments, models, &c., were exhibited by Dr. J. H. McQuillen, of the Philadelphia Dental College. A similar exhibition of pharmacy was made by the College of Phar¬ macy of Philadelphia. The calisthenic and gymnastic apparatus illustrated the advances which have been made in the means of taking physical exercise. Charts, books, and the organ, by Estey, illustrated the instruments used in impart¬ ing instruction in music. Voluntary action in behalf of education conducted as a private enterprise, without charter or actual incorporation, was illustrated by school work, compositions, and col¬ lections in botany, &c., from the pupils of Park Seminary, Washington, D. C. Institutions for commercial education, for the instruction of nurses, and homes for orphans, were not omitted. Associated effort in behalf of education, supplemental to school or lecture room in¬ struction, was brought to mind by the examination of reports of the American Society for the Advancement of Science, and reports of the Antiquarian Society of Worcester, Mass. The comprehensive organization of superior instruction under the auspices of the State was represented by a series of reports of the regents of the University of the State of New York. Practical methods of instructing children in clay modelling were exhibited by Mr. Edward A. Spring ; the orrery by Mr. Lowe ; the study of phonetics by Mr. Lindsley, of New Jersey, and a study in the origin of the human alphabet by Professor Enthoffer, who also illustrated the progress of instruction in sanitary science by exhibiting the actual in contrast with the ideal arrangement of houses and yards in an urban square. The new interest awakened in instruction in drawing was illustrated by the elab¬ orate lithograph copies of drawing subjects of Messrs. Prang & Co., and the instruction in Syracuse schools by Mrs. Hicks, and by a rare collection of the works of the pupils of the Cooper Union Art Schools. Among them was a portrait of Peter Cooper, its philanthropic founder. The organization and progress of education in cities was illustrated by the exhibits of Washington and Syracuse. The progress of civilizing and educating the Indians was shown by several hundred photographs of school-houses, churches, shops, and implements ; by specimens of their writing books, needlework, weaving, blacksmithery, and other work ; by copies of newspapers, text books, catechisms, prayer books, dictionaries, and other works in Indian languages. No attempt at a full description can be made here. It is hoped that before long means may be furnished for preparing a complete catalogue of the exhibit. THE CENTENNIAL NORMAL INSTITUTE. In the spring of 1876, Prof. George P. Beard, of Shippensburg, Pa., sent to several of the leading educators of the United States a circular letter submitting a plan of organization for an educational institute to be held in connection with the Centennial Exhibition in Philadelphia. The objects of the institute, as stated in this circular, were ; 1. The establishment of an educators’ headquarters near the exhibition grounds, where suitable accom¬ modations could be secured at reasonably low rates. 2. The study, from the educa¬ tional standpoint, of the exhibition as a grand complex object lesson of the world’s civilization. 3. An exposition of advanced education, by means of instruction, lectures, and discussions by acknowledged leaders in their respective fields of labor. 4. Comparisons and criticisms of American and foreign educational institutions and systems. INTERNATIONAL EDUCATIONAL CONFERENCE. CCVII This prospectus met with a prompt and universally favorable response from repre¬ sentative educators in every class of institutions and every State in the Union. En¬ couraged by their earnest and emphatic indorsements, Professor Beard issued, June 1, another circular letter giving details concerning the management of the institute and a list of about seventy lecturers and instructors who had been engaged. This pro¬ gramme and a circular of the headquarters, the Atlas Hotel, were largely distributed, and resulted in bringing together many thousands of educators during the months of J uly and August. The institute opened July 5, and continued in session six weeks. Commissioners and representatives from several foreign nations presented congratulations from the edu¬ cators of their countries to the educators of the United States. Music was furnished on this and several occasions by the celebrated Hutchinson family. The inaugural address was delivered by Hon. John Eaton, United States Commissioner of Education; subject : “ The education of the world as related to the education of America.” During the various sessions of the institute lectures were delivered as follows : Hon. C. J. Meyerberg, Stockholm, Sweden, “ The Swedish language,” and “ Education in Sweden;” Hon. F. Tanaka, minister of education, Japan, “Education in Japan;” Prof. E. Jones, Liverpool, England, “ Phonetics ; ” Prof. B. W. Putnam, Boston, “Art ; ” Hon. B. G. Northrop, Connecticut, “ The new era in Europe,” and “ Education in Japan;” Prof. J. H. Hoose, New York, “Morals and religion in American public schools ; ” Hon. H. A. M. Henderson, Kentucky, “ The sphere of the educated American woman ; ” Prof. J. W. Dickinson, Massachusetts, “ Scientific and elementary teaching ; ” Prof. J. W. Dodd, Kentucky, “ The influence of song ; ” President E. E. White, Indiana, “ The American method of teaching ; ” Prof. William F. Phelps, Minnesota, “ Oral in¬ struction ; ” Mrs. A. J. Field, Michigan, “ Causes and cure of crime,” “ Hindrances to teaching,” and “ Sunday school instruction ; ” Hon. William T. Harris, St. Louis, “ The future of the Mississippi Valley,” and “ The educational aspects of the exhibi¬ tion;” Prof. L. V. Dodge, Kentucky, “Shall we speak pure English?” Col. Homer B. Sprague, Brooklyn, N. Y., “ Milton as an educator,” and “ Shakspere’s life and works;” Prof. N. B. Webster, Va., “History;” Hon. Alex. Hogg, Alabama, “The lack and need of the South ; ” Mrs. Julia Ward Howe, Boston, “ Language culture ;” Prof. J. C. Stewart, Ohio, “ Vocal music in schools ; ” Prof. John S. Hart, Philadelphia, “ Macbeth ; ” Prof. J. W. Shoemaker, Philadelphia, “ Elocution,” and “ How to say things ; ” Mrs. J. W. Shoemaker, “ Criticisms on and readings from Tennyson ; ” Prof. F. A. March, Lafayette College, “ The study of English ; ” Rev. E. D. Pitts, Texas, “ English literature ; ” Prof. R. M. Thorden, University of Sweden, Upsala, Sweden, “ University life,” and “ The Swedish language ; ” Prof. J. C. Greenough, Rhode Island, “ English literature ; ” Rev'. D. Wills, Washington, D. C., “ Uncle Tom without a cabin.” A variety of subjects was treated by numerous other speakers in a familiar manner. An international convention for the reform of English orthography was called under the auspices of this institute and remained in session four days, August 14 to 17 ; it brought about the union of many organizations of a kindred nature into one perma¬ nent organization, known as the Spelling Reform Association. Among the more prominent members of this convention were Prof. F. A. March, president ; Prof. Mel- vil Dewey, secretary; Prof. S. S. Haldeman, Prof. E. Jones, Rev. J. W. Shearer, Prof. C. K. Nelson, Prof. Charles Raddatz, Prof. W. H. Parker, and others. The institute was considered by its friends eminently successful as a headquarters where educators could meet daily and in a social and familiar manner discuss topics of special interest to them. INTERNATIONAL EDUCATIONAL COHERENCE. At the close of the International Conference at Philadelphia, on motion of Hon. J. G. Hodgins, deputy minister of Ontario, Canada, the following resolution was adopted : Besolved, That in the opinion of this conference it is desirable that there should be CCVIII REPORT OF THE COMMISSIONER OF EDUCATION. held at the next universal exposition an international educational congress, and that the United States Commissioner of Education is hereby requested to take such steps, whether by correspondence with foreign governments or otherwise, as to him shall seem most proper to bring about that result. This action I had the honor to communicate to M. Buisson, the chairman of the com¬ mittee, who manifested the most earnest sympathy, in a full conversation upon the wishes and desires of American educators. The substance of the resolution and of the conversation was communicated by him to the French minister of public instruc¬ tion, M. Waddington, who telegraphed his approval and his desire that this Office should, as requested, proceed with its endeavors to organize an international confer¬ ence for the coming exposition at Paris. This I desire to do, if Congress shall take action concerning an appropriation, or if the people of the United States shall make arrangements for participating in the exposition of 1878. NOTABLE EDUCATIONAL VISITS. DOM PEDRO, EMPEROR OF BRAZIL. The visit of Dom Pedro, Emperor of Brazil, though not exclusively educational, was specially so.* His stay among us was a lesson in statesmanship. Pie came to * Dom Pedio II of Brazil, born December 2, 1825, became Emperor by the abdication of his father, April 7, 1831, and was proclaimed as the actual Emperor July 23, 1840. At the age of five years be was committed to the guardianship of J os6 Bonifacio de Andrada, a pious and learned man, so earnest and constant in the investigation of nature and of science as to be called the Eranklin of Brazil. The Emperor’s career has shown how he has profited by that guardianship and instruction, and what an admirable superstructure has been built upon the devoted patriotism and solicitude for the welfare of his people he inherited from his father. In 1848, when scarcely twenty-three years of age, his reign was disturbed by a revolution in two of the largest province^ of his empire. Having conquered the rebels, he availed himself of the prerogative granted him by the constitution, and pardoned them. Order was hardly restored after this revolution, when the attention of the government was called to the imminent danger to Brazilian commerce from the increasing power of General Eosas, President of the Argentine Confederation. The Emperor formed an alliance with General TIrquiza, governor of a province of the Argentine Confederation in revolt against Kosas, and their united forces vanquished him completely February 2, 1852. From this period really began that progress which excites the admi¬ ration of all who compare the Brazil of the present with the Brazil of twenty-five years ago. This era commenced with the abolition of the slave trade, folbtwed by an enthusiasm for commercial and indus¬ trial enterprises. Then were laid the first railroads ; the companies for river and maritime navigation were largely increased ; Europe was brought into communication with Brazil by means of steam ; gas was introduced into all the great cities and good roads were opened. These enterprises gave a marked impulse to agricultural industry, and were thus of material benefit to all classes of society. The pros¬ perity of the country was increased by the Emperor’s frequent visits to the various provinces in order to learn what was needed to secure their intellectual and material progress. On his return to the cap-' ital, measures were taken in conformity with the information thus obtained. In 1863, afte" a conflict with England, the necessity was felt of placing the country in nearer equality with the great maritime powers. The idea was conceived of a national subscription for the purchase of modern cannon and ironclads. For this purpose the Emperor subscribed the fifth part of his civil list, and the Empress, and the princess, his daughter, followed his example. He also visited every day the arsenals, workshops, dockyards, war vessels, military schools, &c., and everywhere exhibited knowl¬ edge which astonished even specialists. These effoi ts were crowned with brilliant success. In 1863 occurred the revolution of Uruguay, whichlasted five years. Immediately upon the close of this struggle, 1868, the Emperor devoted himself to carrying out his views concerning the abolition of slavery. The country had lost 100,000 men, mostly cultivators of the soil, during thelate war ; a resupply of the fanning population was imperatively necessary, and this seemed a favorable time to bring the question before Parliament. But this body, composed largely of wealthy planters, slaveholders, opposed the idea of liberation, and it was not until September 28, 1871, and then not without great trouble and three changes in the ministry, that a law was passed declaring the children born of slave women after that day to be free, and requiring the owner of the parents, for a slight indemnity, to maintain the children until the age of twenty. In 1871, Dom Pedro visited various countries of Europe, making a careful examination of the woiics of art, of science, and of industry, the schools, universities, and scientific societies. After his return to Brazil one of his first acts was to abolish the system of vassalage which had descended from the NOTABLE EDUCATIONAL VISITS. CCIX increase his resources as a ruler for the benefit of his people. No subject was too abstruse, no interest too minute for his attention, if he could draw from it any benefit for them. He traversed the country from ocean to ocean and from lake to gulf, exam¬ ining all forms of industry, studying the different phases of internal and external commerce, but examining nothing with greater manifestations of interest than our systems and institutions of learning. He manifested his profound statesmanship by putting education in its true relation to all other interests of his people. Everywhere his intelligence, simplicity of manner, and hearty interest in whatever was meritori¬ ous won the good will of those he met. Many incidents connected with his visit de¬ serve special record. Space, however, permits the mention of but one. On Friday, June 2, an occasion of great interest occurred at Kendall Green, of which the following description appeared in the National Republican of Washington the fol¬ lowing day : A little after 7 o’clock yesterday morning Dom Pedro d’Alcdintara, Emperor of Brazil, accompanied by Vicomte de Bom Retiro, chamberlain to His Majesty, and Senor A. P. de Carvalho Borges, Brazilian minister, visited the National College for Deaf-Mutes, on Kendall Green, in the northeastern suburbs, where they were received by General John Eaton, the Commissiouer of Education, by whom the officers of the institution were presented to the distinguished visitors. President Gallaudet briefly explained the scope of the institution in answer to the Emperor’s pertinent inquiries, while pupils from the primary department wrote original exercises, which the Emperor read and commended. Words of welcome were then written by representatives of the college classes. We can give only a few extracts. A freshman wrote: “We welcome you, not merely as a formality, nor because it is the first time a foreiguer of so honorable and responsible a position as yourself has thus honored our institution, but because we desire that your visit shall be one of pleasure, interest, and profit. * » * Our only regret is that we have not the honor and pleas¬ ure of extending our welcome to Her Majesty the Empress. As you have come early, we kindly ask you to stay late.” A sophomore wrote : “We admire your policy, activ¬ ity, and the pleasure you are taking in your visit to our country. It would give us great pleasure to entertain you, and to make you a deaf-mute for a while, if thereby the mutes of Brazil might be benefited.” Another student wrote : “ The silent man¬ ifestations on every side speak louder than my words can of the cordial greeting extended to you, sire, and of the pleasure felt at your visit. Recognized as a strong and zealous advocate of learning, an eager participant in whatever tends toward the advancement of civilization, whose manifold blessings are already blooming in the sunny land of Brazil, we trust that this institution, one of civilization’s fairest fruits, will disclose to you the importance of its work — act as a plea for the deaf-mutes of your empire.” A senior wrote ; “ It is a great privilege to be allowed to study, to learn, to be educated. Happiness requires it, beauty of character demands it, and pureness of spirit needs it.” Another senior gave some entertaining examples of pantomime, after which the Emperor personally tested the attainments of some of the classes by exercises of an impromptu character in Latin, algebra, chemistry, and astronomy, and took for future inspection specimens of papers written by the students at the regular examinations. ancient Kings of Portugal. Then he hastened to introduce every useful art and custom he had seen abroad compatible with the climate, institutions, and national habits of the country. The most remark¬ able results of these efforts at Eio are the foundling asylum, the Hospital of Mercy, the military school, the primary schools, the exchange and the public treasury. Brazil was then united by telegraph with Europe and the United States. The construction of new railways and the opening of new roads waa undertaken. In political and intellectual affairs there was radical reform, especially in the reorgani¬ zation of schools and the revision of the electoral law. The latter is one of the greatest benefits Brazil has received from the Emperor. His extraordinary attainments have been thus admirably recounted: “ While yet a mere youth he was an expert chemist, busy in the application of chemistry to the indus¬ trial arts. He understands machinery and mechanical appliances like a bom mechanic, and examine^ every new machine, tool, engine, and process with the ardor of an inventor. He is a good civil an4 topographical engineer and draftsman; he is a learned geographer and philologist; he speaks and reads six modem languages ; he is thoroughly acquainted with the politics, public affairs, and progress of the various nations of the world ; his library is an admirable collection of the best books in all departments of literature, and he is a devoted reader of newspapers, giving several hours of each day to the perusal of the journals of his own country, and the principal journals of the world. His great natural gifts, and his acquired talents and learning, he devotes to the improvement of his country by investigating all that promises to promote the welfare of his people. His greht title to honor with mankind is that he is a wise and good ruler, who understands and carries into practice the tme purposes of aU government, the happiness and prosperity of tho people intmsted to his care.” E — XIV ccx REPORT OF THE COMMISSIONER OF EDUCATION. Just before his departure the Emperor performed a beautiful act in a very graceful manner, the planting of an ivy. He received the vine from the hands of the venerable widow of the founder of the first deaf-mute institution in America, the voiceless mother of President Gallaudet, planted it skilfully, and plucked from it some leaves as a souvenir of his visit. The Emperor seemed to be highly interested in all that he saw, and certainly his in¬ telligence, appreciation, kindness, and suavity won the hearts of all he met on Kendall Green. This Office has sought in every way, by forwarding its publications and other means, to furnish a correct view of education in the country to the Emperor or his representa¬ tives. Councillor A. P. de Carvalho Borges, the Brazilian minister plenipotentiary to this country, who heartily seconds the zeal of the Emperor in behalf of education, is a frequent caller at this Office, gathering special information in regard to different phases of education in this country and furnishing in return reports and facts from Brazil. Dr. da Motta, the commissioner of the Brazilian department at the Centennial Ex¬ hibition, has extensively visited systems and institutions of education in the country and gathered a very large amount of information on all subjects connected with their administration. His courteous manner has won him many friends. Dr. da Motta con¬ tributed valuable articles to the Bureau illustrative of education in his empire, which are duly acknowledged and will form a part of the collection illustrative of education for which it is hoped Congress will make ample provision. OTHER NOTABLE VISITORS. Professor Meyerherg, superintendent of schools, Stockholm, Sweden, had chatge of the Swedish educational exhibit at the Centennial. He was a great admirer of the American school system. Few foreign educators at the exhibition took more interest in educational affairs than he. He was present at all the preliminary and regular educational meetings held in connection with the exhibition, and took a lively part in the discussions on educational topics. His remarks on the school system in Sweden, on the courses of study, on the train¬ ing of teachers, and on secondary education were highly interesting, and threw new light on the condition of education in his native country. Professor Meyerherg returned to Sweden in August, 1876, as his valuable services were required at home. if. F. Buisson, of the University of France, member of the educational statistical com¬ mission of the ministry of public instruction and fine arts, one of the ablest and most zealous educators in France, was appointed in 1873 by M. Jules Simon, minister of public instruction, to study the educational systems of countries represented at the Vienna Exhibition, and to report upon them. The report of M. Buisson, an octavo volume of nearly 500 pages, is highly appreciated by European and American educators on account of the many valuable suggestions which it contains. The successor of M. Jules Simon, Minister Waddington, knowing the excellent quali¬ ties of M. Buisson, appointed him, in 1876, president of an educational delegation to be sent to the Centennial Exhibition at Philadelphia. The delegation consisted of M. Buisson, president, and five other educators, viz : Messrs. Laport, Olagnier, Rauber, Valens, and Berger. The last five gentlemen are inspectors of primary schools in Paris and the suburbs. The delegation arrived at Philadelphia in the beginning of July, 1876, and minutely studied the various phases of education represented there. M. Buisson, however, did not limit his studies to the exhibits at the Centennial; he spent about two months in visiting the principal cities in the United States and Canada. He took special interest in the work of pupils, and during his travels in the United States had several persons engaged in copying the pupils’ work of different grades. Immediately after his return to France he had this interesting work translated and published for the information of his countrymen. The demand for his valuable book NOTABLE EDUCATIONAL VISITS. CCXI of 500 pages was so great that the first edition was exhausted six weeks after its pub¬ lication. M. Buisson’s general report on education at the Centennial and especially in the United States is in course of preparation and will be ready before the 1st of December, 1877. Dr. F. Migerlca, imperial and royal councillor in the Austrian ministry of com¬ merce and chief commissioner for Austria-Hungary at the Philadelphia Exhibition, was specially charged by His Excellency Dr. von Stremayr, minister of public instruc¬ tion for Austria, to make a report on education in the United States, and to collect in this country various State and city reports for the library of the ministry of public instruction. His Majesty the Emperor of Austria-Hungary has, in recognition of the valuable services of Dr. Migerka, appointed him chief commissioner for the Paris Exposition, in 1878. Dr. Migerka has liberally contributed to the educational museum to be established in Washington, and he desired that the United States should take the well organized museum at Vienna as a model in the establishment of a similar institution. F. TanaTca. — The following dispatch contained an announcement of extreme interest to American educators : United States Legation, Japan, Tolei, April 14, 1876. Sm: By the American steamer Colorado, His Excellency Mr. Tanaka, the Japanese vice-minister of education, visits America, attended by Mr. Hatakeyama, superintend¬ ent of schools, Mr. Taizo Ahe, sixth official rank of the educational department, Mr. Sin- icho Tigima, eighth official rank of the educational department, and Mr. Rikio Ideura, with ninth official rank of the educational department, and interpreter to Mr. Tanaka. Mr. Tanaka with his associates visits America to witness the Centennial and inquire into the educational system of the United States. He is a gentleman of character.and intelligence, greatly interested in our western civilization, and exceedingly anxious, as far as possible, that Japan shall learn by our example. I have the honor to be, sir, your obedient servant, JNO. A. BINGHAM. Hon. Hamilton Fish, Secretary of State, Washington, D. C. Mr. Tanaka was the commissioner of education associated with an embassy extraor¬ dinary that visited this country some years ago and studied our educational ideas and customs so thoroughly, afterward taking an extended tour through Europe with a similar purpose, and becoming vice-minister of education for his empire, or in effect the administrator of the educational department. Mr. Tanaka’s first visit had everywhere won him friends who rejoiced at another opportunity of meeting him, and gave a hearty welcome to him and his associates, who sincerely seconded his able and zealous efforts for education. Dr. David Murray, the able foreign assistant in the Japanese department of educa¬ tion, had been for some time in this country, and was able by his familiarity with our affairs to greatly facilitate the success of Mr. Tanaka’s visit. He visited extensively in this country and Canada, and made "many collections for the educational museum at Tokio. By the generosity of Mr. Tanaka, almost the entire educational exhibit of Japan was donated to this Bureau on behalf of education in the United States. This is a unique gift of rare value, and will always be greatly prized by the students of education.* * The old educational organization of Japan was abolished in 1870, and in 1871 the present department of education was established, and all matters relating to schools, colleges, libraries, and other educa¬ tional institutions were placed under its jurisdiction. In November, 1871, Fujimaro Tanaka, then chief secretary of the department, was sent to America and Europe, in connection with the foreign embassy, as a special commissioner to investigate the educational institutions and administration of these coun¬ tries. He was absent during the whole of 1872, and the results of his observatio ns were'fembodied in an extended report and in the code of education which was subsequently prepared. In 1873 he was again sent out as commissioner of education, and soon after his return was appointed junior vice-minister of CCXII EEPORT OF THE COMMISSIONER OF EDUCATION. Ron. J, George Rodgins, deputy minister of public instruction in Ontario, and for so many years the able assistant of Dr. Ryerson in the management of the department of education for that province, spent considerable time at the Centennial, imparting much information in regard to the interesting features of education in the province under his supervision, and adding greatly to the interest of the educational confer¬ ences. Ron. R. B. Ritehcoclc, inspector general of schools in the Hawaiian Islands, by his presence called to mind the singular elevation of that interesting people from bar¬ barism. RECOMMENDATIONS. The experience of the year gives new emphasis to the following recommendations, which I hereby renew : First. An increase of the permanent force of the Office. The experience of the Office indicates clearly that the collection of educational information, and publication of the same, as required by the law regulating it, cannot be properly done with the present limited clerical force. Secondly. The enactment of a law requiring that all facts in regard to national aid to education and all facts in regard to education in the Territories and the District of Columbia necessary for the information of Congress, be presented through this Office. For the purpose of enabling the Government to meet its responsibilities with respect to the education of the people in the Territories, I recommend that the office of super¬ intendent of public instruction for each Territory be created, to be filled by appoint¬ ment by the President ; his compensation to be fixed and paid as in the case of other Federal appointees for the Territories. Thirdly. In view of the large number of children growing up in ignorance on account of the impoverished condition of portions of the country, and in view of the special difficulties in the way of establishing and maintaining therein schools for universal education, and in consideration of the imperative need of immediate action in this re¬ gard, I recommend that the whole or a portion of the net proceeds arising from the sale of public lands shall be set aside as a special fund, and its interest be divided annu¬ ally pro rata between the people of the several States and Territories and the District of Columbia, under such provisions in regard to amount, allotment, expenditure, and supervision as Congress in its wisdom may deem fit and proper. Fourthly. I respectfully recommend that such provision as may be deemed advisable be made for the publication of ten thousand copies of the Report of this Bureau imme¬ diately on its completion, to be put at the control of the Bureau for distribution among its correspondents, in addition to the number ordered for distribution by members of the Senate and House. Fifthly. I also recommend that provision be made for the organization of an educa¬ tional museum in connection with this Office, and for the exchange of educational appliances with other countries. tbo department of education. During the same year the office of chief minister became temporarily vacant, and Mr. Tanaka was appointed acting chief. Under his administration in this year an inspec¬ tion was made of most of the school districts, the bureau of superintendence was established, and two additional normal schools were founded. In February, 1874, a department of industrial arts was estab¬ lished in the University of Tokio, four additional normal schools were founded, and in the following month the Tokio Female Normal School was established. In September,Fujimaro Tanaka was advanced to the rank of senior vice-minister of education . Shortly after, all the foreign language schools except that at Tokio were constituted English language schools. In January, 1875, the amount appropriated by the government to the department of education was fixed at two million yens per year, and the sum contributed by the department to the local governments for the support of elementary education was fixed at seventy thousand yens. In the same month Mr. Tanaka presented to the Emperor the first annual report of the department of education. In July three officers were sent to America to investi¬ gate the methods of conducting normal schools. The semi-annual appropriation from the general gov¬ ernment to the department of education was made on the scale of 1,700,000 yens per annum. In Novem¬ ber of this year the constitution and limitations of the authority of the department of education were revised and proclaimed by the general government. CONCLUSION. ccxm CONCLUSION. The year has been one of the severest strain upon my assistants* and myself. For all of their cooperation they have my heartiest thanks, t The tax upon us, as I have indicated, has been specially increased, first, by the historical inquiries incident to the year among our own educators; secondly, by inquiries from foreigners stimu- “^lated by the exhibition at Philadelphia and their visits to our country; thirdly, by the special work in aid of the preparation for the Centennial Exhibition, for which the additional appropriation was entirely inadequate; fourthly, by the exacting demands for the results of experiments in various sections of the country made by those called upon to encounter here and there the reactionary educational tendencies. Much of this additional strain in the Office could have been lessened if there had been adequate means for publication ; besides, the benefits of these efforts would have been much more widely diffused, and other educators in embarrassment received aid in their struggles to advance public intelligence if the information furnished in manuscript form had all ’been printed. I desire to acknowledge my indebtedness t for aid in prosecuting the work of the Office for the year to the Hon. Secretary of State, in connection with the foreign corre¬ spondence, and Professor Joseph Henry, of the Smithsonian Institution, for the exchange of reports with foreign countries ; also to the Commissioner of Patents, Commissioner of Indian Affairs, Commissioner of the General Land Office, and for the cordial coopera¬ tion of yourself and the President. I have the honor to be, very respectfully, your obedient servant, JOHN EATON, Hon. Z. Chandler, Secretary of the Interior, Commissioner. *Dr. Charles Warren remains my chief clerk and chief assistant. tMiss M. E. McLellan, whose entire efforts in the Office for several years have been devoted to its statistics, has resigned, and closes her labors here with this report. With excellent natural abilities, improved by the opportnnities afforded for woman’s education at Cambridge, Mass., she brought to her work systematic habits and an accuracy and fidelity which have done much to give value to the statis¬ tical work of the Bureau. Jin overcoming the extreme difficulty of correcting all the mistakes of manuscript and of type with a fair degree of accuracy in a report so full of figures and names, I have been greatly assisted by Mr. Thomas Hampson, the proof reader of the Office. ABSTRACTS FROM THE OFFICIAL REPORTS OF THE SCHOOL OFFICERS OF STATES, TERRITORIES, AND CITIES, WITH ADDITIONAL INFORMATION FROM VARIOUS SOURCES. Vr" FUliFATOKir NOTWl, The following absiracts 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, act¬ ing school visitors, and principals of State institutions. From these is derived nearly all the informa¬ tion given respecting elementary and special instruction, city school systems and normal schools, and much of that relating to secondary schools, as the high schools of the States and cities. What concerns private secondary schools is almost wholly from returns made by the principals of these to the Bureau of Education, supplemented by catalogues and other documents. For the matter relating to universities, colleges, scientific and professional schools, dependence is based on the annual catalogues of these institutions, on occasional circulars issued by them, and on special returns, made usually in the autumnal and winter months, in reply to circulars of inquiry sent them by the Bureau. In every instance, official authority only is relied upon for statements distinctly and definitely made, though sometimes 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, an effort is always made to verify the statement before it is committed to the press. The matter derived from the various sources above indicated is formulated, in the abstracts of edu¬ cation for each State, substantially in accordance with the schedule given below. GENEKAL PLAN OF ABSTRACT. 1. Statistical summary . (a) School population and attendance. (b) Teachers and teachers’ pay. (c) School districts and schools. (d) Income and expenditure. 2. Historical sketch of school system. 3. Elementary instruction . (a) Public school systems, marking specially anything new and noteworthy. 4. City school systems. 5. Training of teachers . (a) Normal .schools and normal departments. (&) Teachers’ institutes. (c) Teachers’ department of educational journals. 6. Secondary instruction . (a) Public high schools. (&) Academies. (c) Preparatory schools. (d) Business colleges. 7. Superior instruction . . . (a) Colleges for males, with universities. (b) Colleges for females. (c) Resident graduate courses. 8. Scientific and professional instruction - (a) Training in scientific schools and agricultural col¬ leges. (&) Training in theology. (c) Training in law. (d) Training in medicine. 9. Special INSTRUCTION . (a) Deaf, dumb, blind, &c. (&) Musical conservatories. (c) Art training beyond that in schools. 10. Educational CONVENTIONS . (a) Meetings of State associations. (b) Special meetings of teachers, school principals, and superintendents. 11. Noteworthy benefactions. 12. Obituary record . (a) Brief memorials of teachers, superintendents, and other promoters of education, deceased during the year. 13. List OF school officials . (a) State board of education or State suijerintendents (6) Countj^ city, or town superintendents. The statistics furnished the Bureau in answer to its circulars of inquiry are, for convenience of refer¬ ence and comparison, given in tables at the conclusion of this volume, while summaries of these statis¬ tics may be found under their appropriate heads in the preceding special report of the Commissioner. For the general courtesy with which his circulars have been replied to, alike by State and city officials, by college presidents and heads of schools, as well as for documents additional to these replies, the Com¬ missioner of Education herewith renders his cordial thanks to all concerned. 3 AI.A^AMA, SUMMARY OF STATISTICS. 1874-’75. 1875-’76. Increase. Decrease. SCHOOL POPULATION AND ATTENDANCE. Children of school age, (5-21) . Enrolled in public schools . 270 147,340 ni0,253 *3,961 $27 20 1,696 3, 898 86 $409, 889 t405, 226 126, 893 1,044 20, 447 TEACHERS AND THEIR PAY. Number of teachers in public schools . 3,771 $22 00 190 $5 20 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . . . Number of public schools reported . Average duration of school in days . SCHOOL INCOME AND EXPENDITURE. Receipts from State tax . Receipts from loca.l tax . . . . 3, 088 80 $150, 000 96, 414 70, 115 20, 747 810 6 $259, 889 Receipts from permanent fund . Receipts from other funds . Total receipts . . . . - _ 139, 925 3, 200 $17, 546 69, 810 553, 014 337, 276 215, 738 Expenditure for salaries of superintendents Expenditure for salaries of teachers . Expenditure for other purposes . Total expenditure . PROPORTION OP EXPENDITURE. Expense per capita of school population. .. 34, 187 489, 492 100 15,000 316, 076 6, 200 6, 100 19, 187 173, 416 523, 779 337, 276 186, 503 $0 57 89 350, 000 Expense per capita of pupils enrolled _ SCHOOL FUND. Amount of fl,va,ila,ble Sta.te school fund . .. (From reports of State Superintendents Hons. John M. McKleroy and Leroy F. Box.) * The proportion of males and females, both among children and teachers, may he found in Table I, at the close of this report, t Whites, 236,520 ; colored, 168,706. J Whites, 67,024 ; colored, 43,229. HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Ormond & Baghy’s Code of Alabama, 1852, pp. 126, 155,208-210; Walker’s Digest of Revised Code, pp. 164, 165,262-278; Statute Laws of 1854; Reports of State Superin¬ tendents from 1869 to 1876. 5 6 REPORT OF THE COMMISSIONER OF EDUCATION. THE SCHOOL SYSTEM BEFORE THE WAR. Alabama, formed out of territory which had belonged to Georgia and Florida, entered the Union in 1819, with a constitution declaring that schools and the means of educa¬ tion should forever be encouraged, and with the sixteenth section lands in every town¬ ship as a provision from the Government for the support of schools. But, though the lands were husbanded, efforts made at different times for the establishment of a school system, and schools to some extent established and maintained, nothing efficient ap¬ pears to have been reached till 1854-’56. On February 15 of the former year an act was passed, and approved on the 17th instant, “ to establish a system of free public schools.” In this, provision was made for a State school fund, a State superintendent of education, three commissioners of free public schools in each county, and three trustees of such schools in each township. The superintendent was to hold office for two 3 ears, to have a salary of $2,000, to exercise a general supervision over the schools, to disseminate information respecting public school instruction and the best methods of managing all school concerns, to prescribe to commissioners, trustees, and teachers their duties as to management, studies, &c., and to carefully guard against sectarian influences in the schools. The commissioners were to be elected for two years, and to have a supervision of the schools of counties, with care and distribution of the school funds; the trustees, for a like period, to supervise the schools of townships and to have power to establish two or more in each township, employing teachers for them as the number of pupils might demand and the funds at their disposal might allow. On this basis the new system was set in motion and worked with a considerable measure of success, $232,515 being sent forth from the State treasury to aid in the instruction of 145,518 children of school age. Three county officers, however, proved too many, and on February 14, 1856, another law was passed, replacing the three commissioners of a county by a county superin¬ tendent, with essentially the same powers and duties. This unification of the county supervision gave to the system a concentration that secured a large increase of effi¬ ciency, the statistics of the next year (1857) showing a growth of 175 public schools, of 6,008 registered pupils, and of 4,974 in the average daily attendance. A subsequent superintendent claimed, indeed, that at this time Alabama, “ in proportion to her white taxpaying and school attending population, was far ahead of nearly all the Southern States and most of the New England States ; was the superior, in the school room, of even Massachusetts, and was almost the peer of New York and Pennsylvania.” Of the period intervening between this and the termination of the civil war no printed reports are at present to be found, though it appears from the records that superintendents were appointed and at least the skeleton of a school organization for the State maintained. The only information which comes to us for this period is that derived from the census of 1860, which shows 1,903 public schools, 2,038 teachers, and 61,751 pupils. But as the income of these schools was derived pretty nearly equally from taxation and public funds and from fees paid by pupils for tuition, it would seem that they were either in large part pay schools, receiving for a consideration public school pupils to their classes; or nominally free schools, taking in pay pupils with the free ; or possibly schools taught on a free basis as long as the public funds held out each year and then on a paying basis for whatever other period might be desired. THE SCHOOL SYSTEM AFTER THE WAR. Notwithstanding the confusion in all civil matters for some time after the great civil war, efforts were very early instituted for the resuscitation of the school system of the State. The constitution adopted September 30, 1865 — only five months subsequent to the disbandment of the southern troops — provided that the general assembly should make proper laws for the encouragement of schools and education, should take meas¬ ures to preserve from waste or damage lands granted by the United States for the use of schools, should apply to the sustenance of public schools the funds derived from such lands, should place the school fund under the management of a State siTiperiutendent of education, and should arrange for a county superintendent of free public schools in each county and for the appointment of three trustees for such schools in each township. A revised legal code, prepared in accordance with the provisions of this constitution, was adopted February 19, 1867, and in this every child between the ages of 6 and 20 years ” was declared to be “ entitled to admission into and instruction in any of the free public schools of the township in which he or she resides or to any school in any adjacent township,” on the consent of the majority of the trustees there. Under this constitution and legal code the designated school officers appear to have been appointed and the schools brought into some working order over a considerable por¬ tion of the State. But almost before this order could be well established, a called con¬ vention of the citizens recognized as loyal prepared and recommended a new constitu¬ tion for the State, which was ratified February 4, 1868. The article on education in this constitution placed the common schools and other educational institutions of the ALABAMA. 7 state under the management of a hoard of education, to consist of a superintendent of public instruction and two members from each congressional district, the governor of the State to be ex officio a member of the board, but to Lave no vote in its proceed¬ ings. This board was to be also a board of regents of the State university, and, when acting in that capacity, was to have the president of the university as a member, but without a vote. In either case the State superintendent was to be the president of the board and to have the casting vote if there should be a tie. Authority was given it to exercise full legislative powers in reference to the public educational institutions of the State; and its acts, when approved by the governor or when reenacted by two- thirds of the board, in case of his disapproval, were to have the force of law, unless repealed by the general assembly. It was made the duty of the board to establish throughout the State, in each township or school district which it might create, one or more schools, at which all the children of the State between the ages of 5 and 21 years might attend free of charge. A permanent State school fund was directed to "be formed from the proceeds of United States grants and individual gifts to the State, from escheated property and moneys paid for exemption from military duty, the income from this fund and from the rents of unsold lands, with whatever other means the general assembly might provide, to be inviolably appropriated to educa¬ tional purposes alone. One-fifth of the aggregate State revenue, with certain specified taxes, was to be added to the income of the fund and devoted exclusively to the main¬ tenance of public schools. Besides the institution of the board of education, the investment of it with full power over the schools, the freedom decreed from all charges in these schools, and the limita¬ tion of the distribution of the public funds to public schools alone, another point of difference may be noted between this constitutionally provided system and that by which it had been preceded. It is, that there was no express direction for the con¬ tinuance of the former school machinery of county superintendents and township trustees of schools. This defect the large powers given to the board enabled it directly to amend, the State superintendent nominating and the board approving a superintend¬ ent of the public schools for each county in the State. The commissions sent to these superintendents were accompanied with letters of instruction authorizing them to ap¬ point three trustees in each township, with school commissioners in the county of Mo¬ bile, which had a special system of its own. The superintendents thus appointed entered at once upon their work, and though there was great difficulty in getting reliable trustees for townships and some grating in the new machinery before it could be gotten fully under way, the first State super¬ intendent under this system. Dr. Cloud, claimed, in his report for 1869, that it had “ dotted Alabama, from the mountains to the Gulf, with nearly 4,000 public schools dur¬ ing the first scholastic year,” including 9 normal schools for training teachers. It may have been, as was subsequently charged, that the zeal in this direction went too fast and far ; that more schools were established than could be sustained ; and that, while the numbers taught made a favorable show, the sessions had to be generally closed before anything considerable could be accomplished. But this was not unnatural at the outset of a system which, for the first time, undertook to meet the needs of a previously neg¬ lected portion of the population, and to include in its instruction not the white chil¬ dren of the State alone, but the colored also. A year’s experience taught some useful lessons as to the need of greater caution in efforts toward even so desirable an end ; and the next year, as the fruit of this experience, the number of the schools (2,775, as Dr. Cloud’s report shows) was brought into a more fair proportion to the State fond set aside for their support, while measures were taken to increase the proceeds of local taxes raised for the same end. How far the attendance was affected by the diminu¬ tion of the number of the schools does not appear, the statistics at this period being very incomplete. Fun ds were drawn from the treasury on the basis of 387,057 children of school age ; but what proportion of these was brought under instruction in the 2,775 schools reported. Dr. Cloud does not say. In November, 1870, Col. Joseph Hodgson succeeded Dr. N. B. Cloud as State superin¬ tendent of instruction. He had under him, from March, 1871, a set of school officers elected by the people, instead of appointed, as previously, by the State board or its appointees, while in each county were added by election two directors, to form, with the superintendent, a board for examining teachers. The officers thus elected were said by Colonel Hodgson to be an improvement on their predecessors, and with their aid he appears to have administered the school system with at once a greater economy and a higher measure of success ; reporting, at the close of 1871, that the cost of the department of education for the year had been lessened by $42,535, though the school term had been lengthened from 2 months and 9 days to 3 months 6^ days, and the average attendance in the schools increased from 52,060 to 107,666. Colonel Hodgson did also a good service in this year by organizing a State teachers association, and by codifying and circulating in pamphlet form the school laws of the State, which pre¬ viously had been largely out of reach of the school officers. The next year’s report was not quite so favorable as to school attendance, though the number of schools had 8 REPORT OF THE COMMISSIONER OF EDUCATION. somewhat increased. A failure of the State to pay the teachers had been the especially depressing influence. In November, 1872, Hon. Joseph H. Speed, for tw’o years previously a member of the board of education, succeeded Colonel Hodgson in the superintendency, continuing till the same period in 1874. He directed his endeavors especially to the amendment of the State’s neglect to pay its teachers ; but had to labor under the discouragement of finding small sympathy from the State ofiicers and legislature. “ The provision of the constitution which required the inviolable devotion of certain revenues and school funds to the purposes of education was disregarded at each successive session of the general assembly, and each year an increasing percentage of the school fund was di¬ verted from its legitimate use to the defraying of the general expenses of the State.”* The consequence was an almost entire paralysis of the State school system in the country districts, though some of the cities, through local taxation and aid from the Peabody fund, were able to go forward and improve. The university partook of the general depression, and had to curtail its teaching force and reimpose tuition fees, which had been abolished. Several of the 9 normal schools before referred to perished, some only surviving through assistance from the North; but, happily, an opportunity was given to make this loss good, and the board, embracing it, established a new State normal school for white male and female teachers in good buildings offered for this use at Florence. This has proved quite successful. The difficulty he had been endeavoring to remedy having “neither been removed nor lessened,” Mr. Speed was doubtless very willing to yield, in November, 1874, the chair of superintendency to Hon. John M. McKleroy, who had been elected to succeed him. Mr. McKleroy reaped some good fruit from the labors of his predecessor, and had the pleasure of reporting at the close of the next scholastic year that, through arrangements Mr. Speed had set on foot, an adequate school fund for the year had been provided ; that the said fund had been available when needed, and that thus the opportunity for the enjoyment of school privileges had been offered every child of school age within the State. Out of a population of this age numbering 406,270, there had been en¬ rolled 91,202 pupils in 2,610 schools for whites, which had continued, on an average, 4^ scholastic months under 2,675 teachers, besides 54,595 pupils in 1,288 schools for col¬ ored children, continued scholastic months under 1,286 teachers ; a total of 145,797, or about 36 per cent, of the whole school population, had been thus under instruction in the public schools. The State normal school for whites at Florence and two for col¬ ored pupils at Huntsville and Marion were also reported to be in flourishing condition, receiving an aggregate of |i 0,000 from the State and numbering 280 pupils under 9 teachers. Like favorable accounts were given of the university and agricultural col¬ lege ; the former having an attendance 42 per cent, better than the year before, and the latter “ steadily increasing in public favor.” About the time of the presentation of this report, i. e., December 6, 1875, a new con¬ stitution for the State went into effect. This abolished the board of education ; con¬ fided the general management of the public schools to the State superintendent of in¬ struction, and that of the university and agricultural college to boards of chosen trustees ; withdrew the appropriation of one-fifth of the State revenue for school purposes, and substituted for this an annual appropriation of $100,000, with the proceeds of a poll tax of a dollar and a half per capita, and such further increase of the school fund as the condition of the treasury and State resources should admit ; required the formation of separate schools for white and colored children, which had been previously provided for by law ; and forbade the appropriation to sectarian schools of any money raised for the support of public schools. The final report of Mr. McKleroy for 1875-’76 does not speak encouragingly as to the effect of these changes, good as some of them were ; the disposable school fund having diminished from $56^5,042.94 to $351,496 64 ; the schools in fifty-one counties heard from having sunk from 3,211 to 3,088 ; the attendance on them, from 118,252 to 104,414 ; and the average time for which they are kept, from 86 to 80 days. A new superintendent, Hon. Leroy F. Box, succeeded on the 10th of November, 1876, Mr. McKleroy, who had been elected to the legislature ; and, as Mr. Box was long a member of the late board of education, has had large knowledge of the school system of the St^te, and has done much to give that system whatever present efficiency it has, the hope is entertained that he may infuse into it some new life. For information respecting the university, agricultural college, and institutions for deaf and dumb and the blind, see Superior, Scientific, and Special Instruction, follow¬ ing. ADMINISTRATION OF THE SYSTEM. The names of those who have served as superintendents of the State school system, with their terms of office, are as follows : W. F. Perry, 1854-’58 ; G. B. Du Val, 18.58-’64 ; W. C. Allen, 1864-’65 ; J. B. Taylor, 1865-’66; J. B. Ryan, 1866-’68; N. B. Cloud, 1868-’70; Joseph Hodgson, 1870-’72 ; Joseph H. Speed, 1872-’74 ; John M. McKleroy, * Memorial of tlie Board of Education to the General Assembly of 1873-’74. ALABAMA. 9 1874-76; Leroy F. Box elected 1876 for a term to be fixed by the legislature. Of these gentlemen, Mr. Perry was of Macon County ; Messrs. Du VaJ, Allen, Taylor, Cloud, and Hodgson, of Montgomery County ; Mr. Ryan, of Jackson County ; Mr. Speed, of Perry County; Mr. McKleroy, of Barbour County ; and Mr. Box, of St. Clair County. ELEMENTARY INSTRUCTION. SCHOOL FUND. The school fund of the State, which is obtained from the interest on sixteenth sec¬ tion funds and on surplus revenue funds, from escheats, poll tax, and the Alabama Mu¬ tual Aid Association, amounted during the year 1875-76 to only $351,496.64 ; a decrease from that of the previous year of $213,546.30, or nearly 40 per cent. This diminution is due to the reduction of the rate of interest paid on the various funds from 8 to 4 per cent. ; to the abrogation of the constitutional provision which set apart one-fifth of the aggregate revenue of the State for educational purposes and a substitution there¬ for of an annual appropriation amounting to much less than this, and to the further fact that the fund of the former year embraced the poll tax of two years instead of one. — (Report of Superintendent McKleroy, 1875-76, pp. 4, 5.) THE SCHOOLS. The whole information respecting the public schools is contained in the statistics before given, which embrace the returns from fifty-one counties out of sixty-five, and show 3,088 schools under 3,771 teachers. The schools are of four grades: primary, intermediate, grammar, and high ; but how many are taught in each of these grades does not appear. — (Table 3 of State report for 1875-76.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. A report from this school to the State superintendent, dated October 28, 1876, repre¬ sents it as in a prosperous condition. The attendance was greater than at any time in the past and the prospects for other accessions were good. The total number of stu¬ dents was 114, of whom 48 belonged to the normal department. (In a separately pub¬ lished catalogue these numbers appear as 122 and 65.) A class was expected to gradu¬ ate in 1877. This is the only school in the State for the instruction of whites as teachers, and in the opinion of the superintendent it is not adequate to entirely supply the need. He thinks, therefore, that normal departments should be established at the State university and at the agricultural college. Both the normal schools for the training of colored teachers, the superintendent says, have been in operation during the year, and have doubtless done good work in their sphere. The institution at Marion is not only a normal school, but it is so liberally endowed by the State and furnished with so competent a faculty as to afford to the colored race opportunities for the acquirement of a collegiate education. The students, December 20, 1876, numbered 100, of which number 70 were normal students, while in the one at Huntsville, where the training provided for seems less complete, 71 normal students were in attendance at about the same date, making, with the 65 at Florence, 206 in the three State normal schools. At Talladega College, under the American Mis¬ sionary Association, were 59 in normal classes. Vocal music is taught in all these schools; instrumental also at Talladega and Marion. Some philosophical apparatus is> possessed by all. — (Report of superintendent, 1875-76, pp. 14, 18, 19, and returna tO: Bureau of Education for 1876.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. In the tables appended to the report of Superintendent McKleroy for 1875-76, there appear 106 high schools, of which 12 are for colored students ; but, as in many other of the States, no additional particulars concerning these schools are given. Allowing an average of 30 pupils for each school, which would certainly not be a high estimate, we have 4,980 high school pupils in courses embracing probably some Greek and Latin studies, with somewhat advanced English ones. PRIVATE SECONDARY SCHOOLS. In 1 school for boys, 1 for girls, and 4 for both sexes, outside of the public school system, there have been reported to this Bureau 664 pupils, under 23 teachers. Of these, 104 were in classical studies, 15 in modern languages, 10 preparing for a clas¬ sical course in college and 3 for a scientific course. Drawing is taught in 2 of these Bcshool, vocal music in 3, and instrumental music in 2. Chemical laboratories are 10 REPORT OF THE COMMISSIONER OF EDUCATION. eported by 2, philosophical apparatus by 3, and libraries of 120 to 2,000 volumes by 3, the aggregate number of volumes being 3,020. — (Returns to Bureau of Education for 1876.) PREPARATORY SCHOOLS AND DEPARTMENTS. From 1 school aiming to prepare students for college there are reported 11 teach¬ ers and 150 pupils, of whom 50 were preparing for a scientific collegiate course and 20 had entered on such a course since the last report. It had a chemical laboratory and philosophical apparatus. Two preparatory departments of colleges also reported 2 instructors additional to those of the colleges, and 71 preparatory students, 12 of them preparing for a classical and 23 for a scientific course. — (Returns for 1876.) SUPERIOR INSTRUCTION. UNIVERSITY OF ALABAMA, TUSCALOOSA. As mentioned in the report for 1875, an important change in the academic depart¬ ment has been proposed to be made, from the “college” or “close” system to the “ university ” or “ open ” 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 appli¬ cant over 15 years old, who has received a common school education, may enter the schools of the university without examination in regard to any fixed standard of liter¬ ary 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. Whether this arrangement has been effected does not appear in the State report for 1875-’76. The State superintendent advises a closer union between elementary and higher education, and that they should mutually subserve and encourage each other. With the public schools for the base, the university for the crown, and high schools in the cities and populous communities as intermediate between the two, the educational structure would be symmetrical and complete. Steps towards this end, he states, have been alreadv taken. — (Reports of State superintendent for 1874-’75, pp. 124-126, and for 1875-76, p. 15.) OTHER COLLEGES. Howard College, Marion, (Baptist,) has a course of study divided into 10 distinct schools, viz : Latin, Greek, modern languages, English, moral science and theology mathematics, chemistry, geology and mineralogy, natural philosophy and applied mathematics, civil engineering, business. No degrees, honors, or promotions are given except those based upon attainment. — (College catalogue, 1875-76.) Spring Hill College, (Roman Catholic,) near Mobile, has a preparatory course in¬ tended to last one year, but embracing only English studies; a classical course intended to last six years, and leading to the degree of A. B. ; a commercial course covering three years, and embracing the main studies of the classical, except Latin and Greek. Others than Roman Catholics are admitted on condition of their conforming to the exterior exercises of worship, — (Catalogue for 1874-75.) Southern University, Greensborough, (Methodist Episcopal South,) includes a college of liberal arts, a college of medicine, and a college of law. The circular for 1876-77 contains no information of any change in the first named, which, as was stated in 1875, is organized upon 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 cer- t^ain number of schools. Talladega College, Talladega, not having any students in collegiate courses, has been remitted to the list of secondary schools. COLLEGES FOR WOMEN. Nine of these institutions — 7 of them chartered and as many under denominational control — make returns for 1876, which show a total teaching force of 83, with 860 stu¬ dents of all grades, 488 of these being classed as regular collegiate, 33 in special or partial courses, and 18 graduates who remain to pursue studies additional to the col¬ legiate course. All teach vocal and instrumental music and French ; 6 unite German with the French, and 1 Spanish and Italian also. Drawing and painting are taught in 7 of the 9, and the same number have some apparatus for illustration of natural philosophy. Eight report chemical laboratories ; 2, collections illustrative of natural history ; 3, at least the beginning of an art gallery ; and 2, a gymnasium ; while 7 have libraries of 200 to 3,500 volumes each, the aggregate in the 7 amounting to 11,250. For further particulars, see Table VIII of appendix. ALABAMA. 11 Statistics of universities and colleges, 1876. Names of universities and colleges. Corps of instruction. Endowed professorships. Number of students. Property, income, &c. Number of volumes in library. Preparatory. Collegiate. 1 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. Howard College . 5 0 35 77 $50, 000 10 $0 $7, 560 $0 $0 al, 600 La Grange College _ Southern University . 8 0 36 79 90, 000 12, 000 600 3, 000 0 0 a3, 500 Spring Hill College*. 20 &131 0 120, 000 45, 000 0 0 5, 000 University of Alabama 10 0 0 160 150, 000 300, 000 25, 000 0 a4, 600 *From Report of Commissioner of Education for 1875. a Includes society libraries. b Unclassified. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State Agricultural and Mechanical College at Auburn, in its report for 1876, states that the imperfect preparation in the rudiments which many of the applicants for ad¬ mission exhibit, has rendered it necessary to establish a class below the fourth one of the regular course. Students entering this class will be fitted for the fourth class of any course of the college ; the courses being, as stated in 1875, in agriculture, in litera¬ ture, in science, and in civil engineering, with a practical instruction in surveying which gives it almost the character of a fifth course. Each course, except the agri¬ cultural, requires 4 years for completion of its studies. The agricultural — not em¬ bracing so much in languages as the literary course, nor so much in mathematics as the scientific — is of 3 years. Two experimental farms, one at Auburn, under the eye of the college, another in the valley of the Tennessee, under Hon. J. J. Barclay, aid in the instruction of the students as well as in the improvement of the farming of the State. The president reports that a larger percentage of the income of this college than of any other of its class in the Union, is expended for purposes of instruction. PROFESSIONAL. The Law Department of the University of Alabama, at Tuscaloosa, aims to give the student patient, intelligent, and careful instruction in the elementary principles of law ; and to this end analysis of each subject is required, while the application of principles is illustrated by a selection of leading cases. Moot courts are held and instruction given in the preparation of briefs and the manner of conducting cases before courts and juries. The course includes 3 terms of 4^ months each, and gradua¬ tion in it admits to practice in all State courts. — (Circular for 1876.) A circular from the Southern University at Greensborough gives us information respecting the law school there for 1876, showing its continued existence with 3 professors, but nothing more. A College of Medicine, with 4 professors, also exists in connection with the Southern University, but no length of course is indicated. That of the Medical College of Alabama, at Mobile, is of 2 years. — (Circular and return for 1876.) Theology continues to be taught to some slight extent at Howard College and the Southern University, and with apparently some fair degree of fulness at Talladega College, Talladega, most of the students at the last named putting their acquirements to ijractical use during the course by performing mission work at surrounding sta¬ tions. — (Circulars for 1876.) 12 EEPORT OP THE COMMISSIONER OF EDUCATION. Statisiics of schools for scientific and professional instruction, 1876. ft a Property, income, &c. a Schools for professional instruc¬ tion. j Corps of instructio o o ft nd % O a a ® 1 o a Number of yeai course. Value of grounds, buildings, and apiiaratus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for the last year from tuition fees. Number of volume library. 1 SCHOOL OF SCIENCE. State Agricultural and Mechanical College. 6 104 4 $100, 000 $253, 500 $20, 280 $2, 000 3, 500 SCHOOL OF THEOLOGY. Theological department of Talla¬ dega College. 2 24 4 5,000 300 SCHOOLS OF LAW. College of Law, Southern Uni¬ versity. Law School, University of Al¬ abama. 3 3 15 11 SCHOOLS OF MEDICINE. College of Medicine, Southern University.* Medical College of Alabama . 5 175, 000 175, 000 0 0 500 9 60 2 0 0 2, 000 500 *rroni Eeport of Commiasioner of Education for 1875. SPECIAL INSTRUCTION. ALABAMA INSTITUTION FOR THE DEAF AND DUMB AND THE BLIND, TALLADEGA. The orij^inal act of January 27, 1860, for the establishment of this institution, pro¬ vided only for the education of the deaf and dumb. It was not till February 18, 1867, that further provision was made for the education of blind children also in the same building. The report of the principal, dated October 27, 1876, stated that there had been no changes made in the corps of 4 instructors mentioned in the preceding year, but that from February to July a teacher of drawing had been added. The results of the in¬ struction in this branch had been sufficiently encouraging to induce regret that it could not be continued. Forty-nine pupils, 3 less than in 1874-75, had been under in¬ struction during the year, 39 of them being mutes and 10 blind. In consequence of the small number of blind pupils and the necessity for economy at every point, the principal had not felt authorized to employ a teacher in the department of handicraft for them. The blind boys, however, had occasionally done a little work at bottoming chairs, while work in shoemaking had been carried on regularly by the mute boys, some of whom did good service. Instruction in the shoe shop had been given gratui¬ tously by two of the teachers. The teaching in the school rooms is said to have been thorough and faithful, the discipline good, and the measure of health enjoyed better than ever previously. Two committees, one appointed by the trustees and another by the legislature, after examining the general management and working of the institution, publish, in con¬ nection with the report of the principal, most favorable accounts of the school and its management. ALABAMA. 13 LIST OF SCHOOL OFFICIALS IN ALABAMA. Hon. Leeoy H. Box, State superintendent of education, Montgomery. [Term November 23, 1876, to November 23, 1878.] COUNTY AND CITY SUPERINTENDENTS OF EDUCATION. [Term till September 30, 1877.] County. Superintendent. Post-office. Prattville. Mount Pleasant. S. H. Dent . Eufaula. Bibb . Centreville. Blountsville. Union Springs, Greenville. Jacksonville. Waverly. Centre. Clanton. S. S. Mellen . Mount Sterling. Grove Hill. Ashland. E d wardsville. Elba. Tuscumbia'. Belleville. Rockford. Andalusia. Rutledge. Clopton. Selma. Portersville. Elmore . W. P. Hannon . . Deatsville. Escambia . - . . . J. T. B. Fo.ard . .'. . Pollard. Etnwfih - _ _ _ _ _ R.J. C. Hail . Gadsden. Efl.ypit.te _ _ _ _ _ B. E. Peters . . . . Fayette C. H. Eranklin _ _ ... _ ............. _ E. H. McNatt _ _ _ _ Russellville. Greene . W. G. McCracken . . Eutaw. Geneva . . W. J. Eeith . Geneva. Hale . . J. A. Jones . Carthage. J. W. Foster . Abbeville. Jackson . J. S. Collins . . . Scottsborough. J efcerson . . . . J. R. Rockett . Birmi ngham. Lauderdale . James M. Weems . . Florence. T.a.wrftTicft . . . . D. C. White . Moulton. J. F. Varbrongh . . Loachapoka. Limestone . . . J. G. Dement _ _ _ Athens. Lowndes . . . . John J. Steele . . Benton. Macon . . . A. L. Brooks . Tuskegee. Madison . . . W. P. Newman . . . . . Huntsville. Marengo . Samurl C. Woolf . Lindon. Marion . . . Elisha Vickery . Pikeville. MaT.shall . . . . . A. J. McDonald . . . Guutei^ville. Mobile . . . . Ed ward R. Dickson _ _ . Mobile. Monroe . . . T. J. Emmons _ _ . _ Monroeville. Montgomery . . . L. A . Shaver _ _ _ _ _ Mon tgom ery . Morgan . . . W. M. Wood _ _ _ _ Hartsell Station. •T. B. Shivers Marion. Pickens . . . J. M. Somerville . . . . Bridgeville. Pike . W. C. Menefee . . . . Troy. Randolph . J. M. K. Guinn . . . . . . Roanoke. Russell . . . J. M. Brannen . . . . . Seales’ Station. Sanford . . J. M. Guyton . . . . . Vernon. Shelby . D, W. Caldwell . . . . Columbiana. St. Clair _ _ _ _ _ _ R. F. Newton . . . . . Ashville. Sumter . M. C. Einnard . . . . Li vin gston . Talladega . . W. L. Lewis . . . . . Talladega. Tallapoosa . S. C. Oliver . . . . Dadeville. Tuscaloosa . . R. S. Cox . Tuscaloosa. Walker . J. C. Scott . J asper. Washington . Vacant . Millry. * Wilcox . J. T. Beck . . . . . Camden. Winston . J ames Hilton . . . . . . Houston. City of Birmingham . J. T. Terry . Birmi n gham . City of Eufaula . W. H. Patterson . Eufaula. City of Huntsville . S. I. Mayhew . Huntsville. Citv of Montgomery . J. W. Moses _ Mon tgomery. City of Selma . W. C. W ard _ _ _ _ Selma. 1’4 EEPORT OF THE COMMISSIONER OF EDUCATION. ARKANSAS. SUMMARY OF STATISTICS. SCHOOL POPULATION AND ATTENDANCE. Children of school a^e, (6-21) . Children enrolled in public schools.... Children in average daily attendance. TEACHERS AND THEIR PAY. Males, 1,582 ; females, 740 ; not indi¬ cated, 1,677. Males, 329 ; females, 98 ; not indicated, 36. Average monthly pay . SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . Number of schools . School-houses ; new, 251 ; old, 1,374 . Cost of new school-houses . Cost of the older ones . INCOME AND EXPENDITURE. Receipts from State tax for schools . . . . Receipts from local tax . - . Receipts from interest on permanent fund. Total receipts. Expenditure for sites, buildings, and furniture. Expenditure for salaries of superin¬ tendents. Expenditure for salaries of teachers. .. Expenditure for rent, repairs, &c . E.xpenditure for objects not specified.. Total expenditure . PROPORTION OP EXPENDITURE. Expenditure per capita of school pop¬ ulation. Expenditure per capita of enrolment.. Expenditure per capita of average at¬ tendance. STATE SCHOOL FUND. Amount of available school fund . 1874-’75. 184, 692 73, «78 42, 680 3, 999 Not given. Not given . . 2, 134 1875-76. 189, 130 15, 890 Not given.. 461 Not given.. Not given. $352, 679 428 997 7,860 789, 536 54, 913 24, 100 259, 747 411,240 750, 000 4 06 10 15 17 57 135, 000 1,625 $3, 957 361, 358 $179, 325 162, 7.39 2,010 344, 074 10, 839 Increase. 73, 167 2, 567 32, 830 119, 403 0 64 7 45 161, 352 4,438 26, 352 Decrease. 57, 988 3, 538 $173, 354 266, 258 5, 850 445, 462 44, 074 186, 580 '378,*4io 630, 597 3 42 2 70 (From reports of Hon. George W. HiJl for 1874-75 and 1875-76. The receipts for the latter year in Mr. Hill’s printed report differ from those given in his written return to the Bureau of Education, from which the figures here given are taken. In the printed report they are as follows: From State apportionment, $105,586.70; from district tax, ARKANSAS. 15 $87,739.51 ; from sale of school-honse or site, $444.64 ; from grants or gifts, $674.99 ; total, $194,445.84. The discrepancy may arise from the written report being for the year ending October 30, 1876, while the printed one is for that ending June 30, 1876. The account of expenditures agrees in both, except in the last item, which is neces¬ sary to make up the total given. ) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Constitutions of 1836, 1864-’65, 1868, and 1874 ; Returns of United States Census on Education, 1850 and 1860; A sketch prepared by Hon. George W. Hill, State superin¬ tendent of public schools in Arkansas; Laws of Arkansas, compiled and arranged by J. Steele and J. McCampbell, 1835, pp. 509-514 ; English’s Digest of the Statutes of Arkansas, 1848 ; School Laws of 1871 and 1875. EARLY SCHOOL LEGISLATION. Arkansas — organized as a Territory in 1819 and admitted as a State in 1836 — came into the Union with a constitution which ordained (art. ix, section 1) that “knowl¬ edge and learning, generally diffused through a community, being essential to the preservation of a free government, and diffusing the opportunities and advantages of education through the various parts of a State being highly conducive to this end,” it should be the duty of the general assembly to provide by law for the improvement of such lands as either had been or might be granted by the United States for the use of schools, and to apply any funds which might be raised from such land, or from any other source, to the accomplishment of the object for which they were intended. Previously to this, under territorial laws passed November 21, 1829, November 3, 1831, and November 15, 1833, there had been provision made for due care of the school lands and of moneys arising from the rent of these, the agents for the care of the lands being trustees appointed by the judge of each county court, and the county court itself being guardian of the funds derived from rent of such lands, with super¬ vision of the schools sustained through the aid of these funds. By act of February 3, 1843, a commissioner for the sale of sixteenth section lands was to be elected bj^^ the people of each township desiring such sale, on a day appointed by the county court ; and at the same time three trustees were to be chosen for care of the schools, for support of which a fund was to be formed from the proceeds of tie sales. These trustees, whose term of office was two years, were to determine the terms of lease of school lands; were to have a general oversight of schools sustained from the school fund ; and were, with the commissioner, to visit these at least once a month, to see that they were properly kept, to examine the scholars, to make sure that books, furniture, and fuel were provided, and that due cleanliness and decency were main¬ tained. They were also annually to make an enumeration of the youths of school age (5-21) in their township, noting how many were sent to school and how many were not, the amount subscribed for each one sent to school, and the number for whom there was no subscription. The results of this enumeration were to be reported to the county clerk, with a statement of the amount of funds raised in their township for the support of schools therein, and the sources from which these were derived, the price of tuition for each scholar, the cost of books and stationery for him, the time the schools were kept, and the amounts paid teachers. By the same act of February 3, 1843, the voters in each county were to choose, at each general election, three school commissioners, who, with the clerk and presiding judge of the county court, were to be a board of school commissioners for the county, the main duty of these seeming to be to care for county funds appropriated to the support of common schools, and so to distribute these as (1) to secure four months’ schooling, with the necessary school books, annually for each indigent child in each township; (2) to effect as nearly as possible an equalizing of the annual school funds of the townships by augmenting those of the poorer townships. A State board of education was also constituted, to consist of the governor of the State, the chief officers of the senate and house, and the judges of the supreme court ex officio, and of ten members of the general assembly elected every two years by the assembly. The members of this board were to have power to carry out all laws and regulations passed by the general assembly in aid of education, and were to report to the assembly, at each session, the condition and progress of education in the State. Under this system there were found in 1850 by the United States census marshals 353 public schools, with 355 teachers and 8,493 pupils, besides 90 academies and other schools, with 126 teachers and 2,407 pupils, not aided from the public funds. By acts of January 11, 1853, and January 20, 1855, most of /the provisions of this older law were reenacted and affirmed, but with some difference in the personnel of management. Instead of the State board, came the secretary of state as ex officio State commissioner of schools ; instead of a board of live county commissioners of IG EEPORT OF THE COMMISSIONER OF EDUCATION. schools, came a single commissioner, elected by the people at each biennial general election, for visitation of schools, examination of teachers, care of school lands, and distribution of school funds ; and, instead of three trustees for a township, came one, with the same general duties as had previously belonged to the three. The system thus put into lighter marching order showed as its tangible results in the census of 1860, public schools, 727; teachers, 757; pupils, 19,242; total income, $120,613. Then in academies and other schools which numbered 109, with 168 teachers and 4,415 pupils, must also have been some scholars belonging to the public system, as these schools received from taxation $700 and from public funds $8,645. LATER LEGISLATION WITH RESPECT TO SCHOOLS. The before mentioned provision of the constitution of 1836 was incorporated into that of 1864-’65, but not very much came of it ; for, though more interest in education and a greater wish for it were by that time aroused, the period was not yet a propi¬ tious one for schools. Under the constitution of 1868, however, which required the general assembly to “ establish and maintain a system of free schools for the gratuitous instruction of all persons in this State between the ages of 5 and 21 years,” an act was passed, July 23, 1868, providing for such a system of common schools, and repealing preceding school laws where they came in conflict with the later. This act provided that there be a State superintendent of public instruction elected by the people quad- rienuially, and that his salary be $3,500 per annum. He was required to report an¬ nually. There was also to be appointed by the governor, with the advice and consent of the senate, a circuit superintendent for each judicial district of the State, his salary to be $3,000 per annum. The circuit superintendents were to report annually to the State superintendent, and had the supervision of all school matWs in their respect¬ ive districts. With the State superintendent they formed a State board of educa¬ tion. The counties were divided into school districts, each district having one trustee, elected by the electors of the district, and receiving from its people $2 per day for the time actually employed by him in the discharge of his duties, provided he should not be paid for more than ten days’ service. The interest on the permanent school fund, a special district tax voted by the people, the per capita tax, “ and so much of the ordinary annual revenues of the State as might be hereafter set apart by law for such purposes,” wmre to be “ faithfully appropriated for maintaining a system of free com¬ mon schools for this State.” Under this act the school system was commenced, and, though meeting with indiffer¬ ence in some places and opposition in others, made considerable progress, 67,412 chil¬ dren being gathered into the schools in 1869 and 107,908 in 1870. A serious depreciation in the State scrip issued in payment of the wages of the teachers caused, however, very general discouragement. At the same date with the foregoing was passed an act for establishing an industrial university. It required that, in addition to the usual course of study prescribed in universities, there should be taught the science and practice of agriculture, the me¬ chanic arts, engineering, and military science. The location was left to be decided by bids from individuals, counties, cities, &c., their offers being open till the first day of the next session of the general assembly. In February, 1869, the general assembly passed an act providing for the “better reg¬ ulation of schools in cities and towns.” By this a city or town could be made a special school district, with six directors elected by the people for the supervision of the schools in the town or city. The directors could make rules for their government, not inconsist¬ ent with the law ; could estimate the percentage of taxes necessary to keep the schools in operation, and were elected on the third Saturday in December annually. Under this act city schools were organized in Little Rock, Fort Smith, Pine Bluff, Helena, Arkadelphia, Dardanelle, and Camden, and are said to have done “reasonably well.” In subsequent years Augusta, Batesville, Duvall’s Bluff, Fayetteville, Forest City, Jacksonport, and Ozark were added to the list. An act of the general assembly approved March 27, 1871, made provision for the establishment of the Arkansas Industrial University, before determined on. Gen. A. W. Bishop was first president of the university, which was located at Fayetteville, and Prof. N. P. Gates succeeded him. The university has succeeded very well so far, and promises much. In the year 1859 the Arkansas Institute for the Blind was organized at Arkadelphia, and was continued in operation for three and a half years, when, in consequence of the war, it suspended in the fall of 1863. It was reopened in February, 1867. By act of the general assembly, approved July 22, 1868, the institution was removed to Little Rock, where it is now in successful operation. It has a board of three trustees ap¬ pointed by the governor. In July, 1867, a school was opened in the city of Little Rock, at the expense of the city, for the education of the deaf and dumb. In July, 1868, it was incorporated as a State institution and provision made for its support. It has since been very successful, ARKANSAS. 17 though there is not sufficient accommodation for all the mutes in the State. Persons between the ages of 9 and 30 are admitted to the iustitute. The general assembly, in an act approved April 29, 1873, changed the school law l)a88ed in 1868, the principal changes being as follows : A State board of education, composed of the State superintendent and the trustees of the Industrial University, took the place of the former one, composed of the State and circuit superintendents, and had large powers given it of legislation and provision for the schools. The office of circuit superintendent was abolished and that of county superintendent instituted. These superintendents were elected by the trustees of the counties, re¬ spectively, and were allowed a salary not exceeding $300 in counties having 8,000 or less inhabitants and $500 in counties having more than 8,000 inhabitants. The dis¬ trict tax was by this act limited to 5 mills on the dollar. At the election of 1872, Hon. J. C. Corbin was elected State superintendent. During his term of office the depre¬ ciation of the State scrip was such as to cause a great decline of the interest in public schools, the warrants in which the teachers and school officers were paid not bringing more than 50 cents on the dollar, and sometimes less. The constitutional convention held in July, 1874, abolished the office of State superintendent and constituted the sec¬ retary of state ex officio State superintendent of public instruction until other provision should be made by law. The legislature, at an adjourned term, in December, 1875, passed the present school law, which provides for a State superintendent at a salary of $1,800 per annum, who reports annually. The office of county examiner takes the place of that of county superintendent. The examiners are allowed no salary, but can collect the sum of $2 from every applicant for license to teach. There are to be three directors for each school district, elected annually, with no other compensation than exemption from jury service and work on public highways. The electors can vote a special tax, not to exceed 5 mills on the dollar. The State superintendent is required by law to hold annually normal institutes in each judicial district. During the time intervening between July, 1874, and December, 1875, from the absence of any active supervision, the almost utter lack of school funds, and the vio¬ lent political agitations in the State, the interest in public schools decreased to a very great extent among the people, and only in some few localities were the schools kept up. Since the latter date the people are showing in most parts of the State a greater interest in common schools than for several years previously, and it is hoped that through the restoration of the State superiutendency this interest may be increased, though the lack of county supervision must be a hindrance to the efficiency desired. SCHOOL ADMINISTKATION. The administration of the school system, under the law of 1853, was put, as has been stated, in the hands of the secretary of state. But as that officer had, as such, work quite sufficient to keep him actively employed, and needed for this to be usually pres¬ ent at the capital, there could not be performed by him as superintendent those vari¬ ous duties of general visitation, public speaking on school questions, and private re¬ moval of objections and old prejudices, which were necessary to secure a favorable judgment for the schools. The lack of anything like full success was in such circum¬ stances not to be wondered at, especially among people whose more wealthy families were able to have private teachers in their homes, while many of the poorer ones were indifferent about having children taught at all. Under the law of 1868 came in a State superintendency detached from other civil office and wholly devoted to school work with the aid of a circuit superiutendency, which, if not the best imaginable, was perhaps best suited to the exigencies of the time. After more than two years’ trial of it, Superintendent Thomas Smith, the first State incumbent under the law, reported in 1870 increased interest everywhere mani¬ fested in general education and a hearty influence of the old citizens of the State in support of free schools. “The work,” he says, “ progressed slowly at first, but has moved on with rapidly increasing interest, until now good schools are established in all the cities and principal towns, and school -houses are seen dotting the rural districts in nearly every portion of the State.” A State Teachers’ Association, too, had been formed and an educational journal established, while, out of 180,000 people of school age, 107,908 were enrolled in 2,537 schools, under 2,302 teachers. The report for 1872 showed a considerable decrease of attendance in the schools, only 69,927 pupils having been enrolled in 1871 and 32,863 in 1872, a decline attributed by Mr. Smith mainly to two causes : (1) A limitation by the legislature of the right of local taxation to one half of 1 per cent, in country districts and three-fourths of 1 per cent, in towns and cities ; (2) a collection of school taxes in depreciated State scrip, making the mainte¬ nance of even a three months’ school in country districts difficult, while the payment of teachers in the same scrip had so reduced their salaries as to induce many of the most valuable ones to throw up their positions and leave the State. Against both these things Mr. Smith entered his earnest protest, but was unable to secure a change. 2 E 18 REPORT OF THE COMMISSIONER OF EDUCATION. He had, however, the pleasure of aiding in laying the foundations of the State Indus¬ trial University, of seeing a considerable increase of town and city schools systems, and of announcing the continuance of the educational journal of the State. He also did much to improve the school fund. Mr. J. C. Corbin, who succeeded Mr. Smith in 1873, reported, in November of that year, a continuance of the difficulties arising from deficient power for local taxation and from payment of school taxes and school teachers in a greatly depreciated scrip, with the additional one that, by a decision of the attorney-general, a State school tax of 2 mills on the dollar, which had constituted three-fourths of the distributable school fund, was cut off, leaving only $55,000, worth 35 cents on the dollar, as the State fund for distribution among the schools. These difficulties more than counter¬ balanced the advantage of a change from circuit to county superintendency, which had been made at the beginning of the year; and, notwithstanding earnest efforts on the part of Mr. Corbin and the State board of education to improve the condition of the schools, there was a steady depreciation. The political convulsions with which the State was shaken in 1873 helped other injurious influences to paralyze the State school system ; and in 1874 Mr. Corbin went out of office disheartened and depressed, a new State constitution having vested the superintendency of schools temporarily in the secretary of stare, “ until otherwise provided for by law.” It was not till December 7, 1875, that a new school law, under this new constitution, was enacted, and meantime “ the public school matters of the State,” according to the report of the secretary, were “ at a standstill.” The new law provided for a State superintendent of public instruction, to be chosen at the next general election and every two years thereafter; dropped the State board of education and substituted for it a board of commissioners of the common school fund ; abolished the office of county superintendent and instituted, in its stead, that of county examiner, without the duty of visitation of the schools; left local taxation still limited to half of 1 per cent., without discrimination in favor of the cities ; but, like preceding laws, made provision for the formation of a school fund, the annual interest of which, together with a poll tax of $1 per capita on males over 21, and so much of the annual revenues of the State as might be set apart by law for such pur¬ poses, should be appropriated for maintaining a system of free common schools for the State. Under this law Mr. George W. Hill came into office as State superintendent, December 18, 1875, and, having secured sufficient favor to be elected for another term of two years, from November 2, 1876, it is hoped that he may be able to revitalize the school system. ELEMENTARY INSTRUCTION. WHAT THE CASE WAS A YEAR AGO. Superintendent Hill, in his first report, for the year ending July 1, 1876, says of the condition of things when he came into office, December, 1875 : “ I found the interest of free education of the youth of the State in not so favorable a condition as might be desired. The depreciation in the value of State scrip had been militating against this interest for about two years and had temporarily prostrated the common school sys¬ tem. In the wake of a depreciated currency, in which teachers were paid and by which schools were attempted to be maintained, followed numerous attendant evils, such as discouragement of school officers, complaint on the part of the enemies of free schools, a somewhat reckless incurring of debt, a loss of confidence in the minds of the people, and a partial abandonment of free schools by good teachers.” — (Report, p. 5.) WHAT THE CASE IS AT PRESENT. The cessation of political agitation and an improved management of the State finances are reported to be bringing up the State treasurer’s certificates to something nearer their par value. As a consequence of this, “ the districts generally are getting out of debt and are resuming their schools, confidence is being restored to the people, and there is light ahead for the common school system. There are assurances from all parts of the State of growing intelligence, of an increasing spirit of inquiry, of an awaken¬ ing appreciation of education, of an enlarging number of friends of common schools, of a more earnest call for teachers of higher qualifications, of a greater disposition on the part of the State press to speak in advocacy of the free schools, and of better county and district officers being elected.” — (Report, iip. 5 and 20.) The statistical tables appended to the report show some fruits of the educational awakening thus referred to, indicating the presence of 15,890 pupils in the schools of 29 counties that report attendance, out of 60 in the State, though many of the districts in even these 29 failed to make this report. The division of studies among the 15,890 reported pupils was as follows: In orthography, 8,080; in reading, 6,027; in penman¬ ship, 4,625; in mental arithmetic, 2,194; in written arithmetic, 3,309; in grammar, 2,300; in geography, 1,328; in history, 914; in higher branches, 544. Of the 461 teach¬ ers reported, 135 held first grade certificates, 167 second grade, 123 third grade. The grade of the remaining 36 is not given. ARKANSAS. 19 CITY SCHOOL SYSTEMS. LITTLE ROCK. Officers. — These are a board of school directors of 7 members, elected for terms of three years, a certain fixed number going out of ofQce each year. A city superintend¬ ent of schools has tiie executive charge under the board. Statistics. — The average monthly enrolment of pupils in school in 1875-’76 was 1,178 ; average number belonging, 1,046; average daily attendance, 926. Number of cases of tardiness among pupils, 3,922; among teachers, 190. Number of teachers, exclusive of the superintendent, 27. Salaries from ^50 to $100 a month. Number of schools, ex¬ clusive of the high, 4 ; of these, 2 are for white and 2 for colored children. Cost of education per pupil on average monthly enrolment, $14.40 ; on average daily attend¬ ance, $18.33. Bemarics. — The public schools were never in a more prosperous condition than they are at j)resent. They are becoming celebrated throughout the State, and many persons are moving into the city for the express purpose of placing their children in them. The elementary schools are divided into nine grades, each occupying a year, and are followed by a high school course of three years. The high school is in good condition and is improving. Enrolment, 44 pupils ; average daily attendance, 35. The course of study is the same in all the schools, alike in those for white and those for colored children. All the teachers but 2 were white. Aid was received from the Peabody fund of $2,500. There has been no time in the history of the schools, it is stated, when this help has been of greater benefit or more gratefully received. — (Report of City Superintendent J. M. Fish, 1876, and correspond¬ ence of the American Journal of Education, April, 1877.) TRAINING OF TEACHERS. A normal department, in connection with the State Industrial University, was pro¬ vided for by the State law establishing that institution and is now fully in operation. It is designed to furnish a thorough course of instruction to all who desire to engage in the profession of teaching in the public schools. Free tuition is ofiered 238 pupils, who must intend, in good faith, to make teaching their profession. Music, vocal and instrumental, is taught; drawing is optional. A chemical lab¬ oratory and philosophical cabinet are possessed. There were 51 normal students in attendance, 32 men and 19 women ; 3 were graduated last year, of whom 2 engaged in teaching. The organization of a branch normal college was provided for in 1873, and $25,000 were appropriated to carry the act into effect; but this fund was in State scrip, and, owing to its depreciation in value, the organization of the college did not take place until 1875. This college is located at Pine Bluff, and is specially designed for the ben¬ efit of colored students. It is under the management of the board of trustees of the Industrial University. The building is in an eligible location, with ample grounds and suitable outbuildings, is well lighted and ventilated, and affords accommodations for over 100 students. — (Catalogue of Industrial University 1875-76, and special re¬ turn to United States Bureau of Education.) DISTRICT NORMAL INSTITUTES. Superintendent Hill says that, in accordance with section 15 of the school law, a district normal institute was held in each judicial district of the State, each institute lasting from two and a half to three and a half days. Two objects were had in view : the improvement of the teachers and the rectification of popular sentiment. It was intended to benefit the teachers by increasing their information respecting the theory and practice of teaching, by stimulating thought and arousing a spirit of investiga¬ tion, by uniting their efforts in the cause of education, by strengthening the esprit de corps of the profession, and by elevating their conception of the duties and responsi¬ bilities belonging to a teacher’s place. It was expected that public sentiment would be influenced for good by diffusing information and showing that education paijs, financially and every other way. Such a programme of exercises was adopted as it was thought would tend to accomplish the two purposes in view. The attendance of teachers at these institutes was only about one-tenth of the whole number in the public schools, and as the law imposes no penalty for non-attendance, though it makes it the duty of teachers to be present, there was no remedy for this neglect. The superintendent, therefore, proposes that the legislature, at its next session, should make the attendance of public school teachers compulsory, by affixing a penalty to non-performance of the duty, and those present at one of the institutes united with him in this proposal. But as the expense of attendance would be a heavy tax on many poorly paid teachers, it is suggested that the districts in which they are employed be required to pay a part of this expense, as the people will reap much of the benefit received. — (State report for 1875-76, pp. 6-8.) 20 REPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No information respecting sucli schools in Arkansas has reached the Bureau beyond the preceding statement in the report from Little Rock, that the high school there had 44 pupils in 1876, of whom 35 were, on an average, in daily attendance. Aid from the Peabody fund to Van Buren, to the amount of $800, implies the existence of a graded school there ; but whether the grades reach up to a high school is not stated. In the tables appended to the State report, as was before said, 544 pupils are spoken of as engaged in “ higher branches,” but what these branches are, or to what extent they are pursued, does not appear. PEIVATE SECONDARY SCHOOLS. The depression of educational interests in the State is manifested by the fact that, out of 9 private schools of secondary rank heard from in previous years, only 3 schools for boys and girls make any return for 1876, and that of these 3 only 2 appear to have been in actual operation. These report 6 instructors and 213 students, of whom 172 were in English studies, and 31 in classical. Music, both vocal and instrumental, was taught in these, but of other advantages beyond these there appears no trace. — (Re¬ turns for 1876.) PREPARATORY SCHOOLS AND DEPARTMENTS. Of schools engaged especially in preparing students for college there seems to be none in this State, except the preparatory departments of 4 colleges and of the State Industrial University. In the last named 153 preparatory students were reported for the year ; in 3 of the former, 169, making 322 in all, of whom 33 were preparing for a classical collegiate course and 38 for a scientific. In 3 of these institutions 6 instructors are connected especially with the preparatory departments. In 1 other all the faculty instruct in this line, as well as in the collegiate classes. — (Returns for 1876.) SUPERIOR INSTRUCTION. ARKANSAS INDUSTRIAL UNIVERSITY, FAYETTEVILLE. This institution, established in accordance with the act of Congress making a grant of land for the benefit of agriculture and the mechanic arts, aims to supply at once the place of an agricultural college, a classical college, and a normal school. It pro¬ poses to impart a knowledge of science and its application to the arts of life, to afford to students the benefits of daily manual labor, to prosecute experiments for the pro¬ motion of agriculture and horticulture, to provide instruction in military science, and to offer a thorough general education not inferior to that of the best colleges. Provision has been made for 238 beneficiaries who are entitled to four years’ free tuition, as are also an equal number of normal students, who are apportioned among the several counties according to their respective populations. — (Catalogue of Indus¬ trial University, 1875-’76.) OTHER COLLEGES. Arkansas College, Batesville, (Presbyterian,! opens its doors to both sexes, and in¬ structs in vocal and instrumental music, French, and German, in addition to the regular studies of its collegiate course. Students who desire to do so may substitute French or German for the mathematics of the senior year. The statistics from it are not very different from those of 1875. — (Catalogue for that year and return for 1876.) Cane Hill College, Boonsboro’, (Cumberland Presbyterian,) chartered in 1852 and re¬ organized in 1868, reports primary, preparatory, and collegiate departments in opera¬ tion. Both sexes are admitted to all these. Painting and music are among the studies attended to. — (Report for 1875-76.) Judson Vnivei'sity, Judsonia, (Baptist,) is a new institution, established in White County, near the head of navigation on the Little Red River, in railway communica¬ tion with St. Louis, 292 miles distant, and with Little Rock, 53 miles away. Normal, business, and preparatory departments have been organized, and it is hoped that in due time regular collegiate classes will follow these. — (Report for 1875-76.) St. John’s College, Little Rock, (Masonic,) still has the greater portion of its students, as in 1875, in its preparatory department, only 2 out of 48 being in a collegiate class. Of the remaining 46, however, 15 are reported to be preparing for a classical collegiate course. — (Return for 1876.) ARKANSAS. 21 Statistics of a university and colleges, 1876. Names of university and colleges. Corps of instruction. | Endowed professorships. j Number of students. Property, income, &c. 1 Numberofvolumesin library, j O i p. u Ph Collegiate. Value of grounds, buildings, and ap¬ paratus. Amount of productive funds. Income from produc¬ tive funds. Receipts for the last year fiom tuition fees. Receipts for the last year from State aj)- propiiatious. Aggregate amount of scholarship funds. Arkansas College . 5 1 79 $12, 000 $4, 000 $400 $1, 800 500 Cane Hill College . 5 67 10 5^ 000 H30' J udson U niversity . 11 .50 17 50', 000 ISJ St. John’s College-of Ar¬ 3 0 40 2 72,’ 600 18, 000 2, 200 1, 200 $0 kansas. SCHOOL OF SCIEXCE. Arkansas Industrial 12 153 67 300, 000 130, 000 10, 400 1,977 11,249 560 University. * Includes society library. SPECIAL INSTRUCTION. EDUCATION OF THE BLIND. The trustees of the Arkansas Institute for the Education of the Blind, at Little Rock, in their biennial report, state that the institution is in excellent condition. All debts have been paid and the school is well organized, with a corps of competent and faithful officers and teachers. The number of pupils in attendance in 1W5 was 35. Owing to the limited means provided by the State, the number of pupils in 1876 was reduced to 28, by discharging some, permitting others to remain at home temporarily, and by admitting as new pupils only a few of the most promising applicants. The literary branches pursued are reading of raised print, orthography, writing, grammar and analysis, descriptive and physical geography, American, English, and universal history, English literature, science of familiar things, mental and written arithmetic, algebra, geometry and physiology. The teachers have been faithful, the pupils studious, and the progress satisfactory. Music is taught, not as an amusement, but as affording a means of support. An excellent organ, affording all the practice of a large church orgau, has been recently purchased. In the shop, instruction is given in broom and mattress making, and chair seating. In the girls’ workroom, a large variety of garments and other articles have been manufactured. — (Biennial report of the Institution, 1875, 1876.) EDUCATION OP THE DEAF AND DUxAlB. The Arkansas Deaf-Mute Institute rei)orts an attendance of 46 pupils, (28 males and 18 females,) who were taught by 4 professors and instructors. Since its organization, in 1868, the institution has given instruction to *210 pupils, who have spent, on an average, from 3 to 4 years in it. The branches taught are reading, writing, arithme¬ tic, geography, grammar, history, and philosophy. The institute owns 92 acres of land and other property valued at $35,000. — (Report to the United States Bureau of Education, 1876.) In consequence of a suspension of the school from April 21, 1875, to February 2, 1876, the number of pupils for the spring of 1876 was smaller than usual, and for the same reason an almost entire change in the corps of teachers had to be made. — (Letter from principal in American Annals of the Deaf and Dumb, July, 1876.) 22 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN ARKANSAS. Hon. George W. Hill, State superintendent of public instruction, Little Lock. COUNTY EXAMINERS. County. Examiner. Post-office. Term. De Witt _ _ - October 1876 to October 1878. H.ainbiirg .. Do. ’ ’ Mountain Home .... -A.pril, 1877^ to OctobcT* 1S78 A voca, . Octobor 1876 to October 1878 Rally Hill ^Tovomber 1876 to October 1878 Warren October 1876 to October 1878 Hampton . JiiuuHry 1877 to October 1878 Berryville . Db.’ Lake Village _ Clark . Arkadelphia . . October, 1876 to October 1878 T?oy o 13 ru O u |c2 o a o EOflCJIA. SUMMARY OF STATISTICS. 1874--75. SCHOOL POPULATION AND ATTENDANCE. Childrec of school age, (6-18) - - - Confederate soldiers under 30 . . Pupils enrolled: whites, 98,750; colored, 43,978. Pupils enrolled : whites, 107,010; colored, 48,643. Average attendance . . 394, 037 6, 854 n42, 728 105, 766 TEACHERS AND THEIR PAY. No information as to these points. SCHOOLS. Public schools : for whites, 2,790 ; for colored, 879. Public schools : for whites, 3,157 ; for colored, 1,075. Average monthly cost of tuition in these for each pupil. Amount of the same paid by the State . . . Private elementary schools . Instructors in these . . . Pupils: white males, 11,186; white females, 10,089; colored males, 2,118; colored females, 2,058. Pupils: white males, 11,098; white females, 9,940; colored males, 1,803; colored females, 1,816. Average number of months these schools were taught. Average monthly cost of tuition for each pupil. Private high schools . . . Instructors in these . . . Pupils in the same : males, 3,087 ; females, . 2,292. Pupils in the same : males, 3,245 ; females, 2,356. Average monthly cost of tuition for each pupil. Number of months these schools were taught. Colleges reporting . . . . . . . Instructors in these . . Students : white males, 845; white females, 1,184. Students : white males, 686; white females, 1,320. Average monthly cost of tuition for each student. 3,669 $1 73 820 903 25, 451 3f |1 88 104 171 5, 379 p 13 7.44 17 96 2, 029 $4 71 1875-76. Increase. 394, 037 8,036 155, 653 97, 996 4, 232 $1 50 79 814 877 24, 657 5f |1 88 104 176 5, 601 $2 95 7. 60 20 126 2, 006 $4 52 1,182 12,925 563 5 222 .16 Decrease. 7,770 $0 23 09 6 26 794 $0 18 23 $0 19 * TMs number does not include returns from 13 counties estimated to have a white enrolment of 15,808, and a colored one of 11 290. 68 EEPORT OP THE COMMISSIONER OF EDUCATION. Summary of statistics — Continued. 1874-75. 1875-76. Increase. Decrease. SCHOOL INCOME AND EXPENDITURE. Receipts from poll tax to July 1, 1875 . Receipts from tax on shows and exhibi¬ tions. Receipts from half rental of Western and Atlantic Railroad. Receipts from dividends on stock of Georgia Railroad and Banking Company. Total receipts _ _ _ _ _ $3, 793 2, 069 150, 000 $3, 140 150, OCO 3,720 $1,071 3, 720 $3,793 155, 862 156, 860 998 Expenditures for apportionment among counties. Expenditures for expenses of office, salaries, and printing. Expenditures for printing in 1874, (bills presented.) Total expenditures . Besides the above the commissioner says that there were raised in cities and counties under local laws for support of public schools in 1874-’75. Besides which, the poll tax for the latter part of 1875, retained in counties for the support of schools in 1875-76, is estimated to be. 151, 304 4,828 635 149, 465 *7, 395 2, 567 1, 839 156, 767 156, 860 93 144, 000 140,015 * Said by the commissioner to include, by mistake, the salary and office expenses of the second qnar- ter of 1875, amounting to |1,004 60. (Reports of Hon. Gustavus J. Orr, State school commissioner, 1874-75 and 1875-76.) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. The following statement respecting education in the State is taken almost wholly from the Handbook of Georgia, prepared under the direction of Thomas P. Janes, A. M., M. D., commissioner of agriculture of the State, and is probably from the hand of the commissioner of education, Hon. Gustavus J. Orr. BEFORE THE WAR. Georgia has from her earliest history been alive to the importance of educating the children of the State, although until of late years there was no free education for all. The people were, most of them, able and willing to educate their children, and the legislature made provision for paying for the tuition of all who were not thus able, from a fund derived from dividends on stock owned by the State in a number of the banks of Georgia. The war swept away the banks, and thus the source of this income was lost. Previous to this time, however, the people had begun to feel the need of free schools, and had taken the first steps toward the establishment of them. In 1858 the legislature set apart $100,000 annually of the net earnings of the Western and Atlantic Railroad (State property) for school purposes,- together with the interest on any sums received by payment of the public debt of the State. SINCE THE WAR. The constitution adopted in 1868 required the establishment of a thorough system of general education, to be forever free to all the children of the State; but it was not until 1870 that a school law in accordance with this requirement was enacted. The law of 1870 established a State board of education, to be composed of the governor, the attorney general, the secretary of state, comptroller general, and State school com¬ missioner. It required the trustees of schools, in their respective districts, to make GEORGIA. (]9 all necessary arrangements for the instruction of all the youth of the district, the whites and blacks to be in separate schools. They were to provide the same facilities for each ; but the children of the white and colored races, it was provided, “ shall not be taught together.” In 1871, the State school commissioner proceeded to establish public schools in the State. In October, 1871, the taxes arising from polls, shows, &c., by law belonging to the school fund, amounted to $327,083.09. The legislature, in July, appropriated this money to other purposes, and caused bonds of the State to be deposited with the State treasurer in lieu thereof, which were to be sold and the proceeds of their sale to be used to meet appropriations for school purposes. But these bonds proved to be worth¬ less, and the fund was thus lost to the cause of education. Under these circumstances, the present State school commissioner, Hon. Gustavus J. Orr, commenced his adminis¬ tration. In that year no schools could be established for lack of means, but in 1873 funds sufficient had accumulated to establish schools for three months, and the same has been done every year since. In 1875, the attendance was 169,916, of whom 114,648 were white and 55,268 black. The school fund for 1875 was $291,319 ; that for 1876 is about the same. The school population for 1875 was 394,037, of whom 218,733 were white and 175,304 black. The present sources of the school fund under existing law are (1) poll taxes, (2) taxes on shows, exhibitions, &c., and (3) one-half the net earnings of the Western and Atlantic Railroad, which latter at present amounts to $150,000 per annum. The present law requires that when any school fund is received, from whatever source derived, “ it shall be kept separate and distinct from other funds,” and be ‘‘used for educational purposes, and none other, and shall not be invested in the bonds of the State or in any other stock.” PRESENT ORGANIZATION OF THE SCHOOLS. There are public schools established under local laws in seven counties, embracing the cities of Savannah, Atlanta, Augusta, Macon, Columbus, Griffin, and Brunswick, which are kept up continuously. In these there are 68 ungraded schools, 70 graded, and 9 high schools. There were in 1875 admitted to these schools — whites: boys 4,330, girls 4,428 ; blacks : boys 3,324, girls 3,633. The average monthly cost of tuition per scholar was $1.23. In the same year there were 820 private elementary schools, having a total attend¬ ance of 25,451, of whom 21,275 were white and 4,176 black. There were also 104 private high schools, having 171 tutors and 5,379 pupils, all white, of whom 3,087 were males and 2,292 females. Average monthly cost of tuition per scholar, $3.13. ELEMENTARY INSTRUCTION. PROGRESS OF THE PUBLIC SCHOOL SYSTEM. The state school commissioner considers the results achieved during the last five years by the public schools as being very remarkable, in view of the limited monetary resources placed at command of the department. There has been a steady increase from year to year in the number of persons attending school, which, from 83,677 in 1873, has now reached 179,405. The entire school debt of 1871 has been extinguished in almost every county in the State, and no new debt has been created. It was deter¬ mined at the outset of the present administration to use the annual school fund from year to year with the most scrupulous fidelity, and county school officers were in¬ structed to incur no debts. As a consequence of this policy, not a single well grounded complaint of the non-payment of a claim during the last five years has ever reached the office from any portion of the State, although the amounts disbursed from time to time have aggregated the sum of $1,270,319. As a natural effect of this fidelity, uni¬ versal confidence has taken the place of wide spread distrust, and many good citizens who, at first, were enemies to the public schools have become friends and patrons. — (Report of Commissioner Orr, 1876, pp. 6-8.) LOCAL TAXATION. The school system, says the State school commissioner, can never be made what it should be until there shall be obtained in some way an increase of funds. The most eli¬ gible method of doing this, he thinks, is by local taxation ; but as measures providing for this have been repeatedly defeated by the State legislature, the commissioner sug¬ gests a different plan, which he thinks may be less objectionable to the people. It is that a law be passed giving the boards of education of the different counties the right to submit the question of a tax not to exceed a certain fixed per centum for the sup¬ port of elementary schools to the voters of the county, no one being allowed to vote on this question except those who pay tax on a certain amount of property, the fund 70 EEPOET OP THE COMMISSIONEE OP EDUCATION. thus raised to be added to that derived from the State and used to support elementary schools for both races. A farther clause of the law is recommended providing for the similar submission to taxpayers of the question of local taxation for higher schools; in this latter case, however, the votes of colored and white are to be taken separately, and their funds be separately disbursed for the support of schools in which the higher branches shall be taught.— (Report, 1876, pp. 12, 13.) PEABODY FUND. Aid was received by public schools in the State from the agent of this fund, to the amount of |8,550, from August, 1875, to August, 1876. Of this sum $600 wore applied to colored schools. — (Report of State school commissioner, 1876, p. 22.) CITY SCHOOL SYSTEMS. ATLANTA. Oncers.— The board of education consists of 12 members, elected by the mayor and common council, one-third going out of office every 2 years. The mayor is ex officio a member of the board. Its officers are a president, vice-president, treasurer and secre¬ tary, the latter being also city superintendent of schools. Statistics. — Enrolment in public schools, 3,809 ; average daily attendance, 2,440. En¬ rolment in white schools, 2,558 ; in colored schools, 1,251. Number of teachers em¬ ployed in all the schools, 56 ; number of pupils to a teacher, 47. Expenditures for public schools, $47,174.58. EemarJcs. — The schools have passed through the hrst 5 years of their existence with¬ out suspension or serious interruption of any sort, and have now firmly established themselves in the affections of the people of the city. Since their establishment they have given instruction to about 6,000 children, more than twice the number, it is be¬ lieved, that would have received instruction without the existence of a public school system. The schools have been steadily improving in the character of their manage¬ ment and discipline, the quality of instruction and the general results attained. The attendance during the past year has been more regular than that of any previous year, reaching an average of 93 per cent. The schools are designated as grammar and high, the former comprising 8 grades of a year each, the latter intended to occupy 4. There are 2 high schools, 1 for boys and 1 for girls, having an attendance of 93 boys and 198 girls ; total, 291. The course of study in both high schools includes Latin, and in the boys’ the addition of Greek is optional ; in the latter school, however, the course at present seems to occupy only 3 years, while in the former it is for 4, and takes Latin and French in addition to all the higher English branches. — (Report of the board of education, 1875-’76, B. Mal- lon, esq., superintendent of city schools.) SAVANNAH. Officers. — A board of education of 12 members, whose officers are a president, vice- president, treasurer, and a secretary, who is also city superintendent of schools. Statistics. — Enrolment in schools for white children, 2,542 ; in schools for colored children, 1,860 ; total, 4,402. Average enrolment in schools for white children, 2,039; in schools for colored children, 1,393 ; total, 3,432. Average daily attendance in schools for white children, 1,814 ; in schools for colored children, 2,979. Number of teachers of schools for white children, 50 ; of schools for colored children, 23 ; total number of teachers, 73. Expenditures for public school purposes, $52,904.68. Bemarks. — A change has lately been made in the organization of the system, by which, in lieu of the arbitrary divisions of primary, intermediate, grammar, and high schools, there are to be 5 district schools for white children and 2 for colored children, in each of which there will be 7 distinct grades, beginning with the lowest primary and ending with the highest grammar, the high schools to continue as heretofore. In the lower schools boys and girls are to be educated together. During the past year there has been commendable progress in the schools. Every year the standard is higher. More intelligent and less routine work is accomplished. A more rational method of conducting recitations is employed by the teachers, and, as a consequence, work which is less mechanical is done by the pupils. The discipline of the schools has ceased to be a subject of concern. Except in rare instances, teach¬ ers are able to control pupils without resorting to severe punishment ; the in¬ stances in which it becomes necessary to inflict corporal punishment are diminishing every year, and it is believed that the time is not far distant when this objectionable mode of discipline will be abolished in the schools. The teachers have generally been successful in their work, and they have attended punctually the sessions of the normal class. There were graduated from the high schools in June, 1876, 28 pupils: 17 girls and 11 boys. — (Report for 1875-76 of the public schools of Savannah, W. H. Baker, esq., superintendent.) GEORGIA. 71 TRAINING OF TEACHERS. The State school commissioner renews a recommendation made in his last annual report that $10,000 of the annual school fund he set apart and appropriated for the establishment and support of two normal schools for white pupils, one to be located in the northern and one in the middle or southern portion of the State ; that the law appropriating $8,000 to Atlanta University be repealed, and that, in lieu thereof, $10,000 per annum be appropriated for the establishment and support of a normal school for colored pupils. — (Commissioners report, 1876, pp. 20, 21.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Of 13 public high schools included in the State commissioner’s report for 1876, besides 3 other schools having high school courses, the only ones whose statistics can be sepa¬ rated from those of the lower schools, through other reports, are the high schools of Atlanta, Columbus, and Savannah. The two in Atlanta had 6 teachers and 291 pupils, and graduated 26. The one in Columbus had 1 teacher and 40 pupils, with an average attendance of 29. The two in Savannah, 7 teachers ; pupils, “ about the same as last year,” when they numbered 237 ; graduates, 28. Total of teachers in high schools of 3 cities, 14 ; of pupils, 568. PRIVATE SECONDARY SCHOOLS. In 14 schools for boys, 5 schools for girls, and 72 for both sexes, outside of the public school system, there have been reported to this Bureau 4,872 pupils under 180 teachers. Of these, 1,078 are in classical studies, 218 in modern languages, 402 preparing for a clas¬ sical course in college, and 146 for a scientific course, while 148 had entered college in the preceding year. Drawing is taught in 19 of these schools, vocal music in 32, and instrumental music in 38. Chemical laboratories are reported by 7, philosophical ap¬ paratus by 10, and libraries* of 50 to 1,500 volumes by 12, the whole number of volumes reported being 5,095. The very small j)roportion of these schools presenting libraries, philosophical and chemical apparatus, or other advantages beyond studies in English, modern languages, and the classics, shows painfully the depressed condition of the private seminaries which once flourished largely in this State. — (Returns for 1876 to Bureau of Education.) The table in Commissioner Orr?s report for 1876 devoted to ‘‘private high schools” shows 176 instructors in such schools, 4 less than the number reported to the Bureau, but 5,601 pupils, 829 more. Very many schools of this class that have existed in the past do not appear in either statement ; whether from having gone out of being or from having sunk into such a condition that there is no heart left to report, does not appear. PREPARATORY SCHOOLS AND DEPARTMENTS. Only 1 school of the former class reports itself for 1876, showing 1 teacher and 30 pupils, with very little other information as to itself, while in the preparatory depart¬ ments of 4 colleges were 5 teachers and 276 pupils ; total, 6 teachers and 306 pupils. In 1 other college 2 teachers of a preparatory department are reported, but no pre¬ paratory pupils. The preparatory departments of women’s colleges are not included here, as formerly, many of these being devoted to elementary rather than secondary instruction. — (Re¬ turns to Bureau of Education.) BUSINESS COLLEGES. In 2 business colleges, so called, one being a department of Bowdon College, the other a private school in Atlanta, 5 teachers and 216 pupils are reported, the studies being simply book-keeping, penmanship, business arithmetic, and business forms. — (Returns for 1876.) SUPERIOR INSTRUCTION. UNIVERSITY OF GEORGIA, ATHENS. The departments of this university are (1) the academic department, (2) the State College of Agriculture and Mechanic Arts, (3) the law department, (4) North Georgia Agricultural College, and (5) the medical department. Only the three first mentioned of these are situjited at the old site of the university in Athens, the North Georgia Agricultural College being located at Dahlonega and the medical department at Augusta. The academic department is divided into 10 schools, viz : Latin language and literature; Greek language and literature; modern languages; belles lettres; metaphysics and ethics ; mathematics; natural philosophy and astronomy ; chemistry, geology, and mineralogy ; history and political science ; and English literature. These schools are so arranged as to be combined into several, which thus offer systematic 72 REPORT OF THE COMMISSIONER OF EDUCATION. courses of education of different types of culture. The course in each class is pre¬ scribed, the choice of the student only extending to the subject of study. Free tuition is offered to young men who design to enter the ministry of any denomination what¬ soever, provided they are in need of this aid, and to 50 meritorious young men of limited means who will pledge themselves to teach a public or private school in the State during a term of years equal to the time they may receive this free tuition. — (Cat¬ alogue of the university, 1875-’76.) OTHER COLLEGES. Atlanta University, Atlanta, (non -sectarian,) embraces preparatory, collegiate, and normal departments, and is open to both sexes. The collegiate course is classical, and extends over the usual four years. There are no scholarship funds, but tuition is only $18 annually. — (Return for 1876.) Bowdon College, Bowdon. — This college was suspended in 1875-76, in consequence of the resignation of the president ; but the exercises were to be resumed in 1877. It is non -sectarian, and is for both sexes. — (Report to the United States Bureau of Educa¬ tion.) Emory College, Oxford, (Methodist,) reports preparatory and classical course, the latter of four years, and is apparently only for young men. — (Return for 1876.) Gainesville Male and Female College, Gainesville. — This school, meant to be non-seo- tarian in its management, is under the care of the Gainesville city council. It makes a special point of the coeducation of the sexes. In addition to the collegiate there are to be high school, common school, and primary school courses, and also one in book-keeping. — (Circular and return to Bureau of Education.) Mercer University, Macon, (Baptist.) — The university embraces three departments, the college of liberal arts, the department of theology, and the school of law. In the college of liberal arts the scheme of instruction includes two courses of study, the classical and the scientific, the latter requiring only 3 years. The library, containing about 6,000 volumes, embraces a choice collection of many of the latest and most val¬ uable works of reference. The philosophical and chemical apparatus has been selected with great care. — (Catalogue, 1875-76.) Pio Nono College, Macon, (Roman Catholic.) The plan of instruction embraces three courses : preparatory, classical, and commercial. The commercial course is supposed to last 3 years, but may vary according to the talents and progress of the student. The classical course is completed in 6 years. In addition to the pagan classics, the Chris¬ tian classics have been introduced into the curriculum. — (Catalogue, 1875- 76.) Statistics of universities and colleges, 1876. Names of universities and colleges. Corps of instruction. j 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. 1 Receipts for the last year from tuition fees. Receipts for the last year from State appropria¬ tion. Aggregate amount of scholarship funds. Atlanta University . Bowdon College o . 5 0 20 13 IlOO, 000 10 $0 $2, 000 $8, 000 $0 4, 000 Emory College . 10 10 6 11 13 '6 i 49 124 0 75 108 73 127 57 110 75, 000 15, 000 150, 000 25, 000 0 100, 000 &9, 500 250 &9, 000 300 619, 000 Gainesville Male and Female College. Mercer University . Pio Nono College . 0 8, 000 0 0 University of Georgia.. 200, 000 317, 202 25, 935 5, 750 5, 000 0 a Collegiate department was suspended in 1876. b Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The state Agricultural College, a department of the University of Georgia, offers its students a choice of three distinct departments, viz: agriculture, engineering, and ap¬ plied chemistry. The degrees conferred are bachelor of agriculture, master of agri- GEORGIA. 73 culture, bachelor of engineering, civil engineer, civil and mining engineer, and bach¬ elor of science. State scholarsMps, entitling to free tuition, are granted to as many students, residents of the State, as there are members of the house of representatives and senators in the general assembly. Every student is required to go through a course in military tactics, unless specially excused by the faculty. The North Georgia Agricultural College, at Dahlonega, opened in 1873, is supported by a portion of the annual income derived from the national land grant, thus rendering it a department of the University of Georgia. Tuition is free. No special age nor qualifications are made necessary for admission. THEOLOGICAL. Mercer University, at Macon, announces a theological department as one of its courses of study, but this is not at present in full operation. The president, however, lectures regularly to those academic students who desire such instruction on systematic theol¬ ogy, ecclesiastical polity, and homiletics. — (Catalogue, 1875-’76.) In Atlanta University (for colored people) special attention is given to instruction in the Bible, in order to prepare students for work in Sunday schools and for other forms of Christian service. — (Catalogue of Atlanta University, 1874-’75.) The Augusta Institute, at Augusta, (Baptist,) organized in 1869, is a school designed for the special benefit of the freedmen who wish to become preachers and teachers, and is sustained by the charities of the friends of the enterprise. Of the 95 students in attendance, 50 are studying for the ministry. — (Return to the United States Bureau of Education, and American Baptist Year-Book.) MEDICAL. The MeMcal department of the University of Georgia offers a course of instruction consisting of two full courses of lectures, “ in addition to the usual private readings in medicine.” Among its means of instruction are included access to a library of about 5,000 volumes, an extensive and well arranged chemical laboratory, good anatomical facilities, a complete cabinet of materia medica, and extensive clinical resources, with access to the city hospital, the freedmen’s hospital, and city dispensary. One student from each congressional district of Georgia is admitted gratuitously, and the same privilege is extended to students coming from the neighboring States. — (Cata¬ logue of university, 1875-’76.) The Savannah Medical College combines as much as possible clinical teaching with didactic lectures, the latter being delivered in the lecture room of the Savannah Hospi¬ tal provided for that purpose. The trustees have authorized the faculty of the college to form a class in pharmacy ; and this course will include the discussion of all the im¬ portant elements and compounds, their natural history, preparation, and properties. — (Catalogue of Savannah Medical College, 1875-76.) LEGAL. The course of studies in the Department of law in the University of Georgia is com* pleted in one year, but there is no vacation, the whole year being employed. It em¬ braces common and statute law, constitutional law, equity, medical jurisprudence, parliamentary law, rhetoric, and metaphysics and commercial jurisprudence. Instruc¬ tion is given by text books, daily recitations, examinations, and expositions, with oral lectures. — (Catalogue University of Georgia, 1875-’76.) In the Law school of Mercer University, instruction is given in equity jurisprudence, pleading, and practice, international and constitutional law, and common and statute law. The plan includes lectures, recitations, expositions, exercises in conveyancing and pleading and moot courts. — (Catalogue of Mercer University, 1875-76.) 74 EEPOKT OF THE COMMISSIONER OF EDUCATION. Statistics for schools for scientific and prof essional instruction, 1876. Schools for professional instruction. Corps of instruction. j Endowed professorships. | Number of students. | Number of years in course. | Property, income, (fee. Number of volumes in library. 1 Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Eeceipts for the last year from tuition fees. SCHOOLS OF SCIENCE. Georgia State College of Agriculture and Mechanic Arts, (University of Georgia.) North Georgia Agricultural College* . SCHOOL OF THEOLOGY. Augusta Institute . 93 245 95 6 5 3,4 3 3 2 3 4 0 $80, 000 9, 000 $45, 000 $3, 500 $350 1, 000 426 SCHOOLS OF LAW. Law department, Mercer University . . Law department. University of Georgia _ 1 600 SCHOOLS OF MEDICINE. Atlanta Medical College . . . Medical College of Georgia, (University of Georgia.) Savannah Medical College a . 14 77 2 50, 000 0 0 2, 770 5, 000 College of American Medicine and Surgery, (eclectic.) 7 28 2 20, 000 0 0 1,800 300 * From Keport of Commissioner of Education for 1875. aLectures suspended in consequence of repairs being made to the building. SPECIAL INSTRUCTION. EDUCATION OF THE BLIND. The Georgia Academy for the Blind opened in 1851, was incorporated in 1852, and $5,000 per annum for two years appropriated by the State to aid in supporting it. In 1854, the legislature appropriated $10,000, and afterward other amounts, to erect a suitable building, which was completed in 1860 at a cost of about $65,000. The aver¬ age annual appropriation for the support of the institution is about $13,000. There are about 1,000 volumes in the library, including those in embossed print. Pupils are admitted between the ages of 8 and 20, but males over 20 are taken into the workshop to learn trades. There were, in 1876, 56 pupils in the academy. Since its opening, 145 have been admitted, of whom 75 have been discharged as educated in one or more of the departments, many of them with trades by which they can earn their support. Preparations are being made for receiving some blind negro "children into the work¬ shop. As yet, there is no general pro vision made for educating the colored blind. — (Hand¬ book of Georgia, 1876, pp. 191, 192.) EDUCATION OF THE DEAF AND DUMB. From the year 1834 until 1845, such deaf and dumb youth of Georgia as could be induced to go there were educated in the Hartford institution at the expense of the State of Georgia. In 1845, the legislature required all the State’s beneficiaries to be with¬ drawn from Hartford and educated in Georgia, and the next year a department for the deaf and dumb was added to the Hearn Manual-Labor School at Cave Spring. In 1847 the legislature provided the means for erecting a suitable building, which was completed in 1849. The annual appropriation made by the State for its support is about $16,500. The average number of pupils is about 50; the whole number received up to 1876 is 253. The legislature in 1875 made provision for receiving negro pupils. The value of the property is about $25,000. The library numbers about 1,000 volumes. — (Handbook of Georgia, 1876, pp. 192, 193.) GEORGIA. 75 LIST OF SCHOOL OFFICIALS IN GEORGIA. Gustavus J. Oek, State school commissioner, Atlanta. STATE BOARD OF EDUCATION. ITamo. Post-office. His excellency Alfred H. Colquitt, president ; term expires January, 1881 . N. C. Barnett, secretary of state ; term expires January, 1881 . W. L. Goldsmith, comptroller-general ; term expires January, 1881 . N. J. Hammond, attorney-general ; term expires January, 1881 . Gustavus J. Orr, State school commissioner; term expires January, 1881 . . Atlanta. Atlanta. Atlanta. Atlanta. Atlanta. COUNTY COMMISSIONERS. [Term, 1876-1880.] County. Commissioner. Post-office. Holmesville. Rewton. Milledgeville. T.C. Chandler . . . Homer. Cartersville. Rashville. Bibb . . . Macon. Quitman. A. G. Smith . Eden. A. H. A. Bell . . . W aynesborough. Indian Springs. Morgan. St. Mary’s. Campbell . James H. Luck . Fairburn. Carroll . . . . Samuel J. Brown . . Carrollton. Catoosa . . . D. W. Williams . . . Ringgold. Charlton . . James W. Leigh . . . . Center Village. Chatham . W. H. Baker* . Savannah. Chattahoochee . James Castleberry . . . . . Casseta, Chattooga . . . W. T. Irvine . . . . . Summerville. Cherokee . . James W. Hudson . Canton. Clarke . H. B. Bernard . Athens. Clay . . . R. E. Eennon . . . Fort Gaines. Clayton . John M. Huie . Jonesborough. Clinch . H. D. O’ Quin . Lawton. Cobb . J. T. Bur kb alter - . . . Marietta. Coffee . . . .Tamos IVT. W^ilonv _ . _ . _ _ Douglas. Columbia . . . .Tarry T. Smith _ _ _ _ _ Appling. Colquitt . . Henry Gay . . Moultrie. Coweta . Rev. R. E. Pittman . Sharpsburg. Crawford . John W. Ellis . . Knoxville. Dade . . . . James C. Taylor . Trenton. Dawson . . . Samuel Harben . . . . . Dawsonville. Decatur . Bainbridge. DeKalb . E. A . Davis Decatur. Dodge . .Tohn .T. TTflmiltfm Eastman. Dooly . O. P. SwftarinfTftTi ..... Vienna. Dougherty . L. E. Welch . Albany. Sait Springs. Douglas . .Tnhn C. Bowdnu ... ... Early . . Thomas E. .Tnuos . _ _ ... _ Blakely. Echols . ,T. Presoott . . . . Siatenville. Effingham . Samuel S. Pittman . . Springfield. Elbert . Augustus Bailey . Elberton. Emanuel . . Josephus Canjp _ _ _ _ Swainsborough. Eannin . J. E. Adams . . . . Morgan ton. Fayette . W. T. Glower . . . - Fayetteville. Floyd . AT. A. Revin . Rome. Forsyth . Isaac S. Clement . Camming. Franklin . Lemuel R. Tribble . . . . . Carnesviile. Fulton . .Tothro W IVTa, ruling . _ _ . Atlanta. Atlanta (city) . Bern ard Mall on t . . . . Atlanta. Gilmer . Dr. E. W^. W^atkins . . . . Elijay. Glascock . Seaborn Kitchens .. . . Gibson. Glynn . Gordon . . . . H. C. Hunt . . . . . . . . . Calhoun. Greene . . . Rev Denry Rp.wton ..... Union Point. Gwinnett . Thomas E,. W^irni . . . . Lawrence ville. Habersham . .Tame.s .T. Eimsev _ _ _ Clarksville. Hall . . . Dr. H. S. Bradley . . . Gainesville. Superintendent schools for city and county. t Superintendent city schools. 76 KEPOKT OP THE COMMISSIONER OF EDUCATION. List of school officials in Georgia — Continued. County. Commissioner. Post-office. W. H. Bass . Thomas Philpot . Joel T. Johnson . . . C. W. Seidell . . . John ,T. Bledsoe . . . . David Knott . . D. M. Brown . . . James Paulk, sr . G. J. K Wilson . W. R Berner . . Rev. David G. Phillips . James Hicks . David W. Lester . Rev. W. S. Ramsay . . . William TT. Baldy . . . John B. Mallard _ _ _ _ Thomas T. Wilheit . . J. H. Zant . . . Eugene H. Beck . . . . B. A-TTudson _ _ _ _ _ .John M, Skinner _ _ B.ev. W. A. Singleton _ _ _ R. TT, Pearce _ _ _ Isaac M. Aiken . A Ion 7/0 H. Freeman . . . Miller . Dr. P. (T. Wilkin _ _ _ _ Thomas L. Lewis . . . James H. Powell . AndrewDunn . . . . . . •John T,. Matthews . . W. H. Cocroft _ _ - Rev. S. H. Henry . . Mnscngfift _ K. G. Oa,ttia _ _ _ _ Columbus, (city) . George M. Dews * . Hewton . Dr. H. T. Shaw . Oconee . . . . Rev. E. F. Anderson . . . Oglethorpe . Thomas H. Dozier . . . Paulding . L. J. Spinks . Pickens _ _ _ C. .T. Cornell son _ _ _ Pierce . Dr. A. M. Moore . . . . . Pike . A. P. Turner . Polk . T. L. Pitman . . . . . . . Pulaski . . . . . Rev. G. R. McCall . Putnam _ _ _ ,T. B. Reese . . . . Quitman . . . . ,Toel E. Smith . . . . . . Ttabnn _ _ T,a, Fa.vette Wall . . . Pa.ndolph _ _ _ _ Thoma.s A. Coleman . . . Bichmond . ■ A. H. McLaws . . . . . . Rockdale . J. C. Barton . Schley _ _ Rev. J ohn N. H udson . . . . . Screven . Dr. W. L. Matthews . . . Spalding . James 0. A. Miller . . Stewart . W. H. Harrison . Sumter . William A. Wilson . . Talbot . W. R. Warthen . Taliaferro . Henry D. Smith . . . . Tatnall . John Hughey . . . Taylor . Rev. A. M. Rhodes . . . Telfair . J. D. Wynne . . . Terrell . L. M. Lennard . Thomas . 0. D. Scott . Towns . W. R. McConnell . Troup . John E. Toole . . . Twiggs . . . A. E. Hash . Union . Thomas J. Butt . Upson . Augustus J. King . Walker . W. W. S. Myers . . . Walton . Ware . Burwell Sweat. . . . Warren . A. S. Morgan . Washington . Dr. Horatio H. Hoilifield . Wayne . . . . Rev. A. Clark . Webster . H. L. McLendon . . . White . Rev. J. J. Methvin . . . . Whitfield . J. p. Freeman . Wilcox . John A. Tomberlin . . Wilkes . Rev. F. T. Simpson . . . Wilkinson . . . Franklin Chambers . . . Worth . J. M. C. Holaman . . Sparta. Buchanan. Hamilton. Hartwell. Franklin. McDonouglu xrwiuviuo. Jefferson. Monticello. Louisville. Wrightsville. Haddock, M. and A.B. B. Dublin. StarkviUe. Walthourville, Ho. 4, A. and G. R R Lincolnton. Yaldosta. Dahlonega. Oglethorpe. Danielsville. Buena Yista. Thomson. Darien. Greenville. Colquitt. Alpharetta. Camilla. Forsyth. Mount Yernon. Madison. Spring Place. Columbus. Do. Oxford. Watkinsvillo. ■Winterville. Dallas. Jasper. Blackshear. Milner. Cedar Town. Hawkinsville. Eatonton. Hatcher’s Station. Clayton. Cnthbert. Augusta. Conyers. EllaviUe. Ogeechee. Sunny Side. Lumpkin. Americns. Talbotton. Crawfordvillo. Beidsville. Butler. McKae. Dawson. Thomasville. Hiwassee. Le Grange. Griswoldville. Blairsville. Thomaston. La Fayette. W ay nesborough. Y^arrenton. Sandersville. Jessup. Preston. Hacoochee. Dalton. Abbeville. Washington. Irwinton. Isabella. Superintendent city schools. ILLINOIS. 77 SUMMAEY OF STATISTICS. POPULATION AND ATTENDANCE. Ihildren of school age, (6-21) . Flnrolled in public schools . . . Enrolled in private elementary schools SCHOOLS. Number of school-houses . Months schools were sustained . Number of graded schools . Number of high schools . Number of private schools . TEACHERS AND THEIR PAY. Male teachers in all public schools.... Female teachers in all public schools.. Average monthly salary of males . Average monthly salary of females . . . - Teachers in private schools . INCOME AND EXPENDITURE. Receipts from State tax . Receipts from local tax . Receipts from permanent fund . Receipts from other sources . Total receipts . Expenditure for sites, buildings, and furniture. Expenditure for libraries and appa¬ ratus. Expenditure for salaries of teachers. . . Expenditure for fuel, lights, rent, re¬ pairs, &c. Total expenditure . STATE SCHOOL FUND. Amount of permanent school fund .... 1874-’75. 1875-’76. Increase. Decrease. *958, 003 *973, 589 15, 586 685, 676 667, 446 18,230 51,296 49, 375 1,921 11,451 11, 693 242 6. 91 6. 84 .07 785 822 37 133 110 _ _ 23 478 527 49 9,288 9,295 7 12, 330 12, 826 496 $48 21 $47 96 $0 25 33 32 33 30 02 1,357 1,276 81 $1, 000, 000 $1, 000, 000 5, 949, 674 6, 021, 094 $71,420 455, 605 447, 162 $8, 443 455, 275 980, 211 524,936 7, 860, 554 8, 448, 467 587, 913 864, 934 864, 934 225, 640 225, 640 5, 326, 780 4, 945, 194 381, 586 971,855 t3, 223, 345 2, 251, 490 7, 389, 209 8, 168, 539 779, 330 5, 752, 565 (From returns of Hon. S. M. Etter, State superintendent of public instruction, and report for the years 1875 and 1876.) * For sex of school population see Table I at the close of this volume. t This doubtless includes expenditures for sites, buildings, and furniture, and for libraries and appa.- ratne. HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Colvin’s Laws of the United States, volume vh; Barnard’s Journal of Education, volume xxiv, pp. 243 246; statutes of Illinois from 1818; State edition of the school Law of 1872 with amendments to 1874 ; and report of the State superintendent for the years 1875 and 1876. 78 REPORT OF THE COMMISSIONER OF EDUCATION. BEGINNINGS. Illinois entered the Union December 3, 1818. The convention which framed the constitution under which it was admitted accepted on August 26th of that year a proposition made by Congress April 18, that section 16 in every township should be granted to the State for the use of the inhabitants of said township for school pur4 poses ; that three-sixths of 5 per cent, of the proceeds of the public lands within thei State sold by Congress after January 1, 1819, should be appropriated by the legislature for the encouragement of learning, one-sixth to be applied to a college or university, and that 36 sections, or one entire township, with one previously reserved for that purpose, should be reserved for the use of a seminary of learning and be vested in the legislature to be appropriated solely to such seminary. From these reservations for schools, university, and seminary have grown : (1) The State school fund, consisting of the proceeds of the sales of public lands devoted to the encouragement of learning, less the sixth part above excepted ; (2) the college or university fund, consisting of this sixth part ; (3) the seminary fund, consisting of the sales of seminary lands, all which lands unsold in 1861 were given to the agricultural college of the State ; (4) the township fund, resulting from the sales of sixteenth section lands. To these several funds, going to constitute the permanent fund for aid of education in the State, was added in 1835 the county school fund, composed of surplus moneys remaining in th© hands of county commissioners, and in 1837 the surplus revenue fund, distributed among the States by act of Congress of 1836, EARLY LEGISLATION RESPECTING SCHOOLS. Ample as were the provisions made for the promotion of education, they were not fully available for a considerable time. The early settlers, too, were busy in provid¬ ing homes, in clearing farms, and in establishing themselves in business. Seven years, therefore, passed before a general school law was enacted. Then, January 15, 1825^ came one “providing for the establishment of free schools,” with an admirable preface and with the following provisions : (1) That there should be established a common school or schools in each county of the State, to be open and free to every class of white citizens between the ages of 5 and 21, persons ov^er 21 to be admitted on such terms as the trustees of the school district might prescribe ; (2) that the county com¬ missioners’ courts should, from time to time, form school districts in their respective counties on the petition of a majority of the voters within a contGmj)lated district j no district to have less than 15 families ; (3) that the schools of each district should be superintended by three trustees, elected by the qualified voters at a called meeting, and have their interests cared for by a clerk, a treasurer, an assessor, and a collector, chosen at the same meeting, the trustees being empowered to examine and hire teachers and hold and lease property for the benefit of the district schools, and being required to make report annually to the county commissioners’ court of the number of children of school age, the number attending school, and the time a school was held, with the probable expense of it ; (4) that the schools should be sustained partly by local taxes on the property within and belonging to the people of the district, partly by the proceeds of the sixteenth section lands paid over by the county treasurer, and partly by a State apportionment derived from $2 out of every $100 received into the State treasury, and from five-sixths of the interest arising from the school fund ; this State payment, however, not to be made till the next census should be taken. The care of this school fund was, by the same law, committed to the auditor and secretary of state, under the direction of the governor, and the inhabitants of each district were empowered to make at either their regular or specially called meetings all needful regulations for building or repairing school-houses, and for supplying them with furni¬ ture and firewood, while the clerk of each county commissioner’s court was required to make out and forward to the secretary of state, by the 1st of December in every year, an abstract of the reports made by the trustees of school districts in his county as to the school population, school attendance, school terra, and expense attending this. The force of this law was greatly weakened by one approved February 17, 1827, which repealed the clause requiring 15 families for each new school district, made tax¬ ation for the full or half support of district schools optional with the voters of the district, and forbade the taxation of any individual for the support of any free school unless his or her consent had first been obtained in writing. Laws for the care of the school lands and proper disposition of the proceeds of the sale of them through three township trustees of school lands and a county school commissioner seem to have been the only general ones relating to school interests from this time till March 4, 1837. Then, an act amendatory of the several preceding acts in relation to common schools made provision for the incorporation of townships; for the election of five township trustees of schools in place of the three trustees of school lands in case of such incorporation ; for their subsequent superintendence of “ the business and affairs of the township in relation to education and schools generally;” and for annual reports by them to the school commissioner of their county of the amount of ILLINOIS. 79 principal and interest of township school funds on hand or appropriated at the time of the report; of the number of schools kept and scholars taught within their township and length of the school term ; of the amount of interest received from school com¬ missioner of the county ; and of the amount of money expended for any other purpose than paying teachers of schools, with specification of the object or objects of such, payment. In this law appears the first requirement for a certificate of qualification from the township trustees before any teacher could be paid out of the school funds. An act slightly amendatory of this was passed January 18, 1840, and another February 3, of the same year. February 26, 1841, came a complete revision of the school laws, restoring the three township trustees of school lands for the care of the sixteenth sections, confirming the system of a county school commissioner for sale of these lands and investment of the proceeds ; and directing that all the profits arising from sales and interest from the invested funds should be applied to the support and maintenance of common schools. As many of these schools as the inhabitants should desire were to be established in each school district, and for each school organized three trustees were to be elected, to have a general supervision of its management and to see that a schedule of attendance was kept by the teacher. This schedule was to be closed and summed up every six months, and the teacher to be paid according to the attendance and the time the school was kept. In case of the incorporation of townships, the provisions of the pre¬ ceding law as to five trustees of schools instead of three trustees of school lands were to hold, with some enlargement of the powers conferred, and especially the power of examining teachers before giving the certificate of qualification, without which no compensation could be drawn from the school fund. The rather anomalous provision, almost peculiar to this State, of three school directors to be elected in each district of an incorporated township for a term of two years was also introduced into this law ; these directors to be additional to the three trustees of each school and to the five township trustees of schools, and to have the care of building school-houses, supplying them with furniture, employing teachers, visiting the schools, making regulations for them, and making out biennially for the township treasurer a schedule of the number of all white children in their district of 20 years old and under as a basis for the ap¬ portionment of the school funds. This act repealed all acts inconsistent with itself, in¬ cluding the objectionable one of February 17, 1827, and became for the time the one school law of the Slate. PJROVISION FOR STATE AND COUNTY SUPERVISION. None of the preceding laws made any provision for supervision of the schools be¬ yond what could be exercised by the officers of districts, who were often ignorant, narrow minded, and unfit for supervising school methods and school work. The need of something more than this of course became apparent as the schools increased. Accordingly, in an act approved February 26, 1845, an effort was made to remedy the defect by making the secretary of state ex officio State superintendent of common schools, and the county school commissioners ex officio county superintendents ; the latter to visit and inspect the schools, examine and license teachers, and make annual report to the State superintendent ; the former to act as their adviser, to recommend text books, maps, charts, and apparatus, to endeavor to reduce to a uniform system the means of supporting common schools throughout the State, and to make biennial re¬ ports respecting them to the governor. In other respects the provisions of the act were essentially the same as those of 1841, except that instruction in the schools was in the later act required to be wholly in English, and that the inhabitants of dis¬ tricts were authorized to determine by a vote of the majority, at their annual May meeting, whether they would tax themselves for the support of schools, for building or repairing school-houses, or for other school purposes, not to exceed 15 cents on every $100. Supervision through a secretary of state, whose duties confined him almost wholly to the capital, did not meet the need, and February ] 8, 1854, the separate office of State superintendent of public instruction was created and directed to be filled at the general election in November, ]£55, and biennially thereafter. The duties prescribed were kindred with those directed in the act of 1845, with the important addition that he should visit every county at least once during his term of office ; should confer with school officers as to the manner of conducting schools ; should deliver a public lecture on education to the teachers and people, if deemed practicable ; and should perform such other duties as would tend to advance the interests of education. Until the election of the superintendent thus provided for, the office was to be filled by appointment of the governor, the incumbent to receive $1,500 annual salary and to report to the next leg¬ islative assembly a bill for a system of free school education throughout the State,- as well as for a uniform ad valorem tax on property for the support of schools. A FULL STATE SYSTEM. Mr. Ninian Edwards, appointed by the governor the first State superintendent under 80 EEPORT OF THE COMMISSIONER OF EDUCATION. the above named act, had the honor of framing the hill for unification of the State school system. Meeting with ready acceptance from the legislature, it took the form of law February 15, 1855. This law deferred till November, 1856, the election of a State superintendent by the people ; distinctly respecified and somewhat enlarged the duties he must perform and the powers he might exercise ; retained the county school commissioners as county superintendents, with the same township and district school boards, but with improved provisions as to duties and reports ; authorized the forma¬ tion of district libraries ; forbade the employment of a teacher for a public school without a legal certificate of qualification ; prescribed a State tax of two mills on the dollar, to be added annually to the 6 per cent, revenue from the school funds, with such additional local tax as should be determined by the township board to be neces¬ sary for supplying deficiencies in the fund for paying teachers and for extending the terms of school, after the State and common school fund should be exhausted, till at least the six months’ minimum required of them should be reached. For purchasing school sites, erecting school-houses, and repairing and improving these, the directors of districts were authorized to borrow money at not more than 10 per cent, per annum, and to issue bonds for the payment of the same in sums not less than $100 each. The system thus inaugurated — the first which really made schools free by providing for a sufficient State and local tax for their support — continues substantially the State system to this day, with little alteration except in some details. The same State, county, township, and district school offices are continued, but the terms of State and county superintendents have been lengthened to four years; the township trustees, now consisting of three members, serve individually for terms of three years, one being changed each year ; and the same is the case with the district school directors. The power of revoking, for immorality, iucompetency, and other sufficient cause, the cer¬ tificate granted to a teacher on examination, has been given the county superintendent in addition to his previous powers ; and that of dismissing any teacher employed by them, for like cause, has been given the board of district school directors. Explicit permission for the establishment of high schools is given to townships on the petition of 50 voters 15 days before a regular election of trustees and on a vote of a majority in favor of a high school at the election. Two or more townships may cooperate in the establishment and support of such a school on such terms as they agree on between themselves. For school districts with not less than 2,000 inhabitants, not governed by any special act, there is provided a board of education of 6 members and .3 additional ones for every additional 10,000 inhabitauts, the members individually to serve 3 years, and one-third to be changed by election each year. Such boards, and especially those of cities with over 100,000 inhabitants, have considerably larger powers given them than are possessed by the ordinary boards of districts. The State institution for education of the deaf and dumb was founded 1839, that for the blind in 1849, that for feeble-minded children in 1865, all at Jacksonville. Two normal universities and a county normal school have been added to the State system under acts of February 18, 1857, March 9, 1869, and March 15, 1869, and the Illinois Industrial University in 1867. A State reform school was established at Pontiac in 1871. The election of women to school offices was authorized April 3, 1873 ; and the rights of colored children to an education in the State schools, glanced at in a preceding law, were emphatically recognized March 24, 1874. ADMINISTRATION. The succession of superintendents of instruction has been as follows : Ninian Ed¬ wards, 1854-56 ; W. H. Powell, 1856-58 ; Newton Bateman, 1858-’62 ; W. H. Powell, second term, 1862-’64 ; Newton Bateman, again, 1864-’74 ; S. M. Etter, 1875-79. ELEMENTARY INSTRUCTION. PROGRESS. While it is admitted that apathy and ignorance prevail in some quarters, and re¬ missness in duty and want of qualifications are recorded against the names of many school officers and teachers, the superintendent is coiwinced that the existing evils are fast disappearing and that the people realize the importance of supporting none but good schools and of employing none but good teachers. The teachers’ institutes and teachers’ drills in the various counties have had a very largely increased attendance and have continued for a longer time during the past two years than ever before in the same period. There is in all parts of the State an increasing demand for better teachers. The standard of the examinations, both State and county, has been raised to satisfy this demand, and the county superintendents have been more active and more vigilant in the performance of their duties than perhaps ever previously. — (Report for 1875-’76 of State superintendent, Hon. S. M. Etter, p. 6.) SCHOOL EXPENDITURES. The sum expended for public school purposes in 1876 — $8,268,539.58 — is greatly ILLINOIS. 81 larger than it was for 1875. la addition to this there is a large sum paid annually for the support of private schools, hut it has been impossible, thus far, to obtain reliable information as to its amount. The State superintendent believes, however, that the money expended in many districts is far in excess of what is absolutely required for the support of efficient schools ; that school directors frequently expend money un¬ necessarily for school houses, furniture, &c., while too often, anxious to curtail expen¬ ses, they reduce the pay of teachers, when they should economize in other directions. The tendency in the State, for some years, has been to erect large and expensive school buildings, often elaborately ornamented, thus creating an enormous indebtedness which, in many localities, has been the means of seriously affecting the efficiency of the schools by rendering it impossible to pay salaries large enough to secure well qualified teachers. The superintendent earnestly urges upon school officers the neces¬ sity of reducing the ordinary expenses of the schools to the lowest possible sum on which good schools can be maintained, and thinks that unless this is done speedily there is great danger of a reaction in school sentiment that will seriously affect the cause of education in the State. — (Report of State superintendent 1875-’76, pp. 15, 16.) KINDERGARTEN. Reports have been received from 7 Kindergarten, all located in Chicago. The oldest of them, organized in 1871, taught by Miss Sarah Eddy, in addition to its Kindergarten proper, admitting children from 3 to 7 years of age, has a school in which the primary English branches, with Kindergarten employments, are taught to children as old as 12 years. It is intended to make this a genuine industrial and technical art school, based upon Frcebel’s developing method. Lessons in dancing are given, for th-e physical development of the children. The total number of children attending the 7 schools is 190; number of assistant teachers, 13. The age for admission in a majority of these schools is 3 to 7 years ; the hours of daily study are generally about 3, sometimes 4. — (Returns and circular from Miss Eddy’s school.) CITY SCHOOL SYSTEMS. BELLEVILLE. Public school officials. — These are a board of education of 6 members, of whom one- third go out of office each year, and a city superintendent of schools, who is ex officio secretary of the board. Staiisiics. — Population, 12,000; children of school age, (6-21,) 4,467; pupils enrolled in public schools, 1,834 ; increase for the year, 93 ; number of teachers employed : men, 13 ; women, 27 — total, 40 ; average number belonging, 1,663 ; average daily attend¬ ance, 1,575. Bemarks. — An increased efficiency in the schools is reported. Notwithstanding the obstacle of a large debt, favorable results have been observed during the past three years. There is a more thorough discipline ; the pupils like the schools better ; in the primary grades the number of pupils is more equally divided among the teachers ; the work of three years has been done in two, and the course of instruction is more uni¬ form and systematic throughout. The natural sciences, music, drawing, and German receive their share of attention. Vocal music, with the aid of a special teacher, has become a favorite study with both teachers and pupils. The study of drawing was introduced two years ago and has proved advantageous. The study of German has been found to be not only not a hindrance to progress in other branches, but even a help. The high school numbers 88 pupils enrolled.— (Report of board of education and Superintendent Henry Raab, 1875-76.) CHICAGO. Officers. — A board of education of 15 members, with a clerk, assistant clerk, building and supply agent, school agent, city superintendent of schools, assistant superintenctent, superintendent of music, superintendent of drawing, and superintendent of German. Statistics. — Population of city by census of October, 1876, 425,000 ; children of school age, (6-21,) 110,184; enrolled in public schools, 51,128, besides 27,637 in private and parochial schools ; average attendance, 35,970 ; public school buildings, 71 ; sittings for study, 39,233; teachers, (male, 37; female, 680,) 717. Receipts for schools: from permanent funds, $108,372 ; from State tax, $120,581 ; from local tax, $620,842 ; total, $849,794. Expenditures for schools : for sites, buildings, and furniture, $94,403 ; for supervision and teaching, $588,721; for incidental expenses, $146,305; total, $829,429. Expense per capita, $19.78. Notes. — A report of a special committee of the board of education on changes and retrenchment in school management, adopted June 20, 1876, recommended, among other things, the following : that principals should spend from one-third to two-thirds of their time in instruction ; that in aR school buildings with an average of 63 seats to a room there should be but one teacher ; and that the normal school be made a depart- 6 E 82 REPORT OF THE COMMISSIONER OF EDUCATION. ment of the high school and one or more of the teachers in the normal school be dis¬ pensed with. The salary of the superintendent it was recommended should be made |3,600 ; that of the assistant superintendent, $3,000 ; those of the superintendents of music and drawing, $1,500 each, and that of the superintendent of German, $1,200, with corresponding reductions in lower salaries. The report having been adopted, these changes seemed to be settled ; but at a subsequent meeting of the board a further reduction of salaries was made in accordance with the wish of the city council, and the superintendencies of music and drawing cut away. The average reduction of salaries was 25 per cent. — (Return of Superintendent Pickard to Bureau of Education and re¬ ports in the Chicago dej)artment of Illinois Schoolmaster, July to October, 1876.) DECATUR. ^ Officers. — A board of education of three members, one of vfhom goes out of office each year, and a city superintendent, who is also clerk of the board. Statistics. — Population, 10,000; children of school age, (6-21,) 2,595; different pupils enrolled, 1,868 ; average number belonging, 1,449 ; average daily attendance, 1,363 ; teachers employed, 29 ; expenditures during the year, $25,718.86. The average per cent, of attendance was 94 ; number of tardinesses, 2,134 ; number of pupils neither absent nor tardy, 44 ; number not absent, 448. Cost per pupil on average daily attend¬ ance, $18.87 ; on average number belonging, $17.75. Bemarhs. — The schools are classed as primary, intermediate, grammar, and high. The enrolment in the high school numbered 208 ; average number belonging, 159 ; aver¬ age daily attendance, 153. The course of study lasts four years. — (Report of the board, 1876, E. A. Gastman, superintendent.) ELGIN. Officers. — A board of education of — members, with a superintendent of schools. Statistics. — Estimated population, 9,000 ; children of school age, 2,426 ; sittings in the schools, 1,089 ; pupils enrolled, 1,037 ; average daily attendance, 933 ; per cent, of attend¬ ance each month, 95.12; receipts for school purposes, $33,243; expenditures, $17,464. Notes. — The percentage of children enrolled is becoming less rather than greater, ow¬ ing to lack of school accommodations and the rapid increase of school population. The high school had 77 on its list and about 70 in average attendance. — (Report of C. F. Kimball, superintendent, for 1875- 76.) PEORIA. Officers.— k board of school inspectors of 19 members, 2 from each ward, and the mayor of the city ex officio. There appears to be no city superintendent of schools, though one is provided for in the rules of the board. Statistics. — Number of persons of school age, 7,222; number of persons enrolled in public schools, 4,104; average number belonging, 2,879; average daily attendance, 2,6.59 ; per cent, of attendance on number belonging, 92.36 ; number of jjupils attending other schools, 1,508. The increase during the year in the enrolment was 91 ; in the average number belonging, 165 ; and in the average daily attendance, 146. Expend¬ itures during the year, $49,884.38. Bemarks. — The schools are graded as primary, grammar, and high, each grade embracing 4 years, and the latter including both classical and scientific courses. The enrolment at the high school was 232 ; average attendance, 148, a greater number than ever before. During the year no special teachers in music and drawing were employed, owing to the necessity for economy ; consequently, the science of these studies has been some¬ what neglected, though the exercises in them have not been given up. — (Peoria report, 1875-76. ) SPRINGFIELD. Officers. — A board of education of 9 members, holding for three years, one-third go¬ ing out each year. The president of the board is elected from among the number; its secretary is superintendent of city schools. Statistics. — Enrolment in public schools, 2,616; average number belonging, 2,034; average attendance, 1,977. Per cent, of attendance on average number belonging, 97.2; on number registered, 75.6. Expenditures for public schools, $33,751.59. Cost per capita, (on average attendance,) $1.71. Bemarks. — There is a gain over the previous year of 86 in the number registered, of 102 in the average number belonging, of 100 in the average attendance, and a decrease of 324 in the number of cases of tardiness. The average attendance is computed on the whole number registered. The schools below the high are divided into 8 grades, each occupying one year. In the high school two courses are provided, English and classical, each of 4 years. The number of pupils enrolled in this school was 193 ; av¬ erage attendance, 162. A class of 22 was graduated in 1876, of whom 14 were young women. A general improvement in the public schools is reported. An attempt has ILLINOIS 83 been made to raise the grade of instruction and perfect some improvements lately in¬ troduced. — (Springfield report, 1875- 76, Andrew M. Brooks, superintendent.) OTHER CITIES. For statistics of the school systems of other cities of the State, see their returns in Table 11, in the appendix of this volume. TRAINING OF TEACHERS. NORMAL SCHOOLS. Illinois State Normal University, Normal, organized in 1857, has a three years’ course of instruction in its normal department, in which were engaged, in 1876, 404 students, 181 men and 223 women, besides 260 in the high school department. Twenty students were graduated from the normal department in 1876, of whom all but 3 engaged in teaching; 1 of these went to college, 1 entered upon the study of medicine, and 1 died. The school has a philosophical cabinet and apparatus, a good chemical labora¬ tory, a very large and well arranged museum of natural history, a model school, and a library of about 1,000 volumes. Tuition is free to normal pupils. The State appro¬ priation for 1876 was $24,700. — (Return for 1876.) Southern Illinois Normal University, Carbondale, opened in 1874, had its origin in an act of the State legislature of 1869. The course of study goes 6ver the whole curricu¬ lum of school studies, from the alphabet to nearly the completion of a collegiate edu¬ cation. It gives especial attention to those branches which require the use of the observing and perceptive faculties, without neglecting those which demand the use of the imagination and reason. Practical attention is devoted to physics, chemistry, nat¬ ural history, surveying, and language, and the student is not only taught to know but to do the work of the branches which he pursues. He is also required to give instruction in all that he learns. Lectures are given by the principal on the history and science of pedagogy and on the methods both of learning and teaching. There are classical and scientific courses, the former extending over 4 years, the latter 3. There were 196 students engaged in normal and normal preparatory studies in 1876, of whom 110 were men and 86 women, and 5 graduates, all of them now teaching. There is a library of 2,357 volumes, of which 376 are pedagogical works. Tuition is generally free. State appropriation in 1876, $19,350. — (Catalogue, 1875-76, and return, 1876.) CooTc County Normal and Training School, Englewood, was established by the county of Cook for the purpose of furnishing competent teachers for the public schools, and the first class was received in 1867. Since then 608 students have been received into the normal department, of whom 169 completed the required course of study and received diplomas. The design of the school is strictly professional. The course of study lasts 3 years. Tuition is free to residents of the county. County appropriation received in 1876, $15,000 ; number of students, 215, (.50 men and 165 women ;) graduates, 29. Peoria County Normal School, Peoria, was established under an act of the State legis¬ lature approved March 15, 1869. It is supported by annual appropriations by the board of supervisors of Peoria County and is governed by a board of education elected by them. The aim of the school is more especially to impart thorough instruction in the branches taught in the common schools, and in the best methods of teaching those branches. The school received an appropriation of $5,000 from the county in 1876 for its support. Tuition is free to residents of the county. Number of students, 98, (31 men and 67 women;) graduates, 10, of whom 9 are teaching. — (Catalogue and return for 1876.) The German Evangelical Lutheran Normal School, now located at Addison, organized in 1847, at Fort Wayne, Ind., offers free tuition in a course of instruction covering 5 years. The normal students in 1876 numbered 136, (all men ;) graduates, 21, all of them teaching.— (Return for 1876.) Northwestern German- English Normal yS'cZmo?, Galena, is a private institution under the auspices of the Northwestern Conference of the Methodist Episcopal Church, or¬ ganized in 1863, having a three years’ course of instruction and 71 pupils, (56 men and 15 women.) Graduates, 3, of whom 2 are teaching. — (Return for 1876.) The normal department of the Chicago High School, organized in 1856, reports an at¬ tendance of 139 women upon its two years’ course of study, and 35 graduates in 1876, all of whom were engaged in teaching. — (Return for 1876.) The Northern Illinois Normal Institute, in connection with the normal department of Rock River University, offers an opportunity for teachers to pursue professional studies during vacation.— (Circular for 1876.) Chicago Kindergarten Training School, Chicago, was opened in 1876 and had, at date of return, 10 pupils. It is under the management of 3 women, all principals of Kinder¬ garten in the city. The course of study lasts from one to three years ; tuition, $75 an¬ nually. — (Circular and return for 1876.) 84 EEPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL JOURNAL. The Illinois Schoolmaster, which had successively absorbed into itself the Illinois Teacher and Chicago Schoolmaster, after long and faithful service in the cause of edu¬ cation and in the improvement of the teachers of the State, ceased its publication with the December number of 1876, in order to form a union with the Educational Weekly, to be published in Chicago from the beginning of 1877. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The most minute official information received respecting this important class of schools for 1875-76 is that given in printed reports from Belleville, Decatur, Elgin, Peoria, and Springfield, and in written returns from Alton, Bloomington, Chicago, Galesburg, Jacksonville, Quincy, and Rock Island. Of these, Alton and Galesburg re¬ turn 5 high schools without statistics respecting them ; Quincy 3, with only further mention of 6 teachers. The remainder present a total of 24 high schools with 64 teachers, 2,248 enrolled pupils, and an average attendance of 1,552, excluding Rock Island, where this last item is not given. Chicago alone had in her 4 schools in 1876 a total enrolment of 1,200, with 884 in average attendance, under 33 teachers. In the report of Superintendent Etter, received after the preceding statement was prepared, there are said to have been 133 high schools in the State in 1875 and 110 in 187ffi The number of teachers and pupils iu these, however, is not given, nor is the course of study in them shown. If the same proportion should hold throughout the State as in the schools above given, we should have 12,458 pupils enrolled for 1875 and 10,303 for 1876. PRIVATE SECONDARY SCHOOLS. In 1 school for boys, 6 for girls, and 14 for both sexes, outside of the public school system, there have been reported to this Bureau 3,228 pupils under 161 teachers. Of these, 586 are in classical studies, 456 in modern languages, 134 preparing for a clas¬ sical course in college and 62 for a scientific course. Drawing, mechanical or free hand or both, is taught in 13 of these schools, vocal music in 19, and instrumental music in 18. Chemical laboratories are reported by 8, philosophical apparatus by 12, and libra¬ ries of 100 to 3,000 volumes by 12, the whole number of volumes being 8,884. — (Returns to Bureau of Education for 1876.) PREPARATORY SCHOOLS AND DEPARTMENTS. Two preparatory schools report for 1876 a total of 21 teachers with 136 pupils, of whom 103 were preparing for a classical collegiate and 33 for a scientific course. Only 1 of the 2 has a chemical laboratory ; but both report philosophical apparatus and libraries, 1 of these having 2,200 volumes, the other 3,000. In 25 preparatory departments of colleges and universities appear 62 iustructors, exclusive of the college professors, and a total of 3,905 students, 793 of them prepar¬ ing for a classical collegiate course and 1,143 for a scientific. — (Returns to Bureau of Education.) BUSINESS COLLEGES. Fourteen of these institutions report, for 1876, teachers, 76; students, 2,778. Of these, 32 were studying telegraphy ; 127, phonography ; 153, German ; 93, French ; and 2, Spanish. Of the 14 institutions, 12 teach common English branches and corre¬ spondence ; 13, penmanship and book-keeping ; 3, higher mathematics ; 2, surveying ; 5, banking; 10, commercial law; 1, political economy ; 2, life insurance ; 7, phonog¬ raphy and telegraphy. — (Returns to Bureau of Education.) SUPERIOR INSTRUCTION. ILLINOIS INDUSTRIAL UNIVERSITY. This institution is at once the State university and the agricultural and mechanical college of the State. It claims to be a true university in the best American sense, though not yet complete in all departments, and differing designedly in the character of some of its colleges from the older institutions of this country. It is divided into four colleges, these again being subdivided into schools, as follows: (1) The college of agriculture, including the schools of agriculture and horticulture; (2) college of en¬ gineering, including the four schools of mechanical, of civil, and of mining engineer¬ ing, and of architecture ; (3) college of natural science, with schools of chemistry and of natural history ; (4) college of literature and science, with schools of English, and modern, and of ancient languages. There are, in addition to the foregoing, schools of military science, of commerce, and of domestic science and art. Vocal and instrumental music, telegraphing, photography, and designing are also taught, but not in regular courses. Tuition is free. ILLINOIS. 85 It has been a favorite aim of the university, from the outset, to allow as much free¬ dom as possible in the selection of studies. Each student is expected to make a careful choice, after counsel with his teacher, of the branches he may need to fit him for his chosen career, and then to pursue them with earnestness and perseverance. In the college of literature and science the plan of instruction embraces, besides the ordinary text book study, lectures and practical exercises in all the departments, in¬ cluding original researches, essays, criticism, proof reading, and other work intended to illustrate the studies pursued and to exercise the student’s powers. It is intended to give all the students voice culture and a training in elocutionary practice. A promi¬ nent aim \7^ill be to teach the right use of books, and thus prepare the student for self directed investigation and study. With this view, constant use of the library will be encouraged and required; and, as a further aid in this direction, members of the ad¬ vanced English classes are expected to act as assistant librarians. In the school of the ancient languages and literature the methods of instruction, without swerving from their proper aim — to impart a sufficiently full and critical knowledge of the Latin and Greek languages and writings — will make the study of these tongues subservient, in a more than usual degree, to a critical and correct use of the English. — (Catalogue of university, 1875-’76.) OTHER COLLEGES. Abingdon College, Abingdon, (Disciples,) has preparatory, collegiate, commercial, and normal departments. It is for both sexes. — (Catalogue, 1875- 76.) Augustana College and Theological Seminary (Swedish Evangelical Lutheran) has re¬ moved from Paxton to Rock Island. It embraces theological, collegiate, and prepara¬ tory departments. — (Catalogue, 1875-76.) Ansgari College, Knoxville, (Evangelical Lutheran,) was founded in 1875 by the gift pf $10,000 from Hon. James Knox and of $5,000 by the citizens of Knoxville. The building was completed in 1876. The departments are preparatory, collegiate, and theological. Telegraphy and music taught as special studies. This college is appar¬ ently only for young men. BlacTcburn University, Carlinville, (Presbyterian,) has preparatory, collegiate, and theological departments. The collegiate department embraces both classical and scien¬ tific courses ; the latter is a four years’ course and includes all the studies of the former, except Latin and Greek. Both sexes are admitted. — (Catalogue, 1875-’76.) Carthage College, Carthage, (Lutheran,) comprises 2 departments, the collegiate and academic. The collegiate department offiers 3 courses of study, classical, scientific, a.nd jihilosophical, the first and last embracing 4 years of 35 weeks each, the classical lasting 4 years pf 30 weeks each, the vacation being so arranged as to allow of students engag¬ ing in employment during the spring and summer months. The philosophical course adds to the studies of the scientific others, such as the history, structure, and laws of the English language, criticism, rhetoric, international and commercial law, instrumental astronomy, and practical surveying. Both sexes are admitted. — (Catalogue, 1875-76.) Euj'eJca College, Eureka, (Christian,) embraces 5 departments: the collegiate, Bible, normal, business, and music. In the collegiate department three regular courses are offered, the baccalaureate, scientific, and academic, besides an elective course in mod¬ ern languages. The baccalaureate course includes Greek and Latin; the scientific omits Greek altogether and one-half the Latin, and adds French and German. Stu¬ dents pursuing a regular course are not required to accomplish it in any given number of years. The time is made to depend entirely upon the health, faithfulness, and ability of the student. Both sexes are admitted. — (Catalogues, 1876.) Ewing College, Ewing, (undenominational,) was incorporated as Ewing High School in 1867, and in 1874 was authorized to confer collegiate honors, and became Ewing College. Its course of study includes preparatory, academical, and collegiate depart¬ ments, the whole extending through a period of 7 years. Both sexes are admitted. — (College catalogue, 1875-76.) Hedding College, Abingdon, (Methodist,) has preparatory and collegiate departments, the latter embracing classical, Latin-scientific, and scientific courses, requiring for their completion 4, 3, and 2 years, respectively. Both sexes are admitted.— (Catalogue, Illinois Agricultural College, Irvington. — This is a literary institution, by reason of its amended charter, though the name would indicate otherwise. There are here offered preparatory, classical, commercial, and English courses. There is a normal class and a department of music. Both sexes are admitted. — (Catalogue, 1875-76.) Knox College, Galesburg, (Presbyterian and Congregational,) was founded by Chris¬ tian benevolence in 1837 and fully organized as a college in 1841. Its departments are preparatory, collegiate, and a ladies’ seminary. Its collegiate department embraces both classical and scientific courses of 4 years each, to which both young men and women are admitted. The seminary course is a full collegiate one of 4 years and the instruction is given by the professors of the college. — (Catalogue, 1875- 76.) LaTce Forest University, Lake Forest, (Presbyterian,) was opened as a college in 1876. 86 EEPOET OF THE COMMISSIONEE OF EDUCATION. Its departments are cellegiate, preparatory, (Lake Forest Academy,) and Ferry Hall, or young ladies’ seminary. Young women are also admitted to the collegiate depart¬ ment. This embraces classical and scientific departments, the latter lasting only 3 years. — (Catalogue, 1875-’76.) Lombard University, Galesburg, (Universalistj) affords to students of either sex equal opportunities in a full collegiate course of 4 years, such as is usually pursued in the best colleges of the country, embracing classical, scientific, and literary depart¬ ments. There is also a preparatory department. — (Catalogue, 1875-’76.) Lincoln University, Lincoln, (Cumberland Presbyterian,) embraces preparatory, col¬ legiate, and theological departments, and a conservatory of music. In the collegiate department are classical and scientific courses and a ladies’ course. Women are also admitted to the classical and scientific course. — (Catalogue, 1875-76.) McKendree College, Lebanon, (Methodist Episcopal,) is open to both sexes and com¬ prises preparatory, academical, collegiate, commercial, and law departments. — (Cata¬ logue, 1874-’75.) Monmouth College, Monmouth, (United Presbyterian,) is for both sexes. Its depart¬ ments are (1) collegiate, with classical and scientific course ; (2) academical, with preparatory, high school, and normal courses ; (3) musical ; and (4) art. In the art department the course lasts two years and gives a thorough and practical knowledge of the subjects taught, embracing object drawing, drawing from the solid, pure form, light and shade, and perspective. — (Catalogue, 1875-76.) Northwestern College, Naperville, (Evangelical,) has collegiate, x>reparatory, theolog¬ ical, commercial, art, and business departments, the former with three courses, the clas¬ sical and Latin-scientific lasting four years, and an English-scientific course of three years. Music, as well as drawing and painting, is included in the art department. Both sexes admitted. — (Catalogue, 1875-’76.) Northwestern U^iiversity, Evanston, (Methodist Episcopal,) was commenced in 1854^ and has entered on full work as a university in the classical and professional depart¬ ments of study. It gives thorough instruction in Greek, Latin, Hebrew, German, French, English literature, history, politics, pure and applied mathematics, science, polytechnics, music, art, theology, metaphysics, philosophy, law, and medicine. The departments of study are theology, law, medicine, and collegiate. In the latter are 6 parallel courses of four years each ; 3 in the college of literature and science, viz : classical, Latin, scientific and modern literature and art ; 3 in the college of technology, viz : chemistry, engineering, and natural history. Other courses may be made up from these by students not seeking degrees. The university recognizes neither race nor sex, but simply asks of the candidate “What do you know?” — (Catalogue, 1875-’76.) Bode River University, Dixon, (non-sectarian,) designs in time to organize 8 depart¬ ments, viz : classical, scientific, higher literature, normal, music, art, commercial, and preparatory. Both sexes are admitted.— (Circular, 1875.) Shurtleff College, Upper Alton, (Baptist,) has been in existence nearly 40 years, and at present embraces an academic and preparatory department, Kendall Institute for young ladies, and collegiate and theological departments. Both sexes are admitted to the college and to the academic and preparatory departments. — (Catalogue, 1875-76.) St. Ignatius College, Chicago, (Roman Catholic,) is conducted by members of the So¬ ciety of Jesus. It otfers 2 distinct courses of study, the classical and commercial, and was incorporated and authorized to confer academic and honorary degrees in 1870 ; it possesses a library of 9,500 volumes, an extensive museum, and chemical and philo¬ sophical apparatus well adapted to the teaching of the physical sciences. The college is intended for day scholars only, and does not admit women. — (Catalogue, 1875-76.) St. Joseph’s Ecclesiastical College, Teutopolis, (Roman Catholic,) is under the direction of the Christian Fathers, admits only boys, and those must be Catholics. There are preparatory and collegiate courses, the latter combining theological with the literary studies usually pursued in colleges. — (Catalogue, 1875-76.) St. Viateur’s College, Bourbonnais Grove, Kankakee, (Roman Catholic,) is situated about fifty miles south of Chicago and near the village of Kankakee, and is under the charge of the priests of the congregation of St. Viateur. It was founded in 1865 and chartered in 1874. The courses of instruction are preparatory, classical, and commer¬ cial. — (Catalogue, 1875-’76.) University of Chicago, Chicago, (Baptist.) — The departments are collegiate, x>repara- tory, legal, and medical. There are classical and scientific courses, courses in astron¬ omy and in practical chemistry. The Dearborn observatory forms the astronomical department of the university, giving instruction in the science to its undergraduate students in regular classes, and also to those special students who wish to give special attention to the subject with a view to prepare themselves for positions in observato¬ ries or other scientific establishments, or for professorships in mathematical departments of colleges. Several of its graduates have already taken high rank as astronomical observers and surveyors. Young women are admitted to the collegiate and prepara¬ tory departments on the same terms as young men. — (Catalogue, 1875-76.) ILLINOIS. 87 Westfield College, Westfield, (United Brethren,) has preparatory, collegiate, and art departments, with a classical, a scientific, and a ladies’ course, and a course for teachers. The art department includes, with its studies in drawing, vocal and instrumental music. — (Catalogue, 1875-76.) Wheaton College, Wheaton, (Congregational,) is devoted to Christian education, as distinguished from mere secular training. It offers collegiate, preparatory, fine arts, and business departments ; the former includes a classical course and a ladies’ collegi¬ ate course. Young women are also admitted to the regular classical course. — (Cata¬ logue, 1875-’76.) COLLEGES FOR WOMEN. Eight colleges for women report a total of 112 professors and instructors and 1,125 students. Of the latter, 187 are pursuing preparatory studies, 447 are in regular col¬ legiate classes, 75 in partial, and 15 in graduate courses. The courses of instruction cover from 4 to 7 years. The aggregate number of volumes in libraries was 8,600. Statistics of universities and colleges, 1876. Names of universities and colleges. Number of students. Property, income, &c. Abingdon College . Augustana College . Blackburn University . Carthage College . . Chicago University . . Eureka College . Evangeliscb - Luthoriscbes Collegium. * Ewing College . . . . Hedding College . . Illinois Agricultural College. . Illinois College . Illinois Wesleyan University Knox College . Lake Forest University . . Lincoln University . Lombard University . McKendree College . Monmouth College . . Northwestern College . . Northwestern University. . . . Eock River University . . St. Ignatius College . . St. Joseph’s College . St. Viateur’s College . . Shurtleff College . Swedish- American Ansgari College. Westfield College . Wheaton College . $50, 000 50, 000 100, 000 50, 000 600, 000 45, 000 2,400 10, 000 50, 000 $20, 000 10, 000 80, 000 40, 000 $2, 000 1, 000 7, 500 4, 000 28, 000 $678 2, 700 3, 800 7, 500 4, 000 1, 5, 500 rfl80 47 125, 000 200, 000 300, 000 230, 000 75, 000 75, 000 50, 000 50, 000 50, 000 200, 000 40, 000 264, 000 110, 000 75,000 115, 000 70, 000 50, 000 90, 000 43, 000 30, 000 97, 000 9, 500 6, 000 10, 500 7, 500 6, 000 1, 5,000 8, 000 2.800 3, 000 9, 000 36, 000 2,000 1, 678 3, 600 2,300 4,000 7,198 4, 000 7,156 250 5,000 61, 600 2,000 7, 000 62, 500 300 6190 6900 500 611, 000 3, 000 66, 800 2,000 67, 200 65, 500 63, 500 20, 600 612,' o56 75, 000 45, 000 22, 500 47, 000 100, 000 3, 000 100, 000 0 45, 000 32, 883 6, 000 0 4, 200 1,858 4, 000 5, 000 63, 500 65, 835 2, 000 3, 342 61, 100 1, 562 * Erom Report of Commibsioucr of Education for 1875. a Students unclassified. c Also 11 students unclassified. 6 Includes society libraries. d Also 23 graduate students. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The agricultural and scientific department of the Illinois Industrial University offers tho usual course of studies found in agricultural and mechanical colleges, and, in addition, a school of domestic science and art, the institution being intended equally for young men and women. It has been the aim to give the college of agriculture the largest development prac¬ ticable, and agricultural students are specially invited. The college has, for the iiius- 88 REPORT OF THE COMMISSIONER OF EDUCATION. tration of practical agriculture, a stock farm of 410 acres, with a large and well furnished barn, several breeds of neat cattle, swine, and sheep, to illustrate the prob¬ lems of breeding and feeding. There is an experimental department, aided by a special appropriation, about 60 acres of the farm being devoted to this purpose. Young women can engage, not only in the studies, but also in the practical exercises. The school ki mechanical engineering is designed to supply a class of men competent to invent, design, construct, or manage machinery in the various industrial pursuits. That in civil engineering includes in its technical studies the higher mathematics, drawing, natural science, engineering, and projects. In the school of mining engi¬ neering, training is given in theoretical and applied chemistry, chemical and blow¬ pipe analysis, assaying, metallurgy, and the engineering operations of mining. In the school of architecture the prominent features are instruction in design, in the ap¬ plication of scientific principles to building, and in the work of the various building trades. Drawing is studied throughout the course. In the school of chemistry the student learns how to apply the principles of the science to any of the related arts, and is fitted for the business of the druggist, the pharmaceutist, and practical chemist. The school of natural history educates students to be practical geologists, collectors, and curators of museums of natural history and superintendents of scientific explorations and surveys. The school of domestic science and art provides a full course of instruction in the arts of the household and the sciences relating to them, including the architecture of the dwelling-house, with the laws of heating and ventilation ; the principles of physi¬ ology and hygiene as applied to the sick and the well ; the nature, uses, preservation, and preparation of animal and vegetable food ; the chemistry of cooking ; the proper material and hygiene of dress ; the principles of taste as applied to ornamentation, furniture, clothing, and landscapes ; culture of both house and garden plants ; the laws of markets, the usages of society and the laws of etiquette and social life. A spacious gymnasium has been fitted up for young women, and instruction in calisthenics is given to two or more classes daily. Lectures on health and its conditions are given, and great pains taken to secure physical vigor and a graceful carriage. — (Catalogue, 1875-76.) The department of natural science of Westfield College (Prof. E. Whipple, teacher) re¬ ports a method of instruction in zoology believed to be new and original. Its purpose is to secure study of specimens by students in such a mauner as to be under the direc¬ tion of the teacher and to furnish evidence of work done without encroaching too much upon the teacher's time. One branch, one class, several orders, families, genera, and species are studied with a view to develop an understanding of the plan of struct¬ ure characteristic of classes, the general resemblances of families, and the details of special parts in different genera. The students are then required to make out analyses of specimens studied, which are handed to the teacher for criticism, like all other writ¬ ten exercises. — (Letter from Rev. S. B. Allen, A. M., president of Westfield College, Jan¬ uary 10, 1877.) THEOLOGY. Catalogue reports have been received from four independent theological schools, viz : the Chicago Theological Seminary, (Congregational,) the Baptist Union Theological Seminary, Chicago, the Presbyterian Theological Seminary of the Northwest, at Chi¬ cago, and Garrett Biblical Institute, Evanston, (Methodist Episcopal;) also from the Augustana College and Theological Seminary, now located at Rock Island, (Evangel¬ ical Lutheran,) and St. Joseph's Ecclesiastical College, at Teutopolis, (Roman Catholic,) which last two seem to be intended mainly as theological schools, while also affording collegiate instruction. In addition to these schools, theological departments exist in Eureka, St. Joseph, Shurtleff, Ansgari, aud Northwestern Colleges, and in the Black¬ burn, Illinois, Wesleyan, and Northwestern universities. It is not possible to give the full courses in all these. They vary much both in the quantity aud quality of the in¬ struction given. MEDICINE. Bennett Medical College, Chicago, (eclectic,) gives a three years' course of instruction in every department of medicine and surgery. The system of practice taught is elec¬ tive, in the legitimate sense of the word. Adopting improvements, by whomsoever made, the aim is to follow wherever truth and science lead, and no other inflexible creed is inculcated. — (Annual announcement, 1876-77.) The Woman’s Hospital Medical College of Chicago also requires for graduation three years' study, two full courses of lectures, and at least one term of dissection and at¬ tendance on hospital clinics. A good English education is required for admission to the college. Hahnemann Medical College and Hospital, Chicago, (homoeopathic,) admits both men and women and demands of its graduates attendance on two full courses of lectures and a satisfactory examination in each of the eight following departments: Diseases of ILLINOIS. 89 womeD, surgery, theory and practice of medicine, materia medica, obstetrics, physiol¬ ogy, chemistry, anatomy. — (Catalogue, 1876-’77.) Bush Medical College, a department of the University of Chicago, demands of its graduates a three years’ course of study of medicine, at least two full courses of lect¬ ures, at least one college term of clinical instruction, and the study of practical anat¬ omy, under the direction of a demonstrator, to the extent of having dissected each re¬ gion of the body. — (Annual announcement of Eush Medical College, 1876-’77.) The Chicago Medical College, the medical department of the Northwestern University, offers a graded course of instruction lasting three years and demands of its graduates this amount of study, besides attendance upon two or more courses of lectures, dissec¬ tion, and hospital attendance. It also requires, in common with all the foregoing, that the graduates shall have attained the age of 21 years and be of good moral character. PHARMACY. The Chicago College of Pharmacy gives instruction in the branches of chemistry, phar¬ macy, botany, materia medica, and toxicology. The course consists of forty lectures in each department. The student, in order to graduate, is r'equired to have attended two full courses of each of the lectures and have had an experience of at least four years in a pharmacy or drugstore. — (Prospectus, 1876-77.) LAW. Law departments exist in connection with the Chicago and Northwestern, the Illi¬ nois Wesleyan, Lincoln Universities, and McKendree College. The course of instruc¬ tion occupies only 2 years in all but the department of Lincoln University, which has a three years’ course. Statistics of schools for scientific and prof essional instruction, 1876. Schools for professional instruction. Property, income, &c. o E o :::> o ns a a s !zi § SCHOOL OF SCIENCE. Illinois Industrial TJniver si ty . SCHOOLS OF THEOLOGY. ^319, 000 m, 543 47, 938 Augustana Theological Seminary . . Baptist Union Theological Seminary . Bible department of Eureka College . Chicago Theological Seminary . Concordia College . Garrett Biblical Institute . Jubilee College . . . Presbyterian Theological Seminary of the Northwest. Theological department of Blackburn Uni-< versity. Theological department of Illinois "Wes¬ leyan University. Theological department of Lincoln Uni¬ versity. Theological department of Shurtleff Collegf Wartburg Seminary* . . 3 7 4 6 1 6 0 19 . . 58 26 2 3 2 3 5 3 4 3 50, 000 100, 000 125, 000 25, 000 c60, 000 17, 500 300, 000 210, 000 300,' 666' ’£56,' 666' 1,600 8, 000 0 16, 000 20, 000 15, 000 20, 000 5, 500 800 3, 000 3, 000 8, 500 3 3 5 3 36 3 700 3 2 3 1 12 3 30 3 10, 000 45, 000 8, 000 3, 000 700 1, 350 2, 000 SCHOOLS OF LAW. Bloomington Law School, (Illinois Wes¬ leyan University.) Law department of Lincoln University _ Law department of McKendree (College*. . . Union College of Law of Chicago and Northwestern Universities. 5 7 1 32 30 70 7 95 2 3 2 2 0 0 800 0 0 0 0 5, 715 * From Report of Commissioner of Education for 1875. a From incidental fees and room rents; there was a State appropriation of $6,645. b Also 27 preparatory students. c Value of buildings. 90 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of schools for scientific and prof essional instruction, 1876 — Contiimed. Schools for professional instruction. SCHOOLS OF MEDICINE. Chicago Medical College, (medical depart¬ ment of ^^orthwestern University.) Eush Medical College, (Chicago Univer¬ sity.) "Woman’s Hospital Medical College . Bennett Medical College . Hahnemann Medical College . Chicago College of Pharmacy . d Value of building and apparatus. Corps of instruction. | Endowed professorships. I 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. 17 130 3 $d40, 000 $0 $0 $7, 500 23 302 3 65, 000 0 17 20 3 50 13 70 3 60, 000 4, 600 10 88 2,3 50, 000 0 0 7, 800 5 38 2 15, 000 0 .0 1, 860 2,531 SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. This is attended to in the Illinois Institution for the Education of the Deaf and Dumb, at Jacksonville, and in the Chicago Day School for Deaf-Mutes. The last named is under the control of the city hoard of education, and reports an attendance of 24 pupils, (20 males and 4 females.) English language, arithmetic, writing, geography, drawing, &c., are taught. The institution at Jacksonville is under the control of the State, and has educated 1,133 pupils since its foundation in 1839. For the last eight years considerable attention has been given to instruction in articulation with good results. The present attendance is 421 pupils, (237 males and 184 females.) — (Return of 1876, and report of State superintendent, 1875-76.) EDUCATION OF THE BLIND. The Illinois Institution for the Education of the Blind, at Jacksonville, controlled and supported by the State, has educated, since its foundation in 1849, 519 pupils, and reports an attendance of 86. The employments taught are broom and brush making, cane seating of chairs, beadwork, and needlework. There is a library of 609 vol¬ umes. — (Return, 1876.) The school is divided into preparatory, junior, and senior departments, and the pupils are said by the principal to have made rapid advancement in the various branches of study pursued, both literary and musical. Four teachers appear in the department of literature, 3 in that of music, 1 in that of manual labor. The labor department brings no profit to the institution, but pays its way and trains for future self-support. Ten hands have worked m the shop, 6 of whom were pupils from the literary department, who were about to leave the school and were training themselves to labor. — (Report of superintendent for 1874-75 and 1875-76.) ASYLUM FOR FEEBLE-MINDED CHILDREN. This asylum was established in 1865, as an experiment, under the management of the trustees of the Institution for the Education of the Deaf and Dumb. In 1871 it was granted an independent existence, and in 1875 the sum of $185,000 was appropriated for the erection of buildings. The number of pupils in attendance in 1875 was 119; in 1876 it was 86. The average daily attendance during 1875 was 102 ; during 1876 it was 80. The aggregate number of applications for admission, made to the authorities in a formal manner, since the establishment of the institution is 803, of which only 290 were granted. Of the 290 instructed 52 were discharged able to perform useful labor, 55 to admit a better grade of pupils, and 44 improved. A much greater proportion of applicants will be admitted when the new buildings at Lincoln are ready for occupa¬ tion. The average age of pupils admitted during the last 22 months was 12t years. The school studies are reading, spelling, geography, writing, the simpler rules of arith¬ metic, drawing, and singing. Calisthenic exercises form an important part of the training. The girls are taught sewing and embroidery and the boys farm work. — (Report of State superintendent, 1875-76, pp. 298-307.) ILLINOIS. 91 EDUCATIONAL CONVENTIONS. STATE teachers’ ASSOCIATION. This association was organized in 1853, under the name of the State Teachers’ Itisti- tute, by a few earnest men who determined to inaugurate some policy through which the educational interests of the State should receive proper attention. At this time there was scarcely a permanent teacher in the State, and a large number of the people were unprepared to support a system of free schools. The influence of this asso¬ ciation has been felt in all branches of the educational forces of the State, pub¬ lic schools, private schools, colleges, and seminaries, and it has, to a large extent, shaped and directed the school legislation of the State. Since its first organization it has continued to increase in power and influence. The meetings are looked forward to with great interest, not only among teachers, but also among a large class of people who consider the cause of education to be of paramount importance to the best wel¬ fare of the State. The exercises are of the most practical character, relating to the efficiency and usefulness of the school system. The colleges, normal schools, universi¬ ties, academies, private schools, law schools, charitable institutions, and public schools are usually represented, and all participate in the various discussions relating to school work. The twenty-third annual meeting was h M in Champaign on the 27th, 28th, and 29th days of December, 1876. The presidenWf the association, E. C. Hewitt, deliv¬ ered a very able and practical address, in which were considered many important points connected with school affairs, but especially the need for and means of securing a better preparation of teachers for the common schools. The committee appointed in 1875 to consider the subject of the cooperation of the high school and college reported at this meeting. The report stated that in their judgment colleges should substantially agree upon requirements for admission and should insist upon at least a required minimum. The committee also submitted a scheme of preparatory studies with equiv¬ alents and suggestions as to the arrangement of the collegiate course. The report of the committee was adopted. — (State superintendent’s report, 1875-76, pp. 331-347.) COUNTY superintendents’ ASSOCIATION. This association was organized some 12 years ago, and has held meetings since then at various times, the effect of which has been to largely unify the work of supervision and to create an enthusiasm among these officers which could not otherwise have been obtained. The annual meeting for 1876 was held at Champaign, December 26 and 27. — (State report, 1875-76, p. 349.) LIST OF SCHOOL OFFICIALS IN ILLINOIS. Hon. S. M. Ettee, State superirdendent of public instruction and member ex ojficio of State board, Springfield. [Term, January, 1875, to January, 1879. J STATE BOAED OF EDUCATION, IN CHAKGE OF NOEMAL UNIVEESITY. Members. Expiration of term. Post-office. Hon. Samuel W. Moulton . 1881 Shelbyville. Olney. Chicago. Pontiac. Hon. E. S. Canby . . . . 1881 George W. Clark . . . 1881 William H. Hill . 1881 J. C. Knickerbocker . . . . . 1881 Chicago. Belleville. Eon. Charles F. Noetling . 1881 Hon. William H. Greene . . 1879 Cairo. Dr. Calvin Goudy . . . . 1879 Taylorvillo. TJrbana. Decatur. Thomas E. Leal . . . E. A. Gastman . . 1879 1879 Joseph Carter . . . . 1879 Normal. B. G. Eoots . . . 1877 Tamaroa. E.L. Wells... . . 1877 Oregon. Peoria. N. E. Worthington . 1877 92 REPORT OP THR .COMMISSIONER OF EDUCATION. List of school officials in Illinois — Continued. COUNTY SUPEKINTENDENTS. [Term, January 1, 1873, to December 1, 1877.] County. Superintendent. Adams - Alexander . Bond . Boone . Brown ...... Bureau .... Calhoun ... Carroll . Cass . Champaign Christian . . Clark . Clay . Clinton . . . . Coles . Cook . John H. Black . . . . . Mrs. Phoebe A. Taylor . . , Kev. Thomas W. Haynes. Mrs. Mary E. Crary . . James P. Amonett . . Jacob Miller . James McHabb . James E. Millard . John Gore . S. L. Wilson . . Kobert W. Orr . . Edward Pearce . . George W. Smith . . Philip Bottler . T. J. Lee . . George D. Plant . Crawford .... Cumberland . De Kalb . De Witt . Douglas . Du Page . Edgar . Edwards . Effingham ... Eayette . Ford . Franklin _ Fulton . Gallatin . Green . Grundy . Hamilton . . . . Hancock . Hardin . Henderson . . . Henry . Iroquois . Jackson . Jasper . Jefferson .... Jersey . Jo Daviess... Johnson . Kane . Kankakee ... KendaU . Knox . Lake . La Salle . Lawrence.... Lee . Livingston .. Logan . Macon . Macoupin.... Madison . Marion . Marshall . Mason . Massac . McDonough . McHenry . . . . McLean . Menard . . Mercer . IMonroe . Montgomery. Morgan . Moultrie . Ogle . Peoria . Perry . Piatt . Pike . Pope . Presly G. Bradberry . Thomas C. Killie . Horace P. Hall . Miss Mary S. Welch . J. W. King . Charles W. Eichmond . Eufus S. Cusick . Levinus Harris . Owen Scott . Benjamin F. Shipley . K. N. Gorsuch . J. W. Boss . . Vincent M. Grewell . Thomas J. Cooper . Mrs. Catherine L. Hopkins Eev. John Highy . John P. Stelle . Eev. William Griffin . Marshall Eose . Eev. James McArthur . Benjamin F. Barge . . . David Kerr . L. H. Eedd . Calvin S. James . . John D. Williams . William H. Lynn . Eobert Brand . Thomas G. Farris . Charles E. Mann . Miss Nettie M. Sinclair _ John E. Marshall . Miss Mary A. West . John P. Manchester . Einaldo Williams . F. W. Fox . Daniel Carey . M. Tombaugh . James G. Chalfant . . . . Simon P. Nickey . John S. Kenyon . A. A. Suppiger . James W. Primmer . Charles S. Edwards, jr . Solomon M. Badger . Henry Armstrong . John M. Dunsworth . William Nickle . W. H. Smith . E. D. Miller . Miss Amanda E. Frazier. .. William H. Hilyare . Eev. Francis Springer . Henry Higgins . James K. P. Eose . Edward L. Wells . Miss Mary W. Whiteside.. John B. Ward . C. J. Pitkin . James W. Johnson . James A. Eose . Quincy. Cairo. Pocahontas. Belvidere. Mount Sterling. Princeton. Hardin. Lanark. Virginia. Champaign. Taylorville. Marshall. Louisville. Carlyle. Loxa. 173 EastEandolph street, Chicago. Eobinson. Greenup. Sycamore. Clinton. Newman. Naperville. Paris. Albion. Effingham. Vandalia. Button. Benton. Ipava. Shawneelown. Carrollton. Gardner. McLean sboro*. Carthage. , Elizabethtown. Olena. Geneseo. Gilman. De Soto. Newton. Mount Vernon. Jersey viUe. Galena. Vienna. St. Charles. Kankakee. Torkville. Galesburg. Waukegan. Farm Eidge. Bridgeport. Eochelle. Odell. Lincoln. Oakley. Virden. Highland. Sandoval. Sparland. Mason City. Metropolis. Colchester. Eingwood. Bloomington. Petersburg. Aledo. C halfin Bridge. Hillsboro’. Jacksonville. Sullivan. Oregon. Peoria. Du Quoin. Monticello. Pittsfield. Golconda. ILLINOIS. 93 List of school officials in Illinois — Continued. County. Superintendent. Post-office. Caledonia. Hennepin. Evansville. Rock Island. Raleigh. Springfield. Rushville. Sontt _ _ Rufus Funk . . . Exeter. Shelby . John Stapleton _ _ _ _ _ _ _ _ Oconee. Sta.rh _ - _ _ _ Alonzo R. Abbofpt _ _ _ Bradford. St. Clair . J. P. Slade . Belleville. Stephenson . . Johnson Potter . Tazewell . . . . Michael E. Pomf ert . . . . Hopedale. Joseph H. Samson . . . . ... . . Jonesboro’. "V ermillion . . Charles "V. Guy . . . Danville. "Waihasli . . . J ames Leeds . . Friend sville. W a.rreu . . . . James B. Donnell . . Monmouth. "Washington . . . Samuel C. Page . Hashville. "W ayne . . Rev. Francis M. Woolard . Fairfield. "White . . Ah art S. Harsha . Carmi. Whitesides . . Orrin M. Crarey . Lyndon. Will . Mrs. Sarah C. McIntosh . . . Joliet. Williamson . Augustus N. Lodge, M. D . Marion. Winnebago . Mrs. Mary L. Carpenter . Rockford. Woodforcl . J. E. Lamb . . Low Point. 94 REPORT OF THE COMMISSIONER OF EDUCATION. IMDIANA. SUMMARY OF STATISTICS. 1874-’75. 1875-76. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age, (6-21). . . Enrolment in public schools . Average daily attendance . Colored children enumerated . Colored children enrolled . . Children in private schools . Number between 10 and 21 unable to read. *667, 736 502, 362 300, 743 9,788 6, 651 30, 000 4, 234 *679, 230 11,494 516, 270 13, 908 314, 168 13, 425 10, 261 473 6, 963 312 TEACHERS AND THEIR PAY. White teachers in public schools . Colored teachers in public schools .... Men teaching . Women teaching . Total number of teachers . Number that attended institutes . Average monthly wages of males . Average monthly wages of females . .. 13, 047 86 7,670 5,463 13, 133 13, 844 $65 00 40 00 13, 317 94 7, 852 5, 559 13, 411 $63 20 41 40 270 8 182 96 278 $1 40 $1 80 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . . . Number in which no schools were taught. Number in which colored schools were taught. Average length of public schools in days. Number of graded schools . Number of ungraded schools . Number of school-houses . Valuation of school property . 9, 182 52 132 120 396 . t9,’30f $10, 870, 3.38 9, 310 51 115 129 398 9, 004 t9, 434 $11, 548, 993 1 17 9 2 . 127 $678, 655 INCOME AND EXPENDITURE. Receipts from State tax . Receipts from local tax . Receipts from permanent fund . Receipts from other sources . Total receipts . Expenditure for sites, buildings, and furniture. Expenditure for salaries of superin¬ tendents. Expenditure for salaries of teachers. .. Expenditure for fuel, light, rent, re¬ pairs, &c. Total expenditure . . . SCHOOL FUNDS. 1, 577, 533 2, 650, 622 607, 717 205, 645 1, 553, 164 2, 693, 321 616, 164 220, 678 42, 699 8, 447 15, 033 $24, 369 5, 041, 517 5, 083, 327 41,810 700, 000 700, 000 50, 000 50, 000 2, 830, 747 949, 457 3, 093, 559 262, 812 1,077,526 128,069 4, 530, 204 4,921,085 390, 881 Common school fund _ _ _ Congressional township fund. 6,363,191 6,428,771 2, 436, 000 2, 442, 100 65, 580 6, 100 Total fund. 8, 799, 191 8, 870, 871 71,680 (Biennial report of Hon. James H. Smart, State superintendent of public instruc¬ tion, for 1875 and 1876, pp. 10-66, and returns for these years to Bureau of Education.) * The proportion of the sexes may he fonnd in Table I, at the end of this volume, t Stone, 92; brick, 1,235; frame, 7,753; log, 227. jStone, 81; brick, 1,418; frame, 7,743; log, 192. INDIANA. 95 HISTOEICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. The Indiana Schools, and the Men Who Have Worked in Them ; edited by James H. Smart, A. M., State superintendent of public instruction ; constitutions of 1816 and 1851; school law of 1873. The first named work has been freely drawn upon. EARLY VOLUNTARY FREE SCHOOLS. The school system of Indiana is the result of a growth of less than 25 years. The few common schools scattered over the State prior to the adoption of the constitution of 1852 depended mainly on local voluntary enterprise, and formed in no sense a State system. The people were permitted to open and maintain schools, but were not com¬ pelled to do so. No State tax v/as levied and no officers were made responsible to the State for the establishment and supervision of a general system of schools which should be supported by all and open to all. LEGISLATION UNDER THE FIRST CONSTITUTION. The first State constitution, adopted in 1816, made it the duty of the general assem¬ bly ‘‘ to provide by law for a general system of education ascending in a regular gra¬ dation from township schools to a State university, wherein tuition shall be gratis and equally open to all.’’ The founding of such a system, however, was delayed until many years after this by want of money, sparseness of population, mismanagement of school funds, opposition from a few, and indifference on the part of many. Between the years 1816 and 1820 several laws were passed for the incorporation of academies and seminaries, and in 1821, by a resolution of the general assembly, a committee was appointed to draft and present to the next legislature a bill for a general system of education, in which they were to guard particularly against “ any distinction between the rich and poor.” The suggestions of the committee thus appointed went to mould the first general school law of the State. This law provided for the election by the people of school trustees, who were vested with the general control of school lands and schools and the examination of teachers. Under it schools were occasionally estab¬ lished, continuing two or three months and sustained by rate bills; but the attainment of the much desired object, the establishment of free schools, was not reached until after the adoption of the new constitution in 1851. Until then, school officers could do little more than encourage schools. They possessed neither means nor authority to build school-houses or to establish schools. They could not levy a tax to build school- houses except by special permission of the district, and even then the amount of money ap¬ propriated was limited by the legislature of 1834 to $50 for each school-house. LEGISLATION UNDER THE SECOND CONSTITUTION. The new constitutional provision for the establishment of “ a general and uniform system of common schools, wherein tuition shall be without charge and equally open to all,” was accepted in 1851 by a majority vote of more than 80,000. The first law which made it possible to build up a system of State schools worthy the name was approved June 14, 1852. This law was exceedingly liberal and, in many respects, wise. It embodied the principles that the property of the State should educate the children of the State, and that all common schools should be open to the pupils thereof without charge. Trustees were given full charge of the educational affairs of the township. They were empowered to build school-houses, establish graded schools, and employ teachers, as circumstances seemed to require. The law provided for levy¬ ing and collecting a property tax of 10 cents on each $100 ; for the consolidation and general management by the State of the school funds ; for the election of a State superintendent of public instruction ; for the organization of a State board of educa¬ tion, and for the purchase of township libraries, under the direction of the board, levy¬ ing for that purjjcse a property tax of a quarter of one mill on each dollar and a poll tax of 25 cents. By section 130 power was given the voters of any township to vote a tax for establishing and sustaining schools and continuing them after the public funds were expended, such tax being limited in amount to 50 cents on each $100 of property and 50 cents on each poll. Another section declared incorporated cities and towns to be^ school corporations, independent of the townships in which they were situated, entitled to a proportionate amount of school funds, and authorized them to appoint independent trustees, with power to establish graded schools and to levy taxes for their support after the public funds should be exhausted, to build school- houses, etc. These two sections at once charged the whole educational machinery of the State with a new life. School-houses, large and commodious, were erected in the larger cities ; graded schools were established in rapid succession ; and everywhere enter¬ prise, activity, and the true spirit of educational progress prevailed. Unfortunately, however, in a few years the progress of the schools was checked by contentions concern- 96 EEPOET OP THE COMMISSIONEE OF EDUCATION. ing the constitutionality of these very sections, and, the supreme court deciding ad¬ versely, a blight was left upon the schools for more than a dozen years. It was de¬ cided that these sections were repugnant to the constitution, in that they provided for a taxation which was not general and uniform. The graded schools, of which many had gone into successful operation in the larger towns and cities, were too young to withstand such opposition, and were discontinued for a time ; but by the energy and determination of teachers and friends of education a movement was in¬ augurated which in time removed the disturbing elements and secured a reinvigora- tion of school life. ADMINISTRATION OF THE SYSTEM. The first State superintendent of schools, Hon. William Larrabee, was elected in 1852, and began his service November 8 of that year. He served two terms, having been reelected to the office in 1856. About the close of his first term, in 1854, the In¬ diana State Teachers’ Association was organized, an event which marked the dawn of a new era in educational atfairs in the State. The association was organized for the determined purpose of discussing the great fundamental principles of an educa¬ tional system and the appropriate instrumentalities to be employed, and the results of the discussions and deliberations of this body in the various forms of memorials, peti¬ tions, resolutions, and advisory committees have so influenced and guided legislation that for practical wisdom the present Indiana school system has no superior among the States. The second State superintendent was Hon. Caleb Mills, a zealous advocate of free schools, November 8, 1854, to February, 1857. Mr. Mills had for many years taken an active part in the educational agitation which at last resulted in the establishment of the free school system. During his official term of two years and three months, Mr. Mills made three reports, in which were elaborately discussed many topics of vital im¬ portance to the success of the public school system. About the close of his term of office, at the second meeting of the State Teachers’ Association, was established the Indiana School Journal, a periodical which has always advocated the fittest legislation for com¬ mon schools and persistently pressed lawmakers to a sense of duty. Mr. Larrabee, as before stated^ succeeded him, serving for two years, from the second Tuesday of February, 1857. Hon. Samuel L. Rugg, a nati've of Oneida County, New York, was superintendent of public instruction for the State from the second Monday of February, 1859, to 1861, and again from November 21, 1862, to 1865, under a new school law changing the time of assuming office. Near the close of his last term he united very cordially with his successor in efforts to increase the usefulness of the school system by securing proper legislation. Hon. Miles J. Fletcher, a native of Indiana, succeeded Mr. Rugg to the office of State superintendent, February 14, 1861. Entering upon his duties with the enthusiasm for which he was noted, he bade fair to accomplish much valuable work ; but during the civil war was called away much of his time to assist in organizing regiments that were preparing for the field. He was killed in a railroad accident. May 10, 1862, while on an errand of mercy to sick and wounded soldiers. The unexpired term made vacant by his death was filled by Hon. Samuel K. Hoshour, Mr. Rugg, as before said, succeed¬ ing him. Hon. George W. Hoss, a native of Ohio, and a graduate of Greencastle College Indiana, was elected in 1864 and reelected in 1866 as State superintendent of public instruction, serving from 1865 to October, 1868, when he resigned. Mr. Hoss had been constantly engaged in educational work in various capacities since his graduation in 1850. He was one of the pioneer institute workers of the State and an active member of the State Teachers’ Association, which he helped to organize in 1854. He was also editor of the Indiana School Journal from 1862 to 1871. As State superintendent, he aided in securing the passage of the normal school bill and the reenactment of the law permitting local taxation for the support of the public schools. During the superintendency of Mr. Hoss a great change for the better was wrought in the prospects of the free public schools of the State by the passage of the school law of 1865, a result due to the long continued efforts of the friends of education, and which breathed life and hope into the whole educational system. One of its sections provided for the establishment of teachers’ institutes, and required the appropriation of the sum of $50 annually in each county for their support. This provision gave a new impulse to the cause of education, and one which, reaching the entire system of State schools, excited energetic activity along its course. The county teachers’ institute in Indiana has proved to be the engine of power by which the teachers, the common schools, and the State have been elevated. No other one instrumentality, it is believed, has done so much as this to raise the standard of teaching, to popularize the public schools, to establish among the masses a healthy educational sentiment, and to create a thirst for knowledge. In this connection it may be proper to remark that important measures did not always originate with those who stood at the head of the school system, though gen- INDIANA. 97 erally seconded by these. The most important measures in the school legislation were organized by the teachers of the State. In 1855 their association appointed a com¬ mittee to memorialize the legislature with reference to the establishment of normal schools, and this was followed by repeated discussions, resolutions, and the appointment of conference committees at almost every annual session of the association for ten con¬ secutive years. The several and successive State superintendents of public instruction, for an equal number of years, presented in their annual reports elaborate and exhaustive arguments and statistics urging upon the general assembly the necessity of making some provision for the better education of teachers. By the gratuitous efforts of indi¬ vidual teachers a State normal institute was organized in 1865 ; and this one was fol¬ lowed by others, which did much to stimulate the sentiment in favor of normal schools. In December, 1865, the general assembly, assenting to the demands of this sentiment, established a State normal school, locating it at Terre Haute, where, in buildings that cost $179,000, it has since been in successful operation. The successor of Mr. Hoss in the office of State superintendent was Hon. Barnabas C. Hobbs, a native of the State and a life-long teacher. At the time of his election Mr. Hobbs was president of Earlham College. He was an early member of the State Teachers’ Association and a strong advocate of normal schools. During his term of office — October, 1868, to March 15, 1871 — he advocated and succeeded in securing the establishment by the State of a reform school for juvenile offenders. Other important legislative enactments during this term were the provision of 1869 for the separate education of colored children and the law of the same year empowering school trustees to issue bonds for building purposes. Mr. Hobbs was succeeded, March 15, in the office of superintendent by Hon. Milton B. Hopkins, a native of Kentucky, but for many years one of the prominent educators of Indiana. Mr, Hopkins had been for 38 years engaged in the kindred professions of teacher, preacher, and editor. He was a man of great sociability, courtesy, and politeness, and was eminently successful in enlisting county officers in the work of education. He was elected superintendent in 1870 for the term reaching from 1871 to 1873, and reelected in 1872 for that from 1873 to 1875. He died August 16, 1874, and his son, Hon. A. C. Hopkins, filled the unexpired term so caused, from August 20, 1874, to March 15, 1875, when Hon. James H. Smart came into office. In 1873 the office of county superintendent was created and the general management of the county schools placed under the control of this officer. The same law provided for a county board of education, to consist of the county superintendent, the trustees of the townships, and the school trustees of the towns and cities of the county. It also made provision for holding township institutes or model schools for the improve¬ ment of teachers, setting apart for this purpose at least one Saturday in each month; a provision which results in much good for the schools. Hon. James H. Smart, M. A., the present incumbent of the office, is a native of New Hampshire, where he was educated with especial reference to the profession of teach¬ ing, in which he has been engaged nearly 18 years. He was for 10 years superintend¬ ent of public schools for Fort Wayne. He was also a member of the State board of education, and in 1873 was president of the State Teachers’ Association. In 1874 he was elected State superintendent of schools, entering on duty, according to the law, March 15, 1875, and in the same year Dartmouth College conferred on him the honorary degree of master of arts. In the autumnal election of 1876 he was chosen for a second term. OFFICERS AND INSTITUTIONS OF THE SCHOOL SYSTEM. The officers of the Indiana school system at present are as follows : (1) State superintendent of public instruction, elected by the people for a term of two years from March 18 succeeding the general election. (2) State board of education-, composed of the State superintendent, the governor of the State, the presidents of the State university and of the State normal school, and the superintendents of public schools in the three largest cities in the State. (3) County superintendents, appointed by the county commissioners biennially, in June. (4) Township trustees, elected by the people for terms of two years, at the general election. (5) City and town trustees, composing boards of three members each, appointed by the city council or town trustees, one member retiring annually in June. (6) School commissioners for cities above 30,000 inhabitants, elected by the people at an election held for the purpose annually on the second Saturday in June, one for each ward or school district. The State University, at Bloomington, organized in 1834, stands at the head of the public school system. It is liberally endowed by the State, and maintains a law and a medical school. The agricultural school, which is in its infancy, is located at Lafayette, and is called the Purdue University. 7 E 98 REPORT OF THE COMMISSIONER OF EDUCATION. THE SCHOOL FUND. The early founders of the school system in Indiana planned more wisely than they knew in providing for a cumulative school fund, which is now larger than that possessed by any other State by more than $2,000,000. This immense fund, now approximating $9,000,000, and which is the solid rock in the centre of the foundation of the school system, has accumulated from the following sources: (1) The congressional township fund, derived from the sale of sixteenth section lands in each township ; (2) the bank tax fund and (3) the sinking fund, both which are derived from moneys set apart by the State for educational purposes in the law which chartered the State Bank of Indiana in 1834, the former having yielded about $80,000 and the latter over $5,000,000; (4) the surplus revenue fund; (5) the saline fund, obtained from the sale of salt springs and the lands belonging to them ; (6) the swamp land fund, the proceeds of the sales of swamp lands granted by Congress to the State and by it set apart for common schools ; (7) the seminary fund, resulting from a sale of all county seminaries and property, ordered by the legislature in 1852 ; and (8) the contingent fund, derived from fines, forfeitures, escheats, etc. The magnificent fund resulting from these various sources, in the words of the law, “ may be increased but shall never be diminished; and the income thereof shall be inviolably appropriated to the support of common schools, and to no other purpose whatever.” ELEMENTARY INSTRUCTION. EEPORT OF SUPERINTENDENT SMART. The report of the State superintendent of instruction for the years 1874-75 and 1875-76, an interesting document in all respects, has one especially noticeable feature. This is a series of statistical maps, exhibiting by counties (1) the number and distri¬ bution of the schools, 9,307 in all ; (2) the enumeration of children in each county, 679,230 ; (3) the pupils admitted to the schools, 516,270 ; (4) the number of teachers employed, 13,411; (5) the number of school-houses, 9,434; (6) the number of school districts, 9,310 ; (7) the average length of the school year in each county, the lowest figure being 97, the highest 165, the average for the State 123 days ; (8) the number of new school-houses erected, 14 in 1 county, 12 in another, 11 in 2 more, and so on down through 10, 9, 8, &c., to 1 and 0, this last, however, marking but 2 coun¬ ties in the State, and the total reaching 454 ; (9) the location of higher institutions, such as normal schools, polytechnic institutes, colleges, and universities ; (10) the dis¬ tribution of 49 cities and 206 towns, in which especially the graded system of instruc¬ tion flourishes. The series gives a bird’s-eye view of almost everything connected with education in the State, and it is much to be hoped that a like plan may be adopted generally, as a means of showing, much better than mere columned figures can, which are the dark spots, which the bright ones, in the educational condition of each State. Another somewhat kindred feature of the report is a set of comparative tables, sho w¬ ing by semi-decades the growth of education in each county since 1855 in such par¬ ticulars as the length of school in days, the number of teachers, the amount paid these, and the attendance at school. The exhibition is a very creditable one, almost every county being shown to have advanced, with great steadiness, to quite a gratifying point. TOPICS DISCUSSED IN THE REPORT. Among the topics to which Mr. Smart devotes attention, besides the ones embraced in the statistical summary first given, are the following : (1) The amount of illiteracy in the State. — Under this head it is shown that whereas the census of 1870 presented 26,783 children between 10 and 21 who could neither read nor write, a separate enumeration of all illiterates between these ages in 1875 made out only 4,922 in all the State; a result which, the superintendent argues, indicates either that the census did Indiana great injustice or that its school teachers have been doing right royal work in the years since it was taken. (2) Spools for colored children. — Respecting these, Mr. Smart says that 14 counties out of 92 enumerated no colored children, and 13 others less than 10 each ; that nearly two-thirds of all the colored children are found in 10 counties, lying mostly along the southern border of the State ; that in these 10 counties the per cent, of enrolment in the schools is 66, while elsewhere in the State it averages 72 ; and that a comparison of statistics shows that 76 per cent, of all the white children and 68 per cent, of all the colored children of the State were enrolled in public schools in 1876. The law requires that, where enough colored children can be found in any locality to form a separate school, one shall be organized for them. But where there are not enough for this the appropriation to them of their proportion of the school funds rarely results in any effective education. And as the State and the community cannot afford to have any portion of its children grow up in ignorance, Mr. Smart recommends an alteration of the law to allow the colored children of school age to attend the established schools INDIANA. 99 where there are not a sufficient number within reasonable distance to warrant the opening of a separate school for them. (3) The meangof making country schools more effective. — Admitting that country schools labor generally under necessary disadvantages which must keep them in many things below the grade of town or city schools, Mr. Smart still urges that much may be done toward giving country boys and girls school privileges more nearly equal to those en¬ joyed in towns. The means to this are, in his judgment, (1) consolidation of sparsely settled or small districts, which he proposes to effect by closing a portion of the schools during at least a part of the year and distributing the pupils among the remaining ones for that time, thus making possible a better grading and instruction without in¬ crease of cost ; (2) longer terms of school, to be effected by increased local taxa¬ tion, which will enable country districts to have a lengthened winter term for the benefit of older children who must work in summer, and a lengthened summer one for the benefit of younger children who cannot brave the cold and snow of winter on the way to school ; (3) township graded schools, by means of which in a central position in a township scholars more advanced than others may be collected into one large class under one teacher, instead of distracting the attention and using up the time of many teachers in the primary district schools ; (4) better teachers, who may be secured by greater care on the part of trustees in selecting, and be retained by having fuller wages paid them ; (5) more effective county supervision, which should extend not only to the character and quality of the instruction in the country schools, but also to the condition of the buildings, the supply of furniture and apparatus, and the proper fencing and keeping of the grounds, since only in comfortable and well ventilated buildings, duly supplied with good furniture and apparatus, can pupils be expected to study to advantage, and only in grounds well cared for and kept clean can they be induced to take exercise needful for healthful studying power. — (Report, pp. 78-102.) COUNTY SUPERINTENDENCY. Great credit is due to Mr. Walter S. Smith, of Marion County, for carrying through the courts the question of the constitutionality of the law of 1875, which substantially abolished the county superintendency. After a long contest the law was declared by the supreme court of the State unconstitutional, and thus the superintendency re¬ mains intact under the previous law of 1873. — (Reports in Indiana School Journal for July and August, 1876, and State report for 1875-76, p. 94.) KINDERGARTEN. One school of this class, established in 1875, at Indianapolis, conducted by Alice Chapin and an assistant, reports an attendance of 16 pupils from 5 to 7 years of age. The effect of this training upon the mental and moral development of her pupils, the teacher reports, has been astonishing ,* the perceptive faculties have been much quick¬ ened ; accuracy of thought and expression has been remarkable j language good, and kindness to each other uniform. — (Return, 1877.) STATE EDUCATIONAL EXHIBIT AT THE CENTENNIAL. Among the products sent by Indiana to the Centennial Exhibition were, from the schools of the State, 175 volumes of examination papers, specimens of drawing and penmanship, collections in natural history, and a great variety of other work, from at least 15,000 school children. Ten models and many photographs of representative school buildings were also sent. This material was supplemented by a great number of statistical charts, representing the condition and growth of the school system of the State and of the higher institutions of learning. Fifty cities and towns, 40 counties, and 13 colleges were represented in the exhibit. The success of the exhibit was quite marked, and it was commended as being one of the best in the Exposition. Of the value of the exhibit to the schools there can be but one opinion, and it has developed a just State pride in the school system on the part of the citizens of Indiana while doing much to remove the erroneous opinion that the State is behind other States in educational advantages. But the reflex influ¬ ence of the exhibit upon the teachers and schools is one of its most valuable results. The effort made by the children in the preparation of the material for exhibition was alone worth many times the cost of the exhibit, furnishing to pupils, as it did, an incen¬ tive that produced their best efforts, and showing teachers what good work is pos¬ sible. — (Report of State superintendent, pp. 141, 142.) CITY SCHOOL SYSTEMS. HUNTINGTON. Officers. — A board of school tiastees of 3 members, and a city superintendent of schools. Statistics. — Population of city, 4,500; children of school age, 1,267 ; enrolled in city public schools, 579; in other schools, 3.36; not attendiug any school, 352. Average 100 EEPORT OF THE COMMISSIONER OF EDUCATION. number belonging in city schools, 456 ; average daily attendance, 436 ; per cent, of attendance, 95.6 ; increase, 2.6. Number of cases of tardiness, 66^ decrease, 143. Total cost of the schools, $6,566.70. BemarTcs. — The regularity in the attendance of pupils during the year 1875-76 has been remarkable. There were only 66 cases of tardiness against 209 the previous year. Parents of pupils and the citizens generally have manifested an interest in the schools by frequent visits. The whole number of these visits during the year was 1,318, an average of about 7 each day. No spelling books nor copy books are used in these schools, and, after two years’ trial of this plan, the results have been found to be highly satisfactory. Any school which uses copy books is challenged to produce specimens from all its pupils which will excel those of Huntington scholars in neatness, beauty, and legibility. Owing to the crowded condition of their room, the pupils of grade G were divided into two classes, one to attend in the morning, the other in the afternoon. The result was an improvement of 21 per cent, in the attendance and an increase in the advance¬ ment of the pupils of at least 10 per cent. The condition of the high school is not so satisfactory as that of the lower grades. A variety of causes, which it is hoped may be removed next year, have hindered the progress of the pupils. The number in attendance was 25. — (Report for 1875-’76 of board of school trustees and of Superintendent James Baldwin.) INDIANAPOLIS. Officers. — A board of school commissioners of — members, one-third changed each year, and a city superintendent of schools, with assistant superintendents, male and female. Statistics. — Estimated population of the city, 100,000 ; children of school age, (6-20,) 21,255 ; enrolled in public schools, 11,392, besides an estimated enrolment in private and parochial schools of 2,100. Average daily attendance, 8,121. Number of school buildings, 25 ; of rooms for study and recitation, 188 ; of rooms for recitation only, 25 ; sittings for study, 10,100 ; teachers employed in primary sehools, 112 ; in grammar schools, 54 ; in high schools, 16 ; in normal school, 1 ; in evening schools, 20 ; total, 203. Salaries of teachers, from primary to high school, including principal of the lat¬ ter, $400 to $2,000 ; of superintendent, $2,800 ; of male assistant superintendents, $1,900 ; of female assistants, $1,200. Receipts for city schools, $357,519 ; expenditures, $287,731. Expense per capita, based on average monthly attendance, $21. Notes. — Special teachers of music, drawing, and penmanship have been employed at liberal salaries, implying skilled and systematic teaching in these lines ; but no pub¬ lished report has come to hand indicating the progress made. Evening schools under the charge of 20 teachers have had in them 872 enrolled pupils, with an average attendance of 576. The high schools, which have employed 16 teachers, including principals, have had in them 198 enrolled male pupils and 300 female, (total, 498,) with an average attendance of 435. — (Return of Superintendent George P. Brown to Bu¬ reau of Education for 1876.) The Indiana School Journal for March, 1876, mentions the death, February 7, 1876, of Miss Kate Steere, who had been for several years the respected and efficient principal of one of the largest graded schools of the city system. At a subsequent meeting of the teachers, Superintendent Brown spoke in exalted terms of her work and worth. LAFAYETTE. Officers. — A board of trustees of 3 members and a city superintendent of schools. Statistics. — Population of city, 20,000 ; children of school age, (6-20,) 6,041 ; enrolled in public schools, 2,770; average number belonging, 1,773; average daily attendance, 1,631 ; per cent, of attendance, based on average number belonging, 92. School build¬ ings, 6; sittings in these, 1,681. Teachers employed in primary grades, 20 ; grammar grades, 22 ; in high school, 7 ; total, 49 ; pay of these, $400 to $1,500 ; of superintend¬ ent, $1,900. Total receipts for schools, including balance of $41,009 from previous year, $102,521 ; expenditures, $43,905. Cost per capita, based on average daily attend¬ ance and including all expenses, $22.57 ; including supervision and instruction only, $14.75. Notes. — In a written return from the superintendent, there appear evening schools taught in 4 rooms and apparently under the charge of 4 teachers ; but no other infor¬ mation concerning these is given. In the same return appear special teachers of music and drawing, implying that these are systematically taught, though here again there is no further information. In the high school 7 teaehers in all have been employed, including the principal, and 92 pupils have been enrolled.* — (Return of Superintendent J. T. Merrill and report of trustees for 1875-’76.) * The Indiana School Journal for May, 1876, says, pag:e 237 : “ Prof, J. A. Blackburn” [principal of this high school] “ died recently at the home of his parents in Michigan. He was highly respected by all who knew him, and leaves many warm friends in Lafayette and other cities of the State.” INDIANA. 101 OTHER CITIES. For statistics of the school systems in other cities of the State, see their returns in Table II, at the close of this volume. TRAINING OF TEACHERS. STATE NORMAL SCHOOL. This school for the professional training of teachers, organized in 1870 and located at Terre Haute, is under the control of a board of 5 trustees, 4 of whom are ap¬ pointed for 3 years by the governor, with the consent of the senate, the tilth member being the State superintendent of public instruction ex officio. It has property valued at $250,000; no endowment, but an annual appropriation of $17,000 from the State. The enrolment for the year 1876 in the normal department was 404, these students representing between 80 and 90 counties of the State. The model or training school, embracing 8 grades, had an enrolment of 183. Since the organization of the school, 1,130 persons have received instruction in the normal department To secure admis¬ sion, it is required that applicants pass a fair examination in reading, spelling, geog¬ raphy, and in arithmetic through percentage. They must write a legible hand and be able to analyze and parse simple sentences. Of the 1,130 students admitted under these conditions, 65 have graduated and are rendering efficient service in the State, while hundreds of undergraduates are doing likewise, according to the measure of their ability. — (Report of State superintendent, pp. 109-1^3.) Provision for the establishment of this school was first made by the legislature of the State in 1865, after 11 years of continuous etfort by the friends of education to secure such action. It was located at Terre Haute in consideration of the donation to it by that city of $50,000 in money and a site worth $25,000. The cost of the building was over $200,000. The school opened in 1870, with 21 pupils, and its total enrolment since has been 1,160 ; number of graduates, 49. During the five years of its existence, it made itself felt powerfully among the educational appliances of the State. — (The Schools of Indiana, pp. 126, 127.) Other normal schools have been established by private enterprise. There is a large one at Valparaiso, and there are also several training schools connected with high schools. The State university has had, at several times, what was called a normal department, but such classes were finally abandoned in 1870, upon the opening of the State normal school. — (The Schools of Indiana, pp. 126, 127.) NORTHERN INDIANA NORMAL SCHOOL. The Northern Indiana Normal School, at Valparaiso, organized in 1873, is now the largest normal school in the United States. The total attendance during the year 1877 was 2,300, of whom 1,400 were men and 900 women, and there were 33 graduates, of whom 24 engaged in teaching. The school has a library of 3,000 volumes, a collection of models, casts, apparatus, and examples for free hand drawing, a chemical labora¬ tory, a philosophical cabinet and apparatus, a museum of natural history, and a gymna¬ sium. In consequence of the great demand for German and drawing these branches have been placed, during the last year, with the regular studies. Instrumental music, telegraphy, and phonography are extra branches. Tuition is $32 a year. Good board and furnished room cost $2.50 a week. Many years of careful study have been given to the organization, classification, and furnishing of every department of the school, the aim having been to supply it with every convenience necessary for the acquirement of a first class education, and yet place the expense within the reach of all. The course of study is completed in 3 years. — (Catalogue and circulars, with return to the United States Bureau of Education, 1876-77.) OTHER NORMAL SCHOOLS. Elkhart County Normal and Classical School, Goshen, organized in 1874, reports an attendance in its normal department of 140, of whom 80 are men and 60 are women. Graduates in 1876, 5. Number of years in course, 4. — (Return for 1876.) There are also normal departments belonging to the course of instruction in Bedford, Smithson, Fort Wayne, and Union Christian Colleges and Indiana Asbury University, affording a more or less complete course of training for teachers. — (College catalogues and circulars.) teachers’ institutes. County institutes. — The law requires the various county superintendents to hold an institute in their respective counties once at least each year for the instruction of the teachers therein. These institutes generally remain in session 5 days. Instruction is given in the various branches required by law, and this is supplemented by lec¬ tures and discussions upon various educational topics. There were 91 of these insti- 102 EEPOET OF THE COMMISSIONER OF EDUCATION. tutes held in 1S75, at which there was an attendance of 11,159 teachers and persons pre¬ paring to become such, of whom 6,059 were men and 5,100 were women. The total cost of these institutes was $5,725.27 ; aggregate length of session in days, 456 ; number of evening lectures delivered, 206. — (Report, pp. 39, 40, 89.) ToivnsMp institutes —The school law provides that at least one Saturday in each month shall be devoted to township institutes, or model schools for the improvement of teachers, and they may be held during two Saturdays, at the discretion of the town¬ ship trustee. Teachers must attend these institutes, unless prevented by sickness, or forfeit one day’s wages for every day’s absence therefrom. These institutes are large¬ ly attended, are rapidly growing in favor, and, the State superintendent believes, will ultimately prove to be an important agency in the advancement of the country schools. The number held in 1875 was 4,080 ; in 1876 it was 4,375. — (Report, pp. 40, 90.) Private normal institutes. — In addition to the county and township institutes already mentioned as provided for by law, private normal institutes were held in 52 counties of the State, and had an enrolment of 2,685 members, of whom 1,336 were men and 1,349 women. The average attendance was 2,084 ; number of instructors, 136 ; aggregate length of sessions in weeks, 346 ; average length of session, 5^ weeks ; average cost per pupil per week, 93 cents; number of public or evening lectures, 136. — (State superin¬ tendent’s report for the years 1875 and 1876, p. 40.) SCHOOL JOURNALS. The Northern Indiana Teacher, after a useful existence of about 3 years, was merged in the Indiana School Journal, July, 1876. The latter journal, resisting an efiort made at the close of that year to consolidate all the northwestern school papers into one, con¬ tinues its work, and remains the official organ of the State Teachers’ Association and of the superintendent of public instruction. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Public high schools are reported in 45 cities and towns in the State, with a total en¬ rolment of 3,145 pupils, under 115 regular and 25 special teachers. As far as the sex of pupils was reported, 1,106 were boys and 1,599 girls. The high school at Indianap¬ olis, with 440 pupils, did not report this item. The course in most of these schools is of 4 years ; in 15 it continues only 3 ; and in 2, Bloomington and Greencastle, only 2 years. Arrangements are made between a number of these schools and the State Uni¬ versity, by which graduates of the schools are admitted to the freshman class of the university without further examination than that sustained at the close of the school course. — (State report for i875-’76, pp. 112, 113, with statement xii of appendix.) PRIVATE SECONDARY SCHOOLS. In 1 school for boys, 2 for girls, and 9 for both sexes, outside of the public school sys¬ tem, there have been reported to this Bureau 1,308 pupils under 50 teachers. Of these only 70 are returned as engaged in classical studies, 60 as in modern languages, 16 as preparing for a classical course in college, and 7 for a scientific course. Drawing is taught in 3 of these schools, vocal music in 6, and instrumental music in 4. Chemical laboratories are reported by 3, philosophical apparatus by 7, and libraries of 17 to 2,000 volumes by 8, the whole number of volumes in such libraries reaching 5,317. — (Returns to Bureau of Education for 1876.) PREPARATORY SCHOOLS AND DEPARTMENTS. No schools especially devoted to the preparation of students for college report their statistics for 1876, except the preparatory departments of 15 colleges and universities. In these were 42 instructors, exclusive of college professors, having under them 1,444 pupils, ,594 of them in preparation for a classical collegiate and 217 for a scientific col¬ legiate course. — (Returns to the Bureau of Education for 1876.) BUSINESS COLLEGES. Five of these report to the Bureau 18 teachers and 1,574 pupils, of whom 50 were in phonography, 127 in telegraphy, 84 in German, and 12 in French. Two of the institu¬ tions teach common English and correspondence; 3, penmanship and book-keeping; 2, banking; 3, commercial law; 1, political economy ; 2, life insurance ; 2, phonography, and 4 telegraphy. — (Returns to Bureau of Education for 1876.) SUPERIOR INSTRUCTION. INDIANA STATE UNIVERSITY, BLOOMINGTON. The university comprises collegiate, preparatory, law, and medical departments, the first embracing classical and scientific courses. It is under the control of a board of 8 trustees, appointed to serve four years by the State board of education ; has property INDIANA. 103 valued at $140,000, and an endowment of $120,000, yielding an annual income of $7,000, and receives from the State $23,000 annually. No tuition fee is required of any student in any department of this university, and board and lodging can be had for $3 or $4 per week. Young women are admitted on the same terms as young men and are entitled to the same rights and privileges. The university buildings are in the collegiate Gothic style, simply and truly carried out. The building fronting College avenue is 145 feet front, and consists of a centre building 60 feet by 53, with wings, each 38 by 26, the whole 3 stories high. The new building recently completed, fronting the west, is 130 by 50 feet. By the purchase of the Owen cabinet, containing about 85,000 specimens, and of the entire university series of casts from Professor Ward, of Rochester, N. Y., the museum now numbers about 100,000 specimens, and claims to be equal in value to any in the West. Nearly all European countries are largely represented by suites of characteristic rocks and fossils. There are at present over 6,000 volumes in the library, with an annual appropriation for its increase. The law library included in these has been largely increased by purchase and by a valuable gift from a citizen of Fort Wayne. — (State superintendent’s report, pp. 109-119.) OTHER COLLEGES. Bedford College, Bedford, (Christian,) has six courses of study, the classical, scientific, normal, commercial, Bible course, and course for women. The latter is as good as that afforded by the best seminaries. In the normal course, a thorough preparation is given for teaching. There is also an extra normal class of five weeks held during vacation. — (Circular, 1876-’77.) Concordia College, Fort Wayne, (Evangelical Lutheran,) has an arrangement of studies peculiar to German schools, uniting with the common and high school English branches such an amount of training in Greek, Latin, Hebrew, French, and German as, in this country, is found only in a collegiate curriculum. The course lasts 7 years, and is especially intended to fit pupils for the Theological Seminary of the Lutheran Church at St. Louis. — (Catalogue, 1875- 76.) Earlham College, Richmond, (Friends,) is for young men and women, and embraces preparatory and collegiate departments, the latter with classical and scientific courses. — (Catalogue, 1875-76.) Fort Wayne College, Fort Wayne, (Methodist Episcopal,) is for both sexes, and has collegiate, normal, commercial, art, academic, and music departments. — (Circular, 1875-76.) FranTclin College, Franklin, (Baptist,) admits botb men and women to its classes and its faculty. The departments are preparatory, music, painting, and collegiate, the latter including classical, scientific, and English courses.— (Catalogue, 1874-75 ) Hanover College, Hanover, (Presbyterian,) admits only young men to its course, which includes preparatory and collegiate departments, with classical, scientific, and irreg¬ ular or elective courses. The scientific now requires for completion the same length of time as the classical, (four years,) all the studies of that course being included ex¬ cept Greek and advanced Latin. In the classical course calculus and German are elective ; in the scientific, in the junior year, calculus, Latin, and German are elect¬ ive. — (Catalogue, 1875-76.) Hartsville University, Hartsville, (United Brethren,) admits both sexes. Its depart¬ ments are collegiate, preparatory, theological, commercial, and musical, the former with classical and scientific courses. — (Catalogue, 1875-76.) Indiana Ashury University, Greencastle, (Methodist Episcopal,) embraces in its reg¬ ular collegiate department a classical and philosophical course, both requiring four years for their completion. The philosophical course has been framed on the basis of the former scientific course, but embraces a more extended study in natural science, Latin, and modern languages, and leads to the degree of bachelor of philosophy. An optional course, composed of studies selected from the two regular courses, may be pur¬ sued by students if they so elect. There are also normal and biblical courses. No mention is made this year of the law department which has hitherto existed here. Both sexes are admitted. — (Catalogue, 1875-76.) MoordsHill College, Moore’s Hill, (Methodist Episcopal,) offers collegiate, preparatory, and musical departments, the former with classical and scientific courses. Both sexes are admitted. Northwestern Christian University, Irvington, (Christian,) admits both sexes to its classes. The colleges are of literature, science, business, and the Bible. There is a preparatory department. — (Catalogue, 1875-76.) Bidgeville College, Ridgeville, (Free Will Baptist,) offers to both sexes preparatory, classical, scientific, and practical courses. Both classical and scientific courses occupy four years, and the studies of the first two years are identical in both. A peculiarity of the classical course is that the study of languages is attended to later than is usually the case, the first part of the course being largely occupied with studies of a more practical nature and which will be found more useful in case the course be not 104 REPORT OF THE COMMISSIONER OF EDUCATION. completed. Another point is that some of the studies in the departments of mental and moral philosophy and belles lettres, usually crowded into the senior year, are here placed throughout the course from the beginning of the freshman year. — (Catalogue, 1875-76.) Smithson College, Logansport, (Universalist,) offers equal privileges to both sexes in its classes and includes in its faculty three women. It claims to be non-sectarian, on the ground that students are permitted to attend the church of their choice. The courses of study are collegiate, preparatory, commercial, philosophical, and normal. The best instruction has been secured in music, painting, and drawing, which are taught as extras. — (College circular, received 1877.) Union Christian College, Merom, (Christian,) includes in its curriculum academic, clas¬ sical, scientific, normal, and music departments. The scientific course, as well as the classical, requires 4 years for its completion, its studies being the same as those of the classical, with Latin or French optional and Greek omitted. — (Catalogue, 1876.) University of Notre Dame, Notre Dame, (Roman Catholic,) is exclusively for young men. Its departments are preparatory, collegiate, commercial, law, and fine arts. A partial course in medicine is provided. The collegiate department embraces classical and scientific courses, the latter requiring for its completion only 3 years. The uni¬ versity is well prepared to give instruction in art. The famous painter Gregori, of Rome, has been engaged to give instruction in oil painting. There are 5 professors of music, an orchestra of 15 pieces, and a brass band of 25 instruments. — (Catalogue, 1874-75.) Wabash College, Crawfordsville, (Presbyterian,) is, apparently, only for young men. There are preparatory, collegiate, and English mercantile courses. By an agreement between the legislature of Indiana and the trustees of the college, each county receives a free scholarship for 5 years. There are several other scholarships to aid young men who need help. — (Catalogue, 1875-76.) Edwin J. Peck, of Indianapolis, lately de¬ ceased, has given to this college $15,000 for a library, $50,000 as a permanent endow¬ ment fund, $20,000 in trust for the professorship of chemistry, $15,000 for that of natural philosophy and astronomy, and $18,000 to be used in erecting suitable buildings for these departments, making a total of $118,000. — (The Wabash, November, 1876, p. 11.) The Educational Weekly, of April 26, 1877, states that “De Pauw College, of New Albany, graduates 8 students this year.” No further information from this college is at hand. Statistics of universities and colleges, 1876. Names of universities and colleges. Bedford College . Concordia College . Earlham College . Fort Wayne College* . Franklin College . Hanover College . . Hartsville University _ Indiana Asbury Univer¬ sity. Indiana University . Moore’s Hill College . Northwestern Christian University. Ridgeville College . St. Bonaventure’s College St. Meinrad’s College . Smithson College . Union Christian College. . University of NotreDame du Lac.* Wabash College . Number of students. 76 a225 85 a95 38 61 83 200 Property, income, &c. c3 S S’ P. p cS tot'd d.S $20, 000 150, 000 110, 300 75, 000 43, 000 20, 000 200, 000 100, 000 30, 000 300, 000 10, 000 100, 000 50, 000 $0 55, 000 0 60, 000 15, 000 170, 000 120, 412 18, 000 300, 000 |0 5, 200 0 3, 000 1,300 12, 000 8, 000 1, 500 18, 000 P5 $2, 000 250 9, 300 2,000 2,900 735 c4, 500 1, 112 2, 000 1, 225 500 S £.2 23, 000 ‘6 rP -Si P.2 tot o fee <1 18, 600 13, 000 1, 000 150 &5, 800 63, 897 600 62, 500 67, 400 800 611, 000 6, 000 1, 500 67, 000 200 *6, 000 500 • 585 620, 000 617, 000 * From Report of Commissioner of Education for 1875. a tudents unclassified. 6 Includes society libraries. c From contingent f INDIANA. 105 SCIENTIFIC AND PEOFESSIONAL INSTRUCTION. PUEDUE UNIVEESITY. This institution, located at La Fayette, is a school of science, as applied to the prac¬ tical industries of life, including architecture, mining, civil engineering, agriculture, &c. It is under the control of a board of 6 trustees, appointed by the governor for 3 years, 2 of them being nominated by the State board of agrieulture and 1 by the State board of horticulture. The institution has property valued at $250,000, and an endowment of $380,000, yielding an annual income of $20,000. Purdue University as reorganized embraces three departments, the university acad¬ emy, the college of general science, and special schools of science and technology. The academy has the twofold objeet of preparing students for admission to the col¬ lege of general science and of providing elementary instruction in the sciences for those who cannot take a more extended course. The college of general science aims to give a thorough scientific education as a general preparation for industrial pursuits and as an adequate preparation for the special courses in applied science. The spe¬ cial schools which the university is at present prepared to organize are those of agri¬ culture, horticulture, civil engineering, industrial design, physics and mechanics, chemistry, and natural history. — (State report, pp. 109, 128, 129.) THEOLOGY. St. Meinrad’s Theological Seminary, St. Meinrad, (Roman Catholic,) has a course of study requiring 4 years for its completion, grounds and buildings valued at the sum of $100,000, and a library of 7,000 volumes. — (Return, 1877.) There are also either theological departments or Bible classes in Bedford College, (Christian,) Hartsville College, (United Brethren,) Indiana Asbury University, (Meth¬ odist,) and Northwestern Christian University, (Christian.) LAW. The law department of the State University has a course of instruction requiring 2 years for its completion, given by means of text books, lectures, and moot courts. Tuition is free in this as well as in all other departments of the university. Students are allowed to attend the recitations and lectures of the collegiate department. — (Uni¬ versity catalogue, 1875-76.) The law department of the University of Notre Dame also offers a 2 years’ course of instruction, embracing chiefly ethics, political economy, constitutional and inter¬ national law, municipal law, law of contracts, equity jurisprudenee, eriminal law, evidence, pleading, and practice. Students who may not have previously obtained a classical training will have the opportunity to supply this deficiency without extra charge.— (Catalogue, 1874-75.) MEDICINE. At the Indiana Medical College, Indianapolis, a course of study is furnished requir¬ ing 3 years for its completion. This college has broken off the relationship here¬ tofore existing with the State University, and tuition is no longer free. The college building is centrally situated, convenient and complete in all its appointments, well lighted and well ventilated, and will accommodate over 200 students. — (Catalogue, 1876-77.) ’ Medical College, Evansville, also requires a course of 3 years for graduation. Among the advantages enumerated here are the abundant supply and cheapness of anatomical material, extensive hospital and other clinics, a healthful location, and cheap living. — (Annual announcement, 1876-77.) College of Physicians and Surgeons, Indianapolis, organized in 1874, has a 2 years’ course of study and an attendance of 72 students, of whom 19 have received a degree in letters or science. — (Return, 1877.) lOG REPOST OF THE COMMISSIONER OF EDUCATION. Statistics of schools for scientific and, professional instruction, 1876. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Indiaua Institute for the Deaf and Dumb was established by an act of the gen¬ eral assembly in 1844. Large and commodious buildings have been erected, costing not far from $225, 000. The annual State appropriation for the institution is about $45,000. The attendance of pupils ranges from 200 to 300 each year. This is an in¬ stitution of learning, and not an asylum, and all the facilities of the institution have been devoted with marked success to the intellectual improvement of inmates. — (The Schools of Indiana, pp. 170, 171.) EDUCATION OF THE BLIND. The Indiana Institute for the Education of the Blind, at Indianapolis, was founded and opened in 1847. The present buildings were erected at a cost of about $100,000, and afford ample accommodations for a large class of pupils ; every appliance that mod¬ ern benevolence can suggest or skill contrive has been brought into requisition for the benefit of pupils. There are two departments : (1) the school in which are taught, in addition to the elementary English branches, algebra, physical and descriptive geog¬ raphy, history, physiology, anatomy, botany, mental, moral, and natural philosophy, and vocal and instrumental music ; and (2) the industrial school, where brooms, brushes, carpets, mats, chairs, and baskets are made by the males, while the females are engaged in making bed comforts, spreads, ticks, table covers, and wearing apparel, and in doing all kinds of bead and fancy work. The entire number of pupils received since the beginning is 521, (283 males and 238 females.) The cost of maintaining the institution is only about $20,000 a year, while the amount of good accomplished in sending out young men and women well prepared to earn a competence is inestimable. — (The Schools of Indiana, pp. 171, 172.) EDUCATION OF SOLDIERS’ ORPHANS. The Indiana Soldiers’ Home, (established just after the close of the war for the care of disabled soldiers, afterwards taking in also sailors and the orphans of these and of soldiers,) is now devoted entirely to the care and education of the orphans. There are in the home 250 children between the ages of 6 and 15 years, who are provided for at the expense of the State and receive a good common school education. — (The Schools of Indiana, pp. 174, 175.) INDIANA 107 EDUCATIONAL CONVENTIONS. STATE TEACHERS’ ASSOCIATION. The Indiana State Teachers’ Association was organized at Indianapolis, in December, 1854, on which occasion addresses were delivered by Horace Mann and other eminent educators. The enrolment was 178, representing 33 counties. Up to 1859 the sessions were biennial ; after that, annual. The ai tendance has ranged from 40 to 482 members. The establishment of this association was the dawn of a new era in education in the State. Teachers were aroused and energized. All the advanced movements of the State were here discussed and encouraged, and in many cases directed by the associa¬ tion, not a few originating with it. Institutes, the normal school, the Journal, reform school, colored schools, superintendency in county, city, and State, taxation, school archir.ecture, and almost all possible phases of professional work here received atten¬ tion and some their chief impulse. — (The Schools of Indiana, pp. 118, 119.) COUNTY teachers’ INSTITUTES. The institute is an outgrowth of the association. It is professional and technical, while the association is discursive and legislative. The first institute held in the State is believed to have been the one held in Lagrange County in 1846 and presided over by Prof. Rufus Patch. It was attended by 30 members. This was the seed corn of institutes in Indiana, and Mr. Patch brought it from the East. The Northern Indiana Teachers’ Institute held its first session in 1849, about 125 teachers being in attendance. A permanent organization was effected in 1851. In 1853 the name of the organization was changed to the Northern Indiana and Southern Michigan Teachers’ Institute. During the next ten years much valuable work was done by this and other voluntary associations of teachers. Among other efforts the State association of the years 1860 to 1864 appointed an institute committee for each congressional district, whose duty it was to hold an institute in each county in the district and report the result to the next session of the association. Until 1865 all this work was voluntary ; there was no law requiring the holding of institutes, nor was money appropriated for the purpose. In 1865 a law was passed requiring one to be held in each county at least once a year, and making a small appropriation from the county treasury in aid of them. When attended by 20 teachers, or persons pre¬ paring to become such, each institute was allowed $35 ; when 40 were in attend¬ ance, $50 were given. This was the opening of the institute period in Indiana. The first year after the passage of the law 58 counties held institutes, with an aggre¬ gate attendance of 3,533. The result was in all parts of the State increased efficiency among teachers as well as a quickening of educational sentiment. They produced, in the opinion of the State superintendent of that period, Mr. Hoss, both larger and better results in proportion to cost than any other agency in the system. — (Schools of Indiana, pp. 120, 122.) TOWNSHIP INSTITUTES. Township institutes, like the county gatherings, were at first voluntary efforts. They were first held in 1866, and, continuing to grow in favor and strength, the legis¬ lature, in 1873, required them by law to be held at least one Saturday in each month during which the public schools are in progress. — (Schools of Indiana, pp. 122, 123.) STATE INSTITUTES. A state institute was first held in 1865, continuing three weeks, with an aggregate attendance of 131. During the three years following, tour similar meetings were held in the four quarters of the State, the attendance aggregating 1,469 teachers. The in¬ stitutes were under the management of a State central committee, appointed by the State Teachers’ Association. In 1873 the State board of education held institutes sim¬ ilar to the above. — (Schools of Indiana, p. 123.) COLLEGIATE ASSOCIATION. In response to a circular sent them by State Superintendent Hoss, the various college faculties of the State met in conjunction with the State Teachers’ Association in 1867 and organized a collegiate association, electing Dr. Cyrus Nutt, of the State university, president. The association held annual meetings from that time until December, 1874, but it never accomplished the work contemplated in its organization, for the reason that college faculties never engaged with any heartiness in its plans. It was, there¬ fore, in 1874, merged in the general association. — (The Schools of Indiana, pp. 119, 120.) OBITUARY RECORD. HON. JOHN PURDUE. John Purdue, benefactor of Purdue University, was born in Pennsylvania, in 1804. At an early age he moved to Ohio, and for several years spent his winters in teaching. 108 REPOET OF THE COMMISSIONER OF EDUCATION. He then removed to Lafayette, Indiana, to engage in trade, and for nearly forty years was connected with important bnsiness enterprises in that thriving city. He soon amassed a large fortune and was honored with the appointment of county judge. When the question of the erection of the State agricultural college, endowed by Con¬ gress, was before the general assembly of Indiana, Judge Purdue offered to give $150,000, to be paid in ten equal annual instalments, and to secure the donation of 100 acres of suit¬ able laud, on condition that the institution should be located at Lafayette and bear the title of Purdue University. This proposition being accepted, the college was opened under that name in September, 1874, Judge Purdue was connected with it first as trustee and next as advisory trustee until his death, which occurred September 14, 1876, the first day of the third college year, and the first under the administration of President White. He visited the college in the morning of that day, expressing much gratifica¬ tion at the large increase of the number of students; then, returning to his home, died suddenly, probably of heart disease. He was never married, and left no will, but has built himself an ample monument in the institution which bears his name. — (Paper by President E. E. White.) PROF. THOMAS OLCOTT. This gentleman, one of the veteran teachers of the State, died suddenly at his home in North Vernon, on the 19th of September, 1876, aged 52. Born in the State in 1824, he made the most of slender early advantages, began to teach at the age of 18, fol¬ lowed the profession for 34 years, rose from district and private schools to a professor¬ ship in Moore’s Hill College and the principalship of several important city schools, and ever made teaching the delight of his life. — (Indiana School Journal, October, lft76, p. 482.) PROF. HERBERT E. COPELAND. Born at Stony Creek, Mich., May 7, 1849, this brilliant youth prepared for college in the high school at Ypsilanti, and in 1868 entered the University of Wisconsin. He here received from Professor Chadbourne a bent in the direction of natural history and botany, and thenceforth gave his mind largely to these studies. Drawn in 1870 to Cornell University by the advantages for scientific study offered there, he graduated with high honor in 1872 and took charge of Eavenswood Academy, near Chicago. He went thence to the State Normal School of Wisconsin, at Whitewater, as professor of natural history in 1873, resigned in 1875 to take charge of the same work in the schools of Indianapolis, and continued there till his death, December 12, 1876. He discovered one of the most beautiful of our river fishes, published many interesting papers on his favorite sciences, and incurred his death at last in his eager pursuit of these. — (Indiana School Journal, January, 1877, pp. 38-40.) LIST OP SCHOOL OFFICIALS IN INDIANA. Hon. James H. Smart, State superintendent of public instruction, ex officio president. [Second term, 1877-’79.] STATE BOARD OF EDUCATION. Members. Post-office. His excellency James J). Williams, governor . . Indianapolis. Indianapolis. Bloomington. Lafayette. Terre Haute. Hon. James H. Smart, State superintendent of public instruction . . . Hev. Lemuel Moss, D. D., president of State University . . . . . . Hon. Emerson E. W^bite, president of Purdue U Diversity ........... ....... _ William A. Jones, president of State Normal School . George P. Brown, superintendent of Indianapolis public schools _ Indianapolis. Evansville. John M. Bloss, superintendent of Evansville public schools . . . . . J ohn S. Irwin , superintendent of Fort W^ ayne public schools . . . . Fort Wayne. COUNTY SUPERINTENDENTS. [Term expires June, 1877.J County. Superintendent. Post-office. Adfl.TTlH _ .. _ William M. Walters _ _ _ _ _ _ Decatur. Fort Wayne. Columbus. Fowler. Hartford City. Jamestown. Nashville. Burlington. Logansport. Charlestown. Martz. Frankfort. All Pin _ - _ _ J eremiah Hillegass . . . "Rnrtholompw _ _ _ John M. Wallace _ ’Rp'nfnTi H. F. HpatiOn . _ 'Rlwr.Vtord _ J. H. McEldowney _ _ _ _ _ _ _ Boone .................... _ _ _ D. H. Heckathorn . Brnwn _ John M. McGee . . . .......... Carroll. . . . . . Thomas H. Britton . Harry G. Wilson ...... .............. ...... fllnrV . - _ A. C. Goodwin. . . . . . . ....... Clav . Allen B. Julian . . . Clinton . Harrison Kohler . INDIANA. 109 List of school offlcials in Indiana — Continued. County. Superintendent. J. W. C. Springstun . Edward C. Trimble . T'?'»rwi»n Harvey B. Hill . Pecntnr James L. Carr . . . James A. Barns . 0. M. Todd . : E. R. Brundick . David Moury . J. S. Gamble" . Isaac Miller . . . W. S. Moffett . C. R. Cory . Enoch Myers . W. T. Stiiwell . Thomas D. Sharp . Samuel W. Axtell . A. P. Howe . . . W. P. Smith . Daniel F. Lemmon . . James A. C. Dobson . George W. Hufford . Milton Garrigus . F. M. Huff . A. J. McCune . . J. H. Snoddy . Simeon K. Bell . George C. Monroe . John Carney . John H. Martin . Elisha B. Milam . W. L. Matthews . S. D. Crane . James M. McAfee . W. A. Hosmer . W. B. Chrisler . . Mfl.disnn _ _ _ Robert I. Hamilton . . . TVTnrinn _ _ _ _ _ _ Lea P. Harlan . Marshall . W. E. Bailey . Martin .... _ _ William C. Hayes . . . . Miami _ _ _ W. Steele Ewinp' _ _ _ _ Monroe . M. M. Campbell . Montgomery . John G. Overton . , . Morgan _ _ _ R. V. Marshall . . . Newton . David S. Pence . Noble . Henry G. Zimmerm.an . . . Ohio . . . John H. Pate . Orange . James L. Noblitt . Owen . William R. Williams . Parke . Oliver Bulion . . Perry . Theo. Courcier . Pike . . T. C. Milburn . Porter . J. McFetrich . Posey . - . James B. Campbell _ _ _ _ _ Pulaski . . R. L. Marsh man _ _ _ Putnam . L. A. Stock well _ Randolph . Daniel Lesley . Ripley . Samuel B. Daubenheyer . . . .. Rush . A. E. Thompson _ Scott . Allen H. Whitset _ Shelby . Squire L. M.ajor _ _ _ _ Spencer . John Wvttenba.ch _ _ _ Starke . Oliver Musselma.n _ _ _ _ St. Joseph . . . . . F. A. Norton . . Steuben . Cyrps Cline . Sullivan . James A. Marlow . . . Switzerland . Robert S. Northcott . . . . Tippecanoe . W. H. Caulkins . . . Tipton . B. M. Blmint . . Union . . L. M. Crist . Vanderburgh . . Frank P. Conn . Vermillion . William L. Little . . . Vigo . . John Royse . . . Wabash’’ . . . . Macy Good . . . . Warren . . . AlnnTjn Nebeker _ _ W arrick . . C. W. Armstrong . . . Washington . . •Tames M, (Taress _ _ _ Wayne . . •T, C. Ma.epberson _ Weils . . . S. S. Roth . White . . . . William Irelan . . _ Whitley . . A lex. J, Douglass _ _ . Washington. Aurora. Adams. W aterloo. Muncie. Hantingburgh. Goshen. Conners ville. Greenville. Covington. Brookville. Kevranna. Fort Branch. Marion. Bloomfield. Westfield. Greenfield. Corydon. Brownsburgh. Spiceland. Kokomo. Warren. Medora. Remington. Portland. Saluda. Vernon. Franklin. Vincennes. Warsaw. Lagrange. Crown Point. Laporte. Bedford. Anderson. Indianapolis. Plymouth. Loogootee. Peru. Bloomington. Crawfordsville. Martinsville. Kentland. Ligonier. Rising Sun. Chamhersburg. Patricksburg. Bellmore. Mount Pleasant. Winslow. Valparaiso. Mount Vernon. Winamac. Cloverdale. Union City. Titusville. Rushville. Jefferson County. Shelbyville. Rock port. Knox. Mishawaka. Angola. Sullivan. Vevay. Lafayette. Tipton. Liberty. Evansville. Newport. Terre Haute. Wabash. Williamsport. Boonville. Salem. Richmond. Blufifton. Burnett’s Creek. Columbia City. 110 REPORT OF THE COMMISSIONER OF EDUCATION, IOWA. STATISTICAL SUMMARY. lb74-’75. 1875-’76. Increase. Decrease. POPULATION AND ATTENDANCE. Children of school age, (5-21) . 533, 903 553, 920 20, 017 66, 740 69, 334 2, 594 Number over 16, (estimated) . 125, 450 130,112 4, 662 Number between 6 and 16, (estimated ; . 341,713 354, 424 12,711 Number enrolled in public schools.... 384, 012 398, 825 - 14,813 Number in average attendance. ...... 225, 415 229, 315 3, 900 TEACHEES AND TEACHERS’ PAY. Number of male teachers . 6,500 6, 830 330 Number of female teachers . . 11,645 12, 222 577 18, 115 19, 052 907 Average monthly pay of males . |36 68 $47 27- $10 59 Average monthly pay of females . 28 34 28 09 $0 25 SCHOOLS AND SCHOOL-HOUSES. Ungraded public schools. _ _ 9, 203 Graded schools _ _ _ ... _ _ _ 407 Private schools _ _ _ _ _ 131 School-houses . . . . . . .... 9,528 Value of sites, buildings, and other $8,617,956 $9, 516, 725 $898, 769 property. INCOME AND EXPENDITURE. Receipts. From local taxes _ _ ...... .. 4, 226, 976 4, 605, 540 378, 564 From permanent fund and rents . 318, 997 268, 520 $50, 477 From other sources . 489, 525 513, 464 23, 939 Total receipts . 5, 035, 498 5, 387, 524 352, 026 Expenditures. For sites, buildings, and furniture.... 1, 087, 983 891,945 196, 038 For libraries and apparatus . . . 21,701 35, 545 8, 844 For salaries of superintendents and 2, 598, 440 2, 784, 099 185, 659 teachers. For fuel, light, rent, and repairs . 892, 625 576, 993 315, 632 Total expenditure _ _ _ 4, 605, 749 4, 288, 582 317, 167 EXPENDITURE PER CAPITA — Of school population _ _ 6 75 6 06 69 Of pupils enrolled . . . . . 9 38 8 42 96 Of avera,ge attend a, nee . . . 15 99 14 65 1 34 Of children between 6 and 16 . 10 53 9 48 1 05 (From report of State Superintendent Abernethy for 1874 and 1875, with returns made- by him and by State Superintendent C. W. Von Coelln for 1874-’75 and 1875-76.) IOWA. Ill HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. In the last report of State Snperiotendent Alonzo Abernethy, for the years 1873-74 and 1874-75, an account is given of the progress of the State school system from its beginning to the date of the report. From this, in great part, is condensed the follow¬ ing abstract of the history, with such assistance from successive State reports as could be had. LEGISLATION TOUCHING THE GENERAL SYSTEM. The ordinance of 1787 determined for Iowa, as for other States formed from new territory of the Government, that, “knowledge being necessary to good government, schools and the means of education should be forever encouraged.” Accordingly, its first legislative assembly, while it was yet a Territory, enacted, January 1, 1839, a law providing for the formation of school districts, the establishment of schools, and the levying of taxes for support of them. The schools provided for were to be “ open and free for every class of white citizens between the ages of 5 and 21,” and were to be maintained for at least three months each year. The districts formed under this law were to be governed each by a board of three trustees, whose duties were to examine and employ teachers, superintend the schools, and collect and disburse the taxes levied for their maintenance. The territory for which this incipient school system was de¬ signed (embracing not only what is now called Iowa, but also what has since become the State of Minnesota) stretched over a space of 138,576 square miles, and had, through¬ out this whole vast region, larger than Great Britain and Ireland both, only 7,500 white persons of school age. The difficulty of making any school law bear effectively on so dispersed and sparse a population may be readily perceived. Yet, the next year, when the census marshals were around, collecting statistics for the Government of the United States, they found 63 primary and common schools with 1,500 scholars, besides an academy with 25. In January, 1841, with a view to further improvement of the schools, a territorial superintendent of instruction was provided for, to be appointed by the governor and to hold office for three years, receiving $250 annual salary. The gentleman appointed to the place reported in December an increasing interest in schools and the school law ; but his office was so greatly in advance of the region and the time that it was abolished in little more than a year after its origination, and district inspectors were directed to report annually to the clerk of the county commissioners the condition of the schools. This proved a death blow to the publication of school statistics. The superintendent had argued earnestly for a system of education that should be public, not in name only, but in the full sense of the word; one that should make the schools free the year round to every child. But so little were his counsels heeded that, by a later territorial enactment, the date of which is not at hand, the rule that the schools should be free was altered, and rate bills on parents sending to them were al¬ lowed to be assessed when the funds obtained from taxes were insufficient to maintain the school for a three-months’ term or more. In 1846 Iowa came into the Union as a State shorn of almost half her dimensions as a Territory, but with a population of 100,000, of whom 20,000 were of school age, in about 400 organized school districts. The constitution under which she was admitted required the general assembly to provide for a system of schools, by which a school should be sustained in each school district at least three months in every year ; for the election, by the people, of a superintendent of public instruction, to hold office for three years; and for the encouragement, by all suitable means, of intellectual, scientific, and agricultural improvement. Under this constitution four successive State superintend¬ ents were elected, and the number of school districts and of schools connected with them rapidly increased, reaching 1,000 in 1849; the next year, 1,200; and at the end of six succeeding years, 3,265. By that time the inconveniences and disadvantages of these minute subdivisions of the State began to be perceived and urged by the best educators, and, heeding this, the general assembly passed, March 12, 1858, a revised school law. This made each township a school district and each district already organized a subdistrict, and provided that each incorporated town or city of not less than 1,000 inhabitants, with so much territory as might be annexed for school purposes, should be a separate school district. This law took effect within eight days, and at once reduced the number of districts from about 3,500 to 900, the former number, how¬ ever, remaining as subdistricts. By the same law a county superintendency was created, and by a happy balancing of accounts it was found the next year that the reduction in the number of school districts had saved, in the item of compensation to district officers, more than enough to pay the salaries of the county superintendents. By a new State constitution, adopted in September, 1857, provision had been made for a State board of education, to have general charge of the school system, with power to make all needful laws and regulations in respect to common schools, except such as 112 EEPOET OF THE COMMISSIONEE OF EDUCATION. looked to the levying of taxes and making appropriations of money. The hoard was to consist of the governor, lieutenant-governor, and one member from each judicial district in the State; the lieutenant-governor being president. Its members were elected October 12, 1858. At its first session, in December of that year, it exercised in full the powers committed to it, enacting laws for a system of common schools ; for the government of the State university ; for the abolition of the office of State super¬ intendent of instruction and the election of a secretary to itself, who should perform the duties of superintendent ; for the creation of separate school districts in towns and cities, and for the retention of the reading of the Bible in the schools. At its second session, in December, 1859, amendments were made to some of the laws enacted at the previous meeting, and acts were passed providing for appeals and for encouragement of teachers’ institutes. At its third session, besides further amendments to preceding acts, it passed new ones creating a State board of examiners and authorizing the teaching of German in any school district on the vote of the electors in favor of it. This was the last act of the board, the general assembly having, by an act passed March 31, 1862, deferred to June, 1864, the time for its next meeting, and, in the early spring of that year, voted it out of existence, in accordance with a clause in the consti¬ tution permitting such action after 1863. The objection to it seemed to he its large legislative powers and action. On the same date with the abolition of the hoard the office of State superintendent was re-created, and has been continued to the present time. LEGISLATION TOUCHING PORTIONS OF THE SYSTEM. As early as 1848 the subject of graded schools received attention. Superintendent Benton, in his report of that year, recommended the creation of different departments in which the several grades of studies should be pursued, and in a new school law adopted January, 1849, permission was given to the electors in the districts to determine at their annual meetings whether schools above the primary grade should be established. The law of March 12, 1858, contained substantially the same provision, and in the amend¬ ment of this law by the board of education in December of that year, the following wording, which is still continued, was adopted: “ The board of directors may establish graded or union schools wherever they may be necessary.” But, large as was the liberty thus given, the formation of such schools proceeded slowly. During the almost twenty years from the passage of the law authorizing union schools to the collection of the first statistics regarding them, in October, 1868, only 212 had been established. In 1871 there were 289 ; and in 1875 appear 407. Most of the villages and larger towns MOW have them, and all schools in which more than one teacher is employed are graded. The same wave of progress which brought the graded school system on its crest brought permission for county high schools also. Superintendent Fisher, in his report for 1857, had recommended the establishment of these as a means of training teach¬ ers for the lower schools, as well as for the usual secondary training. In the law of March 12, 1858, the recommendation bore its fruit, a provision being embodied allowing the board of presidents of school districts in any county to determine whether such a school should be established, and, if it were thought best to do so, requiring the board to elect 9 persons, who, with the county superintendent, should constitute a board of high school trustees, with power to lease or erect a building, provide books and apparatus, prescribe studies, engage teachers, and draw from the county treasury $3,000 annually for six years, and afterward $1,000 annually, for the purpose of establishing and maintaining the school. One such school was at once established under the law ; but the plan appears to have been too far in advance of public sentiment and to have threatened too heavy a draught upon the public purse to meet with general favor ; and at the revision of the law by the board of education in December of the same year, the clauses relating to county high schools were omitted. The matter was revived, however, in 1870, and on April 30 of that year a bill providing that any county with a population of 2,000 or more might establish a county high school for the purposes above indicated became a law. With slight modification it still remains such, but only one county is known to have availed itself of it. By act of the State board of education, December 20, 1861, a State board of exam¬ iners was created for the examination of school teachers who desired a license to teach in any of the public schools throughout the State, without further proof of their qualifications, such licenses to be perpetual unless revoked for cause. The board, con¬ sisting of the faculty of the State University, with the professor of the normal depart¬ ment as chairman, held annual examinations from June, 1862, till 1873, when it was legally relieved from further duty. During its existence it granted State certificates to 9 out of 17 applicants, besides graduates of the normal department of the university and a few persons holding first grade State certificates from other States. ADMINISTRATION OF THE SYSTEM. Asrespects the State at large, the school system has been administered by the following persons, besides Dr. William Eeynolds, who served as territorial superintendent from January, 1841, to February 17, 1842, when the office was abolished : IOWA. 113 Under the first State constitution, as State superintendents of public instruction, came in succession (1) James Harlan, from April, 1847, to April, 1848, he then retiring because of a decision that the law creating the superintendency had not taken full effect at the time of his election; (2) Thomas H. Benton, jr., from May 23, 1848, to June 7, 1854, two successive terms of three years, and until his successor was chosen and qualified ; (3) James D. Eads, from June 7, 1854, to March 3, 1857, when he was suspended from office for mismanagement of school funds; (4) Joseph C. Stone, by appointment to fill the remaining month of Mr. Eads’s term, and to attend to duty till his successor was chosen and qualified, March 3, 1857, to June 9 of the same year; (5) Maturin L. Fisher, from June 9, 1857, to the abolition of the State superintendency by act of the State board of education in December, 1858. Under the second State constitution came as secretaries or acting secretaries of the State board of education, serving as State superintendents, (1) Thomas H. Benton, jr., former superintendent, secretary from January 14, 1859, to some period in 1863, when he went into the war at the South as colonel of the Twenty-ninth Iowa Infantry ; (2) H. A. Wiltse, acting secretary for a portion of the year 1863 ; (3) Oran Faville, ex- lieutenant governor, acting secretary till the close of 1883, and then secretary till March 23, 1864, when the board of education was abolished. Under the same constitution, as State superintendents, were (1) Oran Faville, by election of the general assembly, from March 28, 1864, to January 1, 1866; then, by election of the people, to March 1, 1867, when he was compelled by sickness to resign. (2) D. Franklin Wells, by appointment of the governor, from March 9, 1867, to Janu¬ ary 1, 1868, the remaining portion of Governor Faville’s term ; then, by election of the people till his death, November 24, 1868. (3) Abraham S. Kissell, by appointment of the governor, from January 28, 1869, to the close of Mr. Wells’s term, with a second term by election of the people, from January 1, 1870, to January 1, 1872. (4) Alonzo Abernethy, by election of the people, for three successive terms, from January 1, 1872, to the autumn of 1876, resigning in the midst of his third term to take the presidency of the University of Chicago, III.* (5) C. W. Vcn Ccelin, the present incumbent, first by appointment and afterward by election, for the remainder of Colonel Abernethy ’s term. Eleven different persons have thus held the office, and three of them for three separate times. As respects minor divisions of the State, there has been in the counties supervision by county superintendents since April, 1858, the superintendents being elected biennially by the people. Under a law enacted by the general assembly March 12, 1858, the du¬ ties of these officers were to examine and license teachers, to visit and inspect schools, to examine plans for new school buildings and modify the same when necessary, to hold meetings of the presidents of school districts, and to make annual report to the State superintendent. Under a modification of this law passed December 24, 1859, by the board of education, these superintendents were relieved of the duty of visiting and inspecting schools ; but this was again imposed by act of the general assembly, April 1, 1864, and continues to the present time, the visits being required to be at least once in each term to each State school in the county and to cover at least half a day each time. In the districts the supervision has been and is by boards of directors, who, with a general management of the schools of their respective districts, have it as their duty to visit these at their discretion, aiding the teachers in the enforcement of due discipline and seeing that they make correct reports. ELEMENTARY INSTRUCTION. THE PUBLIC SCIIOOLS. The report of the State superintendent in Iowa is presented at the biennial sessions of the legislature, and the next session being set for January, 1878, no full account of school affairs for 1875-’76 and 1876-’77 can be expected till that time. The statistical summary at the head of this abstract contains, therefore, the total information avail¬ able for 1875-’76 in relation to public schools, except what comes meanwhile from city school boards. KINDERGARTEN. A Kindergarten school at Cedar Rapids is reported by its principal. Miss J. E. Shelton, to have been organized in 1876, and to have secured an attendance of 50 children, * The Common School, published at Davenport, Iowa, says in its issue for August, 1876 ; ‘‘Mr. Aber- nethy’s administration has been one of the most successful in the history of public instruction in the State. Progress, animating and salutary, has taken place. Measures have been adopted and securely put in practice, normal institutes and the State normal school at Cedar Falls, for examples, which must reflect great credit on the officer under whose superintendence they were enacted. These measures, of course, did not all originate with Mr. Abernethy ; but he is especially to be commended for his prudence and tact in securing the requisite legislation on the part of the general assembly. And it was his persua¬ sive, gentlemanly manners, always supported by a convincing honesty of purpose, which chiefly characterized his management as superintendent, while his legal opinions and decisions on questions submitted to him on all matters relating to school management were generally regarded as correct and just.” 8 E 114 KEPORT OF THE COMMISSIONER OF EDUCATION. taught by the principal and 3 assistants. Pupils are admitted from 3 to 8 years of age and are kept at their occupations 3 hours daily. A marked development in respect to perception, comparison, judgment, and memory is reported as resulting from the first year’s training. The muscles of the arms and hands are also said to he strengthened by the exercises and made more ready servants of the will. — (Return to Bureau of Edu¬ cation for 1876 ) CITY SCHOOL SYSTEMS. CHARITON. Officers. — A board of directors of 6 members holding office 3 years, 2 going out each year, and a city superintendent of schools, who is also principal. Statistics. — Enrolment in public schools during the year 1875-’76 : girls, 354 ; boys, 322; total, 676. Average enrolment per month, 496 ; percentage of attendance for the year, 91 ; percentage of punctuality, 99.2. EemarJcs. — The schools are graded as primary, intermediate, grammar, and high, the last including in its course of 3 years the higher English branches and Latin. There were 71 pupils in attendance during the year, under 2 teachers. — (Manual of Public Schools, 1875-76.) DAVENPORT. Officers. — A board of directors of 6 members holding office 3 years, 2 going out each year, and a city superintendent elected by the board. Statistics. — Population of city, 24,000 >, children of school age, 5-21, (census of 1875,) 8,280 ; enrolment in schools, 4,284 ; average number belonging, 3,233; average attend¬ ance, 2,924. School buildings, 11 ; school rooms, 77 ; sittings, 4,056. Teachers of En¬ glish branches, 77 ; of German, 12 ; of penmanship, 2 ; of drawing, 1. Pay of teachers, $300 to $1,500. EemarJcs. — The schools are graded into primary, intermediate, grammar, and high, the latter school having a normal department, from which there were 10 graduates during the year, while in the classical and scientific courses, out of an enrolment of 211, there were graduated 18. The grammar schools during the year sent to the high school 112 pupils, a gain of 29 over last year. The course in drawing has received special attention, resulting in marked improve¬ ment in some departments. The work in penmanship has been improved by it and is in good condition, while the instruction in German is said to be no longer an experi¬ ment but a success. — (Annual report of independent school district of Davenport, 1875-76.) W'EST DES MOINES. Officers. — A board of education of 6 members, who hold office 3 years, one-third being changed each year. Its officers are a president, secretary, treasurer, and city superintendent of instruction. Statistics. — The population of the West Side is nearly 12,000. Children between 5 and 21 years of age, (in 1875,) 3,191. Pupils enrolled in public schools in 1875, 1,831 ; in 1876, 1,924. Average daily attendance in 1875, 1,097 ; in 1876, 1,245. Average of pupils to a teacher, 57 in 1875, 53 in 1876. Schools, 29 ; seats for pupils, 1,955. Teach¬ ers : men, 3 ; women, 29 ; total, 32. Cost of tuition per capita on number enrolled, $11.42 ; on enumeration, $6.88. EemarJcs. — The schools are graded as primary, grammar, and high, each grade occu¬ pying 4 years. Music and drawing are taught throughout the course. In the high school there was an enrolment of 124 pupils, of whom 54 were boys and 70 girls, and 15 graduates in the summer of 1876, of whom 8 were girls and 7 boys. The course in¬ cludes Latin. The year 1875 -76 was a prosioerous one for the schools ; the teachers labored with renewed interest and the attendance has fully kept pace with the rapid increase of population. — (Report of West Des Moines public schools, 1875-76, J. H. Thompson, esq., superintendent.) OTHER CITIES. For the statistics of the school systems of other cities of the State see their returns in Table II of the appendix of this volume, TRAINING OF TEACHERS. NORMAL SCHOOLS. TJie Iowa State Normal ScJiool, at Cedar Falls, was organized in 1876, and had an en¬ rolment during that year, in its normal department, of 96 students — 27 men and 69 women — and in other studies of 10, making altogether 106 pupils. There are 3 courses of study, an elementary course, requiring 2 years; a scientific course, embrac¬ ing 2 additional years ; and a 2 years’ course in languages, which is elective, and may take the place of the scientific course. Tuition is free in the normal department. — (Circular and return, 1877.) IOWA. 115 Eastern Iowa Normal School, Grandview, was organized in 1874 by a corporation un¬ der State authority, but the State exercises no control over it and gives it no support. The annual charge for tuition is $28 without the classics and $34 with them. There are normal, scientific, and business courses of study, the first requiring 4 years for completion. Number of students in normal department in 1877 : men, 47 ; women, 59 ; total, 106. — (Catalogue, 1875-’76, and return, 1877.) The State University has an optional course in didactics for such academical seniors as propose to engage in teaching, and for such special students as may be prepared for it. The normal department of Whittier College, Salem, has for its object the preparation of young men and women for teaching successfully in high schools and academies. There were 77 pupils in attendance. — (Catalogue, 1875-76.) Normal departments also exist in connection with Algona, Amity, Iowa, Cornell, Oska- loosa, and Tabor Colleges. Normal institutes, for the specific preparation of those who desire to teach in the pub¬ lic schools and for fuller training of those already teaching, are held in each county by the county superintendent with such assistance as may be necessary. The course of study presented for these institutes in a syllabus prepared by Superintendent Aber- nethy embraces a well digested series of important themes the consideration of which can hardly fail to be improving. SCHOOL JOURNAL. The Common School, a useful monthly, was continued during 1876, under the experi¬ enced editorship of Prof. W. E. Crosby, with able helpers, and did good service. It was merged in the beginning of 1877 in the New-England Journal of Education, and will be missed in Iowa and at the Bureau. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Although the law provides for the establishment of schools of this class, their exist¬ ence has thus far been limited almost wholly to the cities and chief towns. In the absence of a State report for 1875-’76, we have official information of only 3 such, in Chariton, Davenport, and West Des Moines, the enrolment of pupils in the 3 reach¬ ing, for that year, 418. The course of study in Chariton covers 3 years; in the others, 4. Latin is included in the studies of all the 3. In Davenport there is a choice between it and German. In West Des Moines the committee on examinations says : “ In geology, outlines are written on the board and rocks are inspected. Practical experiments are given daily in natural philosophy. In chemistry * * a portion of each day is spent in analyzing such substances as bone, soil, «&.c.” — (Reports of board of education.) The Osceola Sentinel of December 28, 1876, reports in the high school of that city an enrolment of 45 pupils, of whom 10 were in the senior class. PRIVATE SECONDARY SCHOOLS. In 1 school for boys, 4 for girls, and 36 for both sexes, 41 in all, outside of the public school system, there have been reported to this Bureau 5,291 pupils, under 162 teachers. Of these 397 are in classical studies, 340 in modern languages, 224 preparing for a classical course in college and 125 for a scientific course. Drawing is taught in 15 of these schools, vocal music in 21, and instrumental music in the same number. Chem¬ ical laboratories are reported by 7, philosophical apparatus by 10, and libraries of 9 to 6,000 volumes by 16, the aggregate number of volumes in the 16 libraries being 10,336. — (Returns to Bureau of Education for 1876.) PREPARATORY SCHOOLS AND DEPARTMENTS. Two preparatory schools, with 8 teachers and 17 pupils, report themselves for 1876. Of the pupils, 14 were preparing for a classical course in college and 3 for a scientific course. Both institutions have chemical and philosophical apparatus and libraries aggregating 7,707 volumes. Seventeen preparatory departments of colleges report, for the same year, 35 teachers, with 2,348 pupils, of whom 265 were preparing for a classical and 261 for a scientific course.— (Returns to Bureau of Education.) BUSINESS COLLEGES. Eight of these institutions, with 22 teachers and 1,674 pupils, report their statistics for 1876, showing 2 pupils in phonography, 7 in telegraphy, but none in either German, French, or Spanish. Six of these schools teach common English and commercial cor¬ respondence ; 7, penmanship; 7, book-keeping; 3, banking; 7, commercial law; 1, political economy; 1, life insurance; 1, phonography, and 3, telegraphy. Two have libraries, 1 of them containing 82 volumes, the other 250.— (Returns to Bureau of Edu- catiou.) 116 REPORT OF THE COMMISSIONER OF EDUCATION. SUPERIOR INSTRUCTION. STATE UNIVERSITY. The university comprises four separate departments : academic, legal, medical, and civil engineering. The programme of study in the academical department covers a period of 6 years, including a preparatory course of 2 years and the usual col¬ legiate curriculum of 4, in which there are 3 courses of study : classical, philo¬ sophical, and scientific. Students who do not wish to take a regular course may, under the direction of the faculty, select from these 3 such studies as they prefer. Provision is also made for special students who wish to pursue the single line of study taught by any professor. An optional course in didactics is offered to those academical seniors who intend to become teachers, or to any special students who may be qualified for it, the design being to prepare teachers for advanced schools. In the department of civil engineering the studies occupy 5 years, 1 of which is given to preparatory branches. In addition to a thorough training in mathematics and surveying, French, German, history, chemistry, and drawing are taught, the instruction in the latter branch embracing the fundamental principles of the science and their application to the various kinds of drawing included in the course. — (Catalogue, 1875-76.) OTHER COLLEGES. Algona College, Algona, (Methodist Episcopal,) has classical, scientific, and business courses and courses for teachers and ladies. The scientific course, as well as the classical, requires four years for its completion. A specialty is made of normal work. The business course is 1 year in length. Superior facilities are furnished for the study of music, both vocal and instrumental. F.rench, German, painting, and drawing are taught. — (Catalogue, 1875-76.) Amity College, College Springs, (non-sectarian,) offers preparatory, classical, and normal courses, the latter requiring two years for its completion. Both sexes are ad¬ mitted. — (Catalogue, 1875-77.) Cornell College, Mount Vernon, (Methodist Episcopal,) admits both sexes and num¬ bers among its faculty several women. Its courses of instruction are preparatory, classical, scientific, civil engineering, and normal. Superior facilities for obtaining a musical education are afforded ; also for thorough instruction in free hand drawing, crayon, pastel, and painting in oil and water colors. Military drill and tactics are among the branches taught. — (Catalogue, 1875-76.) Ejiiniboldt College, Humboldt, (non-sectarian,) was organized in 1869 by the Hum¬ boldt College Association for the education of youth in literature, science, and enlight¬ ened Christian morality, without regard to sex, race, or religious sect. The courses of study appear to be preparatory, classical, and English. — (Catalogue, 1875-76.) lotva Wesleyan University and German College, Mount Pleasant, (Methodist,) embraces five departments, viz : liberal arts, theology, law, pharmacy and anatomy, and technology. The department of the liberal arts embraces preparatory, classical, and scientific departments, the two last requiring four years for their completion. Both sexes are admitted. The German College, incorporated in 1873, is the theological in¬ stitution of the German Methodists. It is independent of the university in finances and control, but intimately connected with it in instruction. — (Catalogue of Iowa Wesleyan University and German College, 1875-76.) Iowa College, Grinnell, (Congregational,) offers a regular collegiate course, with classical and scientific studies, a ladies’, a normal, and a preparatory course. The scientific course has been extended to 4 years, and is now fully coordinate with the classical. Women are admitted to all the privileges of the institution, and can pur¬ sue any of the college courses, but as a majority of them do not do so a seminary course somewhat less extensive is established. Tuition is free in the collegiate de¬ partment to those whose circumstances require it. — (Catalogue, 1876-77.) OsJcaloosa College, Oskaloosa, (Christian,) has collegiate, preparatory, ladies’, Bible, normal, and commercial departments. Women are admitted to all departments. Students are not allowed to substitute the modern for the ancient languages, but it has been arranged to let the French alternate with the Latin for a part of each week during the sophomore and junior years, and in like manner the German with the Greek. It is believed that this amount of time devoted to the German and French, after a good foundation has been laid in a knowledge of Greek and Latin, will give a better under¬ standing of these modern languages than double the time spent on them without such previous preparation, and will not materially detract from proficiency in the ancient languages.— (Catalogue, 1875-76.) Farsons College, Fairfield, (Presbyterian,) embraces preparatory and collegiate de¬ partments, the latter with classical and scientific courses. The classical course extends over the usual 4 years and has the studies in its first two prescribed, while those of the junior and senior years are elective to some extent. The scientific course lasts only 3 years. The preparatory department embraces a normal course. — (Catalogue, lb75-’76.) Simpson Centenary College, Indianola, (Methodist Episcopal,) has preparatory, collegi¬ ate, and law departments, the collegiate embracing classical, scientific, and special IOWA. 117 courses. The scientific requires hut 3 years for completion. There are several optional studies in both courses. Both sexes are admitted. — (Catalogue, 1875-76.) Taior College, Tabor, (Congregational,) embraces collegiate, teachers’, preparatory, and music departments. A thorough musical education is given here, the class or con¬ servatory system being used. The regular teachers’ course requires 2 years for com¬ pletion.— (Catalogue, 1876-’77.) Uppef!' Iowa University, Fayette, (Methodist Episcopal,) includes collegiate, prepara¬ tory, English, commercial, music, and fine arts departments. The collegiate embraces classical and scientific departments, each requiring 4 years for completion. Women are admitted to all the classes and also to the faculty. — (Catalogue, 1875-’76.) Western College, Western, (United Brethren,) has collegiate, preparatory, commer¬ cial, and ladies’ departments, the former with classical and scientific courses, each re¬ quiring 4 years for completion. — (Catalogue, 1875-76.) Proposed affiliation of a college with the university. — The trustees of Griswold College, Davenport, meaning to reopen that institution in 1877, propose to the regents of the State university a plan whereby, on the graduation of students in arts and science in Griswold, the degree of A. B. or B. S. shall be conferred, on the terms established by the university professors, and after examinations, written or oral, conducted by the university faculty, or in accordance with instructions from them. Griswold would then sustain to the university the relation that the various colleges at Oxford or Cambridge, England, do to their respective universities. The proposition is evidently from the fruitful mind of Bishop Perry, and looks to a unification, much to be desired, of the whole collegiate education of the State ; for, if one college thus conforms its standard to that of the university and receives degrees for its students from that source, the other colleges must soon come into the same plan. Statistics of universities and colleges, 1876. [Names of universities and colleges. Algona College . Amity College . Central University of Iowa . Cornell College . German College . Humboldt College . Iowa College . Iowa State University . . Iowa Wesleyan University . Norwegian Luther College . Oskaloosa College . Parsons College . Penn College* . Simpson Centenary College . Tabor College . University of Des Moines* . Upper Iowa University. . . . . Western College . No. of stud’ts. l| O! 52 - I 200 o: 169 -.1 120 o; 156 1! 1' ..I 219 Property, income, &c. 52 10, 70 45, 84 100, 10! 20, 10: 60, 53!. . 167'2.7(), 126; 50, 77 120, 26| 50, 23! 26, 38| 40, 69i 40, 62i 30, 211 40, 30| 50, 1 17, 000 620, 000 55, 000 70, 000 22, 000 220, 000 54, 296 0 25, 000 25, 000 15, 000 75, 000 40, 000 35. 000 15; 000 15, 000 $2, 000 4,000 5, 000 2, 000 22, 0 ,0 4, 000 1, .500 2, 300 1, 450 5, 000 3, 000 2, 000 1,000 1,055 .?!, 300 450 3, 090 8, 000 375 2, 200 400 2, 300 1,195 4, 600 4, 000 3, 000 3, 000 3, 500 1,912 23, 000 <1 “ c600 2, 000 $20, 000 c5, 500 11,500 1,500 c6, 150 7, 000 cl, 500 3, 150 cl, 350 738 cl, 300 c400 3, 700 1,000 c3, 000 cl, 300 * From Report of Commissioner of Education for 1375. a Students unclassified. b Also $510,000 in laud, c Includes society libraries. SCIENTIFIC AND PEOFESSIONAL INSTRUCTION. AGRICULTURAL COLLEGE. The courses of study offered here are agricultural, mechanical, engineering, civil engineering, normal, military, both tactics and engineering, and a course in general sci¬ ence for women. During the junior and senior years, students who wish to attain a high degree of proficiency in any branch of industrial Science or art are permitted to devote special attention to that branch, omitting other specified studies. Two kinds of man¬ ual labor are required of students, viz, uninstructive labor, which is paid for at the rate of from 4 to 9 cents an hour, and instructive labor, the compensation for which is the instruction given and the skill acquired. The theoretical study of agriculture proper occupies 2 years. Instruction in agricultural chemistry, analysis of soils, rotation of crops, care of domestic animals, etc., is given during the junior and senior years. The department of civil engineering embraces the study and practice of land surveying, in 118 REPORT OF THE COMMISSIONER OF EDUCATION. the class room and in the field, the various methods of laying out railway curves, put¬ ting in switches and side tracks and setting slope stakes, the construction of railways, canals, water works, &c., with the higher problems of engineering, such as the sta¬ bility and strength of arches, suspension bridges, etc. The department of mechanical engineering is intended to instruct men who will be skilful in inventing, designing, constructing, or managing machinery in any of the industrial pursuits. Domestic economy is taught to the young women by lectures on house furnishing, ventilation, water supply, cooking, sewing, management of help, care of the sick, training of chil¬ dren, dress, etc. — (Statement of the college for 1876.) THEOLOGY. Instruction in theology is given in the German Theological School of the Northwest, at Dubuque, (Presbyterian,) in the German College connected with Iowa Wesleyan University, (Methodist,) in Oskaloosa College, (Christian,) and in Griswold College, (Protestant Episcopal.) These courses are usually of 3 years. LAW. Law departments exist in connection with the State University, which offers a course of 1 or of 2 years at the option of the student, and in Simpson Centenary College, where the course is completed in 1 year, students being received without examination. — (Catalogues, 1875-’76, and returns, 1877.) MEDICINE. The College of Fhysicians and Surgeons, at Keokuk, chartered in 1849, has given instruction to over 4,000 students and has graduated over 800. The college building is large, centrally located, and well adapted to its purpose. Its 2 lecture halls will each comfortably seat over 300 students. The course of instruction requires 3 years for completion. — (Circular and catalogue, 1876.) The medical department of the State University also offers a three years’ course of in¬ struction, with special clinical advantages in the university hospital, located within two blocks of the university, and at which from 400 to 500 cases of disease are exhib¬ ited to students during one year. An abundant supply of dissecting material is afforded. Both sexes are admitted. — (Catalogue, 1875-’76, and return, 1877.) A department of pharmacy and anatomy is connected with the Iowa Wesleyan University. — (Catalogue, 1876-76.) Statistics of schools for scientific and professional instruction, 1876. Schools for professional instruction. Property, income, &c. § o y ^ f>i.a AT oine.a. _ . _ E S. Burrus . . Burlington. DifikiTiaon _ _ H. C. Crary . . . Milford. DllllTlfJ^TIft . . . N. W. Boyes . . . Bubuque. Tilmmpt, . . ... _ Frank Bavey . . . . . Estherville. TTayette _ G. A. Mathews . . . AVest Union. Floyd . Mrs. Helen E. Buncan . . Charles City. Franklin . L. B. Eaymond . . . Hampton. IOWA. 121 List of school officials in Iowa — Continued. County. Superintendent. L. S. McCoy . . Henry . J. W, Palm . . . Tria, . . T. S. Snell . T ITVn Mahaska . . . J. W. Johnson . . Marion . . . . Aaron Vetter . Marshall . . Miss Abbie Gifford . Mills . i . . Frank E. Stephens . . . . Mitchell _ - . - . George D. Pattengill . . . Monona, . . . . Rev. C. N. Lyman . . Monroe _ _ James M. Porter. . . . Montgomery . . William P. Pattison . . . Mnacatine . . . . R. W. Leverich . . . . O’Brien . . . . Asahel B. Chrysler . . Osceola . . . . C. L. Gurney . . Pa.jTft . . . . Elijah Miller . . . Pah) Alto . John C. Bennett . . . Plymouth. . . Floyd B. Sibley . . Pocahontas . . J. F. Clark . Polk . . Robert S. Hughes . Pottawattaniie . . F. C. Childs . Poweshiek.... . W^illiam R. Akers . . . Ringgold . . W. J. W ork . . . . . . . Sac . John Dobson . Scott . Charles H. Clemmer . . . Shelby . Aaron N. Buckman . .' . Sionx . . - . . Simon Knvper . . . . . _ Story . . . . C. H. Bfliliet . . . Tama . H. A. Brown . . . . Taylor . J. B. Owen s . . . . . . Union . . Mi ss J. E. TiC.ster _ _ _ _ _ Van Buren . John W. Rowley _ _ _ . . _ _ Wapello . . . Cla,y Wood _ _ _ _ _ _ _ Warren . . Miss E. S. Cooke _ _ _ _ Washington . Miss Mary M. Jerman . Wayne . . . J. W. Walker . Webster.... . . J. A . A dams . . . . . Winnebago . W. A. Chapman _ _ _ Winneshiek . Nels. Kessey . . . Woodbury . A. R. Wright _ _ _ Worth . George H. Whitcomb _ Wright . * . : . John Q: Hanna, _ _ Post-ofl5ce. Sidney. Jefferson. G-rundy Center. Guthrie Center. Webster City. Garner. Eldora. Logan. Mt. Pleasant. Cresco. I^ora. Ida. Marengo. Maquokota. Newton. Fairfield. Iowa City. Wyoming. Sigourney. Algona. Keokuk. Mt. Vernon. Wapello. Chariton. Rock Rapids. Winterset. Oskaloosa. Knoxville. Marshalltown. Glen wood. Osage. Onawa. Albia. Red Oak. Muscatine. Primghar. Sibley. Clarinda. Emmettsburg. Lemars. Fonda. Des Moines. Council Bluffs. Malcom. Mt. Ayr. Sac City. Daveniiort. Harlan. Orange City. Nevada. Toledo. Bedford. Afton. Utica. Agency City. Indian'ola. Washington. Corydon. Ft. bodge. Lake Mills. Decorah. Sioux City. Plymouth. Goldfield. 122 EEPORT OF THE COMMISSIONER OF EDUCATION. I£AN§AS. SUMMARY OF STATISTICS. 1874-7 5. 1875-7G. POPULATION AND ATTENDANCE. Children of school age, (5-21) Enrolled in public schools.. .. Average daily attendance . . . . 199, 986 142, 606 85, 580 212, 977 147, 224 89, 896 TEACHERS AND THEIR PAY. Teachers in public schools — men - Teachers in public schools — women. .. Average monthly pay of males . Average monthly pay of females . SCHOOL DISTRICTS AND SCHOOLS. 2, 484 2, 899 $33 98 27 25 2,402 3, 174 $33 66 27 03 School districts in State . Reports from districts . School-houses . Value of these . . Graded schools with course of study . . Average school term in days . 4,560 4,280 3,715 $4, 096, 527 352 102 4, 653 4, 442 3, 881 |4, 167, 948 556 1C3. 5 INCOME AND EXPENDITURE. Beceipts. From State tax . From local tax . From permanent fund . From other sources . Total receipts . Expenditures. For sites, buildings, furniture .i .. For libraries and apparatus . For salaries of superintendents . . . For salaries of teachers . For fuel, rent, repairs, &c . Total expenditures . EXPENDITURE PER CAPITA — $121, 546 685,162 205, 257 30, 333 1, 042, 298 $118, 861 938, 542 74, 275 113, 010 1,244,688 169, 188 13, 698 34, 100 689, 907 113, 208 186, 970 20, 379 40, 990 743, 578 206, 520 1,020, 101 1,198, 437 Of population . . . Of enrolment . Of average attendance.... . . . SCHOOL FUND. Available school fund . SCHOOL PROPERTY. Value of all school property . SCHOOLS OTHER THAN PUBLIC. Pupils in private elementary schools. Pupils in private high schools . Teachers in private schools . 4 28 5 69 5 93 8 28 9 99 13 56 2, 304, 309 2, 282, 559 4, 140, 090 4, 600, 259 5, 291 1,644 351 3, 525 202 Increase. 12, 991 4, 618 4, 316 275 93 162 166 $71,421 204 1.5 $253*380' 82, 677 202, 390 17, 782 6, 681 6,890 53, 671 93, 312 178, 336 1 41 2 35 3 57 460, 169 Decrease. 8.2 ’$6*32 22 $2, 685 130 ,*982 41, 750 1,766 ”491 (Reports and returns of Hon. John Fraser, State superintendent of public instruction, for 1874-75 and 1875-76.) KANSAS. 123 HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. The following history having been kindly prepared for this report by Hon. Allen B, Lemmon, State superintendent of public instruction, no reference to other authori¬ ties than those which he had the opportunity to consult has been thought necessary. TERRITORIAL ORGANIZATION. Kansas was organized as a Territory June 30, 1854, and admitted into the Union January 29, 1861. In 1855 the first school law of the Territory was enacted. It pro¬ vided that schools, to be “open and free for every class of white citizens between the ages of 5 and 21 years,” should be established in every county. Three years later the word “ white” was stricken from the school law. At the same time it was provided concerning her free common schools that “ no sectarian instruction shall be allowed therein.” Ten'itorial superintendent. — Hon. James N. Note ware was the first territorial super¬ intendent of common schools. He was appointed by the governor and confirmed by the council February 12, 1858, and entered on the duties of his office March 1. These duties were to visit every county for the purpose of inspecting schools and awakening an interest in the cause of education ; to recommend approved text books, and, as far as practicable, secure a uniformity ofiext books throughout the Territory ; to discourage the use of sectarian books in the schools ; to open correspondence with other States and countries, and embody the information received relative to the system of common schools and its improvements in his annual report to the legislature ; to prepare for the use of school officers forms for making reports and conducting proceed¬ ings ; to cause the school laws and forms aforesaid to be printed, together with a suit¬ able index, in pamphlet form, at the expense of the Territory, and have the same dis¬ tributed among school officers ; to examine and determine appeals from the decision of district meetings or county superintendents ; to prepare each year a report to be submitted to the legislature, bearing date the last day in December ; and to apportion by the 10th day of February in each year the school money to be distributed among the counties according to the number of children of school age, (5-21,) as shown by the returns in his office for the preceding year. His compensation was |1,500 per annum, with an allowance for postage, office rent, and travelling expenses. Mr. Noteware retained the office but a few months. At the election October 4, 1858, Hon. S. W. Greer was chosen territorial superintendent. He took charge of the office the 2d day of the next December, and continued therein until January 1, 1861. County superintendents. — Th? laws of 1858 provided for the choice, at the general election each year, of a county superintendent, who should receive for his services such compensation as might be allowed by the tribunal transacting county business. His duties were, after giving bond in double the amount of all school moneys to come into his hands during the term of his office, to divide the county into school districts and to regulate and alter such districts ; to file the descriptions and numbers thereof in his office ; to receive all moneys for the use of common schools in his county ; to apportion these on the first Monday in April, in each year, to the several districts and parts of districts within the county, in proportion to the number of children of school age in each, provided that no money be apportioned to any district in which a school had not been taught by a qualified teacher for at least three months in the year preceding; to see that the annual reports of clerks of districts in his county were made correctly and in time ; to sue for and collect, in the name of his office, certain penalties and forfeitures ; to transmit between the 1st and 15th days of October, in each year, to the territorial superintendent a report in writing, bearing date on the 1st day of October ; to examine annually all candidates proposing to teach in his county, and give to each candidate found qualified a certificate, to be in force for one year from the date thereof, unless sooner revoked ; and to visit and examine into the condition and management of all the common schools in his county. Township trustees.— -The laws of 1860 provided that the township trustee should divide his township into districts, see to a proper application of all moneys belonging to his township for roads, schools, or other purposes, and should have the care and management of all property belonging to the township. Independent district system. — This system was adopted at an early day. Each district had four officers to elect annually, viz, three trustees and one inspector. The trustees had general control of the school affairs of the district. They consti¬ tuted a body corporate, and were the agents of the school district subject to general directions, to be given by the voters of the district at an annual or special meeting. The laws in 1855 provided that the trustees should make an annual report of the con dition of the school to the secretary of the Territory. In 1857 this report was directed to be made to the clerk of the board of county commissioners, and in 1858 to the county superintendent of common schools. Final territorial details. — The law's of 1855 provided that before .any teacher could 124 REPORT OF THE COMMISSIONER OF EDUCATION. receive compensation from the free school funds, he should secure from the inspector “ a certificate of his qualifications and morality.’’ Mr. Greer’s report for 1859 contains valuable statistics. But, soon after that report vas made, the county superintendency was abolished. This left no one responsible for reports from the counties. For this reason his report for 1860 contains but meagre statistics. But in this second report, made a short time before Kansas became a State, he esti¬ mates that there were then in the Territory more than 18,000 persons of school age, more than 10,000 of whom had attended school that year. His estimate of the sum of money raised for school purposes is $35,000. He puts the value of the school-houses in the Territory at $57,600. Hon. John C. Douglas was the third territorial superintendent. He was elected in November, 1861, and entered upon his duties the 7th of the next January. He re¬ tained the office only a few weeks, passing out with the conclusion of the territorial system in December. FIRST STATE SUPEEINTENDENCY . On the organization of the State government Hon. William R. Griffith qualified as superintendent of public instruction. His annual report, December 31, 1861, contains school statistics from but 12 counties. The State gave no aid to education that year, and most of the schools taught wera private enterprises or were sustained by sub¬ scriptions. SECOND STATE SUPERINTENDENCY. Mr. Griffith was superintendent only about a year. He died February 12, 1862, and Mr. S. M. Thorp was appointed his successor, for the unexpired portion of his term. In Mr. Thorp’s report, December 31, 1862, are returns from 28 counties. All these had school organizations and had sustained common schools a part of the year. Under the laws of the State a tax of one mill to the dollar was levied upon all taxable prop¬ erty for school purposes. No record has been left of the amount of this tax collected and distributed in 1862. THIRD STATE SUPERINTENDENCY. Hon. Isaac T. Goodnow was elected State superintendent in 1862, and reelected in 1864, holding his office from January, 1863, to 1867. In the early part of his work he had to contend with the hindrances that had crippled previous administrations. The civil war continued, and Kansas people lived in constant dread of attacks from gnerrilla bands. One-seventh of the popnlation of the State was in the Army ; nearly all of the six-sevenths remaining were old men unable to take the field, women, and children. The young men who remained at home were not of the kind who take the lead in build¬ ing school-houses and supporting schools. The last two years of Mr. Goodnow’s administration were, however, characterized by decided progress in educational affairs. The disbanding of the Army at the close of the war threw a great many of the best men of the nation out of employment. While they had been in their country’s service others had taken their places on the farms and in the shops, stores, and offices in all the States. The communities they had left on entering the Army had learned to get along without them. On their return they found themselves strangers in their old homes. It was like beginning life anew. Many of them at once determined to make new homes in the West. Kansas was historic ground. Upon her soil the first blood had been shed for freedom’s sake. For years the troubles of the young Commonwealth had been subjects of conversation at every fireside in the land. Every one naturally desired to see the State that had been the “apple of discord” in American politics, and nearly all who came to see remained. For a time it seemed that Kansas was to become a grand camp of Union soldiers. The population of the State was doubled in two years. These emigrants were the enter¬ prising, plucky people of other States. They had been reared in the best communities and trained in the best district schools of the nation. They knew the value of these schools, and recognized them as the only agency that could reach and educate the great mass of the children. As rapidly as new settlements were made, school districts were organized and free schools established. A law enacted in 1864 authorized the issue of district bonds for the purpose of build¬ ing school-houses. This enabled districts to erect comfortable school buildings and provide good school accommodations, leaving the same to bo paid for, year by year, as they were able to do so. It was not an exception for the school-house to be the best building in the neighborhood, village, or city. The plan adopted at that time bas been pursued ever since. The citizens of almost every town or community in the State point with pride to their school-houses. Visitors are surprised to see on these western prairies far better school accommodations than exist in many of the older States. Many of the Kansas settlers have been successful teachers in other States. Their attention is now turned to something else as a vocation ; but they know the difference between good and poor work, and they have required better methods of instruction than are usually found in the schools of young States. To this, in some degree, may be ascribed the rapid rise of educational institutions from this time on. KANSAS. 125 The first teachers’ iustitute of Kansas was held at Emporia in 18C3. In that year such meetings of teachers were held in six connties. In connection with the institute at Leavenworth, September 29, the State Teachers’ Association was organized. The agricultural college at Manhattan was first opened for students September 2, 1863, with Kev. Joseph Dennison as president. There were 52 students in attendance the first term. The school law of 1864 provided that the State superintendent should hold a teachers’ institute in each senatorial district in the State. The Kansas Educational Journal was started in January, 1864, under the auspices of the State Teachers’ Association ; Prof. H. D. McCarty, principal of the Leavenworth city schools, and afterward State superintendent, was its first editor. The State normal school at Emporia began its educational work February 15, 1865, Prof. L. B. Kellogg was the principal of the school and sole teacher until September 13, when Prof. H. B. Norton became assistant. Forty-two students were in attend¬ ance during the first term of the school. The first building for the State university was erected in 1865. It is located upon Mount Oread, a sightly eminence adjoining Lawrence, and was first opened for students September 12, 1866. Prof. E. J. Rice was the first president. At the opening there were 3 professors and 40 students. Before the expiration of the first term the number of students had increased to 60. At the commencement of Mr. Goodnow’s administration the value of public school- houses did not exceed $20,000 ; at its close their value was nearly $320,000. The school population increased from 15,000 in 1862 to 55,000 in 1866, and the average length of the annual school term had been increased one month. In 1863 the amount paid for teach¬ ers’ wages was $14,000, in 1866 it was $116,000. Surely Mr. Goodnow must have felt gratified at the wonderful educational progress made while he was State superintend¬ ent of public instruction. FOURTH STATE SUPERINTENDENCl: . Hon. Peter McVicar was Mr. Goodnow’s successor. He was twice elected to the nffice, Otud served as State superintendent from January, 1867, to 1871. Previous to this time but a small amount of the school lands of the State had been sold, though such sale had been authorized in 1864. As the proceeds arising from the sale of these lands constitute by far the greater part of the State permanent school fund, that fund had continued small and of little benefit to the schools. Efforts were now made to dispose of these lands. They were sold rapidly and the proceeds invested in State bonds, the interest of which was distributed annually for the support of schools. The interest of this fund and the proceeds of the one-mill tax amounted in 1870 to $1.50 to every person of school age in the State. In 1868 the law requiring the State superintendent to conduct a teachers’ institute in each senatorial district in the State was so amended as to require him to hold only one institute in each judicial district. This reduced the number of institutes he was required to hold about one-half. Also it was provided that each county superin¬ tendent should have an annual teachers’ institute in his county ; that while it was in session all the schools in the county should be closed, and that the teachers should be required to attend the institute. In 1869 an act was passed providing that county superintendents should receive ample compensation for their services, and in the more populous counties must spend their entire time in looking after the school interests of their respective counties. At this time the examination of teachers was taken from the county superintendent and given to a board of county examiners of three members, the county superintendent being chairman of the board. An amendment to the school law enacted in 1870 provided that each school district might vote a tax to be expended for the pnrpose of purchasing a district library. The Leavenworth State Normal School was established in this year. The commis¬ sioners designated in the law which provided for the organization of the school located it May 4, 1870. It was opened for stndenfcs the 7th of the following September. Prof. P. J. Williams was the first principal of the school. To show the educational growth of the State during Professor McVicar’s term, the following summary is introduced : 18G6. 1870, Increase in four years. Number of organized school districts . Number of children of school age . . Number of children enrolled in public schools . Amount paid teachers . . 986 54, 728 31, -258 $115, 914 31, 054 315, 898 30, 071 2, 068 109, 244 62, 218 $318, 596 139, 957 1, 520, 041 441, 125 1,082 54, 516 30, 960 $202, 682 108, 903 1, 204, 143 411,054 Annual school fund distributed . . Value of school-bouaea . . . . Permanent school fund . 126 REPORT OF THE COMMISSIONER OF EDUCATION. FIFTH STATE SUPERIXTENDENC Y. . IIou. H. D. McCarty, for several years superintendent of the schools of the city of Leavenworth, was the fifth State superintendent of instruction. He also was twice elected, holding his office four years from January, 1871. In 1872 Colonel McCarty prepared and issued a “ Course of study for district schools.’^ It was a work of real merit, and received the commendation of leading educators throughout the United States. Several State superintendents copied it entire into their reports. Wherever introduced and followed in district schools it resulted in great good. The most important school law of 1873 was an act to create a State board of edu¬ cation. It provided that the State board should consist of the State superintend¬ ent of public instruction, the chancellor of the State university, the president of the agricultural college, and the principals of the State normal schools. The law author¬ izes this board to hold examinations of teachers, to grant State certificates, valid for three or five years, and to issue State diplomas, valid during the lifetime of the holder, unless revoked by the State board. A State normal school was located at Concordia, March 10, 1874. Prof. E. T. Robin¬ son was elected principal. The school began its educational work September 16. The school interests of the State continued to prosper throughout Professor McCar¬ ty’s administration. County superintendents were well paid for their services, and generally did good work. Normal institutes were held in each judicial district annu¬ ally, the State superintendent being generally present to take a prominent part in the exercises. County institutes were also held in nearly all the organized counties of the State each year. Many of the larger towns and cities erected very fine school-houses. These were generally built from the proceeds of bonds issued by the municipality, in accordance with the law of 1864. In nearly all these buildings thoroughly graded schools were organized, able teachers were secured, and the schools were kept in operation nine or ten months in each year. In 1871 a new building for the State university was commenced. The city of Law¬ rence inaugurated the enterprise by donating $100,000 toward it. This munificent gift has been supplemented by appropriations made by the State legislature almost every year since the structure was commenced. The building is very complete in its ap¬ pointments, and is now almost finished. It has been occupied by the school for four years. In 1872 an appropriation was made by the State for the erection of a new normal school building at Emporia. The enterprise was carried forward rapidly, and for sev¬ eral years that school has occupied one of the finest buildings for the purpose to be found in the West. At the close of Superintendent McCarty’s term the number of children of school age had reached 199,010 ; the enrolment in public schools, 135,598 ; average attendance, 77,386, while the value of public school buildings in the State amounted to almost $4,000,000. Rapid progress had been made in nearly every department of school work. SIXTH STATE SUPERINTENDENCY. Hon. John Fraser was elected State superintendent of public instruction in the fall of 1874. He had been for several years at the head of the State university. His ripe scholarship and thorough acquaintance with the school system of the State made his services specially valuable as superintendent. He threw his whole soul into the work. The judicial district institutes held during his term were intensely interesting. He took strong ground in favor of reform in the course of study and methods of instruc¬ tion pursued in district schools. Had he been called to the office at any other time in the history of the State, his administration would have been preeminently successful. The legislation of 1875 and 1876 was, however, in several instances prejudicial to school interests. The county superintendency was crippled greatly by a law redu3ing salaries and leaving the duties of the officer so poorly defined that he was required to do scarcely anything in order to be able to draw the pittance which the law left him. In 1876 an attack, induced by local jealousies, was made upon the State normal schools. It resulted in the refusal of the legislature to make an appropriation to pay the running expenses of any of them. In consequence of this refusal the one located at Concordia was closed the 18th of March, 1876. The one at Leavenworth was closed soon after. The school at Emporia was continued as a private enterprise, and has been conducted as such ever since. This institution has a land endowment, which, when it shall be sold and the proceeds invested, will yield an annual revenue sufficient to pay the running expenses of the school. The State agricultural college has an endowment resulting from the sales of lands, the interest of which has supported the school for some time. The State university has a land endowment of only about 40,000 acres. Unless another aonation of land is secured this institution will always have to depend upon State appropriations for its support. KANSAS. 127 Quite a number of denominational institutions of learning have been from time to time located at different points in the State. Several of these had but a brief exist¬ ence ; others have been sustained and are now growing in importance and usefulness. In the fall election of 1876 Prof. Allen B. Lemmon was chosen to succeed General Fraser, entering upon office January, 1877. ELEMENTARY INSTRUCTION. CURRENT SENTIMENT UPON IMPORTANT TOPICS, In order to obtain specific information as to the views of the people upon certain Xioints of school policy, State Superintendent Fraser requested in his blank reports remarks on the following topics from county superintendents : (1) the township plan of districting the county ; (2) the purchase of text books by school districts ; (3) the operation of the compulsory education law ; (4) the provision that the State should make for the normal training of teachers ; (5) the manner in which accounts of public moneys are kept in the several districts. The following paragraphs indicate the result of this inquiry : On the township plan of districting replies were received from 4.5 superintendents, 31 per cent, of whom considered the plan not feasible, while 69 per cent, heartily indorsed some system of township districts. On the purchase of text hooJcs replies came from 49 superintendents. Of these 78 per cent, recommended that the district purchase and own the text books on the ground of economy to the parent and efficiency in the school. They believe this the best method of settling the vexed question of text book uniformity and of avoiding the expense of frequent changes of text books. Twenty per cent, oppose the plan and 2 per cent, consider it, though desirable, not feasible. Of the districts actually owning their books, 67 per cent, report in favor of the plan and 33 per cent, do not consider it an entire success. On compulsory education. — In respect to the operation of the compulsory education law 44 replies were received, of which 70 per cent, report it either “inoperative,” “ deficient,” or a “ dead letter,” while 30 per cent, report it as causing an increased attendance of pupils who, otherwise, would have remained at home. On State provision for training of teacher's, replies were received from 47 superintend¬ ents to the question as to what provision the people of the county desire the State to make for the training of teachers for the district schools. Forty-eight per cent, of them report the people in favor of State appropriations to support the three normal schools established, and as many more as may be needed to meet the wants of the remaining parts of the State; 30 per cent, report the people in favor of county normal institutes, either in addition to or exclusive of the normal schools ; 10 per cent, are in¬ different to the subject ; 4 per cent, wished only one central normal school, and 8 per cent, report the people as opposed to State aid for normal instruction. Accounts of public school moneys. — Fifty-six superintendents make report upon the manner in which accounts of public school moneys are kept. Of these, 4 x)er cent, represent that the accounts are kept in a good condition ; 2 per cent, in a fair condi¬ tion, and 94 per cent, report them “deficient,” “incomplete,” “kept in memory,” or “ entirely unreliable.” Forty per cent, recommend some change in the law, suggesting that the county treasurer keep the accounts and distribute the funds on the order of the district board ; 8 per cent, recommend that the office be abolished ; 26 per cent, recommend the payment to district officers of |5 to |10 each for making their annual reports.— (State report, 1876, pp. 12, 13.) RECOMMENDATIONS OF THE SUPERINTENDENT. In view of these replies the State superintendent recommends, among other measures, that school districts be empowered by law to purchase text books for use in the schools ; that a uniform system of county normal institutes be established, one to be held annually in each county in the State for at least a four weeks’ session, and that the law providing for the present system of county and judicial district institutes be repealed-; that some change be made in the present law with a view to raising the standard of qualification for the county superintendency and so increasing its effi¬ ciency ; that a uniform system of examining teachers be established, and that the county treasurer, instead of the present district officer, be made the custodian of the school moneys belonging to school districts. — (State report for 1876, pp. 13-15.) TRAINING OF TEACHERS. NORMAL SCHOOLS. As already mentioned, in consequence of the failure of the legislature to api)ropri- ate the necessary funds for their support, the normal schools at Leavenworth and Con¬ cordia were closed during most of the past year. By resolution of the board of regents, 128 REPORT OF THE COMMISSIONER OF EDUCATION. the school at Emporia, where 300 pupils had been enrolled, continued in operation, but not at the expense of the State. A tuition fee was paid by normal pupils, which, after deducting current expenses, was shared by such of the teachers as had been willing to remain at the greatly reduced salaries which these slender means afforded. Thus, with large sacrifices on the part of both teachers and pupils, the school was kept open through the summer term, and, though seriously crippled and reduced in numbers, much earnest and valuable work was done. Over 100 students were in attendance dur¬ ing the term, and 14 were graduated in the elementary and 5 in the normal course. For the winter term all officers except the president were released from duty, and the whole charge of the school committed to the president, with power to charge tuition fees and engage such assistants as he pleased. On this basis 100 students were enrolled, and the educational work accomplished was, in many respects, the most satisfactory and successful in the history of the school. — (Report of superintendent, pp. 11, 158-162.) NORMAJ. COURSE IN STATE UNIVERSITY. The normal class in the State University at Lawrence consists of three parts, an elementary, high school, and collegiate course. It numbered, in 1875-’76, 98 students; of whom 48 were in the first year of their course, 24 in the second, and 26 in the third. Several of the third class are also pursuing studies with reference to the higher nor¬ mal course. — (Report of superintendent, pp. 84, 88.) At an adjourned meeting of the State Teachers’ Association, held in December, 1876, a large attendance of teachers and educators from different parts of the State being present, a plan for a uniform system of normal schools for the State was thoroughly discussed, and, among other conclusions arrived at, it was resolved that the State should make provision for the ultimate establishment of several free normal schools exclusively for the preparation of teachers for the common schools, the course to ex¬ tend only over a period of two years. — (Report of superintendent, pp. 7, 8.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Within the last year a committee of the regents of the University of Kansas was authorized to prepare a plan and course of study to be sent to all the organized public high schools of the State. This arrangement provides that any high school adopting the plan suggested shall be recognized as a preparatory school and its graduates ad¬ mitted to the freshmen classes of the university without reexamination. — (Report of superintendeftt, p. 84.) Except the above, no information respecting high schools is received, save that in returns from Atchison and Lawrence 3 such schools appear. No statistics are given for that in Atchison beyond the fact that it has a principal with $600 annual salary. In Lawrence there appear to be 2 schools, 1 for boys and 1 for girls, with a common principal and 2 assistants, the students being 46 boys and 91 girls. In a table of graded schools, appended to the State report for 1876, there appear 5 whose grades are of such a number as to indicate the existence of high school depart¬ ments, but no explicit statement to that effect is made, nor is any number of high school pupils given. PRIVATE SECONDARY SCHOOLS. In 1 school for girls and 1 for both sexes, outside of the public school system, there have been reported to this Bureau 11 teachers and 118 scholars, with no indication of .any studies beyond English. In both schools drawing is taught, as well as vocal and instrumental music, and both have libraries, one of 40, the other of 600 volumes. — (Returns to Bureau of Education.) PREPARATORY SCHOOLS AND PREPARATORY DEPARTMENTS. Of the former class of institutions none is reported from Kansas for 1876. Of the latter, 8 present 5 teachers additional to the college faculties, having under them 809 pupils, of whom 88 were preparing for a classical collegiate course and 327 for a scien¬ tific course. — (Returns to Bureau of Education, 1876.) BUSINESS COLLEGES. Two of these, 1 at Leavenworth and 1 at Topeka, report 4 teachers and 177 students, of whom 4 were in phonography, the others unclassified. The former of these teaches common English branches and correspondence, penmanship, book-keeping, commercial law, and phonography ; the latter, penmanship, book-keeping, banking, and commer¬ cial law. The former has a library of 86 volumes ; the latter reports none. — (Returns to Bureau of Education for 1876.) KANSAS. 129 SUPERIOR INSTRUCTION. UNIVERSITY OF KANSAS. 'J'be year past has been one of prosperity to this institution. Progress has been shown in the efficiency of the general management, the promptness of the faculty, the excellent deportment and proficiency of the students, and the large increase in attendance over the number of the previous year. A normtil department was opened in April, 1870, with 35 students, a number which, by the following November, had in¬ creased to 98. The university now offers seven fully organized courses of study, namely, classical, general scientific, normal, modern literature, civil and topographical engi¬ neering, natural history, and chemistry. — (State report, pp. 81-112.) OTHER COLLEGES. Balcer University, Baldwin, (Methodist Episcopal,) admits both sexes to its prepara¬ tory, classical, and scientific courses. Two ladies are also members of its faculty. — (Circular, 1876.) Highland University, Highland, (Presbyterian,) has a preparatory and a collegiate course of 4 years. Most of its students are in preparatory branches ; only 7 are puu- suingthe collegiate course ; of these, 6 are young men. — (Returns, 1876.) Lane University, Lecompton, (United Brethren,) has preparatory and collegiate de¬ partments, most of its students being engaged in the former. Both sexes belong to its classes. — (Return for 1876.) Ottawa University, Ottawa, (Baptist,) was suspended in 1874, and only the prepara¬ tory department appears to be now in operation. — (Return, 1876.) St. Mary^s College, St. Mary^s, (Roman Catholic,) reports a total of 130 students, but no division of them as to preparatory and collegiate studies. There is the usual collegiate course of 4 years. — (Return for 1876.) Waslibiirn College, Topeka, (Congregational,) reports preparatory and collegiate de¬ partments, the latter with classical and scientific courses. Both sexes are admitted. Statistics of universities and colleges, 1876. Names of universities and colleges. Corps of instruction. | Endowed professorships. j 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 appropria¬ tion. Aggregate amount of scholarship funds. Baker University . 9 174 18 $7, 000 $500 $1, 200 1, 000 Highland University . . . 5 92 7 1, 000 $0 5, 000 Bane University . 4 0 80 18 0 $0 OttawaUniversity . 4 58 $100, 000 St. Benedict’s College. . . 5 6 36 23 0 0 o2, 150 St. Mary’s College . 9 0 30 MOO 150, 000 0 0 cl2, 000 0 0 a8, 000 University of Kansas .. 13 0 306 99 240, 000 10, 300 713 2,500 22,419 0 a2,450 Washburn College . 4 0 33 5 70, 000 50, 000 4, 000 500 0 11, 650 3,500 a Includes society libraries. b Unclassified. c Including board. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. STATE AGRICULTURAL COLLEGE. The attendance at this institution during the past year has been 28 per cent, greater than ever before, 61 per cent, of the pupils being men and 39 per cent, women. The course includes instruction in farm work, botany and practical horticulture, chemistry and physics, elementary English and mathematics, higher mathematics, German and French, industrial drawing, mechanical employments, printing, sewing, telegraphy, and instrumental music. The lecture course in household chemistry, introduced the previous year with gratifying success, is continued as a regular feature of the chem¬ ical instruction in the woman’s department. These lectures embrace a full considera¬ tion of the nature, constitution, and means of preparation and preservation of various kinds of food. A kitchen laboratory is being prepared, which, it is hoped, will add much to the practical value of this course. In the mechanical department there were from 50 to 60 students practising daily in carpenter, cabinet, wagon, turning, paint- 9 E 130 EEPORT OF THE COMMISSIONER OF EDUCATION. ing, blacksmith, and scroll sawing classes. This department has a little more than paid its own expenses during the year. The printing department continues to prove a success ; during the first terra of the year there were 73 students engaged in it. The telegraph and sewing departments. each enrolled about 60 students.— (Report of State superintendent, pp. 113-157.) THEOLOGY. The Kansas Theological School, To-peka, (Protestant Episcopal,) has only recently been organized ; two students are reported ; no course of study has as yet been marked out.— (Return, 1876.) Statistics of schools for scientific ayidprofessional instruction, 1876. SPECIAL INSTRUCTION. EDUCATION OF THE BLIND. The Kansas Institution for the Education of the Blind, at Wyandotte, is accomplish¬ ing all that its most sanguine friends have hoped, both in its literary and industrial departments. The boys have been employed in broom and brush making in this, as in most other institutions of the kind, but no remunerative employment for the blind girls had been found until recently one of the teachers in this school suggested the mak¬ ing of straw hats, an article always salable and in which nearly the whole cost is the labor. During the year thirteen girls were employed in this, and the experiment has proved a success. The literary studies pursued are reading in New York point and Boston type, writing in New York point and with grooved cards, spelling, geography, grammar, arithmetic, algebra, United States history, and modern and ancient history, botany, rhetoric, natural philosophy, English history, physiology, civil government, vocal and instrumental music. The number of pupils enrolled was 54 ; average daily attendance, 42. — (Catalogue and return, 1876.) EDUCATION OF THE DEAF AND DUMB. The Kansas Asylum for the Deaf and Dumb, at Olathe, instructs pupils in the element¬ ary branches of a school education, but, appears to have not yet made arrangements for teaching trades or handicrafts. Number of pupils in attendance, 115; males, 59; females, 56; number who have received instruction since the foundation of the insti¬ tution in 1865, 163. — (Catalogue, 1875, and return, 1876.) LIST OF SCHOOL OFFICIALS IN KANSAS. Hon. Allen B. Lemmon, State superintendent of public instruction, Topeka. STATE BOARD OF EDUCATION. [Term, that of the official status of members in their several offices.] Members. Post-office. Hon. Allen B. Lemmon, State superintendent of public instruction . Topeka. Lawrence. Chancellor James Marvin of State University . President John A. Anderson, of State Ag;ricultural College . Manhattan. President C. R. Pomeroy, of State Normal School . . . Emporia. KANSAS- 131 List of school officials in Kansas — Continued. COUNTY SUPEKINTENDENTS. [Term begins second Tuesday of January, 1877 ; expires second Tuesday of January, 1879.] County. Superintendent. Post-office. lola. Garnett. Atchison. Med: cine Lodge. W. M. Chalfant . . . - . Ellinwood. Fort Scott. Hiawatha. Eldorado. Cottonwood Falls. E. Gr. Ward . . . Sedan. Columbus. Clay Center. Cloud . Concordia. Burlington. Winfield. Girard. Junction City. Abilene. Troy. Lawrence. Kinsley. Elk . Howard City. Ellis . Hays City. Ellsworth. Dodge City. Ottawa. Eureka. TT.aTvey _ _ _ _ H. C. McQuiddy . . Newton. Jackson . . . . Olive E. Stout . Holton. Jefferson _ _ Charles Smith . . Oskaloosa. Jewell . . . E. S. Kinney . . . Jewell Center. Johnson . . F. Murdock . Olathe. Kinsman . . . William D. Sugar . . . . Kingman. Labette . . Marv A. Higbey . . . . Oswego. Leavenworth _ _ _ A ■ E. Van Eman . . . . L eaven worth . Lincoln . A. T. Briggs . . . Lincoln Center. Linn . . . . E. B. Bryan . . . Mound City. Lyon . 0. B. Wharton . . . . . Emporia. Marion . David Harrison . . . . Marion Center. Marshall . George W. Winans . . W aterville. McPherson . . Mattie Murphy . . . McPherson. Miami _ _ .T. W. Flemino* _ _ _ Mitchell . T. D. VonTio’ - . . . . . Beloit. Montgomery . . Charles T. Beaeb . . . . . . . Independence. Morris . . George A . Trwin _ _ _ _ Council Grove. Nemaha . Abiia.b Wells . . . . . . . Seneca. Neosho . A . TT. Turner _ _ _ _ Erie. Norton . Joel Simmons _ _ _ _ _ Norton Center. Osage . W. W. M orri s . . . . . . Lyndon. Osborne . D. W. C. O’Neill . Osborne City. Ottawa . E. L. TTilbnan . . . . . Minn eapolis. Pawnee . Leona, rd ManninP" _ _ _ _ Lamed. Phillips . Thomas Trull . Kirwin. Pottawatomie . J. J. Hostntler _ _ _ _ Louisville. Keno . J. W. Ka,na,ga . . . . . Hutchinson. Kepublio . J.C. Price _ _ _ Belleville. Eice . . E. D. Stephenson _ _ _ Lyon. Kiley . J. E. Billina'S _ . . . . Manhattan. Ensh . W. E. Dawson _ _ _ Eush Center. Eooks . Moses Afla.mson _ _ Stockton. Eussell . Ti’a S. Fleck _ _ Eussell. Saline . D. G. Denton . . . . Salina. Sedgwick . M. H. Brnce _ _ _ _ _ _ Wichita. Shawnee . John McDonald . Topeka. Smith . Mrs Florence Morse _ . _ . Smith Center. Sumner . .Tohn P. .Tones . . _ W ellington. Wabaunsee . W. F. Eichie . _ W ilmington. Washington . M. Stewart . . . W^ ashin gton . Wilson . Zena,s Park .. _ _ _ _ Fredonia. Woodson . . .. A. F. Palmer. .. _ _ . . .. Yates Center. Wyandotte . L. C. Trickey _ _ _ _ .. Wyandotte. 332 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF STATISTICS. SCHOOL POPULATION AND ATTENDANCE White children of school age, (6-20) .. Colored children of school age, (6-16). Whole number of school age . Whites enrolled in public schools . Average monthly enrolment . Average daily attendance . . . TEACHERS AND THEIR PAY. Teachers employed in public schools . . Average monthly salary of men . Average monthly salary of women . .. . Public school rooms, exclusive of mere recitation rooms. Average duration of public schools in days. Number of private schools . Number of academies . Number of colleges . Estimated value of public school prop¬ erty. SCHOOL INCOME AND EXPENDITURE. Beceipts. From State tax . From local tax . From permanent fund. From other som’ces . - . Total receipts . Exjpenditures. For libraries and apparatus . For sites, buildings, &c . . - . For salaries of snperintendents, &c . For salaries of teachers, (State) .... For miscellaneous purposes, (local) . Total expenditure . 1874-’75. 437, 100 228, 000 'i59,'6oo' 5, 968 |49 40 4, 884 100 700 64 10 , 624. 000 870, 150 429, 641 138, 355 1,438, 146 111, 406 44, 456 870, iro 533, 440 1, 559, 452 1875-76. - Increase. Decrease. 459, 253 53, 555 512, 808 228, 000 190, 000 160, 000 4, 300 $40 35 4,830 110 700 75 25 $2, 300, 000 1, 084, 575 500, 000 200, 000 43, 000 1,827,575 5,000 25, 000 1, 000, 000 100, 000 1,130, 000 22, 153 1,000 10 11 15 1676, 000 214, 425 70, 359 200, 000 389, 429 5, 000 129, 850 1,668 $9 5 54 ,355 111,406 19, 456 433, 440 429, 452 (Returns and reports for 1874-75 and 1875-76 from Hon. H. A. M. Henderson, State superintendent of public instruction. ) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Constitution of 1850 ; Collins’s History of Kentucky ; Littell and Swigart’s Digest, 1822, pp. 1120-1127 ; Wickliffe and Turner’s Revised Statutes of Kentucky, 1852, pp. ..599-609; Stanton’s Revised Statutes, 1860, vol. 1, pp. 196-7; vol. 2, pp. 720-725; Myers’s Digest, 1866, pp. 432-461 ; annual volumes of laws from 1838 ; State super¬ intendent’s reports, 1868 to 1875; act to establish a uniform system of common schools for colored children, approved February 23, 1874. KENTUCKY. 133 EARLY ACTION WITH RESPECT TO SCHOOLS. Kentucky — originally a part of Virginia and admitted as a State of the Union in 1792 — came in without any constitutional provision in favor of education ; nor did her amended constitution of 1799 contain such provision; still, educational interests were not neglected by her early population. An act of the legislature, approved Feb¬ ruary 10, 1798, set apart, for the benefit of academies and seminaries, a very large tract of the public lands of the Commonwealth, lying south of the Cumberland Eiver, five academies and seminaries receiving each 6,000 acres. January 27, 1808, the pro¬ vision of 6,000 acres for an academy or seminary was made to extend to all the coun¬ ties of the State, and this was confirmed by a general act of Februaiy 4, 1812.^ As in too many other cases, these large grants were wasted by those into whose hands they came, and speculators got the good of what had been intended for the schools ; but this was the fault of th^e trustees of the county seminaries, not of the legislators who made such liberal provision for them. December 18, 1821, the foundation of a general school system was attempted by the appointment of a committee to confer with eminent educators, collect information, and prepare a plan for a State system of common schools. For the support of such a system, provision was made that half the net proceeds of the Bank of the Commonwealth should be set apart as a literary fund, to be distributed in just proportions to the counties of the State, while half the net profits of three branch banks were to be given to Transylvania University, Centre College, and the Southern College of Kentucky. The committee to whom the work of preparation was referred made an elaborate report in 1822, and the governor seconded it with a message favoring the system they proposed ; but sufficient changes had occurred meanwhile in the composition anil feeling of the legislature to prevent for that time the adoption of the plan. The next effort of the friends of common schools was to secure, through the Kentucky Senators and Representatives in Congress, a bill for distributing among the older States some such proportion of the public lands as had been given to the newer ones “ for purposes of education.” This eftort failed, and the million acres hoped for by Kentucky were not obtained. But when, by act of Congress, June 23, 1836, the sur¬ plus revenue of the United States which had accumulated in the Treasury was dis¬ tributed among States willing to receive it, the legislature, by act of February 23, 1837, set apart $1,000,000, out of the $1,433,757 falling to Kentucky, to form the basis of a permanent school fund. This was a welcome boon, the proceeds of the stock of the Kentucky Bank having been lost through the failure of that institution. A SCHOOL SYSTEM ESTABLISHED. Encouraged by this establishment of a school fund, the favorers of general education bestirpd themselves again, and succeeded in securing, February 16, 1838, the passage of a bill providing for the school system they desired. The main features of this sys¬ tem were as follows : (1) The State waste be divided up into school districts of convenient size, to contain not less than 30 nor more than 100 children of from 7 to 17 years of age. In each of these districts was to be held an annual district meeting, at which should be elected by the qualified male voters 5 school trustees, whose duty it should be to organize the district schools. In order to such organization and to the subsequent carrying for¬ ward of the schools, they were to purchase or lease a site for a school-house ; to build, hire, or purchase, keep in repair, and furnish such school-house ; to provide it with the necessary fuel and appendages ; to have the custody and care of it ; to employ teachers for the school or schools to be held in it ; to pay these their wages ; and to make annual report to the county commissioners of schools of the time school had been kept, the amount of moneys received for it, the manner iu which these had been ex¬ pended, the number of children taught, and the number of school age (then 7 to 17) within the district. (2) Id the counties, the county courts were to be availed of first to take measures for the initiation of the school system. Afterward, other duties were imposed on them. Under this earliest school law, on receiving notice of the amount of school moneys that could be given to their counties, they were required to take the sense of the peo¬ ple in the various districts as to the adoption of the school system and as to the pro¬ priety of levying a district tax to supplement the fund received from the State for the support of common schools, this to consist of such amount as the district should deter¬ mine, with a poll tax of 50 cents on each white male over 21. On the supposition that the system would be more or less adopted 5 competent persons, to be styled commissioners of common schools, were to be appointed in each county, to continue in office twelve months and, with the aid of the county surveyor, ^long time, exempted from forfeiture and taxation; but in 18-6 tuere was a restriction of such exemption to the buildings of such institutions, with their libraries, apparatus, and 5 acres of surrounding land.— (Wickliffe and Turner, pp. 446 and 560.) 134 REPORT OF THE COMMISSIONER OF EDUCATION. to divide their county into the school districts before spoken of. This done, they were to receive from the State superintendent of instruction the State school allowance, and from the sheriff of their county all local moneys for the public schools, apportion these among the districts in the proportion of their school population, make report to the central school authorities, and examine and license teachers for the schools. (3) For the State there was a central hoard of education, composed of the secretary of state, the attorney-general, and a State superintendent of instruction, who should be appointed by the governor and approved by the senate. The superintendent was to be president, and all bonds, notes, and other instruments of writing made by the board must have his signature in order to their full effect. This board was to hold property of every kind for the use of schools, to have a general supervision of the in¬ terests of the school system, and to have power to sue and be sued and perform all cor¬ porate acts. The superintendent was to hold his office for two years ; to receive a salary of $1,000 ; to give bond in $25,000 for the faithful discharge of duty; to apportion, with the advice and aid of the other members of the board, the State school moneys ; and to make to the legislature annually a report of the amount and condition of the school fund, with such other matters relating to his office and to the common schools as he should see fit to communicate. Louisville, Lexington, and Maysville were exempted from the provisions of this law as respected the districting of their territory, were to be considered as within the public school system so long as they supported public schools by taxation, and were to be entitled to all the benefits of the act on making annual report of the num¬ ber of children of school age within their bounds. SUBSEQUENT CHANGES. The main features of this original school system — such as the division of school control between district, county, and State officers — have been continued till the present time. But, as experience has developed difficulties in the working of the system, these have been met by alterations. For instance, the State having failed during several years to pay the interest due on its bond for the school fund and having levied no State tax in aid of this interest, Rev. Robert J. Breckinridge, D. D., superintendent of public instruction from 1847 to 1853, secured an act, February 29, 1848, directing the governor to issue a new bond for all arrears of interest due and to submit to the people the question of adding to the annual interest the proceeds of a State levy of 2 cents on the $100 for the benefit of public schools. The people voting in favor of the tax, its levy was ordered by act of February 26, 1849. Even this aid, however, proved insufficient to keep pace with the increase in the number of school children, and, in 1855, it was increased to 5 cents. In 1867 Superintendent Smith showed that the distributable fund had still run down in ten years from $1.20 per capita to only 80 cents. He therefore recommended the submission to the people of a proposition to increase the ad valorem State tax to 20 cents on the $100, as the indispensable condition of success, while various additional improvements were recommended. The proposition for an increase of the tax was carried, and on March 21, 1870, a law embodying this, with a consolidation of the school fund into one State bond for $1,327,000, bearing interest at 6 per cent., was passed. As to the school age, too, there have been changes from the 7-17 of the law of 1838 to 5-16 in 1849, to 6-18 in 1858, and to 6-20 in 1864. The number of trustees in school districts, originally 5, appears as 3 in the revised law of 1870 and 1 in that of 1873. That of county commissioners of schools, also origi¬ nally 5, was limited to 3 in 1850, and brought down to 1 in 1864. The salary of the State superintendent of instruction, made only $1,000 in 1838, appears in the law of 1864 as $1,500, with necessary office and travelling expenses ; in 1870 as $2,000, and in 1873 as $3,000. His duties also, as well as those of the com¬ missioners and trustees, have been gradually modified and in many respects enlarged. Since 1864, too, he has been allowed a clerk. The powers of the State board of education — at first little more than a sort of gen¬ eral care for the school system, with a holding of school property and an aiding of the superintendent in apportionment of the school fund — have, since 1864, been extended to the making of rules and regulations for the schools, the prescription of the forms of return to be made by subordinate school officers, the recommendation of a course of study and of text books, and the organization and keeping in existence of a State teachers’ association. Since 1873, too, there have been two professional teachers associated with the three preceding members; thus bringing practical experi¬ ence in school work to supplement the legal knowledge of the attorney general and the large acquaintance with the people and their affairs possessed by the State secre¬ tary and the superintendent of public schools. For examination of teachers, county commissioners have been allowed, since 1864, to select two competent persons, a certificate from one of whom or from the commis- KENTUCKY. 135 6ion was at first sufficient warrant for engagement in any public school in the county. Since 1870 the three have constituted a county board of examiners, and without a cer¬ tificate of qualification from a majority of this board, or a State certificate, no one can be engaged to teach in any county public school. Since 1873 there has been also a State board of examiners, composed of the State superintendent and two pro¬ fessional educators appointed by him, and certificates Irom this board, or from a majority of its members, are valid throughout the Commonwealth. Taxation for school purposes in the districts was at first entirely optional, the people determining, at a district meeting, the question alike of the expediency of a levy and its amount. In 1865 the amount was restricted by law to 5 cents on the $100. In 1873 the amount was raised to 30 cents on the $100, beyond which, with a capita¬ tion tax of 50 cents for fuel and contingent expenses, to be laid upon the patrons of a school, it may not go in any one year. Teachers^ institutes, as a means of preparing teachers more efficiently for their work, .were directed, by a law of March 21, 1870, to be organized in each county, and by the same law district libraries were also provided for. Public schools for colored children — asked for by the colored people at least as early as 1870, with the proposition that they should be taxed independently for their own schools — were not sanctioned by the State till February 23, 1874, when a law was passed for the institution of a separate school system for the benefit of the colored race. The school age fixed for these schools is 6 to 16. The taxes for their support come from the colored people. The white commissioners have the supervision of the schools. ADMINISTRATION OF THE SYSTEM. The successive State superintendents of instruction who have presided over the in¬ auguration and development of the school system are given in the State report for 1873-’74, as follows : Joseph J. Bullock, D. D., 1837 to 1839 ; Hubbard H. Kavanaugh, D. D., 1839 to 1840; Benjamin B. Smith, D. D., 1840 to 1842; George W. Brush, 1842 to 1843 ; Ryland T. Dillard, D. D., 1843 to 1847 ; Robert J. Breckinridge, D. D., LL. D., 1847 to 1853; John D. Matthews, D. D., 1853 to 1859; Robert Richardson, A. M., 1859 to 1863; Daniel Stevenson, D. D., 1863 to 1867; Zachariah F. Smith, 1867 to 1871; Howard A, M. Henderson, D. D., 1871 to 1875 ; then reelected for a new term. On March 1, 1842, B. B. Sayre, A. M., was appointed to fill a vacancy, but soon de¬ clined ; and on April 26, 1842, Robert Davidson, D. D., was appointed, but declined May 15 following. Of the incumbents above named, it cannot be invidious to mention Dr. Bullock as worthy of memory for his initiation of so good a system at so early a day as 1838 ; Dr. Breckinridge, for his manful efforts to secure to the school fund the arrears of interest due to it from the State, with a tax of 2 cents on the $100 to increase the annual revenue ; Mr. Smith, for his rejuvenation of the system by the new law of March 21, 1870, with its large increase of the annual tax for schools ; and Dr. Hender¬ son, for his instrumentality in accomplishing a new and excellent revision of the school law, December 1, 1873, as well as the measure for the education of the colored people, which Mr. Smith had advocated before him. ELEMENTARY INSTRUCTION. REMARKS UPON THE STATISTICS. In consequence of the failure of many county commissioners to furnish him the necessary reports, the State superintendent omits, in his report for 1875-76, any ar¬ rangement of statistical tables, and instead of such tables gives an approximate estimate based on the reports received from 4,223 districts, about 2,000 failing to report. All the public schools, numbering 6,500, were taught, save 47. The highest number of children attending reached 228,000, and the average fell as low as 160,000. Besides about 700 private schools in the State there are 4,830 public school-houses, valued at $875,000. This does not include the elegant buildings in 10 of the principal cities of the State, the cost of which would aggregate a sum probably twice the value of all country school-houses, or more than a million and a half of dollars. There were built during the year 112 school houses, aggregating in cost $21,000. There were raised in the common school districts of the country about $80,000 by local taxation and about $61,000 by subscription. Thirteen of the principal cities raised by local taxation $437,000 for the education of 28,000 pupils, an average of $15.50 to the pupil ; and the people of the country districts pay, by taxation and other means, (over and above the State apportionment,) $141,000 for the education of 200,000 pupils, or 70 cents to the pupil. In the 13 cities mentioned nothing is heard of “ the inefficiency of the school system,” and the public here are found almost unanimous in favor of public school education. The school census has advanced since 1872, the year the present superintendent 136 REPORT OF THE COMMISSIONER OF EDUCATION. assumed office, from 405,840 to 459,395; an increase of 53,555 during the four years and of 11,253 during the last year. Owing to this large increase of the school census, the amount expended per child remains the same as for the previous year; otherwise it would have been considerably increased. Under the old regime the interest was so small that a large number of children were not reported, whereas now the trustees of the various districts are diligent to hunt up and report every child entitled to the benefits of the common school. — (Superintendent’s report, 1875-76, pp. 13, 14,94,95.) SCHOOLS FOR COLORP]D CHILDREN. The general assembly having passed, in February, 1874, a school law for the benefit of the colored people, measures were at once taken to organize the system. The fund at immediate command furnishes only 55 cents for each pupil child, an increase, how¬ ever, during the year, of 25 cents, and that too, with a considerably increased census. The fund for colored schools consists of all taxes levied on colored persons, with all fines, penalties, and forfeitures collected from them. It is also to include all moneys hereafter donated by Congress from the sales of public lands, the pro rata share to each pupil not to exceed that to the whites. In other words, all the taxes.paid by colored citizens are allowed them for the education .of their children. They enjoy the benefits of the State government, but are not required to contribute to its support. In many country neighborhoods too, employers, from considerations based on the permanency of labor and the satisfaction of laborers, are aiding in the support of schools for the colored race. Several cities also have added to the State apportion¬ ment all municipal taxes paid by colored people, and excellent schools are maintained for them in the larger centres of population. Superintendent Henderson recommends to all the cities and towns a like course, the elevation of this class being a matter of prime importance, since a ballot in the hands of a black citizen is quite as potent as in the hands of a white one. To the 40,000 white voters unable to read their ballots have been added, he remarks, more than 50,000 negroes, making an aggregate of more than 90,000 illiterate electors, or one-third of the entire voting population of the Commonwealth. It is suggested that the colored people may in time secure larger aid for their schools from the general assembly, if they will make the best use of what they already have ; and colored teachers and trustees are advised to take immediate steps to organize county institutes and a State teachers’ association, that they may combine for larger influence and be taught the arts and agencies of education, in which work the superin¬ tendent pledges himself to afford them all the personal and official aid within his power. — (Report of Superintendent Henderson, 1875-76, pp. 18,21,70.) OBSTACLES IN THE WAY OF IMPROVEMENT. The greatest obstacle noted by the superintendent in the way of the improvement of the schools is a lack of funds. He says: “The system can never grow until pro¬ visions are made for more money. Every limitation to the liberality of the people of any district should be removed. All necessity for special legislation, when a com¬ munity aspires to a system of graded schools, should be obviated, and a statute pro¬ vided so broad that the end might be speedily compassed without asking any further law making on the subject. Provisions should be made by which each district could readily supply itself with a school-house and furniture adequate to its best means and noblest wishes. All difficulties relating to taxes levied by the vote of the electors of a district should be gotten out of the way. Everything that is obscure with regard to the prerogatives and duties of officers connected with the system should be made clear. A plan should be devised for the election of a school commissioner who is qualified for the office and scrupulously concerned to advance the cause of education. Perma¬ nency should be given to district boundaries. The revenue and school laws should be so harmonized that there need be no delay in the prompt payment of teachers and no opportunity for unscrupulous brokerage in their claims. And, finally, some discre¬ tion should be given to courts to determine how far the county levy may be made to aid in the organization and support of common schools.” — (Superintendent’s report, 1875-76, p. 10.) KINDERGARTEN. Three schools of the above class, 2 of them in Louisville and the other in George¬ town, the latter only commenced in 1876, report a total attendance of 77 pupils, taught by 3 principals and 2 assistants. Children are admitted in one from 3 to 7 years of age, in another from 4 to 7, and in the last from 6 to 9. — (Returns, 1876.) CITY SCHOOL SYSTEMS. COVINGTON. Officers. — A board of education of 5 members, including the city superintendent of schools. Statistics. — Number enrolled in pnblic schools, 3,354; average number belonging, 2,565 ; per cent, of attendance, 94. KENTUCKY. m EemarJcs.— The schools are graded, and include a high school with a course of 4 years, embracing Latin and the higher English branches. The students in this grade numbered 195 during the year, the average number belonging being 166 ; per cent, of attendance, 95.7. — (Report of Superintendent J. W. Hall, 1875-76.) LOUISVILLE. PuMic school officers. — A board of trustees of 24 members, 2 for each ward, a city, superintendent of schools, and a German assistant superintendent. Statistics, 1874-75. — Number of children of school age, 44,827; number enrolled in public schools during the year, 17,593; average daily attendance, 11,551; average number of teachers employed , 315 ; total cost of the schools, $255,529.02 ; increase in cost over the previous year, $2,360.54. Remarks. — The public schools of the city comprise a boys’ high school, a girls’ high school, a training school, 22 ward schools, and 5 schools for colored children. In ad¬ dition to these the board established night schools for boys who were unable to attend day schools ; and in these there was an enrolment of 1,353 pupils and an average at¬ tendance of 610. The enrolment in the two high schools was 645, an increase of 48 over that of the previous year. The number of graduates in the training school was 29 and in the girls’ high school it was 56. The German language is taught in all the ward schools except 2, in which the small attendance will not justify the expense. The colored schools are reported to be making steady and substantial progress, and all belonging to the city were in a healthy condition on the whole, as evinced by the in¬ crease of 607 in attendance, notwithstanding the depression of business, and by the fact that the results of the examinations for promotion show a marked improvement over the previous year in the scholarship of the pupils. — (Report of the board and of the superintendent, George H. Tingley, for 1874-75.) training of TEACHERS. NORMAL SCHOOLS. The Kentucky Normal School at Carlisle, a private enterprise, organized in 1873, pro¬ vides 7 different courses of study, viz : professional, language and literature, mathe¬ matics, natural sciences, elocution and rhetoric, debating and composition, and busi¬ ness. In the professional course are taught the laws pertaining to the development of the physical and mental organization, the relation of different branches of study to one another, the laws of culture, and methods of instruction. The buildings are new and well furnished, and will give ample room for over 300 students. The number of normal students in 1876 was 100, of whom 65 were men and 35 women. — (Catalogue, 1875-76, and return, 1876.) Glasgow Normal School, Glasgow, organized in 1875, already reports an attendance of 150 in its normal department — 90 men and 60 women — and 75 in its 2 other depart¬ ments, scientific and commercial. The full course of study requires 3 years for its completion. Graduates of this school, as also those of the school at Carlisle, are au¬ thorized by law to teach in the common schools of the State without further examina¬ tion. — (Catalogue, 1876-’77, and return, 1876.) The Louisville Training School and a school for teachers at Morgantown report, re¬ spectively, (by return, 1876,) 45 and 22 pupils. Normal classes or departments also exist in connection with the Kentucky University and Berea and Georgetown Colleges. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. From the State superintendent’s report it appears that most of the cities and larger towns have graded schools. In only 9 cities, however, are public high schools or departments distinctly reported, including Louisville, in which there are 2, 1 for each sex, with an enrolment of 221 boys and 424 girls. No further statistics are given respecting any of these schools, except that the enrolment at the Owensboro’ high school was 169. — (State report, 1876, pp. 58-70.) PRIVATE SECONDARY SCHOOLS. Of schools of this class, 6 for boys, 13 for girls, and 23 for both sexes, 42 in all, report 206 teachers with 3,256 pupils, 678 of them in classical courses and 457 in modern lan¬ guages, the remainder in English studies only. Ifc was understood that 183 were pre¬ paring for a classical course in college and 104 for a scientific course, while 62 had en¬ tered college the preceding year. In 16 of the 42 schools drawing was taught ; in 29, vocal music ; in 31, instrumental music ; in 10, a chemical laboratory aided the in¬ struction in chemistry ; and in 12 there was apparatus for illustration of natural phi¬ losophy. Sixteen had libraries of 68 to 3,200 volumes each, the total number of volumes in the 16 being 11,868. — (Returns to Bureau of Education for 1876.) 138 REPORT OF THE COMMISSIONER OF EDUCATION PREPARATORY DEPARTMENTS OF COLLEGES. Twelve of these, not including colleges for women , present a total of 18 teachers, besides those in the college proper, and 930 pupils, 216 preparing for a classical and 131 for a scientific collegiate course. — (Returns to Bureau of Education, 1876.) BUSINESS COLLEGES. Two such schools report 6 instructors and 357 students, without stating in what branches they are engaged. One of the two undertakes to teach political economy and phonography, besides common English branches and correspondence. Both teach penmanship, book-keeping, and commercial law. — (Returns for 1876.) SUPERIOR INSTRUCTION. KENTUCKY UNIVERSITY, LEXINGTON. The existence of Kentucky University is due chiefly to the efibrts of John B. Bow¬ man, its founder and present regent. In the year 1855, while yet a young man, he dedicated his life to the work of building up a university which was to cheapen and widen the system of higher education so that the humblest youth in all the land could enter it and receive such education, general or technical, as would qualify him for any business of life ; an institution which, while under the auspices of the Christian church, was to be unsectarian and unsectional. He secured, by donations of money and prop¬ erty and by legislative acts of consolidation and confederation, assets to the amount of about $750,01)0, which constitute the present basis of the university. These assets were secured from about 1,000 individual donors, from the United States Government, from the State, and from the trustees of Bacon College and Transylvania University. The university embraces several colleges, each under the immediate governmett of its own faculty and presiding officer. Each college is divided into several schools or departments of study, and each school is under the immediate government and in¬ struction of a competent professor, assisted, when necessary, by subordinate instructors and tutors. The colleges of the university are (1) the college of arts, (2) the agricult¬ ural and mechanical college, (3) the college of the Bible, (4) the commercial col¬ lege, (5) the college of law, (6) the college of medicine. A normal college is em¬ braced in the plan, but it has not yet been organized. While the course of study and instruction in each college is complete, the four first named are so associated that a student regularly matriculated in any one of th^m may have the benefit of instruction in the others without additional charge for tuition. The college of arts embraces 10 schools, viz : English language and literature, mental and moral philosophy, mathe¬ matics, Greek language and literature, Latin language and literature, sacred history and evidences of Christianity, chemistry and physics, natural history, civil history, and modern languages. Graduation in all these schools, except in that of modern lan¬ guages, is required for admission to the regular degree of bachelor of arts ; the candi¬ date, however, being permitted, with the consent of the faculty, to substitute for cal¬ culus or senior Latin, or junior and senior Greek, a course in the French or German language, or to substitute for calculus and senior Latin the course in Hebrew taught in the college of the Bible. — University catalogue, 1876.) OTHER COLLEGES. Berea College. Berea, (Congregational,) embraces cqjlegiate, normal, and preparatory departments. Both sexes are admitted and no race is excluded. — (Catalogue, 1875.) Bethel College, Russelville, (Baptist,) admits only young men. There are 8 independent schools, 6 of which form a full collegiate course, requiring, in regular graduation, 5 years or sessions for its completion. The theological school is independent of the col¬ legiate course, but, by substituting its grades for corresponding grades in other schools, the student becomes equally entitled to the diploma. — (Catalogue, 1875-’76.) Ceeilian College, Cecilian Junction, (Roman Catholic,) is an institution exclusively for young men ; has commercial and classical departments; admits those who are not Catholics and permits attendance upon other places worship. — (Catalogue, 1876.) Central Richmond, (Southern Presbyterian,) was established in 1873, and embraces colleges of science and literature, of medicine, and of law. — (Catalogue, 1874-75.) Centre College, Danville, (Presbyterian,) embraces preparatory, scientific, and clas¬ sical departments. Only young men are admitted. — (Catalogue, 1876.) Concord College, New Liberty, (Baptist,) admits both sexes to its preparatory and collegiate departments. — (Catalogue, 1874-75.) Eminence College, Eminence, (Christian,) admits both sexes to its preparatory, scien¬ tific, and classical departments. A special course, corresponding to that usually fur¬ nished in ladies’ seminaries, is provided for such young women as do not wish to take the collegiate course. The two sexes do not live in the same building, but recite to¬ gether where their studies are the same. — (Catalogue, 1876-’.' 7.) KENTUCKY. 139 Georgetown College, Georgetown, (Baptist,) appears to be exclusively for young men. In 1872 the course of study was remodelled, and the elective or university plan adopted. The departments are English literature, Latin, Greek, modern languages, mathematics, physical sciences, history and political economy, and mental and moral philosophy ; altogether, it is stated, this course covers more ground than the ordinary college cur¬ riculum. There are also normal and theological departments. — (Catalogue, 187.W76.) KentucTcy Military Institute, Farmdale, (non-sectarian,) exclusively for young men, has preparatory, collegiate, civil engineering, and commercial courses. The degrees conferred are bachelor of arts, bachelor of commercial science, bachelor of literature, and bachelor of mathematics. The organization is military, as the name of the school implies. The design of this feature is to bring about a just discipline and to direct to a high purpose the aimless energies of youth. — (Catalogue, 1875-76.) KentucTcy Wesleyan University, Millersburg, (Methodist Church South,) reported in 1874-75 a regular collegiate course of 4 years, with classical and scientific departments. No later information. — (Catalogue, 1874-75.) Murray Institute, Murray, (non-sectarian,) embraces primary, preparatory, and col¬ legiate departments. There is a ladies’ course which omits Latin and Greek, substitut¬ ing for them music and the usual ornamental branches. — (Catalogue, 1875-’76.) St. Joseph’s College, Bardstown, (Roman Catholic,) is exclusively for Roman Cath¬ olic young men. There are two courses of study, the classical, for such students as desire to prepare for the ministry or the learned professions, and the commercial. — (Catalogue, 1875-’76.) St. Mary’s College, St. Mary’s, (Roman Catholic,) also exclusively for young men, has a classical course of 4 years and a commercial one of 3. French and German are optional studies. — (Catalogue, 1875-’76.) Warren College, Bowling Green, (Methodist Episcopal South,) apparently admits only young men, and has preparatory and collegiate departments, the latter with an optional course of study. — (Catalogue, i875-’76.) COLLEGES FOR WOMEN. Besides the several colleges above mentioned into which women are received, 18, especially designed for them, report themselves for 1876 as having 124 teachers and 1,769 students, 396 of these in i)reparatory departments, 770 in regular collegiate studies, 91 in partial courses, and 6 in post graduate ones, leaving 506 not accounted for. Music, vocal and instrumental, drawing, and painting are taught in all these institutions ; French in 13; German in 11 ; 12 have chemical laboratories and more or less philoso¬ phical apparatus; 4 some collections in natural history or geology, and 1 an art gal¬ lery. — (Returns for 1876.) Statistics of universities and colleges, 1876. Names of nniversities and colleges. Berea College . Bethel College . Cecilian College . Central University* . . Centre College . Concord College . Eminence College .... Georgetown College . . Kentucky Military In¬ stitute. Kentucky University . Kentucky Wesleyan University.* Murray Institute . St. Joseph’s College. . . St. Mary’s College _ Warren College . Number of students. Property, income, &c. P n $90, 000 40, 000 30, 000 80, 000 13, 000 50, 000 75, 000 130, 000 250, 000 30, 000 18, 000 20, COO 50, 000 50, OCO $36, 000 71,000 175, 000 0 80, 000 215, 000 43, 000 $2, 880 3, 500 3, 000 1,200 $1, 200 3, 500 10, 000 2, 000 6, 800 4, 000 14, 000 17, 500 2, 500 2, 000 al, 500 a900 1,000 a9, 247 150 a2, 200 all, 200 4, 000 *From Report of Commissioner of Education for 1875. aincludes society libraries. b Not all paid in. 140 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. AGRICULTURAL AND MECHANICAL COLLEGE. This institution, located at Lexington and organized in 1866, offers a course of study divided into 9 distinct schools, viz : English language and literature, mental and moral philosophy, mathematics, chemistry and physics, natural history, civil history, modern languages, civil engineering and mining, and military tactics. A signal service station of the War Department has been established on the college grounds, where in¬ struction is given in meteorology. Students desiring to pursue Latin and Greek or other branches of the college curriculum have access to such classes in the college of arts, without charge for tuition. Each county or legislative district is entitled to send 3 properly prepared students free of charge for tuition, making 300 State scholarships. Tuition to others is $30 annually. The course of study is completed in 4 years. — (Cata¬ logue of university and return, 1876.) THEOLOGY. Instruction in theology is given in Danville Theological Seminary, Danville, (Presby¬ terian,) which has a three years’ course of study; in the Western Baptist Theological Institute, a department of Georgetown College, where tuition is free and the course can be pursued concurrently with studies in the college ; in the Bible College of Ken¬ tucky University, which is non-sectarian ; and in the school of theology. Bethel College, (United Baptists,) which has a three years’ course of study. LAW. The College of Law of KentucTcy University provides a thorough course of instruction, except in merely local law, for young men jweparing for the bar in any part of the United States. The course is completed in 2 years. No examination or particular course of previous study is required for admission. — (Catalogue of university, 1876.) The College of Law in Central University also provides a two years’ course of study. Instruction is given by text books, lectures, and moot courts. The course embraces international and constitutional law, common law and evidence, and criminal, com¬ mercial, and mercantile law. — (Catalogue of university, 1874-75.) ' MEDICINE. Transylvania Medical College, a department of the State University, offers free of charge a two years’ course of instruction in medicine, which may, if desired, be pursued in connection with the collegiate studies of the university. The Hospital College of Medicine, a department of Central University, claims to offer superior facilities for the study of medicine, from its proximity to the Louisville Hos¬ pital, which contains accommodations for 400 patients and has, besides, an out-door department numbering over 5,000 cases annually. No less than 14 clinics are held dur¬ ing each week. There are, also, superior facilities for obtaining anatomical material. Course of study, 2 years. — (Catalogue and circular of university, 1874-’75, and re¬ turn, 1876.) The Kentucky School of Medicine, at Louisville, and the Louisville Medical College, organized in 1869, have each a course of instruction covering 2 years. The medical department of the University of Louisville reports a course of study lasting one year and a present attendance of 273 students. — (Return, 1876.) KENTUCKY. 141 Statistics of schools for scientific and p7'ofessional instruction, 1876. 6 Property, income, &c. & .s Schools for professional instruction. Corps of instruction. 1 Endowed professorships. Number of students. Number of years in cour Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. 03 a 'o 'S © .O a i§ SCHOOL OF SCIEKCE. « Agricultural and Mechanical Col¬ lege, (Kentucky University.) 10 105 4 $200, 000 $165, 000 $9, 900 SCHOOLS OF THEOLOGY. Bible College of Kentucky Univer¬ sity. Danville Theological Seminary . 3 50 4 4 22 3 12, 000 150, 000 60, 000 9, 000 6, 000 10, 000 School of Theology in Bethel College. Theological Seminary of the Prot¬ estant Episcopal Church in the Diocese of Kentucky. 6 'Western Baptist Theological Insti¬ tute. SCHOOLS OF LAW. a6 1 18 3 15, 000 48, 000 3, 000 2 23 College of Law, Central University*. Law College, Kentucky University.. 2 4 2 6 23 2 $960 SCHOOLS OF MEDICINE. Hospital College of Medicine, (med¬ ical department Central Uiiiver- sity.) Kentucky School of Medicine _ 14 84 2 15, 000 3, 200 8 125 2 Louis'ville Medical College 9 250 2 0 0 Medical department, University of Louisville. Transylvania Medical College, (Uni¬ versity of Kentucky. ) Louisville College of Pharmacy .... 14 273 4, flOt 7, 00(1 4fi 7 2 3 32 2 cl, 000 2,000 120 800 *From Report of Commissioner of Education for 1875. a 5 of these are instructors in the literary department also. 6 The funds are invested and used to educate young men in other seminaries until builcings are provided in Louisville. c Apparatus. SPECIAL INSTRUCTION. INSTITUTION FOR THE BLIND. This is located in the neighborhood of Louisville. The buildings are magnificent and well furnished with all the appliances of comfort ; the grounds are fertile and the landscape picturesque. The State charges the parents of the pupils nothing for board or tuition, and, in cases of destitution, provides clothing while they are in school. The course of instruction embraces everything taught in the common schools, with the addition of music and various branches of handicraft. The boys are taught to make brooms and mattresses, to do general upholstering work, and to cane chairs. The girls are taught to knit, sew, do various kinds of fancy work, and use the sewing machine. There were 95 pupils under instruction during the year 1876. — (Centennial Exhibit, by Superintendent Henderson, pp. 29, 30, and report of the institution, 1876.) INSTITUTION FOR THE DEAF AND DUMB. This school is located at Danville, was established by legislative enactment in 1823 and has been in successful operation for 53 years. Every deaf mute child in the State of Kentucky, of sound mind and body, is privileged to receive all the benefits of this 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, and the Bible. Attendance in 1878: males, 55; females, 56; total, 111. — (Centennial pamphlet by Superintendent Henderson, p. 30, and return to United States Bureau of Education, 1876.) 142 KEPORT OF THE COMMISSIONER OF EDUCATION. INSTITUTION FOR THE EDUCATION AND TRAINING OF FEEBLE-MINDED CHILDREN. By act approved February 23, 1874, this institution was reconstructed and its pur¬ pose defined as being not an asylum for the custodial care of unimprovable idiots, but a school for the education of feeble-minded children. Such children, between the ages of 6 and 18, are entitled to the benefits of the institution without charge ; and in the case of those who have not the means of transportation the expense is defrayed by the State. Special attention is paid in this institution to gymnastic training. Calis- thenic exercises are engaged in daily, when every muscle of the body is brought into play. It is frequently found that as vigor of body is imparted activity of mind is excited, and that thus a complete recovery may result from this hygienic treatment. In the rudiments of learning, the pupils, says Superintendent Henderson, will pase any day as creditable a review and examination as the pupils of any ordinary common school in the Commonwealth. — (Centennial Exbibit, by Superintendent Henderson, pp. 31,32.) EDUCATIONAL CONVENTIONS. • STATE teachers’ ASSOCIATION. The annual convention of the State Teachers’ Association for 1876 was held in Bowling Green, August 7. The address of the president. Dr. H. A. M. Henderson, was on “ The political economy of higher and technical education,” showing its value in all indnstries and its capacity for increasing power and wealth. After the address of welcome by Dr. J. G. Wilson, and an appropriate response by the president, remarks were made and papers read by Professor Bartholomew on “Normal schools ; ” by Prof. J. W. Dodd, on “ The Centennial by Prof. J. H. Gray and Prof. S. T. Lowry, on “ Graded schools;” by Professor Joynes, of Vanderbilt University, on “The study of English; ” by M. P. Caldwell, superintendent of the Louisville House of Refuge, on “ Reformatory schools and reformatory education by Col. R. D. Allen, superintend¬ ent of Kentucky Military Institute, and Professor Stark, of Russellville, on “ Coeduca¬ tion of the sexes,” the former taking ground against the plan and the latter in favor of it. Among other interesting exercises were singing and reading by ladies and gen¬ tlemen present, with recitations by Professor Kidd, a distinguished elocutionist from Indiana. After the adoption of several important resolutions, among which were those favor¬ ing the establishment of normal and reformatory schools, the association adjourned to meet the next day at Mammoth Cave. At the close of a pleasant day spent in explor¬ ing its wonders, addresses were delivered to those who assembled on the verandah of the hotel by Superintendent Trousdale, of Tennessee, Maj. William J. Davis, editor of the Home and School, Prof. J. R. Hodges, of Texas, and Dr. H. A. M. Henderson. Thus ended one of the most delightful and profitable reunions ever enjoyed by the teachers of Kentucky. — (Report of tlae State superintendent, appendix, pp. i-108.) OBITUARY RECORD. WILLIAM L. BRECKENRIDGE. Dr. William L. Breckenridge, formerly president of Centre College, Ky., died December 26, 1876, on his farm at Raymore, Missouri, in the seventy-third year of his age. — (Ohio Educational Monthly, February, 1877.) LIST OF SCHOOL OFFICIALS IN KENTUCKY. Hon. H. A. M. Henderson, State superintendent of public instruction, Frankfort. STATE BOARD OF EDUCATION. [Term, 1875-’79, four years.] Members. Post-office. Hon H A M Henderson State superintendent president ex officio _ _ _ Frankfort. Hon. J. Stoddard Johnson secretary of state _ _ _ _ ........ _ _ _ ...... Frankfort. Hon. Thomas E Moss attorney-general . . . . . . . Frankfort. Tf, IT Allen _ _ _ _ _ _ _ _ _ ... Farm dale yy H Barth nlninew _ _ _ _ _ _ _ _ _ _ _ _ KENTUCKY, 143 List of school officials in Kentuchy — Continued. COMMISSIONERS OF COMMON SCHOOLS. [Terms extend from October 5, 1877, to December 1, 1878.] County. Commissioner. Adair . Alien . Anderson - Ballard . Barren . Bath . Bell . Boone . Bourbon . Boyd . Boyle . Bracken . Breathitt .... Breckinridge Bullitt . Butler . Caldwell . Calloway .... Campbell _ Carroll . Carter . Casey . Christian .... Clark . Clay . Clinton . Crittenden . . . Cumberland . Daviess . Edmonson ... Elliott . E still . Fayette . Fleming . Floyd . Franklin . Fulton . Gallatin . Garrard . Grant . Graves . Grayson . Green . Greemip . Hancock . Hardin . Harlan . Harrison . Hart . Henderson . . . Henry . Hickman .... Hopkins _ Jackson _ Jefferson .... Jessamine ... Johnson _ Kenton . . Knox . . Larue . . Laurel . . Lawrence .... Lee . Letcher . . Lewis . . Lincoln . . Livingston,. Logan . Lyon . Madison .... Magoffin .... Marion . Marshall.... Martin . Mason . McCracken . Moses H. Khozer . Hiram P. Bailey . F. M. Eobinson . Isaac K. Swain . K. P. Collins . William H. Daugherty. Peter Hinkle . H. J. Foster . W. H. Lockhart . Jacob Eice . E. H. Caldwell . A. C. Armstrong . . Nathan B. Day . Milton Board . E. J. Meyler . William' Wand . William S. Hart . D. Mathewson . . Leo. Tibbatts . J. A. Donaldson . F. M. Wilcox . Ben. F. Bransam . G. A. Champlin . Leeland Hathaway . John E. White . Dr. John H. Grady _ Singleton Hodge . . John G. Criiddock . David F. Todd . . O. P. Shackelford . John W. Barber . . E. W. Smith . John H. Carter . John S. Power . Jos. M. Davidson . Dr. H. Y. Williams - E. T. Tyler . Samuel Turley . John K. West . H. D. Stratton . J. M. Cosby . George A.'Cubbage, jr Joseph Perry . J. W. Womack . C. T. Duncan . . . James Vinson . John Nolin . W. Vaughn Prather . . . S. M. Payton . . Dr. H. H. Farmer . Samuel Jones . Eev. Willis White - George W. Murphy . . . Thomas H. West . James F. Hobbs . J.C. Welch . George W. Howes _ Dr. J. C. Byland . James M. Stewart . F. S. Cessna . John C. Brown . James E. Dean . J. P. Brandenburgh . . . Marion Hall . Joseph A. Sparks . John M. Philips, jr _ J. E. Lemen . Dr. J. B. Evans . William C. O’Hara _ C. A. Partello . Proctor Arnett . Ben. F. Bowman . Elias Barry . T. W. Newberry . D, J. Eees . James W. Eden . Post-office. Columbia. Scottsville. Lawrenceburg. Blandville. Glasgow. Owingsville. Pineville. Burlington. Paris. Catlettsburg. Parksville. Augusta. Jackson. Hardinsburg. Shepherdsviile. Morgantown. Princeton. Muiray. Grant’s Lick. Carrollton. Upper TygerL Liberty. Hopkinsville. Winchester. Manchester. Albany. Marion. Burksville. Owensboro’. Cave City. Sandy Hook. Irvine. Lexington. Flemingsburg. Prestonsburg. Bridgeport. Hickman. Napoleon. Lancaster. Williamstown. Mayfield. Litchfield, Greensburg. Greenup. Hawesville. Elizabethtown. Harlan C. H. Cynthiana. Munfordville. Henderson. New Castle. Clinton. Madisonville. Greeuhall. Long Eun Station. Nicholasville. Paintsville. Independence. Barbourville. Hodgenville. London. Louisa. Beattyville. Whitesburg. Vanceburg. Stanford. Salem. Eussellville. Eddyville. Eichmond, Salyersville. Lebanon. Benton. Inez. Fernleaf. Paducah. 144 REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Kentuclcy — Continued. County. Commissioner. Post-oflBce. J. M. Nicholls . Calhoun. Brandenburg. Frenchljurg. McAfee. Edmonton. Tompkinsvilie. Mt. Sterling. West Liberty. Greenville. Bardstown. Carlisle. William G. Beall, sr . Hartford. Beard’s Station. Owenton. Owsley . H. C. Hogg . Booneville. Pendleton . Gr. M. Colvin . Morgan Station. Hazard. Piketon. West Bend. Joseph C. Eversole . . . Pike^ . . . James M. Rawaon _ _ _ Powell . J. S. VivioD . . . Pulaski . . G. W. Sbadoan . Somerset. Pobertson . C. H. Buckler . Mt. Olivet. Pockcastle . . . . J. J. Brown . . . Mt. Vernon. Rowan . George A. Niekell . Morehead. Russell . John A. Webb . Jamestown. Scott . Matt. S. Bradley . Georgetown. Shelbyville. Franklin. Sbelby . . . . . S. E. Thompson . Simpson . . . . G. W. Roark . . . Spencer _ _ _ Joseph B. Cox . . . Taylorsville. Campbellsville. Elkton. Taylor . D. G. Mitchell . Todd . John W. Gant . Trifffic . John R. Averitt . Cadiz. Trimble . John T. Bashaw . . . . Bedford. Candon C. Elournoy . . . . . . Morganfield. Bowling Green. TV^a.rren _ _ _ _ Samuel H. Richard son . . . . "Waabino'tn'n _ . . _ Thoa. R. Browne . . . . _ "W ayne . . . . . .T. T). Shearer _ _ _ Monticello. W ebater . . . R. K. Thornberry . Poole’s Mill. Whitley . . William P. Croley . . . . Whitley C. H. Campton. Versailles. Wolfe . William F. Elkins . . . Woodford _ Samuel B. Eyons . . . . LOUISIANA. 145 I^OUISIAMA. SUMMARY OF STxiTlSTICS. 1874-75. 1875-76. Increase. Decrease. POPULATION AND ATTENDANCE. Obildren of school age (6-21) Enrolled in public schools ... Average daily attendance... 274, 688 74, 848 Not given. 274, 688 74, 307 52, 315 539 TEACHERS AND THEIR PAY. Male teachers in public schools . Female teachers in public schools. .. Whole number teaching . Average monthly salary . . SCHOOLS. N umber of public schools . . . . Average duration of school in days, Value of all school property . . 797 760 1,557 $37 828 787 1,615 $31 1,032 Not given. $896, 100 Sot given. 97 $803, 062 $93, 038 INCOME AND EXPENDITURE. Receipts. From State tax . From local tax . From other sources . Total receipts . Expenditures. 207, 406 313, 358 178, 901 259, 736 313, 558 202, 715 $52, 330 200 23, 814 699, 665 776, 009 76, 344 For sites, buildings, and furniture .. For salaries of superintendents . For salaries of teachers . For miscellaneous purposes . Total expenditure . . EXPENDITURE PER CAPITA — 60, 182 24, 000 573, 144 42, 339 699, 665 • 7, 335 24, 000 *539, 017 t205, 657 776, 009 163, 318 76, 344 52, 847 ’34,'i2r Of school population . Of enrolment . SCHOOL FUND. 2 45 2 41i 9 40 8 93-^- 03i 46f Amount of available school fund Not given. 82 921 * Includes salaries of secretaries, porters, and portresses in New Orleans, t Includes payments of previous indebtedness of parish school boards and $82,921 held by school board treasurers. (Returns of Hon. William Gr. Brown, State superintendent of public instruction, for the two years indicated.) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Bullard & Curry^s Digest of Statute Laws of Louisiana, 1842, vol. 1, pp. 289-291 ; laws of 1847 and 1848 ; Pierce, Taylor & King’s Revised Statutes of Louisiana, 1852, pp. 10 E 146 REPORT OF THE COMMISSIONER OF EDUCATION. 228-240 ; Phillips’s Revised Statutes of Louisiana, 1856, pp. 187-208 ; Ray’s Digest of the Statutes of Louisiana, 1870, vol. 2, pp. 370, 379-388; constitutions of 1845, 1852, 1864, and 1868 ; school laws of 1869, as amended by acts of March 16, 1870, March 16, 1871, February 21 and April 9, 1873 ; special report to New York legislature, 1867, by State Superintendent Victor M. Rice, p. 119; Barnard’s Journal of Education, vol. 24 1873, p. 256. EARLY LEGISLATION RESPECTING SCHOOLS. Louisiana Tvas admitted as a State of the Union in 1812 on the basis of a population of 76,556, reported in the census of 1810. While in its territorial condition, in 1808, authority had been given to institute elementary schools in each parish, (a division of the State answering to counties elsewhere.) In 1819 these schools were placed under ' police juries for general care of interests, and in 1821 under 5 trustees appointed by the police jury in every parish from the resident laud owners, $800 being appropriated from the public funds to each parish for such schools, with liberty of increase by a local tax on the property of the parish. In 1833 the secretary of state was made superintendent of public education, and was required to submit annually to the leg¬ islature a report of the condition of schools, academies,* and colleges. In 1839 special authority was given to the second municipality of New Orleans to establish a system of public schools supported by a tax on property, on a plan prepared by Hon. Henry Barnard, of Connecticut, to whom the position of superintendent of these schools was tendered. LEGISLATION UP TO THE WAR. In the constitution of 1845 it was provided that there should be a superintendeut of public education, who should hold office for two years, receive such compensation as the legislature should direct, and perform such duties as should be prescribed by law. This, in 1852, was amended to read : ‘^Provided, That the general assembly shall have power, by a vote of a majority of both houses, to abolish the said office of super¬ intendent whenever in their opinion it shall be no longer necessary.” The general assembly was also to establish free public schools throughout the State and provide for their support by general taxation or otherwise ; amended in 1852 as follows; “All moneys so raised or provided shall be distributed to each parish iii pro¬ portion to the number of free white children between such ages as shall be fixed by the general assembly.” The proceeds of all lands granted by the United States for schools, and of all such as should bo subsequently granted without restriction to some other purpose, were, with the proceeds of estates of deceased persons falling to the State by law, to be held by the State as a loan, and be a perpetual fund, on which interest at 6 per cent, should be annually paid ; Avhich interest, together with [that of the trust funds de¬ posited with the State under the act of Congress of June 23, 1836, andt] all the rents of unsold school lands should be appropriated to the support of such schools and be forever inviolable, t In accordance with these constitutional provisions, a law was passed in 1847 — amended in 1852, 1853, 1855, 1857, and 1859 — for the institution of means to educate the white youth of the State between the ages of 6 and 16 years, in such manner as should be prescribed by the directors of each district ; any white person under 21 to have also the right to two years’ tuition at the least. For this purpose there was to be levied in each parish annually one mill on the dollar of all taxable property, to be collected by the State tax collectors in the same manner as other State taxes. The State superintend¬ ent waste apportion the school fund thus collected, augmented afterward by a capita¬ tion tax of $1 on each free white male inhabitant over 21 and by the interest of a fund derived from the proceeds of United States land grants and other sources, for the sup¬ port of free schools in the several parishes, in proportion to the number of white children in each parish of legal school age, and was forthwith to notify the parish treasurers of the amount apportioned and due their respective parishes. The treasurer was in his turn to notify the directors of each school district in his parish of the amount subject to their draft, the warrant of a majority of them to be his authority for the payment to them of the fund. The directors, 3 for each school district, were to appropriate to the support of free schools the moneys thus received by them for their districts, together with those derived from rent or interest on the proceeds of their school lands, determining how and when they should be expended. They were to establish a sufficient number of schools, employ teachers for them, and pay these * One academy and one public library in each parish, to be supported by $50,000 raised annually, had been planned for while the State was yet a Terrritory. t Added in 1852 to the provisions of 1845. I The monejs arising from the sale of lands granted by the United States to this State for a seminary of learning, or from any hind of donation that should be made for that purpose, were also to remain a perpetual fund, the interest on which, at 6 per cent., should be appropriated to the support of a sem¬ inary of learning for the promotion of literature and of the arts and sciences, and never be legally di¬ verted to any other use. Out of this provision grew eventually, after various constitutional and legis¬ lative changes with respect to it, the University of Louisiana. LOUISIANA. 147 out of the funds belonging to the district, establishing such rules and regulations as might be deemed proper for the government of the schools, and determining the differ¬ ent periods of the year when they should be taught. For the building and furnishing of school-houses the directors were allowed — with consent of the majority of the voters of the district, obtained after due public notice — to levy a tax on the property in the district, and to the schools thus established all white children of the lawful age within the district were to have free admission. Other free whites not over 21 years old might also be admitted, provided that no claim should thence ensue to any further amount of public funds than the district would be regularly entitled to. If no public schools were established in a district, the teacher of a private school in which any of the children of such district should attend was entitled to the same compensation for each child taught as if he had charge of a public school, and was to be paid in the same manner, i. e., by a warrant on the parish treasurer, drawn by the directors of the district. There was also provision for the payment of tuition for children who might attend school beyond the limits of their district, but within those of the parish in which tbe district lay; the directors of the district in which the school was attended drawing their warrant on the parish treasurer for the tuition money, and this being charged to the district to which the children belonged. The district directors were, at each annual district meeting, to make report to the meeting of the amount of school funds apportioned to the district for the year and the ways in which these had been expended ; of the number of schools taught, and the time for which they had been held ; of the number of pupils attendant in each school and the number of school age not in any school; of the branches of study taught in school ; and of the amount of money raised by district tax for purchasing, repairing, building or renting school-houses, or for other purposes, with an account of all dis¬ bursements. Their warrant to the parish treasurer, too, for the payment of teachers’ salaries was to be accompanied with a statement from them showing the number of schools in the district in which children were taught by aid of the public funds, the number of children taught in them through such aid, the number who did not, attend school, and the monthly rate of compensation for each teacher. The parish treasurer was annually, in November, to make report to the State super¬ intendent showing (1) the amount of school money he had received from all sources, designating each source ; (2) the amount of money paid each district for school purposes ; (3) the number of children who had attended school on the public foundation ; (4) the average time the schools had been taught during the year. Originally it was a parish superintendent of schools, elected by the people and commissioned by the governor, who, acting as treasurer of funds intended for the districts, came between the district directors and the State superintendent, visiting the schools, examining and licensing^ teachers for them, tilling vacancies occurring in boards of directors, appointing a board where there was failure to elect one, and making the report above indicated with reference to the schools. This useful office was abolished March 18, 1852. The State superintendent, who by the law of 1847 was charged with the visitation of every parish once a year for the inspection of schools and awakening an interest in education, was annually, in the first week of the session of the general assembly, ta report to it the condition of the public schools, the expenditures of the school money, plans for improvement of school funds, number of schools, number of children in them, times they were taught in each parish, payments for tuition in them, sources whence means for these payments were derived, number of school-houses, amount expended in erection of them, and all other matters he might deem important with reference to* the working of the school system. Quite careful guards were placed by the revised law around the sales of school lands and the expenditure of the annual school moneys, any surplus of which, with the pro¬ ceeds of the sale of State school lands, was to form a “ free school accumulating fund,” to be invested in bonds of the State or of the city of New Orleans, bearing not less than 6 per cent, interest per annum. This fund, in 1859, November 1, amounted to $899,500. The amount of public money apportioned among the several parishes in March of that year was $303,324.34. The efiect of the system thus established was shown to some extent in the returns of the United States census for 1850, in which were reported, for Louisiana : public schools, 664 ; teachers, 822; pupils, 25,046; income from all sources, $349,679. In 1860 the returns were: public schools, 713 ; teachers, 856 ; pupils, 31,813; income from all sources, $469,210. Of this income about one-sixth in 1850 and one-eighth in 1860 ap¬ pears to have been from tuition fees ; most of the remainder from taxation and public funds. LATER LEGISLATION. The school system of the State was, of course, to a large extent prostrated by the war, and only partially revived at the conclusion of it. As to the children to be entitled to its benefits, an important change was made by the constitution of 1868. 148 REPORT OF THE COMMISSIONER OF EDUCATION. Adopting, with reference to education, the main provisions of the preceding constitu¬ tions, it added : “All children of this State between the years of '6 and 21 shall be admitted to the public schools or other institutions of learning sustained or established by the State in common, without distinction of race, color, or previous condition and “ there shall be no separate schools or institutions of learning established exclu¬ sively for any race by the State of Louisiana.” This was so radical a change, and went so much beyond a very extensive public sentiment, that opposition to it on the part of a large portion of the formerly dominant white element was immediately aroused and has been in various ways since manifested. A law was passed, however, March 10, 18o9, in conformity with the constitutional provision, making it a misdemeanor, pun¬ ishable with fine and imprisonment, for any municipal, parish, State, or school officer, or any teacher of a public school to refuse to receive into a school any child of lawful age entitled to admission into the same ; such causes to have preference before other criminal cases on the docket of the courts, and such persons so offending to be also lia¬ ble to an action for damages by the parent or guardian of the child so refused. Under this law the whole school system had to be reorganized, and with a view to the working of it in these novel circumstances the act provided for a State board of ciiucatbm, to consist of the superintendent of public instruction, of one member to bo appfiinted from each congressional district in the State, and two from the State at large, under the management of which board all schools established and maintained by the Scatc were placed. The act further provided for a division of the State into six districts, corresponding with the congressional districts, and for the appointment over these of six division superintendents, to whom should be intrusted the supervision and general manage¬ ment of public schools in their respective districts, subject to the direction and control of the State board. For local management provision was made for the appointment, by the State board of district boards of school directors for each school district in the State, who were empowered to establish and control the schools in their respective districts, subject to the supervision of the district superintendents. To raise the funds necessary for carrying out the new scheme of establishing and maintaining schools, a tax of two mills on the dollar of all taxable property in each parish was authorized and directed, it being left to the electors in each school district to raise what further local tax was necessary for building, hiring, and furnishing school buildings, provided that this local tax should not exceed five mills on the dol¬ lar in any year. It was supposed by those who planned this law that it would secure the prompt establishment of an efficient system of public education in the State. But, with the most earnest endeavors put forth by those to whom the administration of tbe system was committed, much less was accomplished in the first year than had been hoped for. This was due probably to three camses: (1) An unusual centralization of authority in the State board, which, appointing all the local boards, took from the people the power of determining by whom their local schools should be controlled ; (2) an insufficient provivsion for 1 be support of schools, the increase of the State tax for this purpose from one mill to two mills on tbe dollar not even approaching the increase of school popu¬ lation to be provided for, now that every colored child was entitled, equally with every white, to the privileges of the schools; and (3) an indifference, and even sometimes bitter opposition, to a system which only offered education in the public schools to the children of the whites, who had been always free, on condition of its being shared in each instance with the children of the colored people, who had recently been slaves. These causes, strongly operative at first, have continued since to act in a great, though somewhat lessening, degree, impairing the full efficiency of the school system and inducing sometimes painful conflicts over the race question in the schools. March 16, 1870, the second of these hindrances to progress was lemoved by an act which authorized parishes to double the amount for their schools by levying annually a parish tax of two mills on the dollar in addition to the State tax. The overcoming of the third hindrance was also provided for by a direction, in the same act, that the State superintendent should withhold its portion of school fund from any district fail¬ ing to provide at least one public school, and that a board of parish directors, now first provided, should establish schools in such districts and maintain them out of the State or parish school taxes of the districts failing to do this themselves. A further improvement was made by constituting the 6 division superintendents and State superintendent the members of the State board of education, thus giving to its coun¬ cils the benefit of the personal experience of members in the subjects that were to engage their attention. The next year, March 16, 1871, the law was again altered, making it obligatory on the corporate authorities of parishes and school districts to raise an annual tax of not less than one mill on the dollar, nor more than two, for the lease, purchase, building, and furnishing of school-houses ; while in any parish, city, or town where a board of school directors should fail to establish schools within sixty days after their appoint- LOUISIANA. 149 ' ment, the division superintendent was authorized to establish and maintain them out of the school funds of the parish, city, or town. April 9, 1873, another amendment was made empowering school boards to demand of the local authorities the levy of an extra tax for that year and for each succeeding year, for the improvement and extension of the school system ; such demand to be enforced by the imposition of a fine of not less than $100 nor more than |500, on any recusant officer after ninety days’ neglect, as well as by removal of the recusant from office for his neglect. This increasingly mandatory character of the law distinctly indicates the indifference of at least a large portion of the people to the public school system as presented to them. And the returns show that this indifference has not been overcome by the pro¬ visions of the law, those for 1871-’72 presenting an enrolment in the schools of 91,500 out of a school population of 246,290 ; those for 1874-’75 an enrolment of only 74,846 out of a school population 28,398 greater than in the former year; those for 1875-’76 an enrolment smaller still. ELEMENTARY INSTRUCTION. NO PRINTED REPORT. The political convulsions by which the State was shaken during the latter part of 1876 so much affected the administration of the school system that no report of its operations for the year has been published up to the date at which this abstract goe& to press. The summary of statistics which heads the abstract embodies, therefore, all the information to be had respecting public schools in Louisiana for that memorable year. The late arrangement by which the Nicholls government comes into power places Hon. Robert M. Lusher in the chair of State superintendent of instruction, in place of Hon. Wm. G. Brown, who, according to the republican count, had been reelected to the place. Mr. Lusher has been at the head of the Peabody Normal Seminary in New Orleans, and possesses enough of active energy and personal favor with the present ruling class to infuse new life into the partially paralyzed school system. It is hoped that he may do this. TRAINING OF TEACHERS. NORMAL SCHOOL AND DEPARTMENTS. The Peabody Normal Seminary for Louisiana, at New Orleans, is sustained by local contributions and the Peabody education fund. It provides a three years’ course of study, with preparatory and normal departments and a model school. Tuition is free to normal students. There were in l&75-’76, in the normal department, 45 students, all women. Drawing and vocal music are among the branches taught. — (Return for 1875-’76.) Normal departments have existed in connection with New Orleans and Straight Universities, and Minden High School, Minden. No return from any of these depart¬ ments for 1875-’76 is at hand. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Information in respect to the public high schools of the State is even more than usu¬ ally lacking for the year 1875-’76. Such schools have existed in New Orleans, Baton Rouge,' and in the parish of Iberville, but no information is at hand from any of them for 1676, save that found in the city school return for New Orleans; this simply gives the fact of the continued existence of the 3 high schools of that city, which had 465 enrolled pupils in 1875. PRIVATE SECONDARY SCHOOLS. Of this class of schools, 3 for boys, 3 for girls, and 1 for both sexes, 3 less than in 1875, report an aggregate of 42 teachers and 621 pupils, 46 of them in a classical course and 459 in modern languages. Out of the whole number, 51 were said to be preparing for a classical collegiate and 15 for a scientific collegiate course, while 23 were put down as having entered college from these schools in the preceding year. Instruction in drawing was given in 4 of these schools, in vocal music in 3, and in instrumental music in 2. Only 1 had, at the time of the report, a chemical laboratory, and only 2 any philosophical apparatus. Four report libraries of 200 to 1,600 volumes, the total number of volumes reaching 2,650. — (Returns to Bureau of Education, 1876.) PREPARATORY SCHOOLS AND DEPARTMENTS. Of the former of these classes no school appears to be existent. Of the latter, 6 ee- port 9 instructors, exclusive of the college faculty, and 387 pupils, of whom 15 were preparing for a classical collegiate course.— (Returns to Bureau of Education, 1876.) 150 REPORT OF THE COMMISSIONER OF EDUCATION. BUSINESS COLLEGES. Two of these iustitutiocs for training youth for business make return of 12 teach¬ ers and 279 pupils, 3 of them in telegraphy, 13 in German, and 20 in French. Both schools teach the common English branches and correspondence, penmanship, book¬ keeping, banking, and commercial law. One teaches, also, the higher mathematics, One has a library of 514 volumes. — (Returns to Bureau.) SUPERIOR INSTRUCTION. UNIVERSITY OF LOUISIANA, BATON ROUGE. This institution appears to be still laboring under the embarrassing difficulties growing out of the loss of its original buildings, its consequent occupancy of those belonging to another institution, and the inability or disinclination of the State to meet its engagements to it. This last led, a year ago, to the necessary discharge of its large class of State students, and for a time endangered the loss of its able superin¬ tendent, Col. D. F. Boyd, who, as stated last year, had made up his mind to accept a position offered under the Khedive of Egypt. A letter from Colonel Boyd, dated Jan¬ uary 6, 1877, indicates that this danger has been averted and that he still fills the place which he has done much to honor. Probably with a view to utilize the teaching force and apparatus of the university, recent legislation has united with it the Agri¬ cultural and Mechanical College of the State, which was last located in the outskirts of New Orleans. This gives it a scientific department in addition to its previous clas¬ sical, legal, and medical ones. The statistics show, however, that the loss of the State students has greatly thinned the classes of the university, only 3 students appear¬ ing in its collegiate department and 20 in the preparatory, exclusive of those in the Agricultural College. — (Returns to Bureau of Education.) OTHER COLLEGES. Centenary College of ioitisimm, Jackson, (Methodist Episcopal South,) reports prepara¬ tory and collegiate departments, the latter Laving classical and scientific courses with 4 years in each. It is apparently exclusively for young men. — (Catalogue, 1875-’76, and return.) Jefferson College^ St. James, (Roman Catholic,) is under the direction of the Marist Fatbers, who regard education as one of their principal objects. The departments are preparatory, classical, and commercial. The French language is taught in all. — (Catalogue, 1875-’76, circular and return, 1876.) Leland University, New Orleans, (Baptist,) excludes no pupils from its privileges on account of race, color, sex, or sect. Courses of study, preparatory, academic, collegiate, and theological. There is no additional information to that of last year except that $11,103 are stated in the Baptist Year Book to be the income of the university for 1876. New Orleans University, New Orleans, (Methodist Episcopal,) with 4 departments, classical, scientific, normal, and theological, has a commanding influence among the colored people and a strong hold upon their confidence. It is second among schools of its class in New Orleans, as regards number of students. — (Report of State superin¬ tendent, 1875, and eighth annual report of the Freedmeffs Aid Society of the Methodist Episcopal Church.) St. Charles College, Grand Coteau, (Roman Catholic,) reports classical, scientific, and preparatory departments ; 4 or 5 years in the collegiate course. It is conducted by the Fathers of the Society of Jesus. Only young men in attendance. — (Return, 1875-76.) Straight University, New Orleans, (Congregational,) under the auspices of the Amer¬ ican Missionary Association, and devoted to the education of the colored race, in March, 1876, suffered the loss of its buildings by fire, supposed to have been the work of an incendiary. The school, however, lost but one day in consequence of this dis¬ aster, going on with the work in a rented building. — (American Missionary, April, 1877.) COLLEGES FOR WOMEN. Two institutions for the superior training of young women, one more than in 1875, report 8 instructors and 96 students, 29 of them in the regular collegiate course, the rest unclassified. The course in each is 4 years. One, the Silliman Collegiate Insti¬ tute, at Clinton, is chartered and authorized to confer degrees. Both undertake to instruct in vocal and instrumental music and drawing, 1 in painting also, and 1 in French. Both report chemical laboratories and philosophical apparatus, and 1 a natural history museum. Both have libraries, one of 300, the other of 400 volumes. — (Returns for 1876.) LOUISIANA, 151 Statistics of universities and colleges, 1876o Names of universities and col- Number of students. Property, income, &c. il-J Centenary College of Louisi¬ ana, College of the Immaculate Con¬ ception. Leland University . Louisiana State University. . . New Orleans University* . St. Charles College . Jefferson College . Straight University . |80, 000 f 1, 931 a3, 500 70, 000 82, 05.1 18, 000 30, COO 30, 000 5 $138, 000 0 4.50 11,500 m, 000 618, ono a5, 950 a2, 500 * From Keport of Commissioner of Education for 1875, a Includes society libraries. 6 Board and tuition. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. LOUISIANA STATE AGRICULTURAL AND MECHANICAL COLLEGE. This college, located at present in New Orleans, was organized and chartered in 1874. Its grounds and buildings are valued at $40,000 ; its income from productive funds is $13,734. Only young men are in attendance. The curriculum is divided into 2 schools or courses, requiring 4 years to complete either. The studies in these two, the agricult¬ ural and mechanical schools, are the same for the first two years, after which the stu¬ dent may select for himself the school in which he desires to graduate. The institu¬ tion is reported as being in a very prosperous and satisfactory condition. — (Catalogue and return, 1876.) LAW. The law department of the University of Louisiana, at New Orleans, has a two years' course of study, embracing the law of nature and of nations, admiralty and maritime law, the common law, equity, constitutional law, and civil law. — (Catalogue and return, 1876.) THEOLOGY. Instruction in theology is given to some extent in Leland University, (Baptist,) in New Orleans University, (Methodist,) and in Straight University, (Congregational,) mainly to members of the colored race. New Orleans University reports a theological class of 8. Special contributions to a small amount, in aid of students for the minis¬ try, have been received by the last mentioned institution. — (Report of Freedmen's Aid Society, Methodist Episcopal Church, and American Missionary Association.) MEDICINE. The Charity Hospital of New Orleans is a continuation of the New Orleans School of Medicine, which latter was organized and chartered in May, 1856. The course of study covers 3 years. The medical department of the University of Louisiana, New Orleans, claims un¬ usual facilities for affording medical instruction from the opportunity offered to observe disease in the Charity Hospital, which received, during 1874-75, 4,845 patients. The course of study requires 3 years for completion. — (Catalogue and return, 1875-76.) DENTISTRY. At the New Orleans Dental College the curriculum has been raised to meet the de¬ mands of the age for higher professional attainments. With the view of giving the largest scope and efficiency to the philosophical and scientific branches of the profes¬ sion, an arrangement has been effected between the Charity Hospital Medical College and this institution for dental students to attend at the former the lectures on chemis¬ try, descriptive anatomy, surgical anatomy, and physiology. The course includes 2 years of office pupilage and 2 courses of lectures. — (Announcement of college, 1876-77.) 152 REPORT OF THE COMMISSIONER OF EDUCATION. StatisUcs of schools for scientific and prof essional instruction, 1876. a a Property, income, «&e. •S CO 32 .2 'S o a t>s 00 d d a 6 6 11 • g p Schools for professional instruc- u 'c p tw ® 0 ® a d p ft^ a a ^ p SR tion. p ft o , p p 0 0'S |;S £ a § ft p oft o p. 'd <1 p M SCHOOL OF SCIENCE. Agricultural and Mechanical Col¬ 6 176 4 |40, 000 1196, 200 $13, 734 $0 300 lege of Louisiana. SCHOOL OF THEOLOGY. Thomson Biblical Institute,* (New Orleans University.) 1 15 3 SCHOOL OF LAW. Law department, University of Louisiana. 4 23 2 15, COO 2, 500 SCHOOLS OF MEDICINE. Charity Hospital Medical College. . Medical department. University of 15 3 35, 000 150, 000 3, 000 12, 245 1,200 1, 800 9 ’120 3 0 0 Louisiana. Naw OrlAfina DATita.l ftnllAgA 10 5 2 a750 500 *From Ileport of Commissioner of Education for 1875. ci Apparatus. SPECIAL INSTRUCTION. EDUCATION OP THE BLIND. The Louisiana Institution for the Education .of the Blind, at Baton Rouge, sus¬ pended in May, 1875, from want of legislative appropriation, has been enabled to re¬ sume its work, and reports an attendance in 1875- 76 of 17 pupils, and the receipt from the State of $4,000 for their support. Its course of study is meant to embrace 7 years. The employments taught are broom and mattress making, seating of chairs, bead work, &c. There is a library of 200 volumes. — (Return for 1876.) EDUCATION OF THE DEAF AND DUMB. The Louisiana Institution for the Education of the Deaf and Dumb at Bacon Rouge, has, since its organization in the year 1852, given instruction to 218 pupils, during an average term of about 5 years for each. The present attendance numbers 40, of whom 24 are males and 16 females. It would reach at least 60 if those were present who were unable to return because of the want of means. The branches taught are language, scripture lessons, geography, physical geography, physiology, arithmetic, history, natu¬ ral philosophy, drawing, penmanship, grammar, astronomy, and chemistiy. It has not been practicable to provide a teacher whose method of instruction would lead to what is generally called visible speech. There is a library of about 300 volumes. — (Catalogue and return, 1875-76.) LIST OF SCHOOL OFFICIALS IN LOUISIANA. Hon. Eobert M. Lusher, State superintendent of public instruction, Rew Orleans STATE BOARD OF EDUCATION.* [Term, 3 years from January 1, 1877.] Name. Post-office. Hon. Eobert M. Lusher, State superintendent, ex officio president . . . New Orleans. *The State board is composed by law of tbe State superintendent of public instruction, and of the six division superintendents, to whom is intrusted the supervision of public schools in the six congres¬ sional districts of the State. The names of the division superintendents for 18'’7-’80 have not been re¬ ceived. MAINE. 153 MAIME. SUMMARY OF STATISTICS. 1874-75. 1875-76. Increase. Decrease. POPULATION AND ATTENDANCE. 221,477 218, 490 2, 987 157, 323 156, 148 1, 175 100, 641 102, 451 1,810 TEACHERS AND THEIR PAY. 1,984 2, 151 167 4,284 191 Average monthly pay of males . $37 00 $35 45 $1 55 Average monthly pay of females . 18 00 17 04 96 SCHOOL DISTRICTS AND SCHOOLS. 3,953 3,972 19 Parts of districts. ...... _ ... _ _ _ _ 368 350 18 School-houses _ _ _ - . . 4, 1^0 4,261 81 Built durin g the year ...... _ _ _ .... 104 86 18 Value of all school property _ ...... $3, 019, 549 $3, 005, 290 $14, 259 Average duration of school in days. .. 117 118 1 INCOME AND EXPENDITURE. Receipts from State tax . . . . $274,570 $224, 580 $49, 990 Receipts from local tax. _ _ _ _ _ 847, 655 657, 705 189, 950 Receipts from permanent fund _ _ 19, 558 24, 033 $4, 475 Receipts from other sources . 171,520 184, 127 12, 607 Total receipts . . . 1,313, 303 1,090,445 222, 858 Expenditure for sites, buildings, and 110,725 164, 399 53, 674 furniture. Expenditure for pay of superintendents 29,688 30. 866 1,198 Expenditure for pay of teachers . 1,046,766 897, 056 149,710 Expenditure for fuel, rent, repairs, &c. 126, 144 156, 441 30, 297 Total expenditures _ _ 1,313,303 1,248, 762 64, 541 Expenditure per capita of school pop¬ 5 41 5 00 41 ulation. Expenditure per capita of enrolment. . 7 68 7 01 _ _ 67 Expenditure per capita of attendance. 12 01 10 67 134 SCHOOL FUND. Amount of permanent fund _ _ _ 400, 558 400, 558 (Reports and returns from Hons. Warren Johnson and W. H. Corthell, State super¬ intendents of common schools, for the years above indicated.) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Laws of Maine ; report of Hon. W. H. Corthell, State superintendent, 1876. EARLY ACTION. Maine, from the time of its first permanent settlement till 1820, was a dependency of Massachusetts. Hence the famous Massachusetts laws of 1642 and 1647 took effect in 154 REPORT OF THE COMMISSIONER OF EDUCATION. her as in the parent State: the former compulsory as to the teaching of children and apprentices to read the English tongue and have knowledge of the capital laws ; the latter imperative as to every town of 50 families setting up a school for elementary instruction, and every one of 100 families setting up one for higher secondary train¬ ing. That these laws were not intended to be mere advice is evident, since both had decisive penalties affixed to any violation of them. And there is little doubt, from the records which have been transmitted to us, that they and the revised school law of 1789 met in Maine, as in Massachusetts, with a very general observance, for such laws were not, in that region, so much guides to public sentiment respecting educa¬ tion as exponents and indications of it. FIRST STATE ACTION. Admitted into the Union March 15, 1820, Maine, in the constitution with which she entered it, required her legislature to oblige the several towns to make suitable pro¬ vision for the support of public schools. Accordingly, at the same date, in 1821, a law was passed requiring that every town and plantation should annually raise and ex¬ pend for the maintenance of schools therein a sum of money (including the income from any incorporated school fund) not less than 40 cents for each inhabitant. These schools were to be taught by school masters duly qualified ; but a part, not ex¬ ceeding one-third, of the money allotted to any school district might be applied to the support of a school taught by a mistress, while, if the sum so allotted to a district in any year should not exceed $35, the whole might be expended in the same manner. In each town and plantation there was to be chosen, at the annual meeting, a su¬ perintending school committee, to consist of not less than 3 nor more than 7 per¬ sons, whose duty it should be to examine school masters and mistresses proposing to teach school, licensing only such as should present evidence of good moral character and sustain a creditable examination. The committees were empowered to visit and inspect the schools of their respective towns or plantations, to dismiss incompetent or unfit teachers, and to direct what school books should be used in the schools. For each school district there was to be chosen at the annual town meeting an agent, whose duty it should be to hire duly licensed school masters or school mistresses for their respective districts and to provide the necessary fuel and utensils for the schools. The several towns and plantations were authorized to determine the number and assign the limits of school districts, and each district was made a body corporate, with power to sue and be sued and to take and hold real or personal estate for the support of schools therein. Districts were to determine for themselves, at a duly called meet ing, as to the erection, repair, furnishing, purchasing, or removing a school-house, subject, however, to revision of their action by the annual town or plantation meeting, on appeal of the selectmen or assessors. The assessors of each town and plantation were to assign to each school district in it a proportion of the money raised each year for the support of schools according to the number of children of school age, (4-21,) provided that, when any town or planta¬ tion should raise a sum beyond the 40 cents required from each inhabitant, the surplus might be distributed among the districts in such manner as the town or plantation might determine ; and if any town or plantation should fail to raise and expend an¬ nually for the support of schools the minimum sum above required, it must forfeit and pay annually from twice to four times the amount of such failure or deficiency. Treasurers of towns or plantations were to have authority to enforce the collection of a regularly voted tax for schools, the same as in the case of any other tax. AMENDATORY ACTION. Under the law thus enacted there was no penalty for a town neglecting to choose a superintending school committee ; this was amended in 1825 by imposing a fine of $30 to $200 for such neglect. There was no authority given the committee to expel unruly scholars ; this authority was conferred the same year. There was no specifi¬ cation when or how often they should visit the schools; this was defined to be twice during the session, once within 3 weeks after the beginning and once within 2 weeks of the close. There was no statement when the census of school children, on which the distribution of school money should be based, was to be taken ; this was fixed for May 1 in each district. There was no permission to appropriate any portion of the school money to fuel and repairs ; this permission was accorded and 10 per cent, fixed as the amount. There was no direction for collecting and preserving school sta¬ tistics ; this in 1825 was required to be done by the selectmen of the town once in three years, reporting to the secretary of state the number of school districts, number of scholars in each, number usually attending school, length of school sessions, and money expended for the same.*^ In 1827, February 16, authority was given to form districts out of two or more towns, *rrom 1839 to 1842 it was required that these returns he published and distributed throughout the State, the making of them being called for every year instead of every three years. MAINE. 155 to grant outlying settlements on islands and elsewhere their due proportion of school money, and to determine, in any district where schools were kept for pa^t of the year by a master and part by a mistress, what description of scholars should attend each school. This was, substantially, the beginning of a graded system. In 1834 there was a general revision of the school laws, with a reenactment of the revised code as one statute. In this revision, town school committees were made to consist cf 3 to 5 members, instead of 3 to 7. The committees were required to perform their duties under oath and to make to the annual town meeting a written report of the condition of the schools under their supervision. Districts were allowed to admit to their schools pupils from other districts, if they chose. A general permission was also given towns to avail themselves of a mode of school organization which had been granted by special acts, in 1822, 1828, and 1832, to Portland, Bath, and Bangor. This was, in substance, to abolish the school districts in the town and confer on the town committee all the powers conferred by law on district agents and superintending school committees, thus unifying the school system of the town throughout. In 1841 another revision of the law required school committees to make the town school returns to the selectmen 14 days prior to the annual town meeting, granted each committeeman $1 a day for services, and added somewhat to the slender qualifications previously required of school mistresses. All these amendments, however, struck at minor defects, and left still untouched the main one, which was the lack of any central influence to bind together in a common union the hundreds of towns and thousands of school districts throughout the State. Intelligent men, both in the legislature and the schools, began now to perceive that this wauii was the one thing to be supplied, and from this time for some years we see EFFORTS TO UNIFY THE SYSTEM. First in this line was a proposition from Hon. E. M. Thurston, in the legislature in the winter of 1843, to create a board of school commissioners, to consist of one from each of the 13 counties in the State, and to be appointed by the goyernor and council. These were to form centres of unity for their respective counties, harmonizing the la¬ bors of the school committees and school agents, and acting as mediums of communica¬ tion between them and the State. The measure, aft? r a full discussion, which brought cut the evils of the existing irresponsibility and isolation of school districts, passed the house, but was defeated in the senate. In 1845 Hon. Stephen H. Chase, of Fryeburg, then chairman of the committee on education in the State senate, brought up the matter again, and introduced a bill pro¬ viding for a board of 3 to 5 State school commissioners, to he appointed by the gov- error and council. This also failed to pass. The debates upon these bills brought out distinctly the fact that teachers and school officers all over the State were working independently of one another, without any oppor¬ tunity for comparison of efforts or results, without any association to bring them together for this end, and without any centre of unity whatever. The consideration of these things told upon the minds of those most interested, and in January, 184G, a State convention of teachers and friends of education met at Augusta to consider how these evils could be best amended. The result of their deliberations was the appointment of a commit¬ tee to memorialize the legislature as to the means to this amendment. The means suggested was the creation of a State heard of education. The memorial asking for this met a welcome from the joint committee on education in the legislature, of which Hon. E. M. Thurston was happily the chairman, and through him a hill for establish¬ ing such a board was reported, passed, and became a law by approval of the governor July 27, 1840. • STATE BOARD OF EDUCATION. The hoard provided for was to consist of one member from each county, elected by the school committees of the several towns and clerks of the several plantations in it for a term of service of one year, with a secretary chosen by the board at its first meeting in each year. The members of the board and secretary were to be severally sworn to the faithful performance of their duties. These duties were to assiduously examine the practical operation of these parts of the constitution and laws of the State which provided for public education ; to collect and disseminate information as to the location and construction of school-houses, as to the arrangement of school districts and the use of the best school apparatus, as to the best and cheapest method of introducing uniform school books, as to the practicability and expediency of estab¬ lishing school district libraries, as to the advantages of normal schools or other schools for educating teachers, as to the best means of promoting education in new settle¬ ments, as to improvements in teaching the branches of study pursued in common schools and introducing other useful branches. In pursuance of these objects, they were to consult with school committees, school agents, and other authorities for the purpose of ascertaining, recommending, and promoting all such improvements in the common school system as should be consistent with the constitution and laws of the 156 REPORT OF THE COMMISSIONER OF EDUCATION, State and promotive of tlie welfare of tbe people. The secretary, whose salary was made $1,000, was to be the active agent of the board, prosecuting continually these inquiries, attending the county meetings for election of members of the board, and con¬ sulting with the school committees there assembled and with the friends of pubiic education generally, and preparing a report embodying the results of the investiga¬ tions made during the preceding year. With a view to thorough unification of statis¬ tics he was authorized to furnish, under the direction of the governor and council, such blank forms for returns respecting schools as the board of educaiion should rec¬ ommend. Here was, at last, a central influence for good, around which and through the agency of which the elements of an effective State school system might be crystallized and from which might emanate all improving suggestions needed. The board met first at Augusta, December 16, 1846, and chose as its secretary William G. Crosby, of Belfast. It remained in session five days, and appointed committees to attend to various branches of its work and make report at its next session. That was hold May 5, 1847, and for some days following, when the reports of the various com¬ mittees were received and the secretary read his annual report, which was after¬ ward submitted to the legislature, showing the number of children of school age to be 201,992; the number enrolled in winter schools, 94,217 ; the number in summer schools, 96,127 ; the average length of schools, 21 weeks 1 day ; the average wages of teachers, exclusive of board, $16.71 a month for males and $1.52 a week for females. These were the first reliable statistics respecting the schools of the whole State. The first fruits of the action of the board were the establishment of teachers’ insti¬ tutes in every county, in accordance with its recommendation and with a law which was passed at its request. These institutes brought together for instruction and mu¬ tual improvement 1,686 teachers the first year. They were trained in classes and by lectures, as in a normal school. Recitations were held in all the branches usually taught. New methods of teaching were exemplified; new ideas as to classification, government, and management were propounded; thought, was quickened, errors were corrected, methods of instruction and discipline improved. These institutes, under the agency of the State board, became the means of infusing a new life into the school system, and soon resulted in the formation of teachers’ associations for voluntary de¬ bating of practical questions and interchange of sentiments as to all school affairs. As a further result of the influence of the board the school laws were considerably improved. School committees were reduced to 3 in number, instead of 3 to 5 ; were to hold office in each case three years, one being elected annually ; and were permitted to locate a school- house when a district could not agree on a location. Districts were authorized to determine what part of the school money should be used for a school taught by a master and what part for one taught by a mistress. Two or more districts were allowed to unite for the support of graded schools. Towns were accorded larger powers for the organization of their local school systems and were authorized to make by-laws against truancy. Teachers were required to add several additional studies to those in which they had been wmnt to be examined. The powers and duties of school agents were more thoroughly defined and those of school committees were increased. But, useful as the board thus proved itself, its existence reached through only six years. In 1852, in the mulst of its work of improvement and unification of the school system, it was abolished, Superintendent Corthell says, “ because it was not a political power, and could not be used to reward political favorites.” COUNTY COMMISSIONERS. In place of the abolished board came at once, April 26, 1852, county commissioners of schools, appointed annual] y by the governor and council, one for each county, to hold office for a year; each one to spend not less than 50 days, during the term of winter schools, in visiting the towns in his county for the purpose of promoting, by addresses, inqui¬ ries, and other means, the cause of common school education. Each was to also make annually to the legislature a report of his doings under the act, of the character of the teachers of his county, and of the order and condition of the schools and school-houses. Under this organization, the school sj^stem went on for two years, from April, 1852, to April, 1854, without any central head to guide and influence its movements. The need of such a head became continually more apparent, .and in the last named month a law w^as passed providing what had long been wanted, A STATE SUPERINTENDENT OF SCHOOLS. This new officer was to be appointed by the governor and council, was to hold office three years, was to have essentially the same duties to perform as had been discnarged by the State board and its secretary, was to give his whole time to these duties, and was to receive as compensation $1,200 annually, with expenses. He was to issue forms forschool returns; to receive all printed ones from school officers ; to embody the substance of them in an annual report, with the returns made to the State secretary ; and was to hold each year in each county of the State a teachers’ convention, for mutual consul- MAINE. 157 tatiou, ■discussion, and instruction, being allowed $2,000 for defraying the expense of such conventions. Four years afterward a new law substituted teachers’ institutes in each county for these county conventions, and made it the duty of the superintendent to hold a State educational convention once each year, with a view to bringing together the teachers, school committees, and friends of education generally, for consultation with r-eference to the interests of common schools and the most approved methods of instruction. The salary of the officer was by the new act, raised to $1,800, with expenses not to succeed $500 more, and an office was given him at the seat of government. County supervisors of schools were authorized in 1.869 by a law which was repealed in 1872. A compulsory school law in 1875 required that every child between the ages of 9 and 15 years should, unless excused therefrom by the school officers, attend school at least three months in each year. The successive occupants of the State superintendent’s chair have been — not all con¬ tinuing for the full term — Charles H. Lord, June 12, 1854, to March, 1855 ; Mark H. Dunnell, March, 1855, to the close of that year ; J. P. Craig, for the year ending Decem¬ ber 31, 1856; Mark H. Dunnell, once again, from January, 1857, to March, 1860 ; E. P. Weston, from that date to 1863, when he was reappointed for a second term, resigning, however, at the close of 1864. In his place Rev. Edward Ballard was appointed, in May, 1865; his successor, from March, 1868, until 1876, being V/arren Johnson ; and bis, the i^resent State superintendent. Rev. William J. Corthell. ADJUNCTS TO THE SYSTEM. School funds. — In 1828 the first movement toward a permanent school fund was made by the legislature setting apart 20 townships of public land as a basis for a school fund. In 1834 these were directed to be sold and the proceeds paid into the public treasury. The 20 townships netted only $110,000, though the sales covered nearly 15 years. By act of 1848 the interest of this fund, at 6 per cent., was directed to be an¬ nually distributed in aid of local funds for the support of schools. In 1856 there were set apart 24 half townships more for the same purpose, and in 1864 the timber on 10 townships besides; but what has been derived from these sources is not stated beyond the fact that the fund now amounts to $400,558. An act of March 4, 1833, required that a bank tax of one-half of 1 per cent, on the capital stock of each bank in the State should be reserved for public instruction and apportioned annually on the basis of the number of children of school age. This, with the interest of the permanent fund, suf¬ ficed as a State aid to the local tax of 40 cents for each inhabitant till the establishment of national banks, when the bank tax so diminished as to compel the raising of the local rate, in 1865, to 75 cents for each inhabitant, and in 1868 to $1. This still proving insufficient to meet the growth and increased expense of schools, a State tax of one mill on the dollar of all property was ordered to be annually assessed and distributed for school purposes, in addition to the income from previous sources. The total income, State and local, reached, in 1875-’76, $1,090,445. Normal schools and institutes. — The rise of institutes for fuller training of teachers already in the schools has been already noticed. They had a somewhat fitful existence from 1847 to 1875, when, from lack of attendance, they were given up. A training of those proposing to teach was undertaken, through normal departments in 18 academies, in 1860, but it failed, and was relinquished in 1862. The next year a law for the estab¬ lishment of two State normal schools was passed, and these, opened one at Farmington in 1864 and one at Castine in 1867, have, with two auxiliaries at Pittsfield and Vassal- boro’, done much to improve the teaching force. Educational associations. — The voluntary educational convention of 1846, which led to the establishment of a State board of education, resulted in no permanent teachers’ association at that time. Some county and town associations of the kind were formed in 1848 and subsequently, and their exercises, continued through annual, quarterly, *01’ inonthly meetings for several years, are said to have aided greatly in enlarging the views of teachers and improving the educational interests of the towns in which they were held. The first State teachers’ convention to adopt an organization for continu¬ ance of its work met at Waterville November 16, 1859, adopted a constitution, and pro¬ vided for future meetings. These were held in 1860, 1861, 1862, 1863, and 1864, were tUen intermitted for two years, and have since been annually continued, bringing together teachers, school officers, and friends of education, for discussion of the various topics growing out of school work. Educational journal. — The Maine Teacher, established by Superintendent Dunnell in 1858 and continued, with some changes of name and purpose, till 1875, was in that year united with the New-England Journal of Education, in which a department was assigned to Maine. Ch'aded and high schools. — Graded schools have grown up mainly in the cities and populous towns, Portland leading with one in 1823, till now more than 150 towns report such schools ; the full graded course reaching generally in the cities through 4 primary, 5 grammar, and 3 high school years. The high schools, coming in place of the old academies for the imparting of secondary training, have since 18/3, under a law 158 EEPOET OF THE COMMISSIONER OF EDUCATION. passed in that year, received most of the academies into their ranks under the title of free high schools ; the motive to the change having been a subsidy olfered by the State, not to exceed $500 a year, for such as should surrender their property to the places in which they were kept, submit to town supervision, and receive pupils for high school instruction on a fund raised by the town beyond the regular amount for common schools. ELEMENTAEY INSTEUCTION. NO ROOM FOR DETAILS. The space given to the school history forbids the introduction of any matter under this head, except that which relates to cities. The summary of statistics at the outset of this abstract contains the chief elements of information. For Kindergarten, see Table V. CITY SCHOOL SYSTEMS. AUGUSTA. Officers. — The schools in a portion of the city are under the supervision of a superin¬ tending school committee, those of the “village district” are under that of a board of directors. Statistics. — Whole number of children in village and city districts, 2,269 ; registered in summer schools in city districts, 542 ; average number attending, 445 ; number registered in winter schools, 576; average number attending, 449. Number of men teaching in winter, 7 ; women, 14. Number of women teaching in summer and fall, 41. Average wages of men per month, $32.91 ; average wages of women per week, $4.97. Average cost of teacher’s board per week, $2.37. In addition to the fore¬ going there was in the village district an enrolment of 1,180 pupils, a muximum at¬ tendance of 691, and an average attendance of 537, making a total enrolment in all the schools of about 1,739 and an average attendance, winter and summer, in city dis¬ tricts of 447, and in village districts of 537 ; total, 984. Remarks. — The schools of the village district are graded as primary, intermediate, grammar, and high, the first three grades occupying each 3 years. The high school course lasts 4 years, and comprises English, classical, and mixed departments, the lat¬ ter including the study of Latin, and the classical both Latiu and Greek. The largest number belonging to the high school at any one term was 71, the total average being about 61. — (Reports of Supervisor of Schools G. E. Weeks, and of directors of village district for 1875-’76.) BANGOR. Officers. — A superintending school committee of 7 members, with a school agent and a truant officer. Statistics. — Population, 18,500. Youth of school age, 5,123; attending public schools during winter term, 3,367 ; during summer term, 3,092; average attendance for the former, 2,744 ; for the latter, 2,592 ; for the year, 2,668. Percentage of average at¬ tendance to the school census, 52 ; to the number registered, about 80. Teachers regularly employed, 78 ; whole number, 94. School-houses, 36 ; rooms, 75. Receipts for public schools, exclusive of $6,600 for furniture and heating apparatus for a new building, $38,349; expenditures, exclusive of the same, $40,052. Attendance on pri¬ vate schools, about 300. Notes. — The attendance has averaged nearly 100 in excess of the preceding year, and would have been still larger but for the prevalence of contagious sickness. The schools are graded as primary, intermediate, grammar, and high, the high school course covering four years and including both Latin and Greek. The primary course appears to bo of 1 year, the intermediate of 2, the grammar 4. A new and handsome school- house, well arranged, well ventilated, and provided with all necessary conveniences, adds much to the school accommodations. — (Reports of school committee and agent for 1875-’76.) LEWISTON. Officers. — A school committee of 15 members and a city superintendent of schools, who acts as secretary to the board. Statistics. — Estimated population, 20,000; children of school age, (4-21,) 6,479; num¬ ber from 4 to 15 years of age, 4,044; different pupils registered, 3,560. Average num¬ ber belonging, 2,200; average attendance, 2,056; per cent, of attendance to average belonging, 93.4. Number of schools, 53; teachers: men, 3; women, 65; total, 68. Ex¬ penditures for teachers’ salaries, $25,812.33 ; for all purposes, $44,169.89. Remarks. — The organization of the schools consists of Kindergarten, primary, inter¬ mediate, grammar, and high. Of the 27 primary schools, 4 are Kindergarten. There is also a normal practice class, sustained by the school board, for training young women, residents of the city and graduates of the high school, who wish to become teachers. Nearly half the teachers employed in the city are graduates of the high MAINE. 159 school and also of the normal practice school. The course of study in the high school includes four years, there being an English, an English and classical, and a college preparatory dejjartment, the latter including the study of Latin and Greek. — (Report, 1875-76, of school committee and Thomas Tash, superintendent.) PORTLAND. Officers. — A superintending school committee of 7 members, 1 for each ward, and a superintendent of city schools. Statistics. — Estimated population, 36,000; children of school age, (4-21,) 10,101; number 4-16 years of age, 7,479 ; pupils enrolled, 5,290 ; average number belonging, 4,578 ; average attendance, 4,268; per cent, of average attendance on enrolment, 80. 7 ; on average belonging, 93.2. Number of schools, 22; of teachers. 111, including special teachers of penmanship, drawing, music, and French. Expenditures for public schools, $83,688. ItemarJcs. — The schools are graded as primary, grammar, and high. Some modifica¬ tions which have seemed to be advisable have been made in the course of study. In the primary schools, reading by Leigh’s type, music, and geometry wdthout reasoning, (to cultivate the imagination with simple and useful geometrical conceptions,) were introduced. In both primary and grammar schools great attention is paid to reading and writing. In the high school the English course has been made as full and com¬ plete in its range as the time given to it will allow. There were during the year, on an averasge, 407 pupils belonging to this school, the per cent, of attendance oil enrol¬ ment being 94. The results in drawing, after only 20 weeks’ instruction, under 2 successive special teachers, have been highly gratifying, it seeming almost incredible that so much prog¬ ress could be made in so short a time. — (Report of school committee and of Superin¬ tendent of Schools Ephraim Hunt.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The Western State Normal School, Farmington, established in 1863 for the purpose of training teachers, has a regular course of 2 years. It includes the common English branches in thorough reviews, and such of the higher branches as are especially adapted to prepare teachers to conduct the mental, moral, and physical education of their pupils. The art of school management, including the best methods of govern¬ ment and instruction, has a prominent place in the exercises. Tuition is free to stu¬ dents of the required age — 17 for young men and 16 for young women — pursuing the regular course of study and pledging themselves to teach in the public schools of Maine for as long a time as they remain connected with the normal school. During the 12 years of the existence of the school up to 1876, more than 1,200 young men and women were connected with it, and 241 had been graduated from the complete course. The attendance in 1876 was 194, (52 men and 142 women;) number of graduates, 31. (Catalogue and return, 1876.) The Eastern State Normal School, at Castine, like that at Farmington, was devoted, by the law establishing it, to the work of training teachers for their labors ; but such is the low condition of common school education in the State that much of the work of the school is necessarily preparatory. The professional course of study covers two years, but there is a preparatory course of one year which those must enter who can¬ not pass a satisfactory examination. Tuition is free ; so, also, are most of the text books. The attendance of normal students in 1876 was 300, of whom liO were young men and 180 young women. Graduates during the year, 22. — (Catalogue for 1874-75 and return for 1876.) NORMAL DEPARTMENTS. The normal department of Maine Central Institute, Pittsfield, was organized in 1871 ; has a course of two or two and a half years ; charges $22 annually for tuition ; received an appropriation of $600 from the State in 1876; and had in that year an attendance of 17 normal students, of whom 2 were graduated and are now engaged in teaching. — (Return for 1876.) The normal department of OaJc Grove Seminary and Commercial College, Vassalboro’, organized in 1857, has a four years’ course of study ; received $600 from the State in 1876, during which year there were 90 normal students, 40 young men and 50 young women ; annual charge for tuition, $18. — (Return for 1876.) SECONDARY INSTRUCTION. FREE HIGH SCHOOLS. The present free high school system of the State, established in 1873, provides for the payment by the State of one-half the expense for instruction in free high schools, (the 160 REPORT OF THE COMMISSIONER OF EDUCATION. sum not to exceed $500 to any town,) provided that towns and districts desiring such schools shall make for their support (exclusive of the amounts required for common school purposes) special appropriations covering the remainder of the expense, and that tuition shall be free to all residents of the towns or districts in which these high schools are located. Although the proposed schools are termed high schools, it is not expected that they will come up to the full grade of classical schools, or even the ordinary academy, at first. They are to be the people’s high schools for a superior English and scientific education, excluding at first simply all primary classes, and affording the general cult¬ ure demanded by the increasing business, manufacturing, and mercantile wants of the times. The wisdom of the State in establishing this system has already been conclu¬ sively demonstrated. Besides opening to large numbers of youth sources of culture not otherwise attainable, they have had a marked influence upon the common schools in giving them better teachers and inspiring their pupils with new incentives to work. Since 1873 schools have been established under this law in 210 out of the 421 towns of the State and there has been an attendance upon them of 38,585 pupils. The cost to the State has been only $107,7.37 ; entire cost, $322,100. The number of towns in which high schools were in operation in 1875 was 157 ; number of pupils registered, 13,469 ; average attendance, 11,444 ; cost to the State, $38,633 ; entire cost, $118,296. Number of pupils engaged in the study of ancient languages, 2,842 ; of modern lan¬ guages, 1,148; of the natural sciences, 4,066.— (State school report, 1875, pp. 36-45.) PlilVATE ACADEMIES. In 1 school of this class for boys and in 23 for both sexes there are reported, for 1876, instructors, 76 ; pupils, 2,560. Of these, 463 were in classical courses, 178 in modern languages, 185 preparing for a classical course in college and 88 for a scientific course, while 39 had entered college at the close of the studies of the previous year. Drawing was taught in 6 of these schools, vocal music in 11, instrumental in 14. In 12, chemical laboratories were possessed ; 18 reported apparatus for illustration of natural xihiloso- phy ; while 16 had libraries of 75 to 2,000 volumes, the whole number of volumes being 8,290.— (Returns to Bureau of Education.) PREPARATORY SCHOOLS. Seven schools claiming to be specially engaged in preparing students for college report, for 1876, 32 teachers and 219 students, 215 of whom were preparing for a clas¬ sical collegiate course and 4 for a scientific course. Entered college the preceding year, 47. Three of the 7 schools have chemical laboratories ; 5, more or less apparatus for illustration of studies in natural philosophy ; 3, halls or appliances for physical exer¬ cise ; and all the 7, libraries of 50 to 2,000 volumes, the whole number of volumes being 3,345. — (Returns to Bureau of Education.) BUSINESS COLLEGES. Two of these — 1 at Augusta, 1 at Portland — report 6 teachers and 378 pupils for 1876, without remark as to the studies in which these were engaged. Both, however, under¬ take to teach common English branches and correspondence, penmanship) and book¬ keeping, and 1 adds to these commercial law. — (Returns to Bureau of Education.) SUPERIOR INSTRUCTION. Bou doin College, Brunswick, (Congregational,) was originally piresented for charter as “ Maine College,” but it changed its name in honor of Gov. James Bowdoin, of Massa¬ chusetts, from whom it received considerable gifts of lands and money during his life, besides a library, mineralogical cabinet, gallery of paintings, and apparatus after his death. In the date of its charter, 1794, it ranks sixteenth in order among the colleges of the United States, though its organization was not effected till 1802. Its medical school was established in 1820; its scientific department, in 1872. The classical department has the usual 4 years’ course of study, in which, however, are several optional branches from the third term of the sophomore through the three terms of the junior year. To those who wish to pursue special studies and to graduates who propose to study after graduation, with or without a view to a degree, facilities are afforded either for private study or study in connection with classes in the college or medical school. — (State report for 1875-’76, pp. 103-105, and catalogue for 1876-77.) Bates College, Lewiston, (Free Baptist,) embraces preparatory, collegiate, and theolog¬ ical departments. There are 19 scholarshijps for the purpose of aiding needy students. Ten of these are State scholarships, and in bestowing them preference is given to the children of those who fell in defence of their country. One of the 9 |)rivate scholar¬ ships, endowed by the late Hon. Asa Redington, LL. D., of Lewiston, is for a lady stu¬ dent. The philosophical and chemical apparatus is sufficient for a full course of illus¬ trative lectures, and is increased yearly by a fund devoted to the purpose. A large MAINE. 161 collection of New England birds has recently been added to the department of orni¬ thology. The institution has been, from the first, open to young women, in this respect taking the lead of all the New England colleges. The scale of expenses is low, and it is intended to keep it thus. — (Catalogue and return, 1876-77.) Colby University, Waterville, (Baptist,) provides a course of study substantially identical with that of the best New England colleges. Its departments are those of Greek language and literature, Latin language and literature, modern languages, chemistry and natural history, natural philosophy and astronomy, mathematics, rhet¬ oric, intellectual and moral philosophy and political economy, and history. A course of reading germane to the course of study is recommended and, in part, prescribed to the students. The college is rapidly regaining that position in respect to numbers which it lost by the war, the number of students increasing steadily from year to year. Most of them are earnest men with a high purpose in life, who are paying their way by their own exertions. The cost of an education here, it is claimed, is lower than in other first class New England colleges, ranging from $225 to $300 annually, in¬ cluding all expenses. There are 62 scholarships for the aid of needy and deserving students, yielding from $36 to $60 annually. Both sexes are admitted. — (Catalogue and return, 1876-77, and circular, 1876.) COLLEGE FOR WOMEN. The Maine Wesleyan Seminary and Female College reports, for 1876, instructors, 11 ; students, 120 ; of whom 24 were in regular collegiate classes.* It is chartered and au¬ thorized to confer degrees ; has a collegiate course of 4 years ; has a library of 2,500 volumes; teaches drawing and painting, vocal and instrumental music, French and German ; and possesses facilities for illustration of studies in chemistry, natural phil¬ osophy, natural history, and geology. — (Return to Bureau of Education.) Statistics of a university and colleges, 1876. pi iS Number of students. Property, income, &c a Names of university and colleges. 1 Corps of instructio o o ft to o -c a W Preparatory. Collegiate. i Value of grounds, buildings, and apparatus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Eeceipts for the last year from tuition fees. Receipts for the last year from State appropri¬ ation. Aggregate amount 0 f scholarship funds. Number of volume library. Bates College . 8 6 116 $100, 000 ICO, 000 130, 000 $120, 000 230, 000 $8, 400 13, 960 13, 685 $24, 000 rtn nnn (*6,600 Bowdoin College . 15 3 0 &135 $16, 7.32 5, 943 Colby University . 8 2 0 109 208, 022 $0 50, 000|al4i278 a Includes society libraries. 6 Also 3 graduate students. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. Maine State Agricultural College, Orono, provides, at moderate cost, the advantages of a liberal and practical education, and furnishes the student facilities of defraying a part of his expenses by his own labor. Five full courses are provided, viz : in agri- cultup, in civil engineering, in mechanical engineering, in chemistry, and in science and literature. There is also a special course for the benefit of those who cannot com¬ plete one of the regular courses, which requires 4 years. The special course does not lead to a degree, bufc certificates of proficiency may be given students who pursue it. The studies in the several regular courses are essentially the same for the first two years. Those who complete the course in agriculture will have attained a good knowl¬ edge of rnathematics, French, and German, and a fair acquaintance with English litera¬ ture, besides the studies in natural science that have a direct bearing upon agriculture. This course, slightly modified, so as better to adapt it to those wishing a good practi¬ cal education for other employments, is called the course in science and literature. The student of civil engineering, in his junior year, commences his professional studies, including the theory and practice of constructing roads, railroads, bridges, canals, dams, and other structures; and those taking the course of mechanical engineering enter upon the study of machinery, mill work, steam engines, water wheels, estimates and specifications for machinery, etc. — (Catalogue, 1876-77.) The scientific department of Bowdoin College has a four years^ course, which aims to lay a substantial foundation for the practice of engineering, to make young men familiar with the sciences underlying that profession, and to instruct them in the practical application of these sciences.— (State report for 1875-76, p. 105.) * There were also 179 male students in the institution during the year. 162 REPORT OF THE COMMISSIONER OF EDUCATION. THEOLOGY. Bangor Theological Seminary, Baagor, (Congregational,) offers its privileges to Chris¬ tians of every denomination who have sufficient collegiate or other literary training to pursue its course of study. This extends over a period of 3 years and includes the Hebrew language, Hebrew and Greek exegesis, systematic theology, church history and polity, pastoral theology, homiletics, vocal culture, and oratory. Tuition, fur¬ nished room, use of library, &c., are free ; the price of board also has been materially reduced by means of the students’ boarding association, which has been provided by the trustees with a large and commodious boarding house free of rent. The students hire a matron, make their purchases, and assess the expense on themselves. Aid is afforded to needy students by the Washburn and other funds and by the American Educational Society. — (Catalogue of seminary, 1876.) The Theological School of Bates College (Free Baptist) was established in 1870. It occupies Nichols Hall, a four-story brick building about a quarter of a mile from the college buildings. The course of study lasts 3 years. Those applicants for admission who are not college graduates must foe able to pass an examination in the studies usually required for admission to college. There are two courses of study, a regular and an English course, and students who may be precluded from entering either are admitted to the school for such a period as their circumstances will allow, and per¬ mitted to pursue elective studies. — (College catalogue, 1876-’77.) MEDICINE. The statistics of the table below show all the needful points respecting the only medical school thus far established in the State, except that a new proiessorship of physiology has been established, with a course of lectures on public health. — (Catalogue for 1876-’77.) Statistics of schools for scientific and professional instruction, 1876. Schools for protessional instruction. Corps of instruction. | Endowed professorships. j N umber 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. Maine State College of Agriculture and 8 93 4 $125, 000 $134, 000 $7, 864 a$8, 500 2, 641 the Mechanic Arts. SCHOOLS OF THEOLOGY. Hnnp'nr Thenlop’icfl.l ScmiTifi.ry _ _ 4 4 48 3 100, 000 180, 000 10, 000 18, 000 'Theological School of Hates College. . . . 5 1 •,J4 3 2,200 SCHOOL OF MEDICINE. Medical School of Maine, Bo wdoin College 15 90 3 25, 000 2,500 150 4, 000 a From State appropriation. EDUCATIONAL CONVENTIONS. STATE teachers’ ASSOCIATION. The annual session of the State Teachers’ Association for 1876 was held at Bath dur¬ ing three days, beginning December 27. Papers were presented and addresses deliv¬ ered by Mr. Charles G. Fish, A. M., of Oldtown, on “ Educational reform ; ” by Arthur B. Morrill, of Portland, on “ Grammar school work ; ” by Horatio O. Ladd, of New Hampshire Normal School, on ‘‘ Elementary science in public schools;” by Mr. D. A. Robinson, of Bangor, on “The language;” by Mr. A. C. Perkins, of Phillips Exeter Academy, on “ The teacher a student ; ” by G. F. Fletcher, of Castine Normal School, on “ Teaching geography ; ” by Professor Barbour, of Bangor Theological Seminary, on “ The rights of the taught;” by Rev. Dr. Hill, of Portland, on “Arithmetic ; ” by W. F. Bradbury, of Cambridge High School, on “The metric system,” and by Mr. Keyes, of the Biddeford High School, on “ Rhetorical drill.” Mr. Fish maintained that elementary science should be introduced into the lower schools ; that the present course of study is not in accord with the natural order, which first attends to the development of the perceptive faculties. MAINE. 163 Mr. Morrill spoke of tko lack of thoroughness in elementary work, and advocated the expediency of introducing lessons from science. Mr. Ladd considered the question as to how elementary science can he best taught to the average pupil and advanced work to those in high schools. He thought books too technical and too full of rhetoric, and that teachers should present science incident¬ ally, rather than methodically, to young pupils. Mr. Robinson urged that in the study of language time should not be wasted upon rules and forms, but devoted to criticism and right usage ; that the book should be thrown out of school, and its place supplied by exercise in expression, and that pars¬ ing and analysis be deferred to the high school. Mr. Fletcher maintained that, as a beginning in geography, the child should study the world as he can observe it in his own vicinity; should draw diagrams of such portions close at hand as he knows, and thus learn of other places beyond his reach. Mr. Hill expressed the conviction that little children should not be forced to do heads work. In arithmetic, he thought, reasons for processes should be kept from pupil- until they are 14 years of age, written arithmetic being commenced at 10. — (New-Eng- land Journal of Education, January 4, 11, pp. 10, 22.) ASSOCIATION ON A PROFESSIONAL BASIS. At a meeting held in Lewiston, February 4, 1876, to take measures for the organiza¬ tion of a teachers’ association on a professional basis, a committee was appointed, styled a committee on instruction, representing various sections of the State and all grades of schools, from the primary to college. This committee met in Augusta on Friday, February 18, and organized in two sections : a section on elementary education, comprehending primary and grammar schools, and one on higher education, compre¬ hending high schools and colleges. The committee propose to hold meetings in va¬ rious sections of the State, at intervals of two or three months, for observation of the working of schools, for conference with teachers, and for the mutual consideration of topics relating to the interests of education in the State. They invite the cooperation of all teachers who can meet with them, and trust that these meetings may do some¬ thing to arouse an interest among teachers, and thus increase the influence and profit of the meetings of the general association. — (New-England Journal of Education, May 6, 1876, p. 226.) OBITUARY RECORD. JOSEPH LITTLEFIELD. Mr. Joseph Littlefield, who died at Bangor, Maine, February 24, 1876, had been for 40 years preceding 1870 closely identified with the educational interests of Bath and Bangor. Commencing his career as teacher in the former place in 1822, he removed to Bangor in 1832, and opened a private school for girls on Billings avenue. After teaching this 4 years, he advised the school committee to open a girls’ high school, and in 1836 such a school was opened, at first as an experiment, Mr. Littlefield, in his zeal for it, undertaking to pilot the attempt at a salary of only $6 a week. The exper¬ iment proved successful, and the attendance so increased that at the end of the first term the experimental school was definitely adopted as a permanent institution, a set¬ tled teacher appointed, and Mr. Littlefield allowed to return to the duties of his private school. This he continued to teach until, in 1839, it was adopted by the school committee as a girls’ select public school, of which he was made the principal. With a persistency unusual in America, he remained at the head of the school for more than a quarter of a century, retiring only when the several select schools were consolidated in 1869, and then for some years serving on the truancy committee. As a teacher, Mr. Littlefield was an enthusiast in his profession, achieved high suc¬ cess, and gained in an unusual degree the love and respect of those he taught. This was abundantly proven by the fact that, first, on his retirement from school teaching, his pupils presented him with a handsome set of silver plate and his fellow citizens with a purse of $800 ; and, next, that on May 25, 1873, the alumni of his schools, at a grand reunion held in Norombega Hall, united in presenting him with $1,000, a generous testimonial of their high estimation and regard, the occasion drawing together multi¬ tudes from abroad, as well as from the city, and proving one of the most interesting of its kind there known. A year or two of quiet rest from labor, and the end of a well spent life was reached. — (The Bangor Whig and Courier, February 25, 1876, and a letter from City Superintendent C. P. Roberts, Bangor, December 23, 1876.) HON. WARREN JOHNSON. Notice of the death of this gentleman, long the energetic and efficient State superin¬ tendent of the schools of Maine, has been received as this report goes to the press, but a full record of his life and services must be deferred till the publication of the report for 1877, in which year his decease occurred. CHIEF SCHOOL OFFICIAL IN MAINE. Hon. W. J. CORTHBLL, State superintendent of common schools, Augv,sta. 164 REPORT OF THE COMMISSIONER OF EDUCATION. MARTLiAND. SUMMARY OF STATISTICS. 1874-75. 1875-76. Increase. Decrease. POPULATION AND ATTENDANCE. Children of school age, (5-20) Enrolled in public schools . . . . Average monthly enrolment . Average daily attendance . . . . *276, 120 142, 992 99, 382 69, 259 *276, 120 146, 198 101, 461 73, 069 3, 206 2, 079 3, 810 TEACHERS AND THEIR PAY. Teachers in public schools — male _ Teachers in public schools — female.. . Average monthly pay of males . Average monthly pay of females.. _ 1,129 1,594 $41 73 41 73 1,199 1,651 $41 65 41 65 70 . 57 . $0 08 08 SCHOOLS. Number of public schools . Average duration of school in days .... 1,846 187 1,872 182 26 5 INCOME AND EXPENDITURE. Income. From State tax . From local tax . . From permanent fund From other sources . . . Total income ... Expenditures. $499, 564 808, 351 53, 131 15, 000 $552, 387 781, 599 54, 374 245, 130 $52, 823 1,243 230, 130 $26,752 1, 376, 046 1,633, 490 257, 444 For sites, buildings, and furniture .... For salaries of superintendents . For salaries of teachers. . . For miscellaneous expenses . Total expenditure . EXPENDITURE PER CAPITA — 272, 539 25, 440 1, 035, 755 307, 313 230, 462 28, 300 1, 045, 864 318, 723 2, 860 10, 109 11,410 42, 077 1, 641, 047 1,623, 349 17, 698 Of school population. . Of pupils enrolled . Of average attendance 5 01 9 68 19 99 5 09 9 62 19 25 06 74 STATE SCHOOL FUND. Amount of available school fund 350, 370 906, 229 555, 859 * For sex of children and proportion of each sex, see Table I, at end of this volume. (Returns from Hon. M. A. Newell, State superintendent of public instruction, for the two years indicated.) MARYLAND. 165 HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITY. The single authority used by the Bureau is a sketch prepared for it by the courtesy of Hon. M. A. Newell, State superintendent, his examination of the original docu¬ ments being entirely relied on. From want of space his article has necessarily been much condensed, but may be found in full in the Maryland School Journal for June, 1877. COLONIAL ACTION FOR FREE SCHOOLS. The charter of Maryland granted by Charles I to Lord Baltimore made no provision for education nor any allusion to it. At a session of the colonial assembly in the sixth year of William and Mary, (1695,) two acts were passed, one “ for the encouragement bf learning,” another “A supplicatory act to their Sacred Majesties for the erecting of free schools.” The latter, however, was repealed in 1696 and the former in 1704, and if any action was taken under either of them no record of it remains. In 1696, however, another “ petitionary act for free schools” was passed, looking to the erection of a succession of free schools of high char¬ acter, till there should be one for every county in the State. The only immediate result of this was the establishment of King William’s School at Annapolis, which is still in existence, under the name of St. John’s College ; but the policy thus declared and inaugurated of founding one free school in each county guided the educational efforts of Maryland for nearly a century, and may be seen to-day in the academies, of which nearly every county has one, and in the academic donation, from which each county receives $1,200 a year out of the State treasury. Additional stops looking to the same end were taken in 1715 and 1723, the latter aiming at the formation of a fund for the erection and support of a free school in each county, as near the centre as might be and as might be most convenient for the board¬ ing of children. Trustees, called visitors, appointed for each county, were authorized to fill vacancies in their own number, to have perpetual succession forever, and to have full power to make all necessary rules for the schools proposed. Out of the fund pro¬ vided for, the visitors of each school were to purchase 100 acres of land for the use of the school, one-half to be cleared for the benefit of the master, the other half to remain as woodland ground, the wood on which must be used only for firewood and repairs. A visitation of the school four times a year by the members of the board was also re¬ quired. For refusal to accept the office of school visitor or perform the duties of it, a fine of 500 pounds of tobacco was imj)08ed, the proceeds to go to the county school. But it seems that the fine was too light, or, as is more probable, that the law was not enforced, for five years later (1728) a supplementary act was passed, because, as the preamble states, no provision had been made for turning out and supplying the place of any visitor or visitors wilfully neglecting or refusing to act in the duty and office of a visitor, by which means several inconveniences and much damages have and may happen to the schools.” After making provision for supplying the place of recusant visitors, the act proceeds to direct that “ The master of every public school within this province shall and is hereby required to teach as many poor children gratis as the visitors shall order, or be immediately discharged and a new master put in.” It may be inferred from this sec¬ tion that the original idea of a free school system had already begun to be obscured. Probably the income from public sources was insufficient to support the master and his assistant, and was at first supplemented by tuition fees. In the course of time, all pupils were expected to pay for their tuition, and the rights of the public were in danger of being lost, when the general assembly interfered to assert the rights of the people and ordered the masters to receive as many poor children gratis as the visitors may direct. This seems, at first sight, to have been only just ; but in reality it gave up the whole principle of free public schools, on which all the earlier legislation rested, and sub¬ stituted for it a pay school with a charity attachment. Instead of an open highway, where all, rich or poor, have exactly equal rights, we have a private park owned by a few who are rich enough to pay for the luxury, but to which a few poor children may be admitted as a charity. The subsequent history of education in Maryland will show that no success was possible until the element of charity was discarded and the principle of public right, duty, and interest placed in its stead. From this date till the Revolution, the allusions to education on the statute book are few and uninteresting. Each county was struggling to keep up a free school (so called, but in reality a pay school with charity scholars) on insufficient means. Occa¬ sionally, the half of certain fines was added to the school fund. But, all this, and the whole of the fine for allowing hogs to run at large, was evidently insufficient, for we find that the visitors of Kent County school applied to the general assembly for 166 REPOET OF THE COMMISSIONER OF EDUCATION. permission to sell half their land for the benefit of the school ; and in 1750 an act was passed authorizing the visitors of King William’s school to sell certain lands and houses belonging to them. That the schools were languishing for want of funds is evident from the fact that on the petition of citizens of Somerset and Worcester Counties the schools of the two were in 1770 allowed to be consolidated into one, because the funds provided for a school in each county did not provide enough for proper masters. For the same reason, in 1774, authority was given to unite the three free schools of St. Mary’s, Charles, and Prince George’s Counties into one, and erect for it a house at Cool Springs, in St. Mary’s County, to be called Charlotte Hall ; while that for Calvert County, with its land, was permitted to be sold at auction and the proceeds given to the Lower Marlboro’ Academy, “ because the free school in said county did not afford sufficient encourage¬ ment for a master.” POST REVOLUTIONARY ACTION. The war of the Revolution had hardly ended and peace spread its wings over the land again, before the Kent County Free School, with its lands and funds, was turned over to Washington College, Chestertown, chartered in 1782 and organized 1783. In the same year, 1782, the lands and funds of Talbot County Free School were transferred to the same college, which had £10,000 subscribed for its establishment and was promised by legislative enactment, 1784, £1,250 annually toward its support. At the same session, (1784,) and as a pare of the same measure, was passed ‘‘An act for founding a college on the western shore of this State, and constituting the same, together with Washington College on the eastern shore, into one university by the name of the University of Maryland.” The new college was to be called St. John’s, was desired to have its location at Annapolis, and, like the other, was to afford equal privileges to all religious denomina¬ tions, either as students or professors. Before its organization it was to have £13,000 subscribed and paid to it, and, if Annapolis was chosen as its site, was t o have 4 acres of public ground within the city, and was promised £1,750 of public money annually for salaries. It was further enacted “ that the said two colleges, viz, Washington College on the eastern shore and St. John’s College on the western shore, shall be, and they are hereby declared to be, one university, by the name of the University of Maryland, whereof the governor of the State for the time being shall be chancellor, and the principal of one of said colleges shall be vice-chancellor, either by seniority or election, according to such rule or by-law of the university as may afterward be made in that case.” Now begins the policy of dispersion, which has been so prejudicial to the educa¬ tional interests of the State. Had the original plan been kept up, there might have been two good, efficient, well endowed colleges, one on the eastern and one on the western shore, and one first class academy in each county, all supported by the State ; and when, in the fulness of time, the common school system came into operation, we should have had a harmonious system, every link in the chain complete. Unfortu¬ nately the opposite counsel prevailed, the interests of the State being subordinated to local demands, conveniences, and prejudices. Thus, in 1799, £500 were withdrawn from the donation of £1,250 granted “ annually forever” to Washington College, and an annual donation of $800 made to each of the academies named: Washington Academy, Somerset County ; Talbot County Academy, not yet established, but incor¬ porated by an act passed in the following session ; Charlotte Hall School, Frederick County School, and an academy to be erected in Baltimore or Harford County. This is the origin of the “ academic donations ” still paid in the State under one form or other. Following up the dispersion and starvation policy, commenced in 1799, the general assembly, in 1805, repealed the law by which Washington College drew £1,250 (it had previously been reduced to £750) and St. John’s College £1,750 annually from the public treasury ; and ordered that said sum should “remain in the treasury, subject to the appropriation of the legislature to literary purposes, and for disseminating learning in the several counties of the State.” The same act also repealed the act by which the two colleges named were united in one university. So ended what promised to be “ the University of Maryland,” although the name may be found on paper to this day. In 1812 a new charter was granted to the College of Medicine of Maryland, authorizing the college to annex to itself three other colleges or faculties, divinity, law, and arts and sciences, and constituting the four faculties into a university, to be known as the University of Maryland ; but with¬ out money the new university had a hard struggle for existence. Two of the facul¬ ties are still alive, medicine and law, but there is no university. THE LOTTERY MANIA. For years after the dispersion of pledged funds there seems to have been no general educational movement of any importance. Academies and charity schools started up MARYLAND. 167 here and there, as circumstances demanded, flourished for a season, and then expired. Appropriations were made by the Legislature, reduced, increased, withdrawn, accord¬ ing to the whim of the moment. Finally the lottery mania took possession of the public mind, and dozens of schools sprang up under the delusive prospect of getting value without giving an equivalent. The first lottery authorized by the State of Maryland was for the purpose of enabling the Zion Church congregation of Baltimore County to complete their house of worship. On the same day, December 31, 1801, was passed an act empowering the trustees or visitors of the Frederick Academy to raise $3,500 by lottery for the benefit of that academy. The purposes to which su ch lotteries were applied were wonderfully varied : to build a church, to found a school, to purchase a fire engine, to dispose of town lots, to build wharves, to improve streets, to dig a well, to build a bridge, to rebuild a steeple, to lay out a road, to build an arsenal, to endow a dispensary, to purchase church bells, to purchase a library, to ^‘finish and complete the Roman Catholic Cathedral in the city of Baltimore.” Among the schools founded or aided by lottery schemes may be named, in addition to the Frederick County School already mentioned, Charlotte Hall School, (1801 and 1817,) Washington Academy, Somerset County, (1802,) Baltimore College, (1803,) Rockville Academy, (1806,) the private school of Rev. Samuel Knox in Bal¬ timore, (1806,) St. Mary’s College, in Baltimore, (1806,) Elkton Academy, for purchas¬ ing philosophical apparatus, (1807,) Denton School, Caroline County, (1808,) Emmitts- burg School, Frederick County, (1808,) The Baltimore Female Academy, (1809,) Boons- borough School, Washington County, (1811,) Coxe’s town school, Baltimore County, (1812,) Hagerstown Academy, (1813,) Taneytown School, Frederick County, (1815,) Bal¬ linger’s Creek School, Frederick County, (1815,) West Nottingham Academy, Cecil County, (1815,) the University of Maryland, for chemical and other apparatus, (1816,) Washington College, (1816,) Cecilton school, (1816,) Bladensburg Academy, (1817,) Free School in Prince George’s County, (1817.) The most ambitious of these schemes was “An act for the encouragement of litera¬ ture,” by which it was enacted, February 5, 1817, “ that for the increase of the school fund of this State there shall be raised by lottery the sum of $50,000 a year for five successive years, if practicable,” The school fund, however, never seems to have pro¬ fited by the scheme, nothing from this source belonging to the State. A SCHOOL FUND CREATED. In 1812 and 1813 an important step toward a school system was taken by the creation of “ a fund for the establishment of free schools.” This consisted of a tax imposed upon the banks at the rate of 20 cents on every $100 of the capital stock of each I. bank actually paid in. This yielded at one time an average of $20,000 annually, and was by the law to be invested in bank stock, to form the basis of a permanent fund. To this source was, in 1825, added the interest received by the State from the United States on advances made by Maryland during the war of 1812. And finally, in 1836, the $274,451 received and to be received on account of the State’s proportion of the surplus revenue of the United States, was, after paying the interest on the public debt and the expenses of the government, directed to be deposited in bank at an interest of not less than 5 per cent., and have its interest distributed among the counties and the city of Baltimore for the support and encouragement of common schools. In 1839 a change was made by substituting $34,069 of the annual revenue derived from the Baltimore and Washington Railroad for the interest on the surplus revenue. The fund thus created was not held by the State permanently for annual distribution of its pro¬ ceeds, as seemed to be contemplated by the law of 1836, but was distributed among the counties and the city of Baltimore in the shape of bank stocks, some counties drawing their full quota at once. Some, however, preferred to leave theirs in the treasury, and draw the dividends only. This was the condition of things up to 1856. Two years later the State received from the United States, for moneys advanced in the war of 1812, $160,929, which, with accumulated interest, amounted to $173,559 when invested. This, by authority of an act of 1858, was devoted to the school fund, the interest to be annually distributed among the counties and the city of Baltimore, according to their representation in the two houses of the general assembly. A GENERAL SCHOOL LAW. On the 28th of February, 1826, was passed the first general and uniform public school law of the State, a measure of great practical merit and complete in all its details,^ but destined to fail because it had to be submitted to the popular vote in every county for approval and after that was dependent on district taxation for its support. Some of the details are interesting even now. There was to be a State superintendent of public instruction appointed by the governor. The superintendent was to digest and prepare a plan for the public instruction of youth throughout the State, for the organ¬ ization of the system and the collection and management of the revenues, and to give 1G8 REPORT OF THE COMMISSIONER OF EDUCATION. information to the legislature on all matters appertaining to his office. The justices of the levy court were to appoint 9 citizens in each county as commissioners of schools and 18 others as inspectors of primary schools. The commissioners were to divide their respective counties into a convenient number of school districts. The citizens of each district were to meet once a year to elect by ballot a district clerk, a district col¬ lector, and 3 school trustees, and also to vote a tax on the resident inhabitants of the district sufficient to purchase a school-house site, build or repair the house, and furnish it with fuel, books, stationery, and appendages. The duties of the clerk, col¬ lectors, and trustees, respectively, were strictly defined. It was provided that no teacher should be employed who should not have “ received the certificate of approba¬ tion from the insiDectors of schools.” The trustees were also to make a report semi¬ annually to the commissioners of schools, showing the length of time the school had been kept open, the amount of money received by them, the number of white children taught, and the number of white children between the ages of 5 and 15 residing in the district. The money received from the State treasury as a quota of the fcee school fund by each county was to be distributed by the commissioners among the school dis¬ tricts in proportion to the number of children between the ages of 5 and 15 in each. And this money was to be applied to the payment of teachers’ salaries, and to no other purpose. The certificate of qualification was to be given to teachers only after exami¬ nation, and the form of the certificate was prescribed. If trustees employed a teacher without a certificate he could claim no salary. It was made the duty of the inspectors to visit the schools once a quarter, or oftener, to examine iuto their condition, and to give advice and direction to the trustees and teachers. This act was to apply to the city of Baltimore, if the mayor and city council did not establish a system of education for the city within five years. The act was to be submitted to a vote of the people at the next general election, and if a majority of votes in any county 'should be against it, then it was to be null and void as to that county. The superintendent of public instruction appointed under this act was Littleton Dennis Teackle. He made a report to the legislature, which was far in advance of the times, for he was a man of great intelligence and of progressive views, and then dis¬ appeared, having received apparently only $500, by legislative act of March 15, 1828, “ in full compensation for his services and expenditures as superintendent of public instruction.” For nearly forty years after this the counties continued to flounder in a sea of uncer¬ tainty, every year amending, repealing, or reenacting the school law of the previous year. To make bricks without straw, to have an efficient school system without ade¬ quate taxation, was their unacknowledged desire. Occasionally a county emancipated itself from the delusion, but in 1864 there was no effective system beyond the limits of the city and the county of Baltimore. It was reserved for a time of revolution, political, national, and social, to lay the foundation of a uniform and permanent free public school system. A SECOND GENERAL LAW. The constitutional convention of 1864, for the first time, placed the subject of educa¬ tion in the organic law of the State. The eighth article of this instrument required the governor to appoint a State superintendent of public instruction, one of whoseduties it was to report to the general assembly a uniform system of public schools. This report was to be the law of the State in case the general assembly, at its first sessmn after the adoption of the constitution, should fail to provide a uniform system of free public schools. The constitution required a school to be kept open and sunported, free of expense for tuition, in each school district for at least six months in the year, and for this purpose the general assembly was required to levy an annual school tax of not less than 10 cents on each $100 of taxable property throughout the State. It also provided that the general assembly should, for The pur|30se of forming a perma¬ nent school fund, levy an annual tax of not less than 5 cents on every $100 of taxable property, which should be invested by the treasurer until it should amount to $6,000,000, but this clause was never carried into efl'ect. Rev. Libertus Van Bokkelen was appointed superintendent of public instruction under this constitution. He reported to the general assembly the draft of a public school law, which was 9doj)ted as the basis of legislation, and, with some alterations, became the law of the State July 10, 1865. Under this system, the supervision of public education was vested in a State board of education, consisting of the governor, the State superintendent appointed by the governor, the lieutenant governor, and the speaker of the house of delegates ; and in boards cf school commissioners for the city of Baltimore and for each county, the school commissioners of the city to be appointed by the mayor and city council and those of the counties to be appointed by the State board of education. The State board was authorized to supervise all colleges and schools receiving State donations, to select a uni¬ form series cf text books for use in public schools and high schools, and to make contracts for the purchase of the same ; to issue a uniform code of by-laws for the government MARYLAND. 169 of county school boards and public schools ; to appoint the professors of the State nor¬ mal school, and to appoint and remove (for cause) the county school commissioners. The State superintendent was required to visit each county annually, to confer with the school commissioners, to inspect schools, to hold teachers’ institutes, and to address public meetings on educational topics. He was required to make an annual report to the governor of the condition of 'the schools and colleges and all matters relating to his office. He was authorized to give certificates of qualification to teachers, to annul the same for cause, and to decide ail controversies and disputes arising under the school law. The school commissioners of each county (appointed by the State board of educa¬ tion) were to hold office four years, each commissioner to have the special charge of a number of school districts, not less than 15. A president of each board was to be appointed by the State board of education, to perform the general duties of county superintendent. Each school commissioner, acting for his own district, was to employ teachers, to visit the schools, to take charge of the school property, to purchase fuel, and to cause instruction to be given in each school district for at least six months in every year. The schools were to be free to all white youth between the ages of 6 and 15. Ample provision was made in this law for high schools, a State normal school, teachers’ institutes, and teachers’ associations. To set this machinery going and keep it running, an annual State tax was levied of 15 cents on each $100 of taxable property throughout the State. This law, which went into operation bn July 10, 1865, continued till the Ist of April, 1868. STELL ANOTHER LAW. The school law of 1865 was regarded by many as a revolutionary measure, and, though its merits were acknowledged by all candid and intelligent persons, yet when a change took change in the politics of the State the dominant party demanded its repeal ; but the constitution of 1867, equally with that of 1864, guaranteed to the people of Maryland a thorough and efiicient system of free public schools,” and a new law to this eftect was passed the next year. The aim of the law of 1868 was to accomplish the same results as the preceding law, but by means of different machinery ; many of the differences were more apparent than real. If any principle governed the legislature, it seemed to be a desire to bring the schools nearer to the people by making the offices elective. The board of county school commissioners (which had formerly been appointed by the State board of edu¬ cation) was composed of one commissioner for each election district, to be elected by the people thereof at each general election for members of the general assembly. For the purpose of appointing teachers and taking care of school property, a new board was created called “ the board of school-house district trustees.” It consisted of three members, of whom one was the school commissioner of the election district and the other two elected by the legal voters of the school district. The State board of education wus discontinued, but some of its functions were assigned to the trustees of the State normal school. The State superiutendency was abolished and most of the duties of the office transferred to the principal of the State normal school, who was ordered to have the general superintendence of all the public schools in the State. The office of county superintendent was continued under the name of “examiner,” and the duties of treasurer and secretary combined with it. The State school tax was changed from 15 to 10 cents on the $100, but the amount of revenue was not diminished, because the basis of assessment had been increased in the same proportion. ■ The appropriation to the State normal school was raised from seven to eight thou¬ sand dollars, and appropriate provision was made for teachers’ institutes and teachers’ associations. Under this law the schools were required to be kept open ten months in the year, and if the State school fund proved insufficient for this purpose in any county, “ the county commissioners in such county are authorized and required to levy and collect such a tax upon the assessable property of the county as the board of county school commissioners shall designate as sufficient to make good the deficiency.” The city of Baltinaore is practically exempted from the operation of the law, except so far as taxation is concerned. This law, like that of 1865, makes no provision for the education of the colored people, except appropriating the total amount of taxes paid for school purposes by the colored people to the founding of schools for col¬ ored children. Any school district or any county is authorized to levy taxes for the erection of school-houses, for the establishment of high schools, or for any other pur¬ pose that may tend to the increase of educational facilities. The administration of the school system under this law was weaker than under the preceding, owing to the lack of a strong central authority ; but it raised more money, educated more children, kept the schools open a longer time, and excited a more gen¬ eral popular interest in public education. The general assembly of 1870 repealed the law of 1868, and reenacted it, with some amendments which were improvements and some which were not. By the new law the State board of education was restored un¬ der the name of State school commissioners. This board consisted of the principal of 170 REPORT OF THE COMMISSIONER OF EDUCATION. the State normal school and four persons selected by the governor from among the presidents and examiners of the several county boards. The duties of the county school commissioners remained the same, 'but the number and mode of appointment were changed. In place of a popular election they were appointed by the judges of the circuit court, and instead of one commissioner from each election district there were to be five commissioners in the large counties and three in the small. The school district board was also changed. It consisted of three persons appointed by the county school commis¬ sioners annually. Thus the elective features of the law of 1868 were abolished and the method of appointment substituted. The duties of the State school commissioners were similar to those of the old State board of education, with the exception of the appoint¬ ing power. The State school tax remained the same, but the power of the county school commissioners to levy a county school tax was limited to 10 cents on the hun¬ dred dollars, “ unless the county commissioners shall approve and sanction an addi¬ tional tax.’’ Provision was made for the first time for giving life certificates to qualified teachers. The duties of the county examiner were more clearly defined than in the pre¬ ceding law. The appropriation to the State normal school was increased by $1,500 a year. The provision for teachers’ institutes and teachers’ associations was continued. JHE FINAL FOEM TAKEN. This law was repealed in 1872 and reenacted with unimportant amendments. The board of State school commissioners is continued under the name of the State board of education, and the board of district school commissioners under the name of district school trustees, but no change is made in their duties or the mode of appointment. The only new feature of the law worthy of notice is the provision for schools for col¬ ored children. It is made the duty of the county school commissioners, in each county, to establish one or more public schools in each election district for all colored youth between 6 and 20 years of age, to which admission shall be free, which shall be kept open as long as the other public schools of the same county, which shall be subject to the same laws and furnish instruction in the same branches as the schools for white children. For this purpose the legislature appropriated $50,000 annually. The general assembly of 1874 amended several sections of the school law passed by its predecessor. The governor of the State is made a member ex ofiScio of the State board of education. The State board of education is authorized to enact by-laws for the administration of the public school system, and to suspend or remove any examiner or teacher who may be found inefficient, incompetent, or immoral. It is authorized to add to the subjects in which teachers are required to be examined such other branches, from time to time, as may seem necessary. Teachers’ certificates are limited to six months when first issued, but may be extended to 3 years, if the county exam¬ iner, at the end of the six months, approves of it. The power of appointing teachers remains in the board of district trustees, but with the proviso that the appointment must be confirmed by the board of county school commissioners. The appropriation for the support of the State normal school is raised to $10,500. The annual appropri¬ ation for the support of colored schools is raised from $50,000 to $100,000. This pro¬ vision is not in the school law, but in the regular appropriation bill. The legislature of 1876 made no change in the school law. A bill for the purpose of making some important alterations (not improvements') was passed by the house of delegates, but was not acted on in the senate. ELEMENTARY INSTRUCTION. SCHOOLS FOR COLORED CHILDREN. It appears from a table of the State report that there were, for th^ colored race, 309 schools in 1875-’76, with 347 teachers and 18,134 enrolled pupils. The amount re¬ ceived from appropriations for these schools was $80,049; less, by $1,121, than in the previous year. The expenditures for these schools amounted to $119,285, an increase of $206. THE SCHOOLS IN GENERAL. The State board say, at the close of their report, that, while unable to point to any special triumph in educational work to mark the close of the centennial year, they yet are glad to put on record that in a period of unexampled industrial depression, when a feeling of distrust and a desire for retrenchment marked every private business and every institution, the schools of Maryland took no step backward. On the contrary, though there may have been some backsliding in particular places, a survey of the whole field shows that more progress has been made and larger results obtained than in any previous year in the history of the State. KINDERGARTEN. Three schools of this class, all in Baltimore, report their statistics for 1876. These may be found in Table V, at the end of this volume. MARYLAND. 171 CITY SCHOOL SYSTEM. BALTIMORE. Officers. — A board of public school commissioDcrs of 20 members, one from each ward of the city, elected apparently for 4 years, one-fourth retiring each year. Its officers are a president, secretary, superintendent, and assistant superintendent of the city schools. Statistics. — Population, 302,839 ; children of school age in 1870, 77,737 ; number of pupils in school during the year, 47,194; average attendance, 24,381. Number of schools, 119. Number of teachers, 731. Number of pupils to a teacher, based on enrolment, exclusive of special teachers, 44. Per cent, of enrolment on population, 10.3 ; per cent, of average attendance on enrolment, 81.8. Receipts for school purposes, $629,- 832.13. Expenditures for schools for white children, $637,411.64 ; for colored, $40,575.18. Total current expenditures, $582,467.08 ; total expenditures, including amount for build¬ ings, $677,986.82. Eemarks. — The system of instruction is symmetrically graded, consisting of primary, grammar, and high schools, in a generally satisfactory condition. The number of pu¬ pils has increased during the year, and the grade of scholarship has advanced ; the teachers generally performed their work with zeal and fidelity ; new school buildings were erected ; some of the defects of the past were removed, and progress was made toward the removal of others. A higher standard of examination and greater pro¬ fit ency in the work of teachers and pupils were exacted, and merit and success re¬ ceived a proper recognition. Music. — The importance of music as a study in the public schools was recognized more than 30 years ago, when it was placed upon the schedule of studies. In 1875 a course of instruction was adopted in the primary, grammar, and high schools and the normal class, which has given thoroughness and uniformity to this department. It is supervised by 5 music teachers, who regularly visit the schools assigned them, review and instruct each class, and give such information to the regular teachers as may be necessary. Drawing. — The subject of drawing also received the early attention of the commis¬ sioners of schools. In 1845 it was introduced as a study in the high school for boys, and in 1865 in that for girls, one teacher attending to the recitations in both schools. In 1871 four teachers were appointed for the grammar and primary schools ; but up to 1875 the study had but a subordinate place, instruction in it being given only by the special teachers. From that time the same system was applied to drawing that had been successfully adopted with reference to music, instruction being given in all grades of the schools by the regular teachers, under the supervision and instruction of special teachers. Good progress has since been made in the study ; the system, during its trial year, has been successful and satisfactory, and the expense moderate. Schools for colored children. — During the year, 12 schools for colored children, having an attendance of 3,143 pupils, were taught by 60 white teachers. The large majority of the pupils were in the primary department, and the promotions to the grammar school were not as numerous or rapid as was desirable, owing to the irregular attend¬ ance of the pupils and their inattention to study. These schools are classified^ in the same manner as those for white children, and are under the charge of competent and faithful teachers. Although they have not fully accomplished the purpose for which they were organized, owing to the obstacles mentioned, yet, it is remarked, they are undoubtedly of great benefit both to those who attend and to the community at large, and should, therefore, be liberally sustained. Evening schools. — Only two evening schools were opened last year, one for white, the other for colored children. Owing to the irregular attendance at these schools the previous year and their generally unsatisfactory condition, it was proposed to discon¬ tinue them entirely for a term ; but finally these two were opened under more rigid rules, and both proved very successful, the attendance of the pupils being regular and their conduct good. The enrolment was 833, of whom 200 were colored and 133 white ; the average attendance was 228, of whom 141 were colored and 87 white. German. — There are in the system 5 English-German schools, with an attendance during the year of 2,963 pupils, an increase of 1,332. These schools were established in 1874 in response to the demand of many jirominent citizens and patrons for English- German instruction. It was deemed inexpedient to introduce the study in the schools as now organized, and therefore separate schools were established in which instruction is given to the pupils in both languages. These schools have been eminently success¬ ful and have grown in public favor so rapidly that it has been impossible to furnish proper accommodation for the large number of children applying for admission. High schools. — High school instruction is furnished for boys in the Baltimore City College and for girls in two high schools, the Eastern and Western. A majority of the 430 pupils attending the college last year were graduates of the grammar schools, but the number admitted from private schools is annually increasing. A preparatory department, forming an intermediate grade between the grammar schools and the college, was organized last year. — (Report, 1875-^76, of board of commissioners and city superintendent of instruction, Henry E. Shepherd.) 172 EEPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. PROPOSED NEW AGENCY FOR TRAINING TEACHERS. The great want of the schools in Maryland, as well as elsewhere, says the State superintendent, is trained teachers. The agencies relied on to give this training are the normal school, the Educational Journal, the teachers’ institute, and teachers’ associa¬ tions, but these are not sufficient. There are hundreds of new teachers appointed every year in this State who have never been brought under the influence of any of them and who cannot be thus brought except by some kind of compulsion. As, under present circumstances, every teacher cannot be a graduate of a normal school. Super¬ intendent Newell suggests that the best school in each county be made a training school, which shall be brought up, in methods at least, to the level of modern pedagog¬ ical science ; that in this school every new candidate for a place as teacher, not trained elsewhere, be required to spend six months as an observer and assistant, and that, before receiving his certificate, he be examined by the principal and certified to the county examiner. — (State report, 1875-’76.) NORMAL SCHOOLS. state Normal School, Baltimore. — This school, established by the school law of 1865 and reorganized under the law of 1868, has now taken possession of its new building, which is admirably adapted to its use. The beauty of the location and the attractive appearance of the building are noticed by all, but only those who have watched the struggles of the school during 10 years in cramped and ill-arranged quarters can ap¬ preciate the relief that is now felt. During the year 1875-’76 there were enrolled 206 pupils, of whom 190 were women. At the commencement, in June, 1876, there were 21 students graduated, 18 of whom have since been employed as teachers. Since the organization of the school there has been an attendance of 1,199 students, 215 of whom were graduated. It is estimated that 124 of these are now teaching in the public schools of the State, and that the number of undergraduates teaching is about 215. The course of study lasts from 2 to 3 years. Tuition and books are free to 200 students, each county being entitled to send 2 for each of its representatives in the general assembly. — (Report of State superintend¬ ent and catalogue, 1875-’76, with return for 1876.) The Baltimore Normal School for the Education of Colored Teachers reports an attend¬ ance in 1876 of 40 pupils (10 men and 30 women) and 4 graduates, of whom 2 were teaching. The course of instruction covers 4 years. Annual expense for tuition, $10 to $15. Amount of State appropriation for the year, $2,000. — (Return for 1876.) Saturday Normal Class. — In Baltimore, a Saturday normal class, with a course of instruction in the theory and practice of teaching, is conducted by some of the most efficient teachers in the employ of the board. — (City report, 1875-’76.) SECONDARY INSTRUCTION. % PUBLIC HIGH SCHOOLS. The State superintendent’s report for 1875-’76, as published in the Maryland School Journal, gives no account of the public high schools of the State, nor can anything be positively stated regarding them beyond the fact of their existence in certain towns, gained from the superintendent’s report for 1874-’75. The Baltimore city report for 1875-76 gives the attendance at the two high schools for girls in that city, the Eastern and Western, as 734, while at the Baltimore City College, the public high school for boys, there were 430 pupils, making a total of 1,164. The full course of 5 years in the college prepares pupils to enter the Johns Hopkins University. There is also a supplementary course of 1 year for business. The 2 high schools for girls offer a course of 4 years, comprising English and belles lettres, mathematics, natural sci¬ ences, moral, mental, and political sciences, vocal music, drawing, French, and German, the latter being optional. ACADEMIES AND KINDRED SECONDARY SCHOOLS. In all, 39 schools of this class present their statistics for the year 1876, showing 204 teachers and 2,673 scholars, 559 of whom were in classical studies and 1,292 in modern languages, 88 specifically preparing for a classical course in college and 24 for a scien¬ tific course, while 58 had entered college the preceding year. In 19 of these schools instruction was given in drawing; in 21 in vocal music; in 19 in instrumental music;. 16 report means of illustration and experiment in chemistry ; 22 in natural philosophy ; and 19 report libraries of 150 to 2,000 volumes, the total number of volumes in the 19 being 27,175. — (Returns to Bureau of Education.) PREPARATORY SCHOOLS AND^EPARTMENTS. Two institutions of the former class report 14 instructors and 21 pupils, 19 prepar¬ ing for a classical collegiate course and 2 for a scientific. They had sent 5 j)upii8 to MARYLAND. 173 college the preceding year and 12 to scientific schools. Only 1 reports chemical and philosophical apparatus, with a library of 2,500 volumes. Four departments of colleges report 12 teachers, exclusive of the college faculties, with 196 pupils, 61 preparing for a classical course in college and 71 for a scientific course. — (Returns for 1876.) BUSINESS COLLEGE. One such, in Baltimore, reports 7 teachers and 341 students, without classification as to the studies pursued by these. It purports to teach common English branches and correspondence, penmanship, book-keeping, and commercial law. — (Return for 1876.) SUPERIOR INSTRUCTION. JOHNS HOPKINS UNIVERSITY. This institution, founded at Baltimore in 1867 by the munificence of one of her dis¬ tinguished citizens, Johns Hopkins, was organized and commenced work during the last year. It is entirely free from ecclesiastical and partisan control, and is otherwise established on a broad and liberal foundation, although, thus far, only men are admit¬ ted to its privileges. Mr. Hopkins has here established for Maryland, by his sole bounty, a true university of the highest order, providing for it such an endowment as the newer States have not equalled by their munificent land grants and direct appropriations. Its productive funds amount to $3,000,000, and yield an annual income of $180,000. Tuition is not free, except to those holding scholarships, but only $80 a year is charged. In accordance with the founder’s request, 20 scholarships are given to students in Mary¬ land, North Carolina, and Virginia, who are found most deserving of choice because of their character and intellectual promise.” The university scholarships differ from these in being honors won at examinations and open to competitors from any place. Two of these were bestowed, after examination, upon graduates of Maryland colleges. The trustees have also offered 20 fellowships or graduate scholarships to graduates of colleges in any State, to be bestowed for excellence in any of the following subjects : philology, literature, history, ethics and metaphysics, political science, mathematics, engineering, physics, chemistry, and natural history. These fellowships yield $500 annually and are renewable. Out of 152 applicants, 107 eligible candidates were se¬ lected, comprising graduates from 46 different colleges. Their applications were referred to specialists in each department, who examined carefully the claims of the candidates and reported to the trustees. The successful competitors in 1876 represent Amherst, Iowa, Yale, Lafayette, Harvard, Princeton, Columbia, Randolph Macon, and Concordia Colleges, the Universities of Virginia and California, and the Massachusetts Institute of Technology. It was not expected, or indeed desired, that the number of students would be large during the earlier years of the university. Of the 89 registered in 1876, 54 had already received academic degrees ; 12 matriculated for the bachelor’s degree, and 23 were received as special students. No preparatory department has been organized and none is contemplated. A useful and really valuable library, though only of a preliminary kind, has been opened to the students, and the work of building and furnishing the laboratories is going on with cautious speed. A number of afternoon lectures have been delivered, which combine to a certain extent the attractiveness of popular discourses with the precision of university teaching. The work of the first year, however, is meant to be purely tentative. The university does not commit itself, at present, to details. — (Cat¬ alogue and return for 1876, and report of State superintendent, 1875-’76.) OTHER COLLEGES. Frederick College, Frederick City, (non-sectarian,) chartered in 1763 and organized in 1797, has been in successful operation for 79 years. There are at present 3 departments, the classical, the mathematical and higher English, and the elementary English. — (Catalogue, 1875-76.) Loyola College, Baltimore, (Roman Catholic,) was organized as a college in 1853. Its course of studies occupies 7 years and embraces geography, history, book-keeping, the English, French, Latin, and Greek languages, literature, elocution, rhetoric, mathe¬ matics, physics, chemistry, logic, metaphysics, and ethics. — (Catalogue, 1875-76, and return for 1876.) Mt. St. Mary^s College, near Emmitsburgh, (Roman Catholic,) was founded by Rev. John Dubois, afterwards bishop of New York, in 1803. The studies necessary for graduation, including a thorough course of English literature, occupy 3 years, those in the preparatory department from 2 to 3. — (Sadler’s Catholic Directory, p. 21 of adver¬ tisements.) Bock Hill College, Ellicott City, (Roman Catholic,) organized in 1857, comprises (Sollegiate and preparatory departments, the -former having 3 courses of studies, com¬ mercial, scientific, and classical. — (Catalogue, 1875-76.) 174 REPORT OF THE COMMISSIONER OF EDUCATION. St. Charles College, Ellicott City, (Roman Catholic,) is the classical department of St. Mary’s Theological Seminary at Baltimore. St. John’s College, Annapolis, (non-sectarian,) established in 1784 and endowed by the State, receives from it an appropriation of $25,000 annually, of which $10,000 is for the board of 50 State students. The departments are preparatory and collegiate, the latter embracing 3 courses, a regular academic, a select, and a post graduate course. The degree of master of arts is conferred only on such graduates of the regular academic course as shall pursue this post graduate course for 2 years at the college or elsewhere. In the regular academic course there are the following departments : an¬ cient languages, modern languages, mathematics, natural science, mental, moral, and social science, and history and the English language and literature. — (Catalogue, 1875-76.) Washington College, Chestertown, (non-sectarian,) organized in 1782, has preparatory and collegiate departments. The visitors of this college report an increasing public interest in it throughout the Eastern Shore. The 15 beneficiary students provided for under the acts of 1856 and 1874 were all in attendance in 1875-76, and gave evidence of the benefits of the system.— (Report of State superintendent, 1875-76, and return for 1876.) Western Maryland College, Westminster, (Methodist Protestant,) unlike any of the colleges before mentioned, admits both sexes. The course of study, however, is not the same for both, the young women completing theirs in 8 years, while that for the young men extends over the usual collegiate 4 years. ' Both "sexes have the same in¬ structors, yet the two departments are kept entirely separate. There is a preparatory department and a theological course. — (Catalogue, 1875-76, and return for 1876.) Statistics of universities and colleges, 1876. Names of universi¬ ties and colleges. Frederick College . . Johns Hopkins Uni¬ versity. Loyola College . Mt. St. Mary’s Col¬ lege. Hock Hill College . . St. Charles College . St. Clement’s Hall.. St. John’s College . . Washington College Western Maryland College. Number of students. 108 a35 Property, income, &c. flO, 000 50, 000 100, 000 60, 000 33, 000 $.3, 000, 000 $180, 000 $4, 000 1,500 500 3, 445 .£^3 d §g.2 $800 0 25, 000 5, 000 1, 3, 000 5,000 621, 500 66, 250 64, 450 5, 000 1, 400 dl, 000 a Also 54 graduate students. 6 Includes society libraries. c Also 9 graduate students. d Society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The Maryland Agricultural College, at College Station, Prince George’s County, re¬ ports a year of good work, with improving prospects, its organization complete in every particular, and its condition very far superiorto last year. The branches of study taught are grouped under the following departments : (1) civil engineering and astronomy ; (2) English literature, moral philosophy, and history ; (3) pure mathematics ; (4) physics and applied mathematics; (5) agriculture, architecture, and drawing; (6) chemistry and natural history ; and (7) ancient and modern languages. Agriculture, however, is to be made the leading feature of the course, which requires 4 years for completion. Tuition is free to students from the State ; to others there is a cha rge of $50 annually. — (Report of State superintendent and college catalogue, 1875-’76, and return for 1876.) The United States Naval Academy, at Annapolis, was founded in the year 1845, by Hon. George Bancroft, Secretary of the Navy, in the administration of James K. Polk. The MARYLAND. 175 course of study, as at present organized, extends over 6 years, and embraces English composition and history, French, Spanish, drawing, applied mathematics, astronomy, electricity, ship building, naval and infantry tactics, public law, navigation, light and heat, stea^m engineering, ordnance and armor, seamanship, and naval architecture. The requirements for admission are a thorough acquaintance with the fundamental glish branches. The number of cadet midshipmen allowed at the academy is 1 for every Member and Delegate of the House of Representatives, recommended by the Member or Delegate from actual residents of his district ; 1 for the District of Columbia : and 10 appointed annually at large by the President of the United States. — (Catalogue, 1876-77.) THEOLOGY. Centenary Biblical Institute, Baltimore, (Methodist Episcopal,) embraces theological normal, and preparatory departments, and receives both sexes. Normal students are required to pursue the same biblical studies with those in the theological department. Tuition is free to candidates for the ministry of the Methodist Episcopal Church. The institute is supported entirely by contributions from the church. The biblical course of instruction lasts three years. — (Circular and catalogue, 1875, and return for 1876.) Mt. St. Clementes College, Ilchester, (Roman Catholic,) organized in 1868, reports a five years’ course in theology, and Woodstock College, at Woodstock, (Roman Cath¬ olic,) a theological course of 7 years. — (Returns for 1876.) LAW. The Law School of the University of Maryland is now in successful operation and is making satisfactory progress. Its course lasts 2 years, and it graduated, in 1876, 29 students.— (Circular and return for 1876.) MEDICINE. The College of Physicians and Surgeons, Baltimore, announces through its faculty a continued and increasing success. Clinical illustration and didactic instruction are closely united. A special feature is the establishment of an obstetric clinic in con¬ nection with the college, claimed to be a much needed reform in the system of med¬ ical education in this country. The course lasts two years. — (Catalogue, 1874-75, and return for 1876.) The School of Medicine of the University of Maryland, Baltimore, also gives clinical teaching an important place in the plan of instruction. The university hospital, other¬ wise known as the Baltimore Infirmary, is the largest institution for the care of the sick in the city. It embraces a gynaecological department, and also one in which facilities are offered for giving instruction in obstetrics. The medical department of Washington University, Baltimore, reports a two years’ course of professional instruction. As a condition of an appropriation made by the leg¬ islature of Maryland, 1 student from each senatorial district is received free of charge for tuition. The hospital owned by the school has become virtually the casualty hos • pital of the city, and all cases of accident brought to it are, when practicable, treated in the presence of the class. — (Circular, catalogue, and return for 1876.) DENTISTRY. Baltimore College of Dental Surgery, which claims to be the oldest and for many years the only dental college in the world, has, during the past forty years, graduated nearly 800 students. It now occupies the new, elegant, and commodious building completed for its use in 1875. The plan of instruction is thoroughly practical, while careful attention is given to elementary and theoretical subjects. — (Catalogue, 1876.) The Maryland Dental College, Baltimore, also claims to offer an eminently practical course of instruction. Lectures, both didactic and clinical, are delivered daily, while the infirmary, under the charge of the clinical professor and demonstrators, is open during the entire year. Diplomas are conferred upon examination when merited, but the candidate for graduation must be 21 years of age. — (Catalogue, 1876.) 176 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of schools for scientific and professional instruction, 1876. % Schools for professional instruction. SCHOOLS OF SCIENCE. Maryland Agricultural College . United States Naval Academy . SCHOOLS OP THEOLOGY. Centenary Biblical Institute _ Mt. St. Clement’s College . St. Mary’s Theological Seminary of St. Sulpice.* Theological department of Mt. St. Mary’s College. "Woodstock College . SCHOOL OF LAW. School of law, University of Mary¬ land. SCHOOLS OF MEDICINE. College of Physicians and Surgeons. School of medicine, University of Maryland. School of medicine, "Washington Uni¬ versity. Baltimore College of Dental Surgery . Maryland Dental College . Maryland College of Pharmacy . 1 Corps of instruction. 1 Endowed professorships. Number of students. 1 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. 8 57 4 $100, 000 $100, 000 $6, 700 a$13, 895 bl, .500 65 345 6 3, 000, 000 0 0 0 18, 171 13 0 c32 3 12, 000 3, 200 212 5 5 9, 000 6 90 41 15, 000 10 0 107 7 60, 000 0 0 18, 000 3 39 2 0 0 0 4, 690 30 11 94 2 10 115 2 120, 000 0 0 8,005 300 13 42 2 25, 000 5, 000 12 55 2 d9, 000 5, 473 1, 100 10 30 0 0 0 2, 500 3 60 *2’ 6, 000 410 * From Report of Commissioner of Education for 1875. a Also $6,000 from State appropriation. c Also 36 in a normal department. & Society library. d Value of apparatus and specimens. SPECIAL INSTRUCTION. EDUCATION OF THE BLIND. The Maryland Institution for the Instruction of the Blind, at Baltimore, since its first opening, in 1854, has had under its charge about 171 pupils. All of these have re¬ ceived benefit, and many of them have been raised from a position of almost absolute dependence to one of comparative helpfulness and cheerfulness. One is a practising lawyer, another a successful farmer, another a student of divinity, another a piano tuner, others music teachers, broom makers, &c. The studies pursued are reading, spelling, writing, both with the pencil and in the point system ; mental and written arithmetic, algebra, physical and descriptive geography, ancient and modern history, English grammar, rhetoric, composition, and declamation. The musical department occupies an important place in the course of study. Special attention has been paid to piano tuning and repairing, which must eventually become one of the most profitable occupations for the blind. Mattress making and chair caning are being taught the boys, and the girls are learning sewing, knitting, crocheting, bead work, and the use of sewing macMnes. There is a library of 125 volumes. The State appropriation for the year 1876 was $12,875. Number of pupils, 50. — (Catalogue, 1875-76, and return, 1876.) EDUCATION OF THE DEAF AND DUMB. The Maryland Institution for the Education of the Deaf and Dumb, at Frederick, founded in 1867, is under the control of a board of directors appointed by the State for life. There are 91 pupils and 9 professors and instructors, one of whom is a semi¬ mute. Since the foundation of the institution 178 have been under instruction. The MARYLAND. 177 branches taught are composition, grammar, history, geog; aphy, arithmetic, and, to a limited numoer, the higher English. There is a library of 2,000 volumes. The insi-ilu- tion owns lO acres of land, which, wiih buildings, &c., is valued at $250,000. The State appropriation for the past year was $27,000. A bequest was left tne iustitutiou by the late Benjamin Reigle, of Hagerstown, which, when the estate is settled, will, it is believed, amount to $10,000 or $12,000. — (Return lor 187b.) EDUCATION OF COLORED BLIND AND DEAF MUTES. An institution for the education of the colored blind and deaf mutes was founded at Baltimore in 1872, and is under the control of a joint committee of the directors of the two institutions for the blind and for the deaf and dumb whites. The work performed is similar to that of the parent institutions, and is directed with a view to the future welfare and support of the inmates. In addition to the ordinary education giv^en in the school room, instruction is furnished in broom making and other employments, from which some revenue is derived for the institution. The State appropriation daring 1876 was $8,500 ; number of pupils, 17; value of grounds, bnildmgs, and apparatus, $18,000. — Special return, 1876, and report of institution for the blind.) OBITUARY RECORD. THREE DECEASED EXAMINERS. The State hoard says in its report, (p. 15:) “We have to deplore the loss by death during the past year of three faithful public servants : Mr. William H. Perveil, exam¬ iner in Anne Arundel County ; Dr. Samuel Kepler, examiner in Baltimore County, and Mr. Benjamin Tippett, examiner in St. Mary’s County. Varying in their gifts and opportunities, they all agreed in commanding the respect, esteem, and confidence of the board, and the gratitude of their fellow citizens for their labors in the cause of education. ‘ They rest from their labors, and their works do follow them.’ ” LIST OF SCHOOL OFFICIALS IN MARYLAND. [All terms from January 1, 1876, to January 1, 1878.] Hon. M. A. Newell, State superintendent of public instruction,. Baltimore. STATE BOARD OF EDUCATION. His excellency John Lee Carroll, governor, ex officio, president . .. Hon. M. A. Newell, secretary and ex officio State superintendent. . Dr. M. J. Stone . . P. A. Witmer . Dr. William M. Hardy . . . J. P. R Gilliss . Annapolis. Baltimore. Aquasco. Hagerstown. Clarksville. Whaleyville. COUNTY EXAMINERS. County. Examiner. Post-office. Allefrany _ _ Georp'o n. MeTYay . . . . . . C umberland. Anne Arundel . William Harwood . A nnapolis. Baltimore . Dr. Samuel Kepler* . . . . . Towsontown. Calvert . Rev. Samuel Cornelius. . . Prince Erederick. Caroline . Rev. George E. Beaven . . . Hillsboro’. Carroll . . ,T. TVT. Nowson . _ _ _ W estminster. Cecil . Rev. John Squier . . Port Deposit. Charles . George M. Lloyd . Port Toi)acco. Dorchester . Dr. James L. Bryan . Cambridge. Frederick . Daniel T. Lakin . . . Frederick. Garrett . A. Matthews . . . Grantsville. Harford . WilliflTn TT. TTa.rlnTi ... . . Bel Air. Howard . Dr. William H. Hardy . . Clarksville. Rent . . E. E. Perkins . Chestertown. Montgomery . J ames Anderson . . . Rockville. Prince George’s . Dr. M. .T. StiOno .. . . . . _ Aquasco. Queen Anne’s . .Tames W. Thompson _ _ Ceutreville. Somerset . W^illiam E. .TnTie.o _ _ I*rincess Anne. St. Mary’s . Georp'o Thomas _ _ _ Leonardtown. Talbot.. . Alex. Chaplain _ _ _ Easton. W ashington . .». . P. A. Witmer . Hagerstown. Wicomico . Georp'o W. M. Cooper . . . Salisbni'v. Worcester . George M. TJpshnr . Snow Hill. 12 E * Deceased. 178 REPORT OF THE COMMISSIONER OF EDUCATION. MASSACMUSETTS. SUMMARY OF STATISTICS. POPULATION AND ATTENDANCE. Children of school age, (5-15) . Children of all ages in public schools . Average attendance . Children under 5 attending . Children over 15 attending . Attending evening schools . TEACHEKS AND THEIR PAY. Male teachers in public schools . Female teachers in public schools . Whole number of both sexes . Number trained in normal schools .... Teachers in evening schools . Average monthly pay of men . Average monthly pay of women . PUBLIC SCHOOLS. Number of public schools . Number of high schools . Average length of school in days . Number of evening schools . PRIVATE SCHOOLS AND ACADEMIES. Incorporated academies . Average attendance . Aggregate of tuition paid . Unincorporated academies and schools. Average attendance . Estimate of tuition paid . . SCHOOLS FOR SPECIAL INSTRUCTION. Children in State charitable and re¬ form schools. Average number . Teachers in such schools. RECEIPTS AND EXPENDITURES. Eeeeijpts. From taxation . . . From interest on permanent fund .... From other funds . From other sources . Total . Expenditures. Cost of superintendence . School books and apparatus . Erecting and repairing school houses. . Ccst of public schools, exclusive of above items. 1874-75. 1875-76. Increase. Decrease. 294, 708 300, 834 6, 126 302, 118 305, 776 3, 658 216, 861 218, 903 2, 042 2, 383 2, 084 299 32, 986 27, 213 5, 773 16,368 9, 337 7,031 1,169 1,201 32 8, 047 7,650 397 9,216 8, 851 365 1,792 1,280 512 525 364 161 $88 37 $84 78 $3 59 35 35 35 25 10 5, 551 5, 542 9 208 , 212 4 177 176 1 99 114 15 63 72 9 7,594 5,776 1,818 $161,215 $225, 056 $63,841 369 341 28 16, 650 14, 513 2, 137 $436, 938 $447, 915 $10, 977 1,240 1,308 68 812 804 8 19 18 1 $6, 082, 214 $5, 762, 936 $319, 278 177, 227 152, 704 24, 523 120, 286 124, 751 $4, 465 30, 787 65, 145 34, 358 6, 410, 514 6, 105, 536 304, 978 119, 691 140, 335 20, 644 6, 577 4,611 1,966 1, 533, 143 1,205,622 . . 327, 321 4, 358, 524 4, 400, 898 42, 374 6, 017, 935 5, 751,666 266,269 Total. MASSACHUSETTS. 179 Suimiary of statistics — Continued. 1874-’75. 1875-76. Increase. Decrease. EXPENDITURE PER CAPITA — Of seh^^ol popiilfiifiinTi -- - _ _ |22 00 20 00 $24 48 24 08 |2 48 4 08 Of pupils eDr^11f*d - - - - _ Of* 30 00 33 65 3 65 STATE SCHOOL FUND. A’^ai1ab1e s<>bAr»l fimd-- _ _ _ _ 2, 065, 238 2, 066, 866 1,628 (Returns for the two years indicated, report of State hoard and secretary for 1874-75^ with advance sheets of a portion of that for 1875-76.) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Sketch by Hon. Joseph White, in State report on education. 1873- 74 ; Barnard^s New-England Journal of Education, voi. xxiv, 1873, pp. 264-278; statute laws of Massachusetts, from 1826; school laws, edition of 1875. COLONIAL LEGISLATION. Settled in 1622, this Puritan Commonwealth had, in twenty years, so far advanced as to enact in 1642 that the selectmen of every town should “have a vigilant eye over their brethren and neighbors, to see that they teach their children and apprentices, by themselves and others, so much learning as may enable them to read the English tongue and the capital laws, upon penalty of twenty shillings for every neglect therein.’^' To facilitate the performance of the duty thus imposed, it was further enacted, tive years later, (1647,) that every township of 50 householders within the colony should appoint one within the town to teach all children that should resort to him to write^ and read, provision being made for payment of his wages, either by the parents and- guardians of the children taught or by the inhabitants in general. And in addition to this elementary instruction, every town of 100 householders was required to set up a> grammar school, with teachers competent to prepare youths for the university, each town neglecting to set up siich school to pay £5 per annum to “ the next nearesn school.” Provisions nearly resembling these were made five years later in the neighboring Plymouth Colony, then under a separate control, and these provisions seem to havee held throughout the colonial times. EARLY STATE LEGISLATION. In 1789, the year after the ratification of the Federal Constitution, Massaehusett© revised her school law, making it require both fuller instruction and more definite school terms. Thus it was provided that every town of 50 families should sustain schools wherein children might be taught to read and write and be instructed in th© English language, arithmetic, orthography, and decent behavior; the terms of said schools for such towns to be equal to one school of fi months. Towns of 100 familieB were to sustain these schools for terms equal to one of 12 months; towns of 150, for terms equal to one of 18 months; and towns of 200, for terms equal to one of 12 months ; these last, however, sustaining also a school in which should be taught the Latin, Greek, and English languages for 12 months in each year. It was in this revision of 1789 that, “in consequence of the dispersed situation of the inhabitants of several towns,” making it difficult to collect the children in any on© place for instruction, such towns were authorized to determine and define, in a town meeting called for that purpose, the limits of school districts. A supplementary law of the next year allowed the further privilege of district taxation for school houses. Both these concessions were merciful allowances to people in embarrassed circum¬ stances, and the kind spirit of them is deserving of respect ; but they proved to b© the germ of a miserable district system, from which Massachusetts has only recently escaped, and which, too generally adopted elsewhere instead of the better township 180 EEPORT OF THE COMMISSIONER OP EDUCATION. system, has been the fruitful parent of ungraded, ill managed, and poorly instructed schools. As far as possible these evils and others were here warded off by the requirement that only duly certified teachers should be engaged in all the schools provided for under the law ; that the teachers in the grammar schools must be university graduates or have a certificate of qualification from a learned minister of the town, and that no child who had not at least learned to read should be admitted to the grammar schools. Visitation and inspection by the selectmen and minister were also provided for. In 1800, with modifications in 1802 aud 1815, districts were required to provide suit¬ able houses for their schools ; and, if they should neglect to do so, the town, on the ap¬ plication of four residents in a neglectful district, might take the thing in hand and see that it was attended to. SUCCESSIVE IMPROVEMENTS. Things w'orked on as thus arranged till March 4, 1826, when a law was passed to ]U'ovide for a nmre systematic and business-like management of schools. This law re¬ quired the election of a school committee of not less than 5 persons, at the annual town meeting in each town, the said committee to visit the town schools, examine their dis¬ cipline, require evidence of qualification in the teachers, determine the class books to lie used, and make returns to the secretary of the Commonwealth, according to a form to be furnished by him. This great improvement was itself improved by a revised law of March 10, 1827, which provided for a school committee of 3, 5, or 7 persons in each town and of 1 in each school district, this last to be called the prudential committee. The duties of the towm committee were as before mentioned, with the addition that, where children in the schools were not duly supplied with school books, they were to see that such books wmre provided and that payment for them was secured "from parents with ability to pay. Those of the prudential committeeman were to keep the school house of his dis¬ trict in order, to select and contract with a school teacher, to provide fuel for the school, and to give the town committee such assistance and advice as might be neces¬ sary. March 31, 1834, a new law made provision for a permanent State school fund, to be formed from ihe proceeds of lands owned by Massachusetts in the State of Maine and from the claim of the State on the United States for military services, to which other sources have since been added. This fund, originally limited to ^1,000,000, has grown, through successive elevations of the lawful maximum, till, in 1876, the reported aggre¬ gate was $2,066,866. In 1836 the care of the State for the schooling of her children was further shown by the passage of a law, April 16, (to take effect April 1, 1837,) forbidding the employment in factories of children under 15, on pain of $50 fine, unless such children should have attended school for 3 months in the year preceding the employment. In the same year returns of private schools and academies were required from the committees. The next year, April 20, 1837, came an act which went far toward a completion of the State school system by securing for it a sort of headship at the capital, beyond the previous managing committees in the towns. This was the creation of a State board of education, consisting of the governor and lieutenant governor ex ofiiciis and of 8 other persons, appointed by the governor, with advice and consent of council, one of the 8 to be changed each year ; the board was to submit annually to the legislature an abstract of all returns made to it from the public schools, with such observations aud suggestions as it might think necessary, and had the privilege of appointing its own secretary, whose duties were to be essentially those of a State superintendent of in¬ struction. The board thus constituted was favored by obtaining as its first secretary Hon. Horace Mann, already highly distinguished for his efforts in the cause of education, and from this time the central figure in the van of the school hosts. He gave himself, wiih all his w ell trained energies, to the w ork which now devolved on him, and imme¬ diately made his presence felt. One of his first aims was the establishment of libraries to aid the education going forw ard in the schools, and to this end the legislature was induced to authorize each school district to raise for the first year $30 for the establish¬ ment of a library aud $10 in each subsequent year for the purchase of new books. March 2, 1842, a State appropriation of $15 to each school district that should raise an equal sum for a district library was also secured by Mr. Mann. He next devoted himself to Ihe improvement of the qualifications of teachers, and found in this a ready helper in Mr. Edmund Dwight, of the State board. Mr. Dwight pledged for this purpose $10,000 from his private means if an equal sum could be secured for it from the State. The offer of Mr. Dwight was made March 10, 1838, and on the 13th Mr. Mann presented it to the legislature. It was accepted, and on the 19th of April $10,000 were appropriated by the State and put at the disposal of the board of education “to meet $10,000 more, con¬ tributed by. private munificence,” and “ to aid in qualifying teachers for the common schools.” This was the germ of the normal school system of the United States, first advocated by Thomas H. Gallaudct and James G. Carter, in 1824-25, aud ten years MASSACHUSETTS. 181 afterward urged by Rev. Charles Brooks. Three schools for training teachers were established within the next two years, and two others, besides a normal art school, have since grown np within the State, while the number in the whole United States has come to be 151. March 18, 1839, came a further result of the deliberations of the board and the coun¬ sels of its energetic secretary in a clear defining of the duties of towns and their com¬ mittees. Thus it was provided, in a law of that date, that in every town should be kept each year, at the town charge, by a teacher or teachers of competent ability and good morals, a school for the instruction of children in orthography, reading, writing, English grammar, geography, arithmetic, and good behavior, for the term of 6 months, or two or more schools for terms which together should equal 6 months. And in every school containing an average of 50 scholars a female assistant or assistants must be em¬ ployed. Any two or more contiguous districts were authorized to unite for the purpose of forming and sustaining a union school. The apportionment of the State school fund slightly varied at difierent times. March 18, 1839, it was made to be according to the number of persons in cities and towns be¬ tween the ages of 4 and 16, as ascertained and certified b^^ the school committee, no town to receive its share if it had failed to report its schools the year before or to raise by taxation for support of schools at least $1.25 for each child of school age. February 22, 1840, the basis was changed, and the distribution was directed to be according to the number of persons in cities and towns as ascertained by the State census of 1837. And again, in 1841, February 8, there was a return to the former rule of apportionment according to school population as certified by the school committee, with the same re¬ striction to towns that had not raised by tax for support of schools $1.25, at least, for each person of school age.t Since 1858 one-half the apportionment goes to the public schools, while the other half is held for other educational purposes. This was the natural sup¬ plement of the establishment of the board of education, with its secretary, bringing the aid of the State to the people of the towns for the sustenance of schools, which it undertook in some degree to supervise. FINAL PERFECTING OF DETAILS. A State school system thus established and provision made for meeting taxation by the towns with assistance from the State, nothing remained but to get the machinery of the system into the best working order possible, and then to bring as many children as possible into the schools. In the former line, one important step was the securing of superintendence of the schools of towns and cities, first by the volontary action of the school committees of Springfield and other places from 1841 to 1854, and in the latter year by a legislative enactment allowing cities and towns to annually require the school committee to ap¬ point a superintendent of public schools, to have the care and supervision of i hem, under direction of the committee. Since 1874 the committee may do this without city or town action. Another step was a succession of efforts from 1859 to 1873 to get rid of the district system in favor of the town system of public schools. A third was the author¬ ization of a more liberal range of teaching: April 24, 1850, of physiology and hygiene; February 2, 1862, of agriculture also, where it should be deemed expedient ; in 1865, of vocal music and drawing too, at the discretion of the school committee; and May 18, 1870, drawing, without such discretion, in any city or town having more than 10,000 inhabitants. A fourth was a law passed May 2, 1850, to furnish dictionaries for refer¬ ence to eacli district and public school, above the primaries, that should provide a suit¬ able desk or case for the reception of the same, with another law, March 24, 1873, allow¬ ing towns to loan text books for school use to any pupils in the public schools. In the latter line, of bringing as many children as might be into the schools, came several enactments: in 1850, a truant law, which authorized the towns to make need¬ ful by laws concerning habitual truants and to appoint truant officers to see to the execution of the same, a power now delegated to the school committee ; in 1846, a compulsory law, amended May 18, 1852, to require parents and guardians to send chil¬ dren of 8 to 14 years of age to school within their town or city for at least 12 weeks each year, 6 of these weeks to be consecutive ; again amended May 12, 1873, to extend the time to 20 weeks ; and once again, May 11, 1874, to make the 20 weeks two terms of 10 consecutive weeks each ; in 1857, May 18, a law to authorize the establishment, in towns and cities, of evening schools for persons over 15 years of age, the school com¬ mittee to control and superintend the studies ; and in 1872, March 9, a further authori¬ zation of the establishment of industrial schools, attendance on these, how^ever, not to take the place of the attendance on the public schools required by law. In the way of special instruction, the education of the deaf and dumb had been pro¬ vided for as early as 1819 ; that of the blind was looked after in 1829 ; that of adults * Teachers’ institutes, to further aid in training for school wort, were conducted by Mr. Mann in 1845, at the expense of Hon. Edmund Dwight; the legislature in the following year appropriated $2,000 from the school fund to continue the work. Voluntary meetings of teachers for mutual improve¬ ment are now common. t Changed in 1665 to $3 for each person between 5 and 15. 182 REPOET OF THE COMMISSIONER OF EDUCATION. whose early training had not been attended to was committed to the care of towns and cities in 1847 ; that of juvenile delinquents to the same in the same year; and that of neglected children to their care, in 1866. The feeble-minded had a school established for their benefit in Boston in 1874. A full system for the instruction of every minor in the State, and even for some who are not minors, has thus been rounded out, and, although still needing some slight improvements, stands as a noble monument of the wisdom of the people and of the men who have framed their laws. ADMINISTRATION OF THE SYSTEM. The main authority in almost all school matters has rested, from the beginning, with the people of the towns, and has been exercised by them through their school commit¬ tees. Since 1837 the State board of education has had general oversight of the school system of the State, though with very little power of direction or control. It may hold xnoperty in trust for the Commonwealth for the benefit of schools, may prescribe the forms of registers and of school returns, and may elect its secretary. Beyond this it has no authority, except to make suggestions as to improvements to be sought, embodying these usually in its annual report to the legislature. Its secretary is the ehief executive school officer. His duties are to make an abstract of the annual school returns, to inform himself as to the condition of the schools and the means of improv¬ ing that condition, to suggest such improvements as are especially to be attempted, and to keep himself in communication with the people of the Commonwealth, with a view to the arousing and giiidmg public sentiment in relation to the practical inter¬ ests of education. The first secretary, as before stated, was Hon. Horace Mann, from 1837 to 1848. His successors have been Dr. Barnas Sears, from 1848 to 1855 ; Hou. Geo. S. Boutwell, from 1855 to 1861 ; and Hon. Joseph White from that time till the close of 1876. State agents, “to visit the several towns and cities, for the purpose of inquiring into the condition of the schools, conferring with the teachers and committees, and lect- iLiring on subjects connected with education,” have formed since 1850 a special feature of the school administration, performing much of the field duty of the secretary and .aiding greatly in the oversight and improvement of the schools. Such men as Ex-Gov, N. P. Banks, Prof. S. S. Greene, Hon. B. G. Northrop, and Abner B. Phipj;)8 have served among these agents and have honored the position which they held. ELEMENTARY INSTRUCTION. The following account of the schools and the organization of the school system of the State is taken from a statement prepared in 1876 for the Centennial Exhibition. GENERAL STATISTICS. Area of the State, 7,800 square miles; population, 1,651,912; valuation of property, $1,840,732,706; number of cities, 19; of towns, 322; number of common schools, 5,350: of teachers, 8,269 ; of pupils,. 289, 950, and including those in iniblic high schools, 305,776. The average length of public schools for the year was 8 months and 17 days. Number of evening schools, 114 ; of teachers, 364 ; of pupils, 9,3.37. Total expenditures for pub¬ lic schools, $6,201,614 ; for erecting and repairing school buildings, $1,533,143 ; for each child of school age, $21.* School fund, $2,065,238 ; income, $167,655 ; moiety to cities and towns, $83,827. Total value of school buildings in 1838, $550,000 ; in 1876, $20,856,077. STATE BOARD OP EDUCATION. The State board of education, established in 1837, consists of the governor, lieuten¬ ant governor, and 8 persons appointed by the governor for a term of 8 years, 1 re¬ tiring each year, in the order of appointment. It holds in trust any grant or devise of lands and any donation or bequest of personal property made to it for educational purposes ; prescribes the form of school registers and of blanks for school returns ; has charge of the State normal schools ; appoints a secretary, agents, the art director, and the visitors and teachers of the normal schools, and makes an annual report to the legislature of its doings, with observations and suggestions, together with an abstract of the school returns. The incidental expenses of the board and official expenses of members are paid out of the income of the school fund. SECRETARY OF THE BOARD OF EDUCATION. The secretary is appointed by the board. His salary and travelling and office expenses are paid out of the income of the school fund. He receives, arranges, and makes ab¬ stracts of school reports and returns ; collects information respecting the condition of educational interests, and diffuses it to promote those interests. lie suggests improve¬ ments to the board, visits different parts of the State to awaken public interest in The secretary of the State board of education reports this item |22. MASSACHUSETTS. 183 educational matters, and attends educational meetings. He conducts, by himself or agents, teachers’ institutes, sends blanks, registers, and reports of board to towns and cities, and is a visitor of each of the State normal schools. AGENTS OF THE BOARD OF EDUCATION. The board is authorized by statute to appoint one or more agents. There were 5 of these agents in 1876. They are assigned to different sections of the State, where they visit towns and cities, observe schools, confer with teachers and committees, give advice and instruction in principles and methods of education by lectures and teaching exercises, and hold institutes. STATE DIRECTOR OF ART EDUCATION. This officer is appointed by the board of education as one of its agents. He is at the head of the State Normal Art School, superintends the instruction in drawing and examines the classes in the Soate Normal School and in the free industrial draw¬ ing schools of the cities and tow'ns, and visits the cities and towns to confer with teachers and committees. CITY AND TOWN SCHOOL COMMITTEES. These are elected by the people for three years, one-third retiring annually, and have entire charge and superintendence of all public schools in towns. They report annually in print to the town, and make annual returns to the secretary of the State board of education, and receive a per diem allowance for services, the minimum of which is fixed by statute. Women are eligible. CITY AND TOWN SUPERINTENDENTS. School committees of cities or towns may appoint superintendents, if it be so ordered by annual vote. The compensation is fixed by the committee, and the superintendent works wholly under their direction and control, and reports to them. In cases where superintendents are appointed, school committees receive no compensation. COMMON SCHOOLS. Common schools are required in every town, and must be kept for 6 months in number sufficient for all children. They must instruct in orthography, reading, writing, English grammar, geography, arithmetic, the history of the United States, drawing, and good behavior; and may instruct in algebra, vocal music, physiology and hygiene, agriculture, and sewing. They are graded In the cities and villages and ungraded in the rural districts. ATTENDANCE. Attendance upon the common schools is compulsory for children between 8 and 14 years of age, to the extent of 20 weeks in two terms, each of 10 consecutive weeks. Towns and cities are required to make by laws concerning habitual truants and to designate a place of confinement and instruction for them. School committees are required to appoint and fix the compensation of two or more truant officers. Towns and cities are authorized to provide for neglected children under 16 years of age. EVENING SCHOOLS. Evening schools were first kept in 1836 and were organized by law in 1857. They may be kept in any town for persons over 12 years of age, but do not take the place of other schools. They are under the control of the school committee. INDUSTRIAL DRAWING CLASSES. These are required in cities and towns having 10,000 inhabitants, are free to all, and are under the control of the school committee. They are usually held in the evening. KINDERGARTEN. Statistics for 1876 have been received from 9 Kindergarten, 5 of them located in Boston, the others in Cambridge, Florence, and Yarmouthport. There were 172 children attending and, besides the conductors, 7 assistant teachers. In 3 of these schools the age of admission was from 3 to 6 years ; in 3 others, from 3 to 7, and in the remaining 3 from 3 to 5, 3 to 7, and 3^ to 7. There is another school at Boston and one at Newton Centre from which no information has been received this year. CITY SCHOOL SYSTEMS. BOSTON. Officers. — A board of education of 24 members, with a city superintendent of schools and 6 supervisors. Statistics. — Population of the city in 1875, 341,919. Number of persons between 5 and 15, May 1, 1876,58,636. Number of different pupils enrolled : boys, 29,554; girls, 25,833; 184 REPOET OF THE COMMISSIONER OF EDUCATION. total, 55,417. Average number of pupils belonging to clay schools, 46,098. Ratio of enrolment to school population, 94 ; ratio of average number belonging to the school population, 78. Average daily attendance of pupils in day schools, 42,797 ; average per cent, of attendance, 92.8. Average number belonging to evening schools, 2.913 ; average attendance at same, 1,598. Aggregate number belonging to day and evening schools, 49,423. Number of teachers in day schools: men, 150; women, 998; total, 1,148; in even¬ ing schools : men, 36 ; women, 106 ; total, 142 ; in evening drawing schools, 16, (all men ;) total, 1,306, of whom 50 are special teachers. Number of day schools, 486 ; evening schools, 17 ; drawing schools, 6; total, 509. Cost of education per scholar, based on average number belonging to the day schools, $36.15. Total expenditures for school purposes, $2,015,380.84. Eemarics. — The system comprises four grades of day schools, the primary, grammar, high, and normal. Pupils are admitted to the primary schools at 5 years of age, and the course is designed for 3 years, with 6 half yearly steps. For pupils who are above the proper age of primary pupils, and yet are not qualified for the grammar grade, there are schools called intermediate, their twofold object being to relieve the primary classes from pupils of an unsuitable age and to shorten the preparation of these back¬ ward pupils for the grammar schools. The course in the grammar schools comprises 6 steps, each requiring about 1 year. The high schools are of different types, mixed and unmixed, classical and scientific. The Latin school receives pupils at 9 years of age, with qualifications about equivalent to the requirements of the first year’s grammar school course, its full course comprising 8 years. The 7 other high schools are to have a uniform course of 3 years. For the graduates, a post graduate course of 1 year is provided, for the girls, in the Girls’ High School, and for the boys, in the English High School. The number of pupils be¬ longing to these 8 schools during 1875-76 was 2,173 ; average daily attendance, 2,062. The normal school is now distinctly graded above the high schools, and the qualifi¬ cation for admission is the completion of the high school course or its equivalent. The course of study is entirely professional and lasts only one year. The number of pupils who belonged to this school in 1875-76 was 69, of whom 61 received diplomas of grad¬ uation at the close of the year. Besides the foregoing grades, the system comprises an evening high school and evening elementary schools, schools for licensed minors, (newsboys and bootblacks,) a school for deaf mutes, a Kindergarten, and evening industrial drawing schools. The evening high school, during the six months in which it was in operation, from October, 1875, to March, 1876, had a total enrolment of 1,999 pupils and an average attendance of 321, of whom 214 were young men and 107 women. During the same period there were in the 16 elementary evening schools an average of 2,038 pupils belonging and of 1,277 in daily attendance. In the 6 evening drawing schools, 412 pupils were taught by 16 teachers, the total expense, including instruction, materials, and incidentals, be¬ ing $13,154.80. These schools are well organized and they are imparting excellent in¬ struction in the different branches of industrial drawing. The deaf mute school is well managed and well taught on the articulation plan as improved by the application of Professor Bell’s system of “visible speech.” During the year 65 pupils on the average were taught in this school by 8 teachers. The 2 schools for newsboys and bootblacks have done much to improve their pupils. The morning and afternoon sessions are each 2 hours in length. The newsboys attend one and the bootblacks the other. Average number belonging, 67. The only Kindergarten belonging to the system is taught by one teacher, and has an average of 25 pupils from 3 to 7 years of age. Ever since its establishment in 1870 it has been constantly improving, and is now believed to be a model institution. The superintendent thinks more of them ought to be established and that the expense attending them might be lessened by increasing the number of pupils to a teacher. — (Report lor 1875-’76 of the city superintendent of schools, John D. PhUbrick.) CAMBRIDGE. Officers. — A school committee of 15 members, of which the mayor of the city is chair¬ man ex officio, and a city superintendent of schools. Statistics. — Population of the city, 47,838 ; number of children between 5 and 15 years of age, 8,128. Number enrolled in day schools during the year, 9,411 ; average number belonging during the year, 7,167 ; average daily attendance, 6,527 ; average per cent, of attendance, 91. Average attendance in evening schools, 366 ; in evening drawing schools, 104. Number of pupils in private schools, 8.58. Number of teachers in public day schools, 184 ; in evening schools, including 2 in drawing schools, 51. Number of schools, day and evening, 36. Expenditures for all school purposes, $262,935.15. Remarks. — The public schools are graded as primary, grammar, and high. The primary grade is divided into 3 classes, embracing as many years ; the grammar into 6 ; and the high into 4 for the complete Erglish course, into 3 for the shorter English course, and into 5 for the classical course. There is a training school for x^ractical MASSACHUSETTS. 185 instruction in methods of teaching, open to graduates of the high school and to others having equal qualifications. There are also 6 evening schools and 2 evening drawing schools, which are doing valuable work. Drawing, as a branch of instruction, has been steadily growing into favor, as its object and utility have been better understood. Vocal music is taught acceptably by teachers of the public schools, under the superin¬ tendence of a special teacher. — (Report for 1875-76 of school committee and city school superintendent, Francis Cogswell.) FITCHBUna. 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, who is also secretary of the board. Statistics. — Number of pupils between 5 and 15 years of age in the city, 2,208; num¬ ber of that age registered in the schools, 1,878; whole number of pupils registered, 2,319; average number belonging to the schools, 1,985; average daily attendance, I, 783. Number of schools in operation, 40. Number of teachers employed, 50. EemarTcs. — The schools are graded as primary, secondary, intermediate, grammar, and high. There are also 7 ungraded schools. Two evening schools were kept, one II, the other 8 weeks, having an aggregate attendance of 140 pupils. The evening drawing school is becoming more successful and popular year by year. — (Report of school committee, 1875-76, Joseph G. Edgerly, superintendent.) LOWELL. Officers. — A school committee of 12 members, 2 for each ward, of whom the mayor and the president of the common council are members ex officiis. The officers of the committee are a chairman, vice chairman, and secretary, who is also city superintend¬ ent of public schools. Statistics. — Number of children between 5 and 15 years of age, 7,400. Average num¬ ber of pupils belonging to the schools, 5,732; increase for the year, 199. Average number of pupils to each teacher, 42.4; average attendance, 5,224; average per cent, of attendance, 91.1. Number of public schools, 71 ; number of teachers employed in them, 135. Expenditures for school purposes, $122,858.44. Bemarks. — The public schools consist of 1 high, 8 grammar, 3 intermediate, and 59 primary, with 5 evening schools. The percentage of attendance is a fraction greater than that of last year, owing, probably, to continued dull times ; fewer children being able to work in the mills. The school-houses, without exception, are in good repair. The committee on music reports that this branch has been taught more successfully during the past year than at any previous time. Five evening schools have been sus¬ tained, in which there was an enrolment of 1,147 men and 591 women ; total, 1,738 ; total average attendance, 587. An evening high school has also been opened and promises good results. There was at the day high school an average attendance of 289 pupils during the year ; total enrolment, 299. In this school two courses of study are provided, classical and English, occupying 4 and 3 years, respectively; the former includes both Greek and Latin as required studies and French as an optional study. ' The reform school, which is reported in excellent condition, has been for the last 15 years under the control of Mr. W. A. Lang, a gentleman of great tact and patience, as well as experience. Owing to his excellent management, the school will compare favorably with any public school in the city, composed of the same class of pupils, in respect to deportment and advancement in study. — (Report of school com¬ mittee, 1875-76, Charles Morrill, superintendent of city schools.) LYNN. ^ Officers. — A school committee of 17 members, 1, apparently, for each ward, and 12 elected at large, 3 of the latter being women. The president and secretary are both members of the hoard. Statistics. — Number of persons, 5 to 15 years of age, 5,924. Number of pupils in day schools between 5 and 15 years of age, 4,594 ; total number of pupils in the day schools, 4,941. Average number of pupils belonging to the day schools, 4,789; average daily attendance, 4,264; average number belonging to evening drawing school, 60. Num¬ ber of schools, 63 ; of teachers, 113. Expenditures for public school purposes, $110,481.32. Bemarks. — Drawing is a prescribed study in the schools. There has been a general progress in it, and some marked exhibitions of talent. In the evening mechanical drawing school the interest is increasing. Music is one of the regular exercises in the schools, and the proficiency attained in it in some of the schools is very remarkable. One of the great scourges of the sch^ools is truancy. The best efforts of the truant officers have been crippled by the whnt of an institution where truants can be con¬ fined as such, agreeably to the provisions of statutes recently passed. 186 REPORT OF THE COMMISSIONER OF EDUCATION. The schools are graded as primary, grammar, and high, the latter having an average attendance of 157 pupils, of whom 44 graduated in 1876 — 25 girls and 19 boys. — (Re¬ port of school committee, 1875-76, William P. Sargent, secretary.) NEW BEDFORD. Officers. — A school committee of 18 members and a city superintendent of schools. Statistics, (for 1875.) — Number of children of school age, 4 002; number attending public schools, 3,599 ; average per cent, of attendance, 93 ; number of schools, 23 ; num-‘ ber of school buildings, 25 ; of school rooms, 91 ; of teachers, 100. Remarks. — There is comparatively little unnecessary irregularity of attendance and instances of truancy are few. The percentage of attendance, too, is regarded as very good ; especially when allowance is made for the fact that there are several large mill corporations in the town, that it is a seaport, that numbers of children attend private schools, and that the remainder can be accounted for to within a few individuals as either at school elsewhere, in employment, or else positively incapacitated for attend¬ ance at school. Music and drawing have been pursued with satisfactory results. Two evening schools have been in operation with an enrolment of 260 and an average attendance of 108 pupils. A new high school building has been recently erected, an edifice carefully and intelligently planned, magnificent in its proportions, and furnished with the most approved facilities for instruction. The enrolment in the high school was 227 ; average attendance, 213. The training school for teachers had an enrolment of 17, all girls. — (Report of school committee and Superintendent H. F. Harrington, for 1875.) NEWBURYPORT. Officers. — A school committee of 9 members, with a chairman, secretary, and agent. Statistics. — Number of children in the city between 5 and 15 years of age, 2,505. Number of pupils registered during the year in public schools, 2,415; average attend¬ ance, 16,65. Expenditures for school purposes, $29,126.83. Remarks. — The system embraces primary, grammar, and high schools, there being 2 of the latter, 1 for each sex. These had an attendance during the year of 221 different pupils and an average attendance of 151. There are also 2 evening schools, 1 for each sex, which have done a good work. The evening drawing school was well attended, but the plan of supporting instruction in this art seems not to be received with such favor in this city as elsewhere in the State. It languishes in the day schools and is not generally encouraged by the public. — (Report of school committee, i875-’76.) SALEM. Officers. — A school committee of 18 members from 6 wards, with the president of the common council as member ex ofidcio and the mayor as chairman ex officio, a superin¬ tendent of schools, and a secretary of the board. Statistics. — Number of children of school age (5 to 15 years) in the city, 4,430 ; number attending public schools, 3,442, of whom 341 are over 15 years of age. Number attend¬ ing private or denominational schools, 725. Whole number of pupils in ail day schools, public and other, 4,167. Average cost per capita of pupils enrolled in public schools, |l8.29 ; average cost of tuition per pupil in private schools, (in 1874-’75,) $27.11. Num¬ ber of teachers employed in public schools, 87, of whom 45 are graduates of normal schools. Amount of salaries paid to teachers, $63,424.23; other expenses, $37,752.12. Remarks. — The organization of the schools embraces primary, grammar, high, train¬ ing, and evening schools. Their condition, as a body, is prosperous and improving, though not fully answering to the desire of the teachers and the superintendent. The primary schools, as a whole, seem to be in better condition than the grammar schools. Many of the latter, as well as some of the lower primary classes, are too full for the best teaching. The ungraded half time school in the vicinity of the Naumkeag Mills has, as usual, been doing excellent service. Careful attention is given to the teaching of drawing and of vocal music, with good results. Number of pupils enrolled in the high school, 251, of whom 25 boys and 5 girls are preparing for college. — (From report for 18/5-’76 of school committee and Augustus D. Small, city superintendent.) SPRINGFIELD. Officers. — A board of education of 9 members and a city sux)erinteDdent of schools. Statistics.— Number of children 5 to 15 years of age, 5,408 ; number of pupils enrolled in the day schools, 5,890; average number of pupils belonging, 4,481; average daily attendance, 4,183. Number of irupils in evening schools, 377 ; in drawing school, 122. Total number of pupils, 6,389. Current expenditures for xmblic schools, $106,949. Remarks. — The general condition of the schools is good ; the work of the various classes has been faithfully performed, and the attendance has slightly increased during the year. The high school has an increased enrolment, reaching now 345. This school has, within 3 years, increased in numbers 73 per cent, and in the average number belong- MASSACHUSETTS. 187 ing 87 per cent., wliile the increase in the expense of sostaining it (one additional teacher only) has been but 9 per cent. In the drawing schools the number is not quite so large as last year, but in the evening schools the enrolment is somewhat greater and the attendance is more regular than formerly. These schools are all doing a very satis¬ factory work. — (Report for 1875-’76 of A. P. Stone, city superintendent of schools.) TRAINING OF TEACHERS. NOKMAL SCHOOLS. There are now 5 of these schools besides the State Normal Art School. They are for the instruction and training only of persons intending to teach. One at Framingham, opened in 1839, is for women only; that at Westfield, opened in 1839, is for both sexes ; Bridgewater school, opened in 1840, is also for both sexes; the Salem school, opened in 18;;4, is for women only ; the school at Worcester, opened in 1874, is for both sexes. There is a regular course of 2 years, in 4 terms of 20 weeks each, and an advanced course of the same length or a single course of 4 years. Instruction is given in the regular course in all English branches taught in the public schools, and in Greek, Latin, French, German, and higher mathematics in the advanced course. All these subjects are studied with reference to teaching them, and special instruction is given in the principles and methods of school organization, government, and teaching. The normal schools are under the general control of the board of education, and each one is under the immediate supervision of a board of 3 visitors, consisting of 2 members of the board of education, with the secretary of the board. At Bridgewater, Westfield, and Framingham, boarding halls are connected with the schools, where students live at cost. The schools are supported wholly by the State and tuition is free. The Normal Art School, established in 1873, is to furnish trained instructors in industrial art to the towns and cities. It is under the control of the board of education, is supported by the State, and is open to both sexes. The aggregate attendance upon the 5 normal schools in 1876 was 942, all but 76 being women. The number of graduates during the year in all, except the school at Worcester, is 203. This school has graduated 12 students since its beginning in 1874. Although open to bo th sexes, its privileges seem to be used almost exclusively by women, and it is stated that a change may, therefore, be made in the plan of the insti¬ tution, reserving it exclusively for them. The experiment of securing practice in teach¬ ing, by distributing the pupils in their senior year as assistants or apprentices in the public schools, has been diligently followed here, and is believed to be of substantial value. The Massachusetts Normal Art School, in this the fourth year of its existence, now has the 4 classes into which its work is divided in successful operation. The curricu¬ lum of study is designed to occupy 4 years, though many students who can give only a part of their time to study are unable to complete it in that period; such are teach¬ ers of drawing in public schools or classes. A large majority of the special teachers of drawing employed in the public schools of the State either have been or are now stu¬ dents in this school, and all teachers of drawing in the State normal schools have been trained here. The attendance in 1876 was 442: 271 women and 171 men. One-half of these were residents of Boston and the remainder, except 10, came from the State outside of that city. — (Centennial Statement, and report of board of education for 1876.) TEACHEES’ INSTITUTES. Teachers’ institutes are authorized by statute. They are held in various parts of the State by the secretary and agents of the board of education, and are supported by the income of the school fund. NEW-ENGLAND JOURNAL OF EDUCATION. For teachers already in the schools, no agency has been more valuable than that af¬ forded by this ably edited and useful journal, conveying to them every week informa¬ tion as to methods of instruction, suggestions as to the discipline to be maintained, and discussions of almost every important topic connected with school management and school work. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. These schools, established in 1634, are allowed in every town and required in towns of 500 families or householders ; they are for the benefit of all the inhabitants and must be kept 36 weeks. Besides the branches taught in common schools, instruction is given in general history, book keeping, geometry, natural philosophy, chemistry, botany, civil government of Massachusetts and the United States, and Latin. A higher grade is required in towns of 4,000 inhabitants. Besides branches previously mentioned, 188 REPORT OF THE COMMISSIONER OF EDUCATION. schools of this grade furnish instruction in Greek, French, astronomy, geology, rhetoric^ logic, intellectual and moral science, and political economy. High schools were taught, during 1875-76, in 148 cities and towns required by law to maintain them and in 42 that were not thus required, more than one high school, too, being taught in many of these towns, thus making a total of 211 in 190 cities and towns. The entire population of such cities and towns was 1,481,264, while that of the re¬ maining cities and towns not providing high school instruction was only 170,388. From these figures it appears that facilities for public high school education are provided in cities and towns embracing more than seven-eighths of the entire population of the State. The total attendance upon these schools was 15,826. Number of teachers, 582. — (Centennial Statement, and High Schools of Massachusetts, by Abner J. Phipps, agent of the board.) PRIVATE SECONDARY SCHOOLS. In 5 schools for boys, 16 for girls, and 27 for both sexes, outside of the public school system, there have been reported to this Bureau 2,839 pupils under 222 teachers. Of these 649 are in classical studies, 713 in modern languages, 166 preparing for a classical course in college and 22 for a scientific course. Drawing is taught in 15 of these schools, vocal music in 25, and instrumental in 26. Chemical laboratories are reported by 27, philosophical apparatus bj^ 26, and libraries numbering from 40 to 5,170 volumes by 34. PREPARATORY SCHOOLS AND DEPARTMENTS. Two preparatory departments of colleges and 22 independent schools of this class rexjort, under the instruction of 1.57 teachers, 1,761 pupils, of whom 1,552 were in clas¬ sical and 209 in scientific departments. Ten of these schools report the possession of chemical laboratories and of gymnasiums, 13 of philosophical apparatus, and 15 of libra¬ ries. In these the number of volumes ranges from 200 to 3,000 and aggregates 20,750. BUSINESS COLLEGES. Five of these, 4 in Boston, 1 in Pittsfield, report for 1876 a total of 22 teachers and 1,174 pupils, of whom 11 were studying French, the remainder being unclassified as to their studies. All the 5 teach common Engliwsh branches and correspondence, with book keeping ; 4 teach penmanship and banking ; 3, commercial law; 2, life insurance ; and 1, surveying. — (Returns to Bureau of Education.) BROMFIELD ACADEMY. By provision of the will of Mrs. Margaret Bromfield, of Harvard, recently deceased, Bromfield Academy, a school for boys and girls, has been endowed. It is to be erected on the site of the old Bromfield mansion. The endowment is a residuary one, and its amount is variously estimated at from $75,000 to $100,000. A condition of the gift made is that such pupils as, in the judgment of the selectmen of the town, are too poor to pay tuition shall be admitted free ; another stipulation is that boys shall not be admitted in numbers to exceed more than one-third of all the pupils, and ne’P'er to the exclusion of girls. — (J. S. Eaton, M. D., May 12, 1877.) SUPERIOR INSTRUCTION. AMHERST COLLEGE. Amherst College, Amherst, (Congregational,) offers 3 courses of instruction, clas¬ sical, scientific, and partial. The scientific course lasts only 3 years and is the same as the classical, except that it omits Greek entirely and Latin after the first term of fresh¬ man year, taking instead ojdional studies in science and modern languages. The partial course is for the benefit of persons who are unable to pursue the full one for the degree of B. A. Provision is made for graduate study when desired. Exercise in the gymna¬ sium is required at an appointed hour each day. The college has a fund of $75,000, the income of which is appropriated to aid young men who are jireparing for the min¬ istry and need assistance. — (College catalogue, 1876-’77.) BOSTON COLLEGE. Boston College, Boston, (Roman Catholic,) opened in 1864, is conducted by the Fathers of the Society of Jesus, is for day scholars only, and in its seven years’ course, includes preparatory, classical, and scientific studies. — (Catalogue, 1875-76.) BOSTON UNIVERSITY. The Boston University, located in Boston and organized in 1873, is under the influence of the Methodist Episcopal Church. The departments are colleges of liberal arts, of music, and of agriculture, and schools of theology, law, medicine, and oratory. The attendance in all departments has increased during the year from 478 to 627, of whom 144 were young women. The increase in the number of young women over that of MASSACHUSETTS. 189 last ye:ir was 42, a fraction over 41 per cent. ; the increase in the number of young men was 107, a fraction over 28 per cent., showing that the tendency is toward a more nearly equal representation of the sexes in the university. During the year reviewed by the report of 1875-76 but 3 classes, the junior, sophomore, and freshman, were in attendance in the college of liberal arts. The ad¬ mission of a fourth at the close of the year gave the institution, for the fiist time, its full complement of classes. Already, however, its numbers have nearly reached the limit of the accommodations afforded by the present college building. According to all appearances several years must pa&s before a new and larger one can be erected; meantime there is every probability that the numbers seeking admission will steadily and rapidly increase. It is therefore recommended by the president that the standard of requisi es for admission be raised higher than that now maintained in any American colleges, so that only small classes of choice scholars will present themselves from year to year. The school of all sciences, being a department for elective post graduate study only, presents no prescribed courses, but when fully organized it will embrace all branches of knowledge adapted to the ends of a universal post graduate school. The school of oratory is designed to furnish every possible facility for training in reading and speaking, to qualify students to become professors of elocut'on and oratory in colleges and superintendents of this department in public schools. The full course of study occupies two years and includes voice culture, articulation, orthoepy, express¬ ive reading, declamation, gesture, oratorical action, and the dramatic art. Lectures are given on diseases and hygiene of the voice, laryngoscopy, acoustics, and aesthetics ; also, practical instruction in Bell’s system of visihie speech for those who imend lo be¬ come articulation teachers of deaf mutes. The college of music is intended for students of ihe average proficiency of graduates of the best American conservatories of music, and is the ocly iostitut on of its grade and kind in America. — (University Year-Book and catalogue for 1875-76.) COLLEGE OF THE HOLY CROSS. This college, located at Boston, was founded in the year 1843 by Et. Rev. Bene¬ dict Joseph Fenwick, bisbop of Boston, and was by him given to the Fathers of the Society of Jesus. In 1865 it was incorporated and empowered to confer collegiate degrees. The course of studies embraces in its whole extent a period of 7 years, of which 3 are given to the preparatory and junior classes and the remainder to the senior. The last of these years is devoted exclusively to the study of rational philosophy and natural sciences. — (Catalogue, 1875-76.) HARVARD COLLEGE, CAMBRIDGE. The number of students in college has trebled during the last 30 years, while that of the whole university has rather more than doubled in this time; the divinity school has been stationary; the law and medical schools have fluctuated in the number of students, and the scientific school has fallen off. The increase in the number of teachers has more than kept pace with the increase in the number of students ; this increase, moreover, has been largely in the two highest grades, namely, in professorships and assistant professorships. The amount of money annually dispensed by the university to young men of merit who need aid in getting their education has of late years been rapidly increasing, and reached in 1875-’76 the sum of $42,903.23. During the 30 years intervening between 1836 and 1866 very slight changes were madiein the requisites for admission, the only additions being an insignificant requisite in the rudiments of geometry and a small one in the outlines of Greek and Roman history. During the last ten years, however, very important changes and additions have been made. The examinations in Latin and Greek have been greatly improved in subject matter and in method ; the mathematical requisites have been sensibly increased ; English composition, with either French or German, has been added to the requisites, and natural science has got a foothold in the scheme. Furthermore, the few persons by whom mathematics are, for any reason, preferred to the classics, are permitted to offer certain advanced mathematics instead of portions of the Latin and Greek authors. The division of the admission examination between two years, which has been permitted since 1874, seems to be decidedly advantageous, on the whole, to the candidates, the schools, and the college. In the spring of 1876 the college faculty determined to hold the admission examinations of June in Cincinnati as well as in Cambridge, using the same papers in both places. The object was twofold : first, to give candidates from western schools the advantage of the division of the examination between two years and, secondly, to save for the candidates from the West the serious cost of tho journey to and from Cambridge. Since many of the elective courses of study in the college may be profitably pur¬ sued by persons of adult age, who have not received the common preliminary train¬ ing in Latin, Greek, and mathematics which is required of all the candidates for the 190 EEPOET OF THE OOMMISSIONEE OF EDUCATION. degree of bachelor of arts, these courses were opened in the spring of 1876 to persons not less than 21 years of age who shall satisfy the faculty of their fitness to pursue the particular courses which they elect, although they have not passed the usual ex¬ amination for admission. This class of students will be known as uumatricalated students; although the instruction of the college is open to them, they cannot be can¬ didates for the bachelor’s degree. The most important event of the year 1875-’76, as regards the university’s property and constitution, was the transfer to the president and fellows of the land, building, collections, and funds held by the trustees of the Museum of Comparative Zoology. Henceforth the great museum — a monument to the memory of Louis Agassiz, its founder — is identified, in its pecuniary interests, its government, and its scientific rep¬ utation, with the university of which it is a constituent part. The surrender of this property extinguishes another of the four distinct boards of trust which grew" up about the university between 1857 and 1869. But two of these separate boards now remain, namely, the board of trustees of the Thayer scholarships and the board of trustees of the Peabody Museum. TUFTS COLLEGE. This college, located at College Hill and organized in 1856, is under the control of the Universalist denomination. Its courses of instruction are classical, philosophical, engineering, and theological. The engineering course extends through .3 years ; the philosophical, like the classical, occupies 4. The philosophical includes all the studies of the classical course except Greek, requires additional French and German, and otFers an opportunity of pursuing certain elective studies to a greater extent. There are 27 scholarships in the gift of the college, 15 of $60 and 12 of $100 each. — (Catalogue, 1876-77.) WILLIAMS COLLEGE, WILLIAMSTOWN. This college, organized in 1793, is under the influence of the Congregational Church and is exclusively for young men. Each department is provided fully wi h those accessories which aid in making knowledge complete, vivid, and practical. In chem¬ istry and astronomy there are abundant means of illustration ; there is a large and growing cabinet of natural history, and there are extensive geological, botanical, and zoological collections. The college has command of about $6,000 annually, the income of funds given to aid students who need it. It is determined by the trustees that no young man of merit shall be obliged to intermit his studies here on account of inabil¬ ity to pay his college fees. — (Catalogue, 1876-77.) COLLEGES FOR WOMEN. Ten colleges for women report their statistics for 1876, as follows : Number of pro¬ fessors and instructors, 164, including 4 belonging to preparatory departments. Num¬ ber of students, 1,309, of whom 361 are in preparatory departments, 517 in regular collegiate and 119 in partial courses. The number of years in course ranges from 4 to 7. Aggregate number of volumes in libraries, 36,223. Wellesley College, Wellesley, (unsectarian,) aflbrds to young women opportunities for a higher education equivalent to those usually provided for young meu. The course includes the Latin, Greek, French, and German languages; also, music, (vocal and instrumental,) drawing, and painting. A large and convenient art gallery has been provided, and courses of lectures on art are given. A special feature of the school is a domestic department. All students are expected to engage for an hour each day in some of the lighter domestic work of the family. The price for board and tuition is $250 each year. — (College circular for 1876.) Smith College, Northampton, (unsectarian,) with requirements for admission and course of instruction equivalent to those of the best colleges for men, offers its advan¬ tages to rich and poor alike at a sum far below actual cost. The price of tuition, $100 a year, is remitted to those unable to pay ; that of board, $250 a year, in cottages be¬ longing to the institution, is reduced for the poorer students. It is the aim of the ’ trustees so to use the funds of the institution that a truly collegiate education may be attained by every woman who is worthy of it. — (Statement, January 5, 1876.) MASSACHUSETTS. 191 Statistics of a university and colleges, 1876. Names of nniversity aud colleges. Amherst College - Boston College . Boston University, College of Liberal College of the Holy Cross. Harvard College .... Tufts College . . Williams College - Number of students. a320 50 cl05 e821 93 191 Property, income, &c. P P. o cS o « $400, OOO 300, 000 250, 000 200, 000 $396, 234 0 /2, 328, 997 7;)0, 000 160, 000 $25, 595 0 40, OCO 16, 801 ^‘3 ® a 113, 676 2, 000 9, 239 -< ft ® s 5 ft a ft $180, 000 0 279, 331 35, 000 102, 000 &37, 112 fe9, 000 612, 000 160, 000 20, 000 627, 662 a Also 4 graduate students. dPartially. 6 Includes society libraries. e Also 45 graduate students. c Also 13 graduate students. /Includes the university, library, and special funds. SCIENTIFIC AND PEOFESSIONAL INSTRUCTION. SCIENCE. The Massachusetts Agricultural College is beautifully located at Amherst, in the fertiU valley of the Connecticut. It is provided with new and excellent buildings and a farm of nearly 400 acres. By an arrangement made with the Boston University, students on entering are allowed to matriculate in both institutions, and, on completing their course to the satisfaction of the authorities of both, may receive diplomas from either the col¬ lege or the university or both. The course of study embraces agriculture, botany, horticulture, chemistry, geology, veterinary science, zoology, mathematics, physics, civil engineering, military science and tactics, the English, French, and German languages, and mental and moral science. The instruction in the languages is intended to qualify graduates to write and speak English with correctness and effect and to translate German and French with facility. The scientific instruction is as thorough and practical as possible, and every science is taught with constant reference to its application to agriculture and the wants of the farmer. The regular course includes every branch of ordinary farm¬ ing and gardening, and is both theoretical and practical. Each topic is thoroughly discussed in the lecture room, and again in the planthouse or field, where every stu¬ dent is obliged to labor. The amount of required work is limited to 6 hours each week. Additional work is paid for at the rate of 10 cents an hour, which is all the college can afford to pay. The amount earned in this way, however, is not suffi¬ cient to be of material assistance to students without other resources, and the cost of instruction here, it is stated, practically excludes a large proportion of the very class which the college was designed to instruct. It is recommended, therefore, by the trustees that a fund be set apart by the State for establishing scholarships, one for each State representative district, which would be something over 200 in all, and that these scholarships be awarded on a fair competitive examination. They would thus operate as a stimulus to exertion throughout all the public schools of the State, since they would become a reward for faithfulness and proficiency in study and secure a more direct connection of the college with the public school system. — (Reports of Boston University and of Massachusetts Agricultural College, 1876-77.) Massachusetts Institute of Technology, Boston, provides a series of scientific and lit¬ erary studies and practical exercises, embracing pure and applied mathematics, the physical and natural sciences, with their applj cations, drawing, the English language, mental and moral science, French and German. These studies and exercises are so arranged as to offer a liberal and practical education in preparation for active pur¬ suits, as well as a thorough training for the various scientific professions. Ten regular courses, each extending through 4 years, have been established, as follows : Civd 192 REPORT OF THE COMMISSIONER OF EDUCATION. and topographical engineering, mechanical engineering, geology and mining engineer¬ ing, building and architecture, chemistry, metallurgy, natural history, physics, science and literature, and philosophy. These courses are identical during the first year, but for the 3 remaining years the studies in each course are arranged with reference to the end in view. A series of shops having been provided for teaching the students in the department of mechanical engineering the use of tools in wood and iron work, a two years’ course in practical mechanism has also been established for those who wish to become master mechanics rather than engineers. — (Catalogue, 1876-77.) The Worcester Free Institute follows, in general, the plan of the polytechnic schools of Europe, with such obvious modifications as are rendered necessary by new conditions, but it gives special prominence to the element of practice in technical training. For the acquisition of practical familiarity with difl^erent branches of applied science the same facilities are offered as in the best schools of technology elsewhere ; in mechanics, shop practice is added to the course. The institute, opened in 1868, has now graduated 6 classes, and the facility with which most of the young men have secured honorable and lucrative situations confirms the confidence of the trustees in the soundness of the general principles upon which the school is organized. The institution of the school is due to a conviction on the part of its founders that there is needed a system of training boys for the duties of an active life which shall be broader and brighter than the popular method of “learning a trade” and more simple and direct than the so- ealled liberal education. It is the firm conviction of the managers of the institute and of all who have watched its operation that the connection of academic culture and the practical application of science is advantageous to both in a school where these objects are started together and carried on with harmony and equal prominence. The training of students preparing for mechanical engineers occupies 3^ years; that of all others, 3 years, of 42 weeks each. There are, therefore, 4 classes : apprentice, junior, middle, and senior. The curriculum embraces mechanical and civil engineer¬ ing, drawing, physics, chemistry, and English, French, and German. — (Catalogue of insti¬ tute, 1876-77.) In the Lawrence Scientific School, a department of Harvard, the course of instruction 'embraces the higher mathematics, mechanical and free hand drawing, surveying and engineering, physical geography and structural geology, physics, French, German, paleontology, anatomy and physiology, chemistry, and botany. Ten of the 37 students in the school graduated in 1875-76, 4 receiving the degree of C. E., 3 that of S. B. ; 2 graduated in chemistry and 1 in natural history. — (Report of Harvard College 1875-76.) Summer School of Botany and Zoology. — A summer school of botany and zoology was taught in the summer of 1875-76 by the Peabody Academy of Science, Salem, for the benefit of teachers and others. In both branches the work was practical, including demonstrations and dissections, with constant use of the microscope ; the aim was to give the methods of teaching and of making original research. The success of the school was beyond expectation, and it is designed to make it a permanent feature of the academy. — (Report of A. S. Packard, director of Academy of Sciences.) THEOLOGY. Andover Theological Seminary, Andover, (Congregational,) provides a regular course of study occupying 3 years, and a special course, which latter is open only to such students as are precluded from pursuing the regular course by age or some peculiar disability. The studies of the several years are conducted to a large extent in parallel courses, special prominence being given each year to particular branches. No expense is incurred for instruction and none by undergraduates for rooms in the college buildings, and, to those whose pecuniary necessities require it, $100 a year are given from the funds of the semi n ary. — ( C atalogu e, 187 6-7 7 . ) Boston University School of Theology (Methodist Episcopal) provides a course occupy¬ ing 3 years. Its degree implies, not only the successful completion of this course, but also the previous accomplishment of the four years’ course in liberal arts. Students other than bachelors of arts are admitted, but not as candidates for the theological degree ; even for admission they must show that they have mastered the studies cus¬ tomarily required for entrance upon the classical course in American colleges, and that by reason of age or other circumstances they cannot wisely attempt to qualify them¬ selves for admission to the first division. — (Annual report of university for 1875-’76.) Episcopal Theological School. Cambridge, (Protestant Episcopal,) has a course of 3 years, embracing the study of Hebrew, Greek, ecclesiastical history and polity, syste¬ matic divinity, apologetics, homiletics, and pastoral care. The study of elocution and oratory also receives proper attention, and, as soon as feasible, these will be made the subject of a special professorship. — (Catalogue, 1876-’77.) Harvard Divinity School, Cambridge, (chiefly Unitarian,) comprises in its course of study the history of the Christian church, historical and other evidences of Christian¬ ity, anthropology, Christology, eschatology, history of ethical doctrine and Christian .ethics, church polity, Hebrew language, literature and exegesis of the Old Testament, MASSACHUSETTS. 193 science of thought, philosophy of religion, the ethnic religions, pastoral care, composi¬ tion and delivery of sermons, history of the text of the New Testament, principles of textual criticism, and exegesis of the Gospel of Matthew. The last academic year is marked in the history of the divinity school hy an impor¬ tant change in one of its usages of long standing: the substitution for the annual visi¬ tation exercises of an oration by a member of the graduating class appointed to repre¬ sent the school in the public exercises of commencement. Besides the 17 undergraduate students enrolled in the school during 1875-’7G there were 3 resident graduates.— (Uni¬ versity report, 1875-’76.) Newton Theological School, Newton Centre, (Baptist,) is designed especially for the instruction of college graduates and of any others whose attainments fit them to pur¬ sue with profit a full course of theological study. Applicants for admission to the regular course who are not graduates must be prepared for examination in the usual branches of an English education and in the Latin and Greek languages. The regular course occupies 3 years. — (Catalogue, 1876-’77.) Tufts College Divinity School, College Hill, (Universalist,) provides a four years’ course of insa’uction for the benefit of those who have not enjoyed a collegiate training. The fail course is completed in 3 years by bachelors of arts. Tuition, room rent, and use of furniture are free, and students are also aided by a system of loans. — (College cata- kogne, 1876-’77,) LAW. The Law School of Harvard University reports for 1875-7G a year of great prosperity. The number of students was increased from 147 to 173. The amount of instruction was largely increased by the accession of the Story professor, and the faculty was thus enabled to introduce an elective system, to some extent, for students of the sec¬ ond year. An admirable spirit of enthusiasm and industry pervaded the school. Large additions were made to the library, including 100 volumes of English reports, 42 of Connecticut, and 55 of New Hampshire. The chief event of the year, apart from the resignation of Professor Washburn and the appointment of Hon. Charles S. Bradley, of Providence, as h s successor in the Bussey professorship, v/as the determination of the faculty to lengthen the period of study for the degree ot bachelor of laws to 3 years from and after the beginning of the academic year 1877-’78. — (Report of president, 1875-’76.) The School of Law of Boston University includes in its system of instruction regular oral text book exposition and recitation, free and written lectures, reviews, examina¬ tions, exercises in drafting contracts, conveyances, pleadings, indictments, and other legal papers, the criticisin’ of briefs and arguments in moot courts, courses of reading, &c. The course of instruction was at the first organization of the school in 1872 fixed at 3 years, but up to the present time the third year has been made a post graduate one. The president of the university recommends that the original plan be now com¬ pleted by putting graduation in its proper place at the end of the third year. The school is thriving vigorously. Notwithstanding an increase in the tuition fee, there were 12 more students matriculated in 1875-’76 than in any preceding year. More than one-half of the entire number, moreover, were college graduates. — (Annual report of the university, i875-’76, and Year Book, 1877.) MEDICINE. The Medical School of Harvard graduated, in 1875-76, 36 of its 231 students. Two ad¬ ditional instructors were apjfointed. Valuable donations were received of plates for the illustration of lectures, of books and microscopic preparations of the nervous sj-^s- tem, and of wax models of diseases of the eye. The classes in this school have for several years diminished in size to a striking de¬ gree between entrance and graduation. A careful inquiry into the causes of this fact shows that from one-half to three-fifths of these withdrawals have been for good and sufficient reasons, while the remainder have been, probably, because of inability or un¬ willingness to meet the requirements of the faculty. It is believed that the admission examination which is to be instituted on and after September, 1877, will diminish the number of withdrawals of the latter kind. The school has been husbanding its re¬ sources during the past two years in anticipation of a possible diminution in the amount of tuition fees in the two or three years succeeding that in which the examination for admission goes into force. The excess of receipts over expenditures in 1875-’76 was $6,053.96. — (Report of college, 1875-’76.) The School of Medicine of Boston University is distinguished from all earlier ones by its scientific and practical catholicity. In one of its governing bodies one of the lead¬ ing parties of the medical wmrld predominates ; in the other governing body, the other. All, however, cordially agree in this, that the university, like the state, 'must hold a perfectly impartial attitude toward all legally authorized branches of the American medical profession. Of the 172 students attending in 1875-76, 111 were men and 61 women. From the 13 E 194 REPORT OF THE COMMISSIONER OF EDUCATION. first there has been no difficulty or embarrassment on account of coeducation. No lect¬ ure or operation has been restricted to either class, and the presence of the two sexes has been a wholesome restraint upon all. There are 6G graduates from the school, 52 men and 14 women ; and, with the exception of a few who are in Europe pursuing their studies still further, nearly all are settled in active and many in extensive prac¬ tice. The year 1875-76 was thoroughly prosperous for the school. The number of students was much larger than ever before, the instruction more thorough and exten¬ sive, the means of illustration increased, the library enlarged, the building improved, a hospital opened on adjoining land, the grounds inclosed and ornamented, the funds augmented, the debts paid in part, and the remainder satisfactorily provided for by mortgage. All candidates for admission who are not college graduates must pass a satisfactory examination in English branches and in the Latin language. The curriculum covers 3 years. — (Annual report, 1875-76, and Year Book, 1877^) DENTISTRY. The Dental School of Harvard College closes, with the year 1875-’76, the attempt to educate men for the profession of dentistry under the old plan of a four-months’ win¬ ter term. Hereafter there is to be a progressive course of two academic years, with examinations at the end of the first year which must be passed before the student can enter upon the second. — (Report of Harvard College, 1875-76.) The Boston Dental College provides a two years’ course of instruction, embracing dental art and mechanism, anatomy and physiology, principles and practice of surgery, pathology, therapeutics, and chemistry and metallurgy. The aim is to make the course scientific as well as practical, extending into every branch of dental and collateral sciences as far as these can be made available to the dentist. — (Catalogue of college, 1876-’77.) PHARMACY. The Massachusetts College of Pharmacy embraces in its course of instruction the subjects of chemistry, materia medica, botany, and the theory and practice of phar¬ macy. These are taught both theoretically and practically, by means of lectures and recitations illustrated by experiments, specimens, models, diagrams, etc. The course covers 2 years. Hitherto no examination for admission has been prescribed, but it has been determined to require one after October, 1877. — (Catalogue, 1876-77.) Statistics of schools for scientific and professional instruction, 1876. Schools for professional instruction. SCHOOLS OF SCIENCE. Bussey Institution, (Harvard University). CoKegeof Agriculture, (Boston University) Lawrence Scientific School, (Harvard Uni¬ versity.) Massachusetts Agricultural College . Massachusetts Institute of Technology. . . . School of All Sciences, (Boston University) Worcester County Free Institute of Indus¬ trial Science. SCHOOLS OF THEOLOGY. Andover Theological Seminary . . . Boston University School of Theology . Divinity School of Harvard University. . . . Episcopal Theological School . New Church Theological School . Newton Theological Institution . Tufts Divinity School . Corps of instruction. j Endowed professorships. | Number of students. Number of years in course. Property, income, &c. Number of volumes in library. Value of groundvS, build¬ ings, and apparatus. Amount of productive funds. ? 0 P 0 . S a P.a 1 0 a Receipts for the last year from tuition fees. 7 6 1 1 a$19,989 $405 2, 000 29 4 25 29 1, 3,4 $75, 000 $581, 189 34, 969 5,300 3, 000 9 69 4 225, 000 253. 000 21, 978 66, 000 c970 35 293 4 (Z350,000 250; 000 17, 500 e45, 000 3, 000 10 12 97 3, 3^ 150, 000 25, 000 1, 800 1, 200 10 7 71 3 200, 000 525, 000 35, 000 34, 500 13 ....t 103 3l . 4, 000 5 4 19 4! 250, 000 22, 000 17, 000 4 13 3' 250,000 100. 000 7, 000 2, 000 2 ’"o' 1 . 600 8 0 64 . 3i ! 134,839 i. ....... 313, 415 23, 620 13, 500 5 0 31 4i a Total income. d Value of buildings. b Also $5,000 from State appropriation. e Also $7,000 from State appropriation, c Inciuties society libraries. MASSACHUSETTS. 195 Statistics of schools for scientific and professional instruction^ 1870— Continued. Schools for professional instruction. Corps of instruction. | Endowed professorships. | Number of students. j 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. SCHOOLS OF LAW. Bnsfnn TTTiivftrsity SoTiool of Tia.w _ 14 140 3 2,000 Sr.hnn! nf TTarvflTfl TTniversity . . 6 187 2 a$51, 614 $11, 668 $20, 950 16,000 SCHOOLS OF MEDICINE. Harvard Medical School, (Harvard Uni¬ 34 231 3 84, 365 5, 513 38, 504 3, 550 versity.) School of Medicine of Boston University .. . 25 200 3 $120, 000 50, 000 2, 500 10, 000 2, 000 "Ro.ston Dental College _ _ _ 13 34 2 &2, 000 2, 600 20 Dental School of Harvard University . 15 2.3 3 20, 000 0 0 5, 043 0 Massachusetts College of Pharmacy . 3 85 2 5,000 300 3,500 a Also one-fourtli interest in a fund of $413,092. Value of apparatus. SPECIAL INSTRUCTION. EDUCATION OF THE BLIND. PerJeins Institution and Massachusetts Asylum for the Blind, in Boston, reports for 1876 an attendance of 149 pupils, the number admitted since its opening in 1829 being 909. It was established largely through the efforts of Dr. Samuel G. Howe, who re¬ mained its director until his death in 1876. The course of training embraces instruction in the common English branches, as well as in some of the higher ones, and in foreign languages ; lessons and practice in all branches of music and in tuning pianofortes ; training in some simple trade and work at some domestic or mechanical occupation, and plenty of regular exercise under shelter and in the open air. The condition of the school is very satisfactory. The course of instruction pursued is the fruit of careful study and long observation and reflection. New methods of teaching certain branches have been introduced during the year and some of the old ones simplified and improved. Point-writing, after the system of Braille, has received considerable attention, although not to the neglect of the square hand. The advanced classes have constantly emifloyed the point for keeping memoranda and notes of some of their studies. Music has from the first received special attention in this institution. Its sagacious founder, eager always to increase the capacity of the blind for self support, never spared expense and pains in providing the necessary musical instruments and talented teachers. Thus the department has grown until it has become a complete conserva¬ tory in itself, where the piano, church and reed organ, flute, clarinet, and the various kinds of brass instruments, class and solo singing, harmony, and the history of music are thoroughly and scientifically taught. The number of pupils connected with this department during the past year was 92, and the time devoted by them to musical instruction and practice varies fyom 1 to 8 hours each day. The institution now owns 40 pianos, of which 7 are used in the tuning department. The attention given to this department has been even greater than ever, and the means for thorough in¬ struction in it have been multiplied. The business of tuning outside the institution has been increased, and more than 50 names have been added to the list of patrons. The work department constitutes a very important branch in the course of training. Most of the boys have been taught to seat cane bottomed chairs so well as to be con¬ stantly supplied with work from the factories, and a convenient number have been instructed in making brooms. Mattress and door mat making are taught ; also uphol¬ stering, sewing, knitting, crochet and bead work, the running of sewing and knitting machines, and the various departments of domestic labor, as far as practicable.— (Catalogue, 1875-76, and return, 1876.) 196 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATION OF THE DEAF AND DUMB. Ihe Clarke InstituUon for Deaf Mutes, at Northampton, founded in 1867, and munificently endowed by the late John Clarke, Esq., of Northampton, who, in 1867, gave $50,000, and a few years later $200,000. The State appropriates $250 a year for each State pupil, and has done so since 1869 ; this sum, however, does not pay more than three-fourths of the cost of each pupil. , Articulation is used as tho means of instruction, but the institution is not pledged to any unchangeable system, but to that which experience shall prove to give the best results. Au experience of more than 8 years has shown the superiority of the method used, though modifications in its application have been made from time to time. Professor Bell’s symbols of visible speech are now used during the first years of in¬ struction in training the pupils to a correct articulation. The mental development during this time is carried on by means of reading and writing, the pupils not being allowed to attempt speech until after a thorough and successful drill in the elementary sounds. The branches taught are the common English, and algebra, geometry, botany, zoology, geology, physiology, natural philosophy, chemistry, physical geography, astronomy, ancient history, rhetoric, English literature, political economy, and psy¬ chology. The number of pupils in 1876 was 71 — males, 41 ; females, 30. — (Report of institution and special return, 1876.) The Boston Day School for Deaf Mutes, founded in 1869, is under the control of the Boston school board. The common English branches are taught to 79 pupils — males, 42; females, 37. Since the foundation of the institution 130 have received instruction. Articulation and lip reading are taught. — (Report of committee, 1874, and special return, 1876.) The foregoing institutions are supported only in part by the State. A gross sum annually is appropriated to the Perkins Institution. To the Clarke Institution, the Boston School for Deaf Mutes, and the American Asylum at Hartford, Conn., the State pays a specified sum for tuition and board of each deaf-mute sent as a State pupil, and the institutions named are required to report annually to the board of education. — (Centennial Statement, 1876.) EDUCATION OF THE FEEBLE-MINDED. The private institution for the education of the feeble-minded youth, at Bane, established in 1848, is under the supervision of the Board of State Charities, and receives an annual appropriation from the State. It reports for 1876 an attendance of 84 pupils, 59 males and 25 females. The elementary branches are taught. — (Cen¬ tennial Statement and special return for 1876.) REFORM SCHOOLS. There are 2 of these belonging to the State, 1 for boys at Westboro’, and another for girls at Lancaster. Pupils are received during minority on sentence by a magistrate lor a statutory offence. Each school is under the control of a board of trustees ap¬ pointed by the governor. LIBRARIES. Each town and city is authorized by a law of 1857 to establish and maintain a free public library for the use of the inhabitants. It may appropriate for buildings and for founding the library not more than $1 for each ratable poll, and, to maintain it, not more than half that amount. Societies of 7 or more persons may be organized as corporations to maintain libraries, choose officers, hold a limited amount of property, and assess the shares to raise money. THE LOWELL INSTITUTE, BOSTON. Under the will of John Lowell, jr., esq., public lectures are annually delivered on such subjects as natural and revealed religion, physics and chemistry, with their ap¬ plication to the arts ; also, on botany, zoology, geology and mineralogy, connected with their particular utility to man. The trustee ‘may appoint lectures on the litera¬ ture and eloquence of the English and other languages, and indeed on any subject that the wants and taste of the age may seem to demand. These popular lectures are all free. Provision is also made for courses of a strictly scientific character, for smaller classes of students, for which lectures a small admission fee may be exacted ; but in no instance can a person be excluded through inability to pay. — (Circular from curator.) OBITUARY RECORD. JOHN H. CLIFFORD. The death of Ex-Governor John IT. Clifford, of Massachusetts, which occurred at his residence in New Bedford, January 2, 1876, removed from the board of Peabody fund trustees and from various other places of high influence one who had long MASSACHUSETTS. 197 devoted valuable services to the advancement of literary culture and general educa¬ tion. Born at Providence in 1809, a graduate of Brown University in 1827, a lawyer from 1834 to 1858, and serving the State of his adoption successively as representative, senator, district attorney, attorney-general, and governor, he adorned and honored every station that he filled. For many years a member of the board of overseers of Harvard University and president of that body from 1868 to 1874, he took an active part in measures "to advance liberal culture in that institution, and was an earnest and elo¬ quent advocate of good learning in all its departments. A member too of the American Academy of Arts and Sciences, of the Massachusetts Historical Society, and of other kindred associations, he gave in them his hearty aid to the prosecution of scientific and historical inquiry ; while, at the meetings of the Peabody fund trustees, he took, according to the testimony of their chairman, an active, earnest, intelligent, and efficient part in all their deliberations. His genial temperament, generous impulses, ready and felicitous words, kind and conciliatory manner, and wisejudgment rendered him one of the most valuable members of that truly noble board. Of course, around such a man honors came clustering. His alma mater conferred on him the degree LL. D. in 1849, and Harvard and Amherst offered the same degree in following years. He refused more candidacies than he ever accepted, and during the last year of his life had more than one offer of foreign appointment from the Govern¬ ment. But, with great capacities for public usefulness, he preferred the quiet and more independent walks of private life, and only abandoned his professional labors to preside during his later years over one of those great railroad corporations whose business demands both legal skill and practical tact and pays for these a handsome recompense. It was from the exhaustion of such engagements that in 1875 he sought recreation in foreign travel; returning from which apparently reinvigorated, and, as it was thought, with a new lease of life, he was suddenly prostrated by disease of the heart, and died, as was before stated, just as a new year was opening before him. — (New-England Journal of Education, January 8, 1876, p. 18, and address of Hon. R. C. Winthrop before the Peabody fund trustees, August 3, 1876.) FRANCIS M. GARDNER. Francis M. Gardner, head master of the Boston Latin School, and for 43 yetors an' instructor in it, passed from this world January 10, 1876. Mr. Gardner was born in Walpole, N. H., March 15, 1812, his father, a distinguished lawyer, being at that time a member of Congress from New Hampshire, and subsequently a barrister in Boston. Francis was entered at the Boston Latin School in 1822, and had while there the ad¬ vantage of the instructions of Plead Master B. A. Gould, the editor of Adams’ Latin Grammar, and of those of Mr. Leverett, known for his Latin Dictionary. After five years in the Latin School he entered Plarvard, graduated with distinction in 1831, among such college mates as Wendell Phillips and J. Lothrop Motley, and engaged soon after in the study of law. The death of his father, however, having thrown upon him the care of a mother and sisters, he sacrificed for their sakes his personal aims, and, with a view to relieve them of the burden of sustaining him and contribute some¬ what to their comfort, entered the Latin school as iislier in the autumn of 1831. By 1836 he rose to be snbmaster and remained such tiil 1850, when the offer of a tutorship to a young man visiting Europe induced him to accept that opportunity for improve¬ ment by foreign travel. He returned at the expiration of a year to the Latin school as its head master, and continued in that position till his death. A man of great physical strength, of immense power of application, and of intense strength of will, he seemed born to headship, and maintained it w'ell. Somewhat stern in aspect and decided in his discipline, yet patient, impartial, manly, and devoted to his work, he gained generally the high respect of pupils and often their hearty ad¬ miration. He lived for them as much as teacher well could live ; and even in his exer¬ cise, which was daily taken at the gymnasium till he was nearly 50 years of age, had a class of boys under gymnastic instruction, exercising with him, and bringing them forward in this, as in their other studies, with immense success. An instructor of the noblest character and of unusual power, he will be long remembered and long greatly missed. — (W. R. Dimmock, LL. D., in New-England Journal of Education, January 29, 1876.) AUGUSTINE M. GAY. Augustine M. Gay, who succeeded Mr. Gardner in the head mastership of the Boston Latin School, died in November, 1876, aged 48. Mr. Gay was born in Francestown, N. H., in 1827, and graduated at Amherst College, with the highest honors of his class, in 18.50. In the autumn of that year he became submaster of the high school of Charles¬ town, Mass., and, on the decease of Mr, Bradley, the principal, in 1851, was elected to succeed him. He continued in this position, with much credit to himself, till 1860, when he resigned to assume the charge of a young ladies’ school in Pemberton Square, Boston. Two years subsequently he went to Europe, and remained there during a considerable part of 1864-’65. In the fall of 1865 he entered the Boston Latin School 198 REPORT OF THE COMMISSIONER OF EDUCATION. as usher, and established for himself such a character as teacher and disciplinarian that in 1867 he was made master. On the death of Head Master Francis Gardner, in the early part of 1876, he was selected to fill the place which Mr. Gardner had held for nearly 25 preceding years, and acquitted himself so well in his new position that scholars in greater numbers than ever previously flowed into the school, the enrolment at the time of his decease being nearly 400. — (New-England Journal of Education, No¬ vember 11, 1876, p. 214.) PROF. E. S. SKELL, LL. D. Prof. Ebenezer Strong Snell, of the chair of mathematics and natural philosophy in Amherst College, died at his home in Amherst, September 8, 1876, after a connection with the college extending over a large portion of his life. Born in North Brookfield October 7, 1801, he entered Amherst as one of its first students September 18, 1821 ; became, after graduation, a tutor in the college, then professor, and has been since identified with its interests and aided much in the promotion of its work. A notice of him in the Amherst Student, Yol. X, No. 1, ascribes to him “perfect integrity, transpa¬ rent purity and sincerity, matchless modesty, a rare and rich vein of pleasantry, gentle¬ ness tempered with firmness, kindly sympathy towards all men, with loyalty to God and faithfulness in every duty.’’ LIST OF SCHOOL OFFICIALS IN MASSACHUSETTS. Hon. John W. Dickinson, secretary of the State hoard of education, Boston. STATE BOARD OF EDUCATION. Members. Post-office. His excellency Alexander H. Rice, governor, ex officio . . Boston. His honor Horatio G. Kuight, lieutenant-governor, ex officio . . Boston. Henry Cha.pin _ _ _ _ _ _ _ _ _ _ W orcester. Alonzo A. Miner _ _ _ _ _ Boston. Gardiner G. Hubbard _ _ _ _ _ _ Cambridge. Worcester. W illiam W. Rice . . . . . . . C. C. Estv . . . . . . Framingham. W estlield. Edward B. Gillett . C. C. Hussey . . . . . . . . . . Charles B. Rice. . . . . . . Danbury. AGENTS OF THE BOARD. George A. Walton, of Westfield . . . Boston. Boston. F. A. Hubbard, of Sprintrfield _ _ _ _ _ _ _ CITY SUPERINTENDENTS. City. Superintendent. Post-office. Boston . Charlestown . Cambridge. .. Chelsea ...... Fall River , . . Fitchburg . . . Gloucester . .. Holyoke . Lawrence . . . . Lowell . Xew Bedford Hewton . Srlem . Somerville . . . Springfield... Taunton . Woburn . Worcester ... John D. Philbrick . B. F. Tweed . Francis Cogswell . Jonathan Kimball . William Connell, jr . Joseph G. Edgerly . John W. Allard . Louis H. Marvel . Gilbert E. Hood . Charles Morrill . Henry F. Harrington . Isaac Hagar, (secretary) Augustus D. Small . Joshua H. Davis . A. P. Stone . William H. Waterman. . E. H. Davis . A. P. Marble . Boston. Charlestown. Cambridge. Chelsea. Fall River. Fitchburg. Gloucester. Holyoke. Lawrence. Lowell. Hew Bedford. Hew ton. Salem. Somerville. Springfield. Taunton. W oburn. Worcester. MICHIGAN. 199 MECIISGAM. SUMMARY OF STATISTICS. 1874-75. 1875-76. Increase. Decrease. POPULATION AND ATTENDANCE. Children of school a^e, (5-20) Enrolled in public schools.... Average daily attendance . . . . 449, 181 343, 981 200, 000 459, 847 344, 956 200, 000 10, 666 1,025 TEACHERS AND THEIR PAY. Men teaching in public schools . Women teaching in public schools.... Average monthly pay of men . Average monthly pay of women . Teachers in private elementary schools 3,287 9, 191 $51 29 28 19 3,548 9, 286 $48 50 28 73 150 $2 79 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . School rooms, exclusive of recitation rooms. Number of graded schools . Number of school-houses . Seats for pupils . Average duration of schools in days . . Value of school property . Private or select schools . Pupils in private or select schools .... 5,706 295 5, 769 414, 060 138 $9, 115, 354 178 7,934 6, 300 156 $9, 500, 000 18 $384, 646 INCOME AND EXPENDITURE. Income. Balance from previous year . Two mill tax . Primary school fund . Tuition of non-residents . . District taxes for all purposes _ From all other sources . Total income . Expenditures. For pay of teachers . . For libraries . For sites, buildings, and repairs .. For all other purposes . Total expenditure . EXPENDITURE PER CAPITA — Of school population . Of pupils enrolled . Of average attendance . STATE SCHOOL FUND. $675, 892 508, 552 218, 036 37, 454 2, 341, 924 395, 120 $657, 219 .512, 889 220, 396 Not given.^ 2, 261, 120 1,073, 397 $18, 673 $4, 337 2, 360 $80, 804 678, 277 4, 176, 978 4, 725, 021 1 548, 043 1,958, 481 20, 899 550, 662 1,017,219 2, 026, 726 22, 870 451,426 957, 484 68, 245 1,971 99, 236 59, 735 3, 547, 261 3, 458, 506 88, 755 7 89 10 31 17 73 7 47 9 96 17 18 42 35 55 Available school fund . Permanent school fund. 3, 147,918 4, 843, 662 ! P>’9bab]y included in the sum from “ other sources.” t This sum differs from the return by the addition of the balance from previous year, derived frojn Mr, Briggs's l eport. (Report of Hon. Daniel B. Briggs, State superintendent of public instruction, for 1874-'75, and return for 1875-’76, from Hon. Horace Tarbeil, present superintendent.) 200 KEPOET OF THE COMMISSIONER OF EDUCATION. KISTOPJCAL SRETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Constitutions of 1837 and 1850 ; laws of Micliigan from 1837 ; sketch by lion. Daniel B. Briggs, State superintendent of public instruction; School Funds and School Laws of Michigan, by Hon. Ira May hew. FOUNDATIONS. The convention that framed in 1835 the constitution under which Michigan in 1837 was admitted into the elder sisterhood of States proposed to Congress and secured (1) that the sixteenth section in every township, or lands equivalent thereto, should be granted the State for the use of schools ; (2) that the seventy -two sections set apart for the use and support of a university by act of Congress approved May 20, 1826, should, with such further quantities as might be agreed upon by Congress, be conveyed to the State and be appropriated solely to the use and support of such university. A basis was thus laid for the school system which now meets the eye, extending from the lowest common school instruction to the highest collegiate and embracing all between. The constitution which went into effect on the admission of the State into the Union provided, in its article on education, for the appointment of a superintendent of public instruction for the State, to hold office for two years; for encouragement of ‘’intel¬ lectual, scientific, and agricultural improvement ; ” for a system of common schools by which a school should be kept up in each school district at least three months in every year; for the establishment of libraries at least in every township, and for the careful husbanding of the land fund of the university vdth a view to the provision of full means for its support. UPBUILDING. Before the final settlement of the question of admission into the Union, the legisla¬ ture passed an act, approved July 26, 1836, defining the duties of the superintendent of public instruction. These included, with supervision of the schools established under territorial laws of 1827 and 1833, a considerable amount of care for the preser¬ vation and sale of the school lands ; a care which for some years was almost absorbing, no State land office being established until 1843. March 20, 1837, the first primary school law under the State government was ap¬ proved. By this the schools were made from the outset free, the provision for their support being an apportionment of the State school fund and taxes levied in the school districts. District officers, libraries, and township inspectors of schools were also provided for. From so good a law at so early a date the rapid rise of an excellent and prosperous school system might well have been expected. But unlooked for diffi¬ culties soon appeared and for a long time hindered progress. A large and easy sale of school lands, for example, awakened hopes of a swiftly growing school fund, especially as the lauds sold for exceedingly high rates, of which one-fourth was immediately paid down.' But ere long these hopes were dashed by the discovery that very often the lands were not worth even the portion of the x>Bi’cha8e money paid; that further pay¬ ments of either interest or principal could therefore not be had from them; that all over the settled portions of the State beggared and bankrupt holders were being com¬ pelled to forfeit what they had purchased, and that the more land anyone had bought t i}(; worse appeared to be his condition in these circumstances. The difficulties hence (msuing threw heavy clouds over the bright early morning of the schools of Michigan, and it was years before the sunlight shone again. March 1, 1839, an act was passed that has made the school reports of this State a better exposition of its educational condition than those of any other in the Union. This act required ail educational institutions in the State to report annually to the de¬ partment of public instruction. The financial difficulties experienced in the effort to raise moneys for the schools through sales of school lands induced in 1843, March 8, a wise provision for an equal division of the burden of supporting them. This was the laying of a tax of half a mill upon the dollar for that year and one mill annually thereafter for the public schools. At the same date, township libraries were provided for by a requirement that $25 of the mill tax in each township should be expended annually for their support. An option was, however, given to the townships whether to accede* or not to this arrangement, and in case any should not, district libraries were to exist under the pro¬ visions of the law of 1837. In 1850 a new constitution was adopted, reiterating substt.ntially the provisions of the former one with reference to common schools, assigning them also the products of the sales of all escheated lands, and requiring that within five years schools should be taught, free of charge for tuition, in every school district of the State for at least three MICHIGAIS'. 201 months in each year. This, of course, left it oiitional with districts to sustain them longer if they were disposed to do so, by rate bills and subscriptions, which, from the slenderness of the provided school funds, had been for some time resorted to. This constitution also directed the election in 1852 of a board of education for supervision of the State normal school, which had been established in 1849, and required the legis¬ lature to promote intellectual, scientific, and agricultural improvement, and, as soon as practicable, to provide for the establishment of a State agricultural school. Following this constitution came, Apiil 4, 1851, an act prescribing once again the duties of the State superintendent of instruction, an officer who was still continued. Then came in quick succession several acts relating to the schools : one, approved April 7, 1851, providing for a two mill tax instead of the one mill previously allowed ; another, February 14, 1853, reverting to the former one mill tax ; a third, February 10, 1855, establishing a rate bill in aid of the support of schools, an expedient that had previously been only tolerated; a fourth, of the same date, authorizing the holding of State teachers’ institutes ; and a fifth, February 12, 1857, providing for the incorpora¬ tion of teachers’ associations. In 1859 four acts were passed. One, approved February 14, provided for graded and high schools in districts containing more than 200 children between 4 and 18 years of age, on a vote of two-thirds of the people of the district, any two contiguous dis¬ tricts being allowed to unite for such a purpose on the same conditions.’^ Of the three others, all approved February 15, one renewed the two mill tax of 1851, another authorized the division of township libraries among those of districts within the township, and the third made the tenure of office of district moderators, directors, and assessors three yeai’s, instead of one, a change of one member of the board to be made each year. At this point legislation seems to have rested for a period of eight years. Then, March 13, 1867, came an act providing for county superintendents of schools to exam¬ ine teachers, grant certificates according to qualification, visit and inspect the schools, look into the reports of township inspectors, and make duplicates of them for the State superintendent. This was the needed rounding out of the official staff of the school system, from district boards which had the care of keeping open district schools, through inspectors who looked into their condition in whole townships, with county ones to supervise even the work of these inspectors, till finally was reached one standing at the head of all, to inspect and animate, direct, and guide, the school forces and school work of the now prosperous and fast growing State. SCHOOLS TRULY FREE. As before said, the schools were meant to be, from 1837, free to all pupils living in the districts where they were maintained, reliance being based on a State apportion¬ ment and district tax for their support. The financial embarrassments of the earlier years of State existence prevented for a time the accomplishment of this design, and led first to a tolerance of rate bills for periods beyond the minimum school term, then to a legalization of them in 1855. In 1869 the increase of population, of prosperity, and of intelligence induced the feeling that this bar to general education ought to be removed, and an act of April 3 in that year abolished the rate bill system, and required the districts to maintain free schools for 3, 5, or 9 months, according to their population, those having less than 30 children of school age holdiug a 3 months’ school at least ; those with from 30 to 800, a 5 months’ school ; and those with 800 and upward, a 9 months’ school. To accomplish this, they were to_ raise annually a district tax, supplementary to the State school moneys, and sufficient to meet all expenses of the schools. Having thus provided for the free schooling of all children, the State took a step meant to bring all within reach of the advantages she had provided. This was the pa.S8ing, April 15, 1871, of a compulsory school law, requiring all persons having charge of children between 8 and 14 years of age to send them for at least twelve weeks each year to public school, unless excused by the school officers for ample cause, or unless taught at home or in a private school such branches as are usually taught in the pri¬ mary public schools. This law, wise in itself and aiming at a most desirable result, has proved to be too far ahead of public sentiment to accomplish the intention of the legislators, and has remained almost a dead letter on the statute book from want of the enforcement of it by school officers. In 1875, March 20, a great backward step was taken by the passage of an act abolish¬ ing the county superintendency and substituting for it a township superintendency of schools, as if quantity of supervision could atone for lack of quality ; or as if colonels, majors, and captains ought to be dispensed with, and only lieutenants, sergeants, and corporals be relied on for due leadership and discipline of troops. Against this change there are already signs of a reaction, and as it is said to prove less economical than the *This act was amended March 16, 1861, to allow such schools in districts containing 100 children between 5 and 20 years of age. 202 REPORT OF THE COMMISSIONER OF EDUCATION. superseded plan, as well as less generally effective, it may be hoped that before very long the county superintendency will be restored, with whatever provisions may be needed for making it as good as possible. SCHOOL ADMINISTEATIOX. The gentlemen to whom Michigan has successively intrusted the headship of her school system have been, by appointment, as in column lirst; by election, as in column second : John D. Pierce, 1836 to January 1, 1841. Franklin Sawyer, January 1, 184*1, to Jan¬ uary 1, 1843. Oliver C. Comstock, January 1, 1843, to January 1, 1845. Ira Mayhew, January 1, 1845, to January 1, 1849. Francis W. Sherman, January 1, 1849, to January 1, 1853. Francis W. Sherman, January 1, 1853, to January 1, 1855. Ira Mayhew, January 1, 1855, to January 1, 18.59. John M. Gregory, January 1, 1859, to Jan¬ uary 1, 1865. Oramel Hosford, January 1, 1865, to Jan¬ uary 1, 1873. Daniel B. Briggs, January 1, 1873, to Jan¬ uary 1, 1877. ELEMENTARY INSTRUCTION. THE SCHOOLS IN 1874-75. The statistics for the school year 1874-75 the superintendent regards as in the main satisfactory and encouraging. The increase in the number of districts reporting as compared with the previous year was 135, with a similar increase in the number of schools supported. There were organized 128 new districts. The increase in the num¬ ber of school-houses was 86, furnishing additional sittings to the number of 6,988. The estimated value of school property, houses and sites, is f 50 1,509 in excess of the former year. The additional number of teachers is 202, and the increase in the aggregate wages paid is $35,663. The last school census shows an increase in school population of 12,487, and the number of children reported as in attendance at the public schools gives an increase of 16,475, while the per cent, of attendance is 79, an advance of 4 per cent, on the previous year. But the reports on this point are not absolutely reliable, the apparent increase in the attendance upon the schools so far exce'eding the propor¬ tional or natural increase as to awaken distrust. The number of sittings in the school- houses, not very correctly reported, appears to be 70,079 more than the number of children enrolled ; yet it is probable that there are not sufficient accommodations for ail who ought to be in the schools. Although most districts have school buildings with ample seating capacity, very many are sadly dehcient, and this deficiency is most marked in the growing cities. Comparing the total receipts and expenditures of the year 1874-75 with those of the previous one, it appears that the usual advance is made in nearly every item, and this, in the midst of financial distress and general depression in business, affords striking evi¬ dence of the growing popularity of the schools. — (Report of superintendent, 1874-75, p. hi.) SCHOOL LIBRAEIES. There was no marked change in the condition of the libraries during the year 1874-75. The number of districts reported was 1,171, or 94 less than the previous year, but the number of books added was 12,452, which was an increase of 2,137 over that of the preceding year. The whole number of volumes reported in district libraries was 132,348, an increase of 11,771. The number of township libraries reported is 227, an increase of 20, and the number of volumes added, 4,133, or 388 less than were added the previous year, the total number of volumes in them being 55,603, an increase of 5,791. The whole number of volumes added during the year, in both district and township libraries, was 16,585, or 1,749 more than during the previous year; while the total number of volumes was 187,951, an increase of 17,502. The aggregate amount expended for library books was $20,898.58, or $1,947.17 in excess of that of the lorevious year. While these figures are not particularly encouraging, they show an increase in the libraries about in propor¬ tion to the iucrease in population. — (Superintendents report, 1874-75, j). xlviii.) THE SCHOOLS IN 1876. The message of the governor of the State to the legislature, delivered January 3, 1877, gives the following facts regarding the schools of 1876. The difLerenco in the statistics submitted by the governor from those given in the summary can bo accounted for on the supposition that the former relate only to the year 1876, while the latter embrace the school year 1875-76. The school census of 1876 reports 457,785 children of school age, of whom 343,947 were MICHIGAN. 203 enrolled, an increase in two years of 21,680 in the whole number, and of 17,805 in the number enrolled. There are 5,917 school-houses in the State, with 419,662 sittings, being 75,715 more than the enrolment. The value of school buildings and grounds is $9,382,270 and the expenditures for the year $4,128,707. The number of teachers was 12,900. There was a total expenditure by the people of the State of $5,000,000 for educational purposes, including schools for the unfortunate and criminal. The log school-house and the stately university have shared equally the people’s solicitude and care. There are also special colleges for the farmer, schools in which to fit teachers, and schools for the professional student, and for one or two technical pursuits. The people seem to recognize in all its fulness the truth of the old proverb, “ The breath of the school children is the saving of the world.” Yet, with all this, there are many thoughtful citizens who ask themselves the questions, “Are we doing educational work in the best way ? Are our schools all they ought to be ? Do they help our children as much as they should in the practical things of life, and fit them to be produc¬ tive, self-helping citizens In times of financial depression like the present, when we fully realize that the only way up and out is through the productive industry of the peo¬ ple, these questions are pertinent ones. We need,” says the governor, “ to give this subject our earnest attention ; to care more for the depth and breadth of our educa¬ tion than we do for the height of our school-house tower ; to pursue, the substance and neglect the shadow ; to make our schools the laboratory in which men are made. Our high and graded schools need to provide more technical instruction at once. If it is the province of legislation to direct or control in this matter, I ask your thoughtful attention to the subject. * * * Give to our special schools, to the university, to our common schools, every possible assistance in this work that can consistently be given with a due regard to economy.” — (Message of Governor John J. Bagley to the legislature, January 3, 1877, pp. 8, 9.) CITY SCHOOL SYSTEMS. ANN ARBOR. The Ann Arbor Courier supplies the following: “A few moments given to the public schools of the city show them to be in a flourishing condition. Professor Perry, who is eminently qualified for the position he holds, is ever on the watch for every improve¬ ment that will be beneficial to the schools. He has thoroughly systematized the entire plan of government as well as the method of teaching. The number of pupils in attendance is 1,613, an increase of 86 over that of the previous year. This increase, too, is principally in the high school, which numbers 358. — (Michigan Teacher, Decem¬ ber, 1876, p. 446.) DETROIT. Offic€/}'s. — A board of education of 22 members, one-half going out of office eacli year, and a city superintendent of schools. Statistics, (for 1875.) — Nnmber of youth of legal school age, 5 to 20 years, 34,593* total enrolment in public schools, 13,739 ; average daily attendance, 8,760 ; number of sittings, 11,131 ; number of teachers employed at the close of the year, 221. Eemarlis. — Entering upon the year in a state of great efficiency, the public schools were maintained throughout in the best possible condition, under thorough, intelli¬ gent, and painstaking supervision. Action has been taken looking to simplifying the course of instruction in order to secure greater efficiency. The schools are divided into 12 grades, of which the 4 lowest include the primary schools ; the next 4, the grammar; and the 4 highest, the high schools. The number belonging to the high school was 630 ; to the grammar schools, 2,748 ; and to the primary schools, 6,040. Two evening schools were maintained, having an enrolment in both of 278 ; average attend¬ ance, 175. — (Report of board of education, and of J. M. B. Sill, superintendent, for 1875.) EAST SAGINAW. Officers. — A board of education of 16 members, 8 of whom go out of office each year, and a city superintendent of schools. Statistics. — Number of children between 5 and 20 years of age, 5,130; total enrol¬ ment, 3,159; average number belonging, 2,370 ; average daily attendance, 2,242; aver¬ age number of pupils to each teacher, 47 ; receipts for school purposes, $45,505.84 ; expenditures, $45,505.84. Remarlis. — The schools are in a flourishing condition, making steady progress in their wmrk. The attendance throughout all the classes in 1875-76 showed a marked im¬ provement. By the new system of grading, adopted in 1874, the course of study in the various grades was fixed at 12 years, the last 4 being given to the high school. The attendance at this school in 1875 was 132, and in 1876 113, a large increase over the number of former years. Penmanship, music, and drawing receive careful atten¬ tion and are taught by special teachers. — (Report of the board of education, and of H. S. Tarbell, superintendent, for 1875-76.) 204 REPOST OF THE COMMISSIONER OF EDUCATION. GRAND RAPIDS. Officers. — A board of education of 13 members, 2 for each ward, and a city super¬ intendent of schools. Statistics. — Number of children between 5 and 20 years of age, 8,900 ; total enrolment in public schools, 6,305 ; average number belonging, 3,404 ; average daily attendance, 3,167 ; number of pupils to each teacher, based on the average number belonging, 42 ; receipts for all school purposes, $92,679.r31. Eemarlcs. — Progress has been macle during the year in several respects. There has been in the enrolment an increase of 208 and in average daily attendance of 3,23 over the last year, rendering necessary the services of 7 additional teachers. The average time of attendance of enrolled impils has also increased from 5| to 6 months. Only 92 cases of corporal punishment are reported, against 184 for the previous year. This de¬ crease has been brought about by a united determination on the part of most of the teachers to resort to the use of the rod only when all other means fail to secure obedi¬ ence. There has been a rapid growth of the high school during the last three years, so much so as to render the accommodations quite inadequate for the present attend¬ ance, which is 362. A business course has been arranged, embracing only such branches as are most essential to the average business man. A training school was organized about four years ago, for the instruction of gradu¬ ates from the high school who wish to teach. — (Report of board of education and Superintendent A. J. Daniels for 1875-’76.) PONTIAC. Officers. — A board of education of 6 members, and a city superintendent of schools, appointed by the board. Staiistics, (1874-75.) — Number of children between 5 and 20 years of age, 1,122 ; total enrolment in the public schools, 1,024; average number belonging, 713; average daily attendance, 697 ; number of teachers, 18 ; total receipts for school purposes, $21,037.43. Eemarks. — The schools are graded as primary, grammar, and high, each grade em¬ bracing 4 years. Two courses are provided in the high school, a classical and a scientific. The influence of this school upon the grades below is of inestimable value. Drawing and music are not regularly in the course of instruction, but the necessity and the desire for them on the part of many of the iiatrons are pressing. — (Report of the board and of Superintendent J. C. Jones for 1875-76.) TRAINING OF TEACHERS STATE NORMAL SCHOOL. The growing demand for better qualified teachers is clearly indicated by the increatse in the number of students seeking admission to this professional school. * The number enrolled in the normal department in 1874-75 was 409 — there being 187 men and 222 women — an increase of 80 over the previous year. A much larger number of free stu¬ dents than ever before — 180 — were received this year, in accordance with a regulation by which each member of the house of representatives is entitled to appoint two stu¬ dents, residents of his district, who are entitled to instruction free of charge. Of the 60 students who graduated in 1875, all but 8 entered soon after upon the work of teaching, most of them securing prominent positions in the graded and high schools of the State. The demands made by this class of schools for teachers of advanced acquirements and professional training are now being met, in a fair measure, by this school, with the aid of the university. The attendance for 1875-76 numbered 722 and there were 79 graduates in 1876. The State board of education, in view of the crowded condition of the school, ask an appropriation of $50,000 for an additional building. Over 6,000 students have attended the school since its opening in 1853. — (Report of State superintendent, 1874-75, pp. Ixxxix, xc, and message of governor, 1877, pp. 8, 9.) SECONDARY INSTRUCTION. HIGH SCHOOLS. Of the 286 graded and high schools in the State, reports wmre received by the State superintendent in 1875 from only 164. Distinct high school departments were reported in 85 of these and 56 prepared their students to enter college. The number of students belonging to the high school departments during the year 1874-75 was 16,722; number of graduates, 445. Most of the schools were in session for ten months, many of them with a well devised system of instruction and a regular systematic course of study. From the most approved, pupils are received into the university on a certificate of graduation from the school, without further examination. Fifty were thus received from the Ann Arbor high school alone in the year covered by the report. MICHIGAN. 205 la a table of the schools of 19 of the chief towns and cities of the State, prepared for the Centennial Exhibition by Superintendent Jones, of Pontiac, there appear the follow¬ ing statistics of the high schools in 18 of these : absolute enrolment, 2,346 ; average num¬ ber belonging, 1,677 ; average daily attendance, 1,576; men teachers, 24; women teach¬ ers, 39 ; average of pupils to a teacher, based on average number belonging; 26.6. The course of study in the better class of these schools is often divided into classical, em¬ bracing both Latin and Greek ; Latin-scientific, including French instead of Greek ; scientific, which takes in French in the last two years of the course; and English, in which no other language is studied. In some cases there is an option between German and French or a liberty of studying both in the last two years. PRIVATE SECONDARY SCHOOLS. In 1 school for boys, 1 for girls, and 2 for both sexes, outside of the public school system, there have been reported to this Bureau 465 puiDils, under 29 teachers. Of these pupils, 17 are in classical studies, 298 in modern languages, and 1 preparing for a classical course in college. Drawing and instrumental music are taught in 3 of these schools and vocal music in all. Chemical laboratories are reported by 1 ; philosophical apparatus by 2 ; and libraries of 50 to 520 volumes by 3, the aggregate number of vol¬ umes being 870. PREPARATORY SCHOOLS AND PREPARATORY DEPARTMENTS. Eight preparatory departments of colleges report 17 instructors and 1,239 pupils, of whom 189 were preparing for classical and 262 for scientific courses. BUSINESS COLLEGES. Nine business colleges report 26 teachers and 1,316 students, of whom 25 were study¬ ing telegraphy. Eight of these schools teach the common English branches and cor¬ respondence and commercial law ; all teach iienmanship and book-keeping ; 6, bank¬ ing ; 3, political economy ; 5, life insurance : 2, phonography ; and 4, telegraphy. One reports a library of 500 volumes. SUPERIOR INSTRUCTION. UNIVERSITY OF MICHIGAN. This university is a part of the public educational system of the State. The govern¬ ing body, the board of regents, is, by provision of the State constitution, elected for terms of 8 years, by popular vote. The university aims to complete and crown the work which is begun in the public schools, by furnishing ample facilities for liberal ed¬ ucation in literature, science, and the arts, and for thorough professional study of med¬ icine, law, and dentistry. Through the aid which has been received from the United States and from the State, it is enabled to offer its privileges, without charge for tuition, to all persons of either sex who are qualified for admission. Students from other States are asked to pay a larger admission fee than those from Michigan, but they receive their instruction and access to all the advantages of life at the university without in¬ curring any charge for tuition. The departments are those of literature, science, and the arts, medicine and surgery, law, pharmacy, the homceopathic medical college, and the dental college. Each of these departments and colleges has its faculty of instruction, charged with its special manage¬ ment, while the university senate, composed of all the faculties, considers questions of common interest. The department of literature, science, and the arts has 7 regular and full courses of 4 years each, viz, classical, scientific, Latin and scientific, Greek and scientific, civil engineering, mining engineering, and architecture and design. Post graduate courses are provided for the graduates of this or any college who may de¬ sire to pursue advanced study, whether for a second degree or not. The work of 1875-’76 is said by President Angell to have been eminently satisfactory. Three new schools were established, those of homoeopathy, dentistry, and mines, and the library and art museum were increased. Just one-half the number of students in attendance were residents of Michigan. • Of these 101 were women, of whom 60 were engaged in literary studies, 37 in medical, 2 in legal, and 2 in homoeopathic. The ex¬ perience of the year confirms the opinion that women who come to the college in good health are able to complete the collegiate and professional courses without detriment to it. — (University report, 1876-77 and 1875-76.) The governor says in his message, (1877 :) “ The legislation of 1875, establishing in the State University a school of mines, a chair of architecture and design, and of dental surgery, has already accomplished more than its most earnest advocates anticipated. The dental school has so many students that an additional professor is needed. An im¬ petus has been given to technical education that must, in time, be of great practical value to the State.’’ — (Governor’s message, page 10.) 206 REPORT OF THE COMMISSIONER OF EDUCATION. OTHER COLLEGES. Adrian College, Adrian, (Methodist,) provides collegiate, preparatory, theological, and mnsic departments, the former comprising 6 distinct departments of instruction, viz, classics, mathematics, natural science, philosophy, political and social science, and modern languages. In the school of music the instruction is divided into 2 courses, ihe classical and the amateur, the former being designed especially for those who de¬ sire to become thoroughly accomplished musicians and teachers. Thorough instruction is given in the theory and practice of music, vocal as well as instrumental. The cob lege is open to both sexes. — (Catalogue, 1876-77.) Albion College, Albion, (Methodist Episcopal,) comprises collegiate and preparatory departments, the former having 4 courses of study : the classical, scientific, Greek and scientific, and Latin and scientific. Both sexes are admitted. A conservatory of music has been opened in connection with the college, the course consisting of 7 grades and requiring for completion 4 years. — (College catalogue, 1875-’76.) Battle Creeh College, Battle Creek, (Seventh-Day Adventists,) has practically 3 de¬ partments : collegiate, normal, and Bible. Phonography, vocal music, and book keep¬ ing are also taught. Both sexes are admitted. — (Catalogue, 1875-76.) Hillsdale College, Hillsdale,, (Free Will Baptist,) comprises collegiate, preparatory, theological, commercial and telegraphic, music and art departments. The collegiate department includes classical, scientific, and English and normal courses. The college occupies 5 separate buildings, all of brick, 3 stories high — 4 of them new, having been erected since the burning of the former edifice in 1874. Both sexes are admitted. — (Catalogue, 1876-77.) Hope College, Holland, Ottawa County, (Reformed Dutch,) disclaims being a denom¬ inational college in any but the Protestant sense. Persons of all religious connections are admitted on equal terms, even to the theological department. The departments are preparatory, academic, and theological. Girls are admitted to the primary depart¬ ment. Arrangements are not yet completed for opening the more advanced depart¬ ments to them. — (Circular of college, 1875-76.) Kalamazoo College, Kalamazoo, (Baptist,) has in its collegiate department 3 courses of instruction, the classical, Latin-scientific, and the scientific. Each course covers 4 years. Both sexes are admitted. The studies of the preparatory department embrace 3 years. — (Catalogue for 1876.) Olivet College, Olivet, (Presbyterian and Congregational,) has 5 departments, viz, preparatory, collegiate, normal, music, and art. The collegiate department embraces a special course for ladies also, with classical, scientific, normal, and music courses. The ladies’ course leads to diplomas usual in ladies’ seminaries, but the regular colle¬ giate course is open to both sexes. — (Catalogue, 1876-’77.) COLLEGES FOR WOMEX. Two colleges for women report 19 teachers and 168 students, of whom 48 are in preparatory departments, 114 in regular collegiate classes, and 6 in partial courses. The course of study requires 4 years for completion. The libraries aggregate 970 volumes. Statistics of a university and colleges, 1876. Names of university and colleges. Corps of instruction. | j Endowed professorships. j Number of students. Property, income, &c. Number of volumes in library. Preparatory. Collegiate. Value of grounds, build¬ ings, and a}»paratus, . i 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. Adrian College . 12 1 163 85 $140, 000 $80, 000 $6, 000 $320 $0 ai, 050 Albion College . 17 0 114 52 40, 000 175, 000 11, 000 0 0 $0 al, 500 Bottle Creek College . . 15 0 207 74 75, 000 0 0 3, 000 0 0 0 Grand Traverse College 2 36 40, 000 10, 000 800 200 13 000 Hillsdale College . 20 "2' 354 118 150! COO 85, 000 9, 000 0 0 70, 000 5, 000 Hope College . . 7 0 72 20 30, 000 52, 000 3, 600 0 0 30, 000 3, 000 Kalamazoo College .... 11 1 129 37 105, 000 95, 000 4,716 1,750 15,000 £»3, 700 illivet College . 13 2 164 89 90, 2.50 116, 926 6, 702 1,065 0 (*5, 705 University of Michigan 34 0 0 6355 483i 000 40, 000 0 a25, 500 a Includes society libraries. h Also 15 graduate students. MICHIGAN. 207 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. STATE AGRICULTURAL COLLEGE. The grant made "by Congress gave Michigan 240,000 acres of land, which was devoted to the establishment and support of a State agricultural college. A tract of 676 acres of land, well varied in character, was purchased and the foundation of the present prosperous institution laid. Aided now and then by provisional State grants, the agricultural college has, by the industry and enterprise of its managers, become one of the most valued helps to popular education in the State. By its regime, no student is oxempted from three hours’ daily labor, and encouragement is given for more continued industry, while habits of frugality and prudence are inculcated as part of the college discipline. The course of study embraces all the advantages of a liberal English education, while the technical instruction is claimed to be, in its admirable practicability, in ad¬ vance of other similar institutions of sister States. The buildings, consisting of a college hall, boarding hall, dormitory, laboratory, greenhouse, 7 residences for presi¬ dent and professors, dwelling of herdsman, farm house, 4 barns, with shops and sheds, are situated on undulating ground, about 3 miles distant from the capital. The green¬ house and a handsomely laid out park of over 80 acres are among the most noticeable features of the late improvements. Tuition is free ; board furnished at cost. — (Re¬ port, 1874-’75, pp.lxxxviii.) The governor says in his message, 1877 : ‘‘ I am satisfied that the college is in better condition and doing better work than ever before. It is not only educating the stu¬ dents under its roof, but the president and faculty, through a system of farmers’ insti¬ tutes held throughout the State, are enlisting the good will and sympathy of the people.” The number of students in 1875-’76 was 166 ; graduates, 33. Inventory of property, $252,268, an increase in two years of $20,860. — (Report of State superintendent, 1874- ’75, p. Ixxxviii, and governor’s message, 1877, p. 10.) The polytechnic school of Michigan University gives advanced instruction in the math¬ ematical, physical, and natural sciences, and thorough courses in the practical appli¬ cation of these sciences to the arts. It comprises the course in civil engineering, the school of mines, the course in architecture and design, advanced courses in science, and the school of pharmacy. The work is arranged with reference to the wants of two classes of students, namely : first, those pursuing the study of civil or mining engi¬ neering, or architecture and design, or pharmacy, which includes an extended course in analytical chemistry, with the view of graduating; and, secondly, graduates of col¬ leges and other persons qualified for advanced or special study of mineralogy, geology, zoology, botany, civil or mining engineering, architecture and design, physics, analyt¬ ical and applied chemistry, pharmacy, or metallurgy. — (University Calendar, 1876-’77.) THEOLOGY. The school of theology at Adrian College embraces in its course of study systematic pas¬ toral and natural theology, mental and moral science, inspiration of the scriptures, exegesis of the New Testament, Hebrew ecclesiastical history, and church govern¬ ment. — (Catalogue, 1876-’77.) The theological department of Hillsdale College offers a regular course of 3 years, an English course, and a special course. Tuition is free to members in good standing of evangelical churches. — (Catalogue, 1876-’77.) Hope College Theological School provides a three years’ course of instruction and requires for admission a collegiate preparation. LAW. The department of law of Michigan University embraces in its course of instruction the several branches of constitutional, international, maritime, commercial, and criminal law, medical jurisprudence and the jurisprudence of the United States, including such instruction in common law and equity, i»leading, evidence, and practice as will lay a substantial foundation for practice in all departments of law. — (University Calendar, 1876-’77.) MEDICINE. The department of medicine and surgei'y of Michigan University imposes upon appli¬ cants for admission, unless they be college graduates or matriculants of the university, an examination which, though not so exacting in its demands as it is hoped soon to make it, is intended to test the student’s acquaintance with the English fundamental branches, his general intelligence and capacity to appreciate and profit by professional instruction. The course is 2 years. To graduate, the student must have pursued the study of medicine and surgery for the term of 3 years with some respectabJe practi¬ tioner, must have attended two full terms of didactic instruction, and must have 208 EEPORT OF THE COMMISSIONER OF EDUCATION. been engaged in the study of practical anatomy and chemistry. Women are admitted to this, as to all departments of the university, on the same conditions that are re¬ quired of men. The instruction given them, though equal in all respects to that pro¬ vided for men, is given separately, the two classes not being brought together, except in the department of general chemistry. The Homceopaihic Medical College of the university demands a similar examination for admission and similar acquirements for graduation, and adujits women as well as men to its classes, giving the instruction separately. To encourage a higher grade of preliminary acquirements, an allowance of 6 months from the term of study is made in favor of college graduates and 1 year in favor of graduates of the department of pharmacy in this university. Detroit Medical College, at Detroit, provides a three years’ course of study, that for each year lasting nearly 10 months. In the plan of instruction clinical, didactic, and labo¬ ratory teaching are blended. The college has under its control, for educational pur¬ poses, 3 hospitals, 1 of them being so connected with the college building that sur¬ gical cases are brought into the amphitheatre for operation. — (Announcement and cata¬ logue, 1876-’77.) The Dental College of the University of Michigan was recently established by the legislature, in response to a request from the Dental Association and many citizens of the State. The qualifications for admission are the same that are demanded of candi¬ dates for the study of medicine, and students in dentistry attend lectures and receive instruction jointly, the medical class enjoying in all respects equal facilities with them. The course of study covers 2 years, but graduates of the medical school may enter the senior class. — (Annual announcement, 1875.) Statistics of schools for scientific and professional instruction , 1876. d Endowed professorships, j _a Property, income, &c. OQ i Schools for professional instruction, j Corps of iustructio Humber of student Number of year course. Value of grounds, buildings, and apparatus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Ecceipts for the last year from tuition fees. a ®| a 3 SCHOOL OF SCIENCE. Michigan State Agricultural College . .. 2 168 4 $195, 803 $235, 773 ! $16, 850 a$14, 393 &4, COO SCHOOLS OF THEOLOGY. Theological department of Hillsdale Col¬ lege. Theological department of Hope College SCHOOL OF LAW. 4 3 20 3 15, 000 3, 500 2, 500 250 1, 500 4 8 3 350 University of Michigan, (law dopart- rxient.) 5 309 2 3, 508 SCHOOLS OF MEDICINE. Department of medicine and surgery of the University of Michigan. Detroit Medical College . . . 12 285 3 75, 000 16 8-3 3 40, 000 4, 958 j Homoeopathic Medical College, Univer¬ sity of Michigan. Dental College, University of Michigan Schoolof Pharmacy, University of Mich¬ igan. 5 51 2 1 . 3 33 c2, 000 !' 75 12 65 2 1"' 1 a From Scale appropriation. b Includes society libraries. c Value of appai’atus. SPECIAL INSTRUCTION. STATE REFORM SCHOOL. The boys in this institution are engaged, in addition to their school studies, in various occupations, as tailoring, shoemahing, farming, &.c. ; but on account of their tender age the question of necessary and productive employment for a large proportion of them is one that has been found difficult of solution. The condition of the school has much improved during the last two years. It has MICHIGAN. 209 ceased to be a prison, and is now really a reform school. The bars and iron doors have disappeared ; the high fence has been made into kindling wood ; and the results are no corporal punishment, no escapes since its opening, less destruction of State prop¬ erty, a general tone of comfort and cheerfulness in all its surroundings, and a brighter, better look in the faces of the boys. The table and furnishing, the clothing, &c., are better than heretofore, and all tend toward lifting the institution out of the prison mire to the higher plane of a school. The attendance in 1875 was 220; in 1876 it was 230. Average age of boys on admission, 13^ years. The boys attend school about 5 hours each day. The studies pursued are reading, writing, geography, arithmetic, and grammar. The elfort made in every department to control without corporal punishment has given new energy and cheer to the school, and the boys, animated by a greater spirit of freedom and learning to regard study as a source of pleasure as well as of improvement, are rapidly acquiring a kuowltidge of the branches taught. — (Report of State superintendent, 1874-75, pp. 222-235, and message of the governor to the legislature, 1877, pp. 13, 14.) STATE PUBLIC SCHOOL, COLDWATER. The object of this school is to support, clothe, and educate destitute children at the expense of the State, and finally, when they are prepared for it, secure their location in good homes, either by apprenticeship or adoption. This last is considered, perhaps, the most important work of the institution, and is one which is daily demanding more attention from the officers. An important aid was rendered by the legislature of 1875, through a provision for appointing, in many of the counties, agents for the supervision of charitable, penal, pauper, and reformatory institutions. These agents are appointed by the governor, and are carefully selected with a view to their fitness for the work of finding and selecting suitable homes for the children of this institution, and of retain¬ ing oversight of them after they are placed there. In this school the little dependent waifs are gathered from all parts of the State, to be washed, clothed, fed, warmed, and for a time placed under wholesome discipline and the best mental and moral training, whence they pass into homes where the same good influences continue. Under the law the child received here becomes the ward of the State, and the trust continues until he is 21 years of age ; his whole career is watched over as by an anxious parent from the day the State becomes his guardian, the control of his natural parents entirely ceasing from that time. In some cases, however, children have been indentured to their parents rather than to others, the condition of the parents having, meantime, so improved as to warrant their taking care of their own child. In such cases parents are required to give the usual indenture to support and educate the child, the State retaining guardianship during minority as in other cases. The cost per capita for the year ending September 30, 1875, was, on the average at¬ tendance, 1159.80, this including salaries of teachers, food, clothing, school books, and all the current expenses of the school. It should be remembered, in this connection, that while the average attendance was only about 160, there have actually passed through it 221 children, most of whom were clothed before leaving. This reduces the actual cost per capita considerably. The cost per capita for the year 1875-76 was $126.66 ; number in the school September 30, 1876, 255 ; average age of the children, 9 years. The school is supplied with a superior corps of teachers, admirably adapted to their work, and the progress of the children is quite as rapid as the average of those in the other public schools of the State. The conduct of the children is, upon the whole, re¬ markably good. Fighting and quarrelling are seldom seen, and profane words are scarcely ever heard from those who have been in the school a few months. Discipline is secured as far as possible by moral means. An appropriation of $500 was made for a library, of which something over $300 has been expended in the purchase of a choice collection of juvenile books, numbering 460 volumes. — (Report of superintendent, 1874-75, pp. 236-249 ; and message of the gov¬ ernor, 1877, p. 12.) EDUCATION OP THE DEAF AND DUMB AND THE BLIND. The institution at Flint for the education of the deaf and dumb and the blind gave instruction in 1876 to 212 pupils. The legislation of 1878 and the active ejfforts of the officers of the institution have secured the attendance of nearly all the children of the State who need public care, yet there are some remaining in families and in poor- houses. The system of instruction here is constantly improving. The new method of “ articulation ” has recently been introduced with marked success. The boys are taught trades and the girls are instructed in housework and sewing. — (Message of the gov¬ ernor to the legislature, 1877, pp. 16, 17.) EDUCATIONAL ASSOCIATIONS. STATE teachers’ ASSOCIATION. The twenty-fifth annual session of the State Teachers’ Association was held at Grand Rapids in December, 1875. Mter the address of welcome by Henry Fralick, esq., of the Grand Rapids board of 14 E 210 REPORT OF THE COMMISSIONER OF EDUCATION. education, and response by President Tarbell, the address of the evening was delivered by Prof. C. A. Kent, of the law department of Michigan University, on the origin and extent of the duty of the State to educate. The president’s address, presented on the following day, urged the need of greater unity of thought and cooperation among educators and suggested means by which the usefulness of the association might bo increased. The address was referred for consideration and report to two committees of three members each. The question of the representation of education at the Cen¬ tennial was then presented by Hon. John J. Bagley, governor of the State, and afterward by others. Papers were also presented and addresses delivered by Mr. H. A. Ford, of Kalamazoo, on the relation of social science and education; by Miss S. J. Pyne, of Grand Rapids, on preparation for teaching ; by Prof. F. H. Pease, of the State normal school, on teaching music to children ; by Mr. Charles R. Backus, giving an outside view of the public schools ; by Professor Olney, of the State university, on the high schools of the State ; by Miss Julia M. Stanclift, on the development of the perceptive faculties ; by Professor Putnam, on the Kindergarten ; by Prof. W. L. Smith, teacher of music in the public schools of East Saginaw, making a plea for music in pub¬ lic schools ; by Superintendent D. Bemiss, of Coldwater, on outside and inside dangers to the schools ; by Miss Minnie L. Coe, of Grand Rapids, on physiology in schools ; by Rev. W. D. Love, of East Saginaw, on religious education in the schools ; and by Miss A. J. Field, superintendent of public schools at South Haven, on hearth and home education. — (Michigan Teacher, February, 1876, pp. 41-134.) ASSOCIATION OF CITY SCHOOL SUPERINTENDENTS. The Michigan Association of City Superintendents of Schools held several meet¬ ings during the week of the State superintendents’ meeting, at which President Angell of the State university and other members of the faculty were present. A vote taken by them showed a preference of German to French as one of the requirements for admission to the scientific course of the university. The principal business was the revision of the course of study for graded schools. A constitution was adopted and officers elected for the ensuing year. There were present and enrolled as members 19 superintendents. — (Michigan Teacher, February, pp. 134-136.) ASSOCIATION OF MUSIC TEACHERS. The association of special music teachers in the public schools of Michigan had its second meeting at the same time, all but two of such teachers in the State being pres¬ ent. The chief topics of discussion were : (1) How can public opinion best be secured in support of music as a study in public schools ? (2) The general arrangement and management of a musical department ; and (3) Systems, methods of instruction, and course of study. — (Michigan Teacher, February, p. 136.) OBITUARY RECORD. The educational necrology of the past month in the State is unusually large, in¬ cluding the death, on the 9th ultimo, of Mr. W. L. M. Breg, for the last 20 years a teacher in the deaf, dumb, and blind asylum at Flint ; of H. C. Baggerly, superin¬ tendent of Corunna for the past 5 years, on the 14th ultimo ; and of Miss Jennie Car¬ michael, May 20, for nearly 10 years a teacher in the Detroit public schools. — (Michigan Teacher, June, p. 292.) LIST OF SCHOOL OFFICIALS IN MICHIGAN. Hon. Horace S. Tarbell, State superintendent of public instruction, Lansing. [Term, January, 1877, to January, 1879. J STATE board OP EDUCATION. Name. Post-office. Term expires — TTnrp.flpi S Tnrhpll _ _ _ _ T/nni^inf'' . . . . December 31, 1879. December 31, 1879. "Witter J. Baxter. . . . . ..... _ Jones ville . - . Edward Dorseh _ _ _ _ Monroe . . December 31, 1878. December 31, 1880. Ed^a,r R.exford . . . Xpsilanti _ _ _ REGENTS OP THE UNTVERSITr. r^harles Rynd _ _ .. _ _ _ Adrian . . . . . December 31, 1879. B. (rrant _ Houghton . . . . December 31, 1879. December 31, 1881. December 31, 1881. December 31, 1883. December 31, 1883. December 31, 1885. December 31, 1885. Aiidrfiw niimift _ _ . _ . . T.finnida.a _ _ ... _ _ E. C. Walker . Detroit . . . . B. M. Cutcheon _ Manistee . . . . Samuel A Walker _ ....... _ St. John’s ........................ VVietory P. Uol Her _ . . _ Hflif.t.lft UrftPik _ George P. Maltz . Alpena .......................... James B. Angell, president, regent ex officio. Ann Arbnr _ _ _ MINNESOTA. 211 MINNESOTA. SUMMARY OF STATISTICS. 1874-75. 1875-76. Increase. Decrease. SCHOOL POPULATION AND ATTENDANCE. Children of school age, (5-21) . Enrolment in public schools . . Average daily attendance . . . TEACHEES. Number of men teaching . Number of women teaching . Total number of teachers . Average monthly pay of men . Average monthly pay of women . SCHOOLS. School rooms for study. . . School-houses . . . Average length of school in days . Value of school property . RECEIPTS AND EXPENDITURES. From state tax . From local tax . From county apportionment. From permanent fund _ I. . Total receipts . . Disbursements. For salaries of teachers . For salaries of superintendents. Miscellaneous or contingent _ Total disbursements . EXPENDITURE PER CAPITA — Of enrolment . Of average attendance . SCHOOL FUND. 210, 550 130, 280 71, 292 1,372 1,591 2, 963 $41 36 28 91 3, 085 2, 975 120 $2, 808, 156 217, 000 659, 427 793, 153 191, 578 1, 861, 158 702, 662 247, 755 9 29 16 98 Increase of the permanent fund . Amount of available school fund . Amount of permanent school fund .... 228, 362 151, 866 65,384 1,487 2, 916 4, 403 $34 80 29 19 3, 329 3,119 100 2, 770, 508 218, 855 952, 939 361, 687 210, 848 17, 812 21,586 5, 90S 115 1.325 1,440 $0 28 244 144 1 56 20 $37, 648 $1, 855 293, 512 19, 270 431, 466 1, 744, 329 116, 629 821, 072 13, 650 696, 161 118, 410 448, 406 1,530, 883 3, 200, 000 10, 000, 000 10 08 11 70 200, 000 3, 191, 042 10, 000, 000 79 $5 28 8, 958 (Report for 1875-76 of Hon. D. Burt, State superintendent of public instruction, and special returns for 1875 and 1876.) 212 REPORT OF THE COMMISSIONER OF EDUCATION. HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITY. This sketch has been prepared for the Bureau of Education by the courtesy of Hon. D. Burt, State superintendent of public instruction, and rests upon the authority of the investigations made by him into the legislation of the State respecting pubUo schools. TERRITORIAL ACTION. Minnesota was organized as a Territory in 1849 and admitted as a State in 1858. Among the first acts of its territorial condition was one to establish and maintain common schools, passed November 1, 1849. The provisions of the act were that the county commissioners should lay an annual tax of one-fourth of 1 per cent. (2^ mills) on the taxable property of the county for the support of schools. Fifteen per cent, of all money accruing from liquor licenses and fines for criminal offenses were added to the school fund of the county. Every town¬ ship containing not less than five families was made a school district, but county com¬ missioners were empowered to divide townships that contained at least ten families into two or more districts. This power was used so that Minnesota has never had the township system of districts, a fact to be regretted. Three trustees were to be annu¬ ally elected for each district, with power to hire teachers and to have general charge of the schools. It was made their duty to examine teachers and to visit schools. Any school district could vote a special tax, not to exceed $600 in one year. On the 4th of March, 1854, a further act was passed requiring three months of school in any district within the year as a condition of an apportionment from the county treasury. If, however, the number of scholars returned did not exceed 12 six weeks in a year, or three months in two preceding years, the district was not entitled to an apportionment. New districts organized in any year received apportionments for that year, even without having a school. In 1856 an act for the relief of school districts was passed, providing that the trustees of any district, after reserving a sufficient amount of money to pay teachers’ wages for the length of time which the district decided at its annual meeting to have school taught during the year, might use the remainder of its funds for repairing school-houses and meeting similar incidental expenses. EARLY STATE ACTION. The territorial law, thus twice amended, appears to have been accepted by the State, on its entrance into the Union, as sufficient for that time. But in its constitution the new State embodied the principle that “ the stability of a republican form of government depends mainly on the intelligence of the people,” and drew from it the practical cor¬ ollary that the legislature should establish a general and uniform system of public schools. It also provided for the formation of a perpetual school fund from the pro¬ ceeds of the lands granted by the United States for the support of schools; for such arrangement, by taxation or otherwise, as, with the income arising from the school fund, would secure a thorough and efficient school system, and for the establishment and endowment of a university. RISE OF NORMAL SCHOOLS. The normal school at Winona was opened under act of 1858 in 1860, on an appropri- tion for the year of $1,500. In 1862, after being open about a year and a half, it was closed until 1864, when it was reopened and reorganized. The sum of $3,000 was ap¬ propriated to it for 1864, $4,000 for 1865, and there has been since that time an annual appropriation of $5,000. In 1871 the school received a supplementary appropriation of $3,000 ; in 1872, of $5,000 ; in 1873, of $7,000 ; and the same for 1874 and 1875, in addi¬ tion to the regular appropriation of $5,000. The legislature of 1860 passed an act suspending for five years a clause in the act of 1858 giving permission to open two schools in addition to that at Winona, which was not affected by the act of suspension. From this and other causes the normal school at Mankato was not organized till October, 1868, nor that at St. Cloud till September, 1869. MODIFICATIONS OF THE FIRST SCHOOL LAW. In 1862 it was enacted that all fines for the breach of any penal law, not otherwise appropriated by law, should go into the school fund of the county. In the same year the 2^ mill tax of 1849 was reduced to 2 mills, but still distributed upon the basis of the number of persons between 5 and 21 years of age. In 1875 this tax was reduced to 1 mill, and returned to each district in proportion to property pay¬ ing the tax, a plan which friends of education hope soon to change. MINNESOTA. 2ia LOCAL SUPERVISION OF SCHOOLS. The territorial law of 1849 made the trustees of each district the examiners of teach¬ ers and the visitors of schools. In 1860 it was provided that there should be chosen at the annual town meeting of the several towns in the State a town superintendent to hold office one year. The power to divide the town into districts and to regulate and alter districts was placed in his hands. But districts to be affected by his action could require that the chairman of the town board of supervisors and the town clerk be associated with him, and that a majority of the board so constituted be necessary to any change in the boundaries of districts. The town superintendent examined teachers and was required to visit the schools twice in each term. There could be an appeal to the State superintendent from the action of any district meeting or of a town superintendent respecting alterations in school districts, and the decision of the State superintendent was final. This plan did not give satisfaction. The town super¬ intendent was paid a per diem fee, not to exceed that of other town officers. Town supervision, as thus adopted, was too advanced for a new State with few schools in some counties, and the legislation of 1860 on this subject was superseded in 1862 by a plan by which the commissioners of each county appointed an examiner of teachers in each commissioner district. Twice in a year these officers held meetings for the exam¬ ination of candidates, and they could also give private examinations. They were not required to visit the schools and were not responsible for the success or failure of teachers. There was no definite standard of examination. Many of these examin¬ ers were incompetent, and almost anybody could teach school in those days. In 1864 a law was passed that any county electing to do so might appoint through its commissioners “a fitting person of high moral character and literary and scien¬ tific attainments county superintendent of schools.” It was made the duty of the county superintendent to examine teachers, visit schools, receive reports from clerks, and report to the State department. The older and more populous counties adopted this system from time’to time, until, in 1869, a law was passed making the system oblig¬ atory upon nearly all the counties of the State. Those excepted were newly organized counties, and most of them have since been included. There has been a tendency to make this office elective, but bills aiming at this have always been defeated until, in 1876, a special act was carried excepting several coun¬ ties and rendering the office elective in them. It appears that the constitution of the State does not admit of the affixing of any moral or literary qualification to office held under election by the people. This fact will probably prevent any further change in this direction. ‘ STATE SUPERVISION. In 1860 a law was passed making the chancellor of the university ex officio super¬ intendent of public instruction. This office was first filled by Eev. E. D. Neill, and he made the first educational report to the legislature, holding the office until April, 1861, when he was succeeded by Rev. B. F. Crary, who served until 1862. In March of this year a law was passed making the secretary of state ex officio superintendent of public instruction, and Hon. D. Blakely, as such, held the office until 1866. He was succeeded by Hon. H. C. Rogers, who continued in office until 1867. In this year a law was passed requiring the governor to make the appointment, subject to confirma¬ tion by the senate. Hon. M. H. Dunnell was the first appointee. He held the office until August 1, 1870, when he resigned, and was elected to Congress. Hon. H. B. Will- son was appointed to fill the unexpired part of Mr. Dunnell’s term. After its expira¬ tion he was twice reappointed, and retired from the office in 1875. He was succeeded by Hon. D. Burt, the present incumbent of the office, whose term, under the existing law, reaches to April, 1877. ELEMENTARY INSTRUCTION. SCHOOL-HOUSES, SCHOOLS, ENROLMENT, ETC. Buildings. — There were 144 more school-houses built than during the year 1874-75. Of these, 5 were log houses, although several of this class disappeared. There are 5 new brick houses, most of them being elegant structures, one in Minneapolis costing $16,000 and one in Winona about $35,000. Of the 3,119 school-houses in the State, 684 have home made seats, only about 1 in 10 of them being comfortable. The desks are clumsy, the pitch of the backs wrong, and the height of the seats such that the feet of small children do not touch the floor. The old style of long planks placed against three sides of the room for desks, and of long benches before them with no backs, may be found in numbers of these houses. Only 123 school-houses (mainly in cities) report having proper ventilators ; most of the country teachers report their rooms ventilated by a hole in the ceiling ; that is, a hole overhead, letting the hot air np against the roof, is considered a ventilator. The fact that foul air should be taken from the bottom of the room is not recognized. In the estimation of three-fourths of the trustees, a school-house is well ventilated if the windows can be opened when tha 214 KEPORT OF THE COMMISSIONER OF EDUCATION. room becomes uncomfortably hot ; yet several hundred of them do not even admit of this, the windows being seen red by nails to keep out the boys in summer and the cold in winter. Nearly a thousand school-houses report their outhouses in bad condition, while 840 have none belonging to them. Several county superkiteudents, however, report that many new buildings of this kind have resulted from the asking of the question in the blanks of the previous year ; and the hope of increasing this result has led to the presentation of the figures as to this point. Schools. — In some counties the average annual length of schools was not given, and it is believed that the estimated figures (4.6 months) is too low. The 31 graded schools which report their statistics remained in session an average of 9.5 months. Enrolment. — The increase in the enrolment of the present year over that of the past and other years has been very considerable, a result due to the change in the plan of apportionment. Teachers. — It is suspected that the number of teachers reported is somewhat too large, yet many teach in summer and not in winter. The graded schools have their teachers engaged for the year, while most rural districts employ new ones every term. — (Report of Superintendent Burt, 1875-76, pp. 76, 77, 82, 253-255.) GRADED SCHOOLS. The number of these schools is gradually increasing. Some ten of the largest cities have established regular courses of study and definite departments, with classes or grades in each. The economy of the plan is obvious and its convenience and efficiency are securing popular favor. In villages where the number of teachers ranges from 2 to 4 or 5 the grading is often well defined and thorough work is done ; yet it requires from 8 to 10 months of school in a year to preserve any plan of gradation and to make it possible to carry pupils through a definite course of instruction. These schools in a few of the largest cities define their work from the lowest class in the primary depart¬ ment to the graduating class of the high school, indicating the time for passing through each grade and making the length of an entire course about 12 years. The common branches are made prominent in primary and secondary departments. In the gram¬ mar schools the higher English branches are studied, as physiology, physical geog¬ raphy, advanced grammar, and composition. — (Report of superintendent, 1875-76, p. 74.) CHANGE IN BASIS OF APPORTIONMENT. A law was enacted in 1875 making enrolment in public schools rather than the num¬ ber of census children the basis of apportionment of the public school funds. There were many objections to the oldplan. It gave an unfair advantage to dis¬ tricts in which there happened to be parochial schools, maintained at private expense. It did not help districts according to the number and size of their schools and the edu¬ cational work actually done ; it offered no inducement to gather neglected children into the schoola, nor to open schools in new counties. But the main reason for the change is that the fund in question proceeds from lands donated by Congress for the use of “ schools f that in pursuance of this object the constitution of the State pro¬ vided for the appropriation of the fund to the use of “ scholars therefore, the old law apportioning it to districts according to the number of those who were merely of proper age to become scholars was unconstitutional. But the new plan, it is thought, is not yet perfect, and it is anticipated that another step forward may be found advisable. Some districts, in order to secure a larger share of the fund, may, it is feared, enroll persons in the schools who are brought forward merely for the purpose and who will attend but a few days. In that case, it is stated, it will be necessary to make the ap¬ portionment on the average attendance, Vhich will, moreover, have the additional re¬ sult of holding children in school more regularly than at present. — (Report of super¬ intendent, pp. 9-16.) RESPECTS IN WHICH THE SYSTEM IS WEAK. The state superintendent enumerates certain points in which the public school sys¬ tem is weak, as follows : (1) It permits indefinite divisions of counties into petty school districts. The older counties have from 6 to 8 districts in each township, necessitating small and weak schools. (2) It creates too many trustees invested with power to hire teachers. The present number of these officers is 9,909 ; teachers, 3,303. In any county with 100 districts 300 persons select the teachers, and they have a great many daughters and nieces, and sisters and cousins, and friends; and, human nature being what it is, favoritism is the result. Under this system county superintendents often cannot raise the standard of scholarship in teachers. Public sentiment in many communities will not sustain them in rejecting incompetent candidates. (3) It is left possible for districts to vote that their children shall not be educated. The remedy consists in abolishing the petty districts, and thus taking from them the power to cripple and even kill their own schools. The condition should be imposed MINNESOTA. 215 that the carrent school fund shall be supplemented on territories much larger than that of the present districts by a uniform rate of taxation that will yield such territories funds sufficient to secure efficient schools of equal length. There were, it is estimated, not less than 350 districts that last year raised no special school tax, and there were more than 800 schools kept for only three months. The superintendent recommends the passage of a law fixing a certain amount of special taxation below which districts cannot fall in any year. — (Report of State superintendent, 1875-’76, pp. 19-25.) KINDERGARTEN. Information has been received from 2 Kindergarten, one in St. Paul, established in 1876 and having an attendance of 20 pupils, the other in Minneapolis, established in 1875, with 6 to 9 pupils. Hard times and much sickness among the children have kept down the numbers in the school last named. Hours of daily session in the Min¬ neapolis school, 3 ; in the St. Paul school, 4^. Age of admission in the former, 3 to 6 years ; in the latter, 4 to 7. CITY SCHOOL SYSTEMS. ST. PAUL. Officers. — 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. — Enrolment during the year, 4,491 j average attendance, 2,608 ; number of schools, 69 ^ number of teachers, 82. EemarJcs. — Corporal punishment has been banished from the schools of this city with results in the highest degree gratifying. The discipline of the schools has steadily im¬ proved, and the pupils have acquired a self control which is very marked, even to strangers. Cases of insubordination are extremely rare. Truancy has largely dimin¬ ished. There have been but two cases of expulsion during the year, while the cases of temporary suspension in all the schools have been less than the cases of corporal pun¬ ishment in a single school in former years. The high school was organized in 1870, and has graduated 66 students, of whom 20 have taught and 21 have entered colleges. Teachers for the public schools are largely supplied from the high school. The enrolment of pupils in it increases rapidly every year, and leading citizens are coming to take advantage of it in preference to sending their children to private schools away from home. — (Report of State superintendent, pp. 141, 142.) MINNEAPOLIS. Organization. — The organization here is a peculiar one, there being two boards of education and two superintendents of schools, one for the original city of Minneapolis, now called the west division, the other for what was the city of St. Anthony, which in 1872 was united with Minneapolis and forms now the east division. Statistics. — These for the west division are as follows: Population, (estimated,) 26,000 ; children of school age, (5-21,) 6,843 ; enrolled in public schools, 3,388 ; school- houses, 7 ; rented rooms, 2 ; whole number of school rooms, 54 ; seating capacity of these, allowing 56 pupils to a room, 3,024 ; admissions to high school, 83. For the east division they are given thus : School-houses, 4 ; rooms for school, 19 ; seating capacity of school rooms, 1,152 ; teachers employed, 19 ; amount paid for sala¬ ries of teachers, $9,910 ; enrolled pupils, 1,249 ; average daily attendance, 724 ; average attendance to a teacher, 38.1 ; number of pupils in high school, 48. Notes. — In the west division there are 8 grades before reaching the high school, and, while these grades express intervals of one year each, every grade is subdivided into 3 divisions, each representative of three months. The advantages claimed for this arrangement are two: (1) pupils failing to pass any examination do not have to drop far and are left rather hopeful in the near prospect of another trial. (2) No pupil is required to remain in any class any given length of time, but on obtaining a prescribed average for two successive months is rewarded for his industry and credited for his ability by prompt promotion. In the east division there are 9 years of preparatory work and 2 years in the high school course. Ladies here act as school directors, and 2 such appear in the list of 6 members of the board for 1875-76. As early as 1861 a special teacher of music was employed in this division, but was retained only one term. No special teacher of drawing has ever been employed, nor has there been till the close of the school year 1875-76 a superintendent ; the secretary of the school board performing some of the duties of one and the teacher of the highest room in each building being constituted principal of all the schools therein and required to report their condition monthly to the board of education. — (Reports of the two divisions, in State report for 1875-76, pp. 143-153.) 216 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. NORMAL SCHOOLS. The normal school at Winona reports in its normal department 302 pupils, of whom 88 were men and 214 women ; average attendance, 196 ; graduates, 36. The school at Mankato in its normal department, 250 ; men, 85; women, 165; average attendance, 114. The school at St. Cloud, in its normal department, 213, 63 men and 150 women, and an average attendance of 131. Total enrolment, 765 ; average attendance, 441. The class of 85 new pupils entering the school at Winona was of much higher grade than that of any class received previously. It possessed more of the settled teacher element. A large number had been members of institutes in which normal school teachers were instructors. Others were from schools or institutes taught by graduates, and all showed plainly that the thorough work done in the normal schools and the State institutes is producing grand results in the schools of the State. During the year 60 undergraduates went out as teachers. At Mankato there has been a marked increase not only in the entire enrolment but in the average attendance, showing that more pupils remain during the entire term than ever before. The higher classes, also, are well represented, indicating an ad¬ vance in grade as well as in numbers. The school at St. Cloud, in respect to efficiency, discipline, completeness of course, and elevation of professional spirit, has made marked advancement during the year. A special effort was made to give the school a more decided professional character. Students evidently incapable of making teachers were not advanced, and the names of those unworthy of promotion, after a review of a term’s studies, were removed from the roll. Every student, before graduation, is required to give instruction in the prac¬ tice room one hour a day for 9 weeks, under the supervision of a critic teacher. A home for the students after the family cooperative plan has been opened, the expense of which, including room rent and good wholesome food, is expected to average not more than $2.50 weekly. — (Report of State superintendent, 1875-76, pp. 99-119.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The state superintendent does not give the number of public high schools or depart¬ ments existing in the State. He says, however, that in the larger cities generally there exist either distinctly named high schools or else highest departments in the graded schools, in which are taught some of the branches usual to high schools proper. In the best of the high schools are found algebra, geometry, and sometimes trigonometry and surveying. Latin is taught in perhaps a dozen high schools. Greek is found in the printed courses of 4 or 5 schools, while actual classes exist in a less number. German is more common than Latin and French is studied in several schools. — (Report of Superintendent Burt, 1875-76, pp. 74, 75.) In a number of reports from towns and cities, made to the superintendent, respect¬ ing their graded systems, and appended to his report, there is a frequent reference to a high school as existent, sometimes a schedule of the course of study in it, but almost no statistics as to the number of pupils in attendance and graduating from these schools. PRIVATE SECONDARY SCHOOLS. In 2 schools for boys, 5 for girls, and 7 for both sexes outside of the public school sys¬ tem, there have been reported to this Bureau, under 68 instructors, 1,172 students, of whom 173 were engaged in classical courses and 185 in modern languages ; 62 were preparing for classical and 21 for scientific courses in college. Drawing is taught in 9 of these schools, free hand in 5 and mechanical in 4 ; vocal music is taught in 10 and instrumental in 11. Chemical laboratories are reported by 3 and philosophical appa¬ ratus by 5. One school for boys, 1 for girls, and 6 for both report libraries ranging in size from 125 volumes to 1,500, and aggregating 3,527. BUSINESS COLLEGES. Two business colleges, located at Minneapolis and St. Paul, report 8 teachers and 338 pupils, of whom 18 were, studying telegraphy. The common English branches and correspondence, penmanship and book keeping, and commercial law are taught in all, and surveying, political economy, life insurance, phonography, and telegraphy in 1. One reports a library of 147 volumes. SUPERIOR INSTRUCTION. UNIVERSITY OP MINNESOTA. The course of study is arranged under 4 departments: (1) Science, literature, and the arts; (2) mechanic arts; (3) agriculture; (4; collegiate department, all numbering 267 students in 1875-’76. Of these 225 belonged to the collegiate department, 66 of the number being women. Five of the 34 students in the department of science, litera¬ ture, and the arts were also women, making 71 in attendance. There were registered MINNESOTA. 217 as residents of Minnesota 241 students ; from other States, 26. In addition to the college work, 114 students are engaged in some remunerative employment and 69 are believed to have earned their own living. Fifty-seven had at some time been teachers. The board of regents, after a careful consideration of a proposition to discontinue the preparatory department of the university, came to a resolution that the institution must for some time longer continue to offer preparatory instruction j but certain condi¬ tions were decided upon. In order to encourage preparatory work in the high schools and academies of the State and cooperation by them with the university, no appli¬ cant is to be admitted to the collegiate department to pursue the studies of any regular class or course who is entitled to receive and can actually receive substantially the same instruction in the public schools of the school district in which he resides. This action, it is believed, has generally met with a favorable reception. Its effect is most marked in the university city, from which many young persons had been accustomed to resort to the university without having passed through the course of instruction offered in the public schools. The State superintendent advises the organization of proper pre¬ paratory courses of study to be carried on in connection with the ordinary high school curriculum, and formed, more especially, to suit those young persons who do not ex¬ pect to go to college. The year 1875-76 was a marked one for the university. The occupation of the new buildings has permitted considerable enlargement of the work. The library, moved into more commodious apartments, on the first floor of the main building, can at length fulfil its proper function in the institution. The new chemical laboratory in the agri¬ cultural college was occupied throughout the year by large and interested classes. The general museum was opened to the public during the spring term. There were 12 graduates in 1876: A. B., 4; Sc. B., 5; B. C., 3. — (Report of State superintendent, 1875-76, pp. 127-136.) OTHER COLLEGES. Carleton College, Northfield, was founded by the State conference of congregational churches, but it is not under ecclesiastical control nor is it meant to be sectarian in its methods or influences. It is open to all alike, without regard to race, sex, or nation¬ ality. The departments are preparatory and collegiate, the latter embracing classi¬ cal, literary, scientific, and English courses, all extending over 4 years. — (Catalogue, 1875-76.) St. John's College, St. Joseph, (Roman Catholic,) is conducted by the Benedictine Fathers, and comprises ecclesiastical, classical, commercial, and scientific courses, be¬ sides an elementary school for beginners. The college buildings are large and commo¬ dious, built of granite and brick, and afford accommodation for over 300 students. The number of students and the prosperity of the school are increasing. — (Catalogue, 1875-76.) COLLEGES FOR WOMEN. Two colleges for women report 15 teachers and 178 pupils, of whom 10 were engaged in preparatory studies and 62 in regular courses. The courses of study are from 4 to 8 years. The libraries of these 2 colleges aggregate 525 volumes. Statistics of universities and colleges, 1876. Names of universities and colleges. Corps of instruction. j m u g 90 2 p. 1 0 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 appropria- 1 tion. Aggregate amount of scholarship funds. Augsburg Seminary, 8 45 27 $350 Greek department. Carleton College . 12 220 20 $7, 148 $81, 660 $6,271 5,298 $0 $5, 200 a2,975 Hamline University & . . 120, 000 Macalester College c. . . . 50, 000 25, 000 2,000 St. John’s College . 16 d99 50, 000 a2,583 University of Minnesota 15 .... 147 el07 185, 000 284, 000 14, 750 0 19, 000 10,000 a Includes society libraries. d Unclassified. 6 Temporarily suspended in consequence of a change of location. e Also 5 graduate students, c Suspended until new buildings are completed. 218 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The College of Agriculture, a department of the State university, organized in 1870, comprises 2 courses, an advanced and an elementaiy. In the college of the mechanic arts there are courses in civil engineering, in architecture, and special courses. The elementary agricultural course lasts 4 years ; the higher, 2. — (Report of State superin¬ tendent, 1875-’76, and return to Bureau of Education.) THEOLOGY. Of the schools of theology embraced in the following tahl^ the first is Lutheran, the second Roman Catholic, the third Protestant Episcopal. Of the 8 years set down for the course at St. John’s, 5 are believed to be preparatory and collegiate and 3 theolog¬ ical, this latter number having been given in preceding returns for the theological course. Statistics of schools for scientific and prof essional instruction, 1876. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The institution at Faribault has, during the year past, yielded more than the usual returns. As one of the results, 15 pupils, 13 deaf and dumb and 2 blind, graduated with fair prospects for the future, and others left the school thinking their educa¬ tion already quite sufficient for all practical purposes. During the year 121 pupils were in attendance, of whom 98 were deaf-mutes and 23 blind. The number entering at the fall term was diminished somewhat by the hard times and the failure of the crops in certain counties. Out of 75 uneducated deaf-mutes known to be within the limits of the State, only 5 entered school during the fall of 1875, while 6 others, of whom nothing had been previously known, presented themselves. No special effort has been made to bring the large number of uneducated deaf and dumb children to school, for the reason that they could not be accommodated if they should come, there being neither sufficient room nor funds. The deaf-mute pupils are divided into 6 classes, taught by 3 men and 3 women. The classes are graded every term, and oftener when deemed necessary, and the pupils are carried through a course of study calculated to give them a good common school education. School duties engage their attention 4^ hours daily besides one hour of study in the evening, 5 days in the week. For industrial purposes they are divided into 5 classes, including one of printers, which has not yet been fully organized and cannot be until means are obtained to open an office and employ a practical printer. These classes labor 3^ hours daily for 6 days in the week, making 9 hours a day in school and shop. This plan has been practised nearly 3 years with very satisfactory results, the deport¬ ment and health of the pupils not having suffered. It is found that from 10 to 15 in a hundred are capable of learning to speak. One MIOTESOTA. 2id entire class composed of semi-mutes is taught by articulation. The introduction and practice of drawing during the past year have been followed by gratifying results. Improvements for the convenience and comfort of the blind pupils ha\e been made during the past year to such an extent that the institution is now fully prepared to do excellent work in educating them, except in respect to teaching them trades. This sub¬ ject has been considered by the board of directors and will be provided for as soon as circumstances will permit. — (Report of State superintendent, 1875-76, pp. 120-123.) EDUCATIONAL CONVENTIONS. MINNESOTA EDUCATIONAL ASSOCIATION. This association met at Red Wing, August 22 and 23, 1876. No information in respect to its proceedings is given in the report except a notice of a resolution passed in testi¬ mony of regard for the memory of V. J. Walker, who was present at the first meeting of the association, aided in the preparation of its constitution, and contributed largely to its success. — (State report, 1875-76, p. 95.) OBITUARY RECORD. PROF. VERSAL J. WALKER. On the morning of Thursday, May 17, 1876, President Folwell, of the University of Minnesota, announced to a called meeting of the faculty of that institution the sad intelligence of the death of Prof. Versal J. Walker, which had occurred a few hours before. Professor Walker, as stated in a memorial pamphlet published by the univer¬ sity, was born at Brookline, Vt., in 1824, and received an academic education at the Townsend Academy, in the same State. He entered Waterville College, (now Colby University,) in the State of Maine, in 1845, and graduated there with the honors of his class in 1849, having taken high rank in languages, and especially distinguished him¬ self for his proficiency in mathematics and the sciences. Soon after his graduation he became principal of the academy at New London, New Hampshire ; he passed, a few years later, to the charge of a kindred school at China, Maine, and, having taught there and elsewhere in New England till 1855, went to California, where he remained four years. On his return eastward, in 1859, he married, settled as a teacher of public schools in Winona, Minn. ; distinguished himself as a successful Organizer and in¬ structor ; established the first high school there, and was its principal for several years ; was subsequently elected to the joint office of principal of high school and superintendent of the city schools, and filled this position with much acceptableness until chosen professor of the Latin language and literature in the State university, in which last office he continued until his death, performing the duties with marked ability and success. For several years Professor Walker was Secretary of the State Teachers^ Association of Minnesota, and was at one time its president. On his removal to Minneapolis, his reputation as an organizer secured him an election to the board of education of the eastern division of the city, in which position he served for three years, fulfilling the duties of secretary of the board and superintendent of the schools, which, under his management, are said to have decidedly improved. The governing principle of his life appears to have been to do well whatever he undertook, and, undertaking nothing but what he had the ability to do successfully, he left behind him, when his work was finished, the reputation of a faithful laborer and of a truly useful man; one that had helped many to become men and women, noble, just, and pure.— (Memorial pamphlet published by the university.) 220 KEPOET OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL OFFICIALS IN MINNESOTA. Hon. D. Burt, State supei'intendent of public instruction, St. Paul. COUNTY SUPERINTENDENTS. {Term. — The office of county superintendent having been made elective, the term of present incum¬ bents will expire in the autumn of 1877, they giving place to new officers to be elected by the peopl® November 6.] County. Superintendent. Post-office. Aitkin. Anoka. Detroit. Sauk Rapids. Ortonville. Mankato. New Ulm. Thompson. Carver. Granite Falls. Taylor’s Falls. Hawley. Windom. Brainerd. West St. Paul. Mantorville. Alexandria. Blue Earth City. Preston. Shell Rock City. Red Wing. Pomme de Terre. Minneapolis. La Crescent. ^ring Vale. Heron Lake. Brunswick. Harrison. Lac qui Parle. Beaver Bay. Cleveland. Marshfield. Marshall. Hutchinson. Fairmont. Litchfield- Princeton. Little Falls. Austin. Currie. St. Peter. Worthington. Rochester. Fergus Falls. Hinckley. Frog Point, D. T. Glenwood. White Bear Laka Redwood Falls. Beaver Falls. Faribault. Luverne. Du Luth. St. Patrick. Big Lake. Henderson. St. Cloud. Owatonna. Morris. Benson. Burnhamville. Lake City. Wadena. Waseca. Marine Mills. MadeUa. Breckenridge. Minnesota City. Monticello. Granite Falla V.D. Eddy . . . H. D. Follet . C. W. Smith . Tsauti _ _ Rev. Charles Booth ............................ .TaclraoTi _ _ Dr. J. F. Force . . . TTanabee _ _ B. H. Chesley . . . TraTidiyobi _ J. H. Gates . T,ac Parle _ L. R. Davis _ ........ . . . T.aVe . _ Christian Wieland _ _ _ _ liO Sueur .... ................ M. E. Everett . . . . Ijincnln _ _ G. L Larson . . George M. Durst . . . . . TVfcTiend _ W. W. Pendergast . . "Mart, in _ John W. Tanner . . . . . . TVTeelrer _ W illiam E. Cathcart . . . . TVTille T.aea _ _ .. .. A. P. Barker . . . Morrison...... .............. Dr. A. Guernon . . . Mower _ N. M. Holbrook . Murray _ S. P. McIntyre . . . . Nicollet _ F. L. Randall . Noblea _ T. C. Bell . Olmstea.d _ M. G. Spring ................................... Otter Tail _ G. F. Cowing _ Pine - _ _ _ _ _ F. A. TTodge _ _ Polk . Christopher Steenerson . . Pope _ J. R. Geddes . . . . Ramsey _ Rev. Benjamin Welles...... .......... .......... Redwood _ D. L. Bighara . . Renville _ Hon. George H. Megguier.... ...... ............ A. F. FTaven _ Rock . . . . . E. L. Grout . . . St. Louis...... .............. Hon. Lake Marvin ............................. Scott . . . Patrick O’Flynn . . . . Sherburne _ _ _ Hon. John 0. Haven.................... ........ Sibley . . . W. C. White . . . . . . Steams _ _ P. F. Raiser _ _ Steele . Rev. G. C. Tanner . . . . . Stevens _ _ _ B. Cbidester _ Swift . A. M. Utter . . . . . Todd . Albert Rhoda. _ "Wabasha . . . TTon. A. G. Hudson _ Wadena . A. R. Wiswell _ Waseca . H. G. Mosher . . . W ashington . . . . P. F. Walker _ Watonwan _ George H. Overbolt _ "Wilkin . James Jackson _ Winona . Hon. O. M. Lord _ Wright . J. F. Lewis _ _ Yellow Medicine. . . C. F. Clark _ _ MISSISSIPPI. 221 MISSISSIPPI. SUMMARY OF STATISTICS.* SCHOOL POPULATION AND ATTENDANCE. White youth of school age, (5-21) . Colored youth of school age . White youth attending school . Colored youth attending school . . Average monthly enrolment of whites.... Average monthly enrolment of colored.... Average daily attendance . . . TEACHERS. White teachers employed . Colored teachers employed . Men teaching . Women teaching . Average monthly pay of white teachers. . . Average monthly pay of colored teachers.. Average monthly pay of all teachers ..... SCHOOLS. Average days schools were kept in cities.. Average days schools were kept in the country. Average throughout the State . INCOME AND EXPENDITURE. For all public school purposes. Disbursements. For all public school purposes. 1874-’75. 1875-’76. Increase. Decrease. 141, 514 171, 062 29, 548 176, 945 184, 857 7,912 78, 404 76, 026 2, 378 89, 813 90, 178 ^5 65, 065 65, 384 319 68, 265 106, 895 68, 580 315 2, 859 1,973 886 2, 109 1,005 1,104 2, 989 1,761 1,228 1,979 1,017 962 $57 50 $41 08 $16 42 53 45 38 54 14 91 55 47 39 87 15 60 200 175 25 100 80 20 140 100 40 |1, 110, 248 $441, 422 $668, 826 $1,040, 600 $417, 760 $622, 840 * Only 50 counties out of the 74 in the State report statistics for 1875-’76. (Report for 1875-’76 of Hon. Joseph Bardwell, State superintendent of public edu¬ cation, pp. 93-95.) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. United States Statutes, 1802, 1803, 1817 ; Laws of Mississippi, 1818, (first session of first general assembly ;) Poindexter’s Revised Code, 1824, pp. 402-409; Howard and Hutchinson’s Statutes of Mississippi, 1840, pp. 120-142 ; Revised Code of 1857, p. 369 ; Revised Code of 1871, sections 1992-2060 ; later school laws and reports and census re¬ turns. FOUNDATIONS LAID. By act of Congress, April 24, 1802, Mississippi, then comprehending most of the ter¬ ritory south of Tennessee and west of Georgia to the Mississippi River, was made a portion of the territory of the Union, with a view to the formation from it of a State as soon as its population should amount to 60,000 free inhabitants. March 1, 1817, another act authorized the people of the western portion of this territory to form a 222 EEPOKT OF THE COMMISSIONER OF EDUCATION. constitution and State government, and enter the Union on the same footing with the other States. Both these acts carried with them (the former one explicitly) the pro¬ visions of the ordinance of July 13, 1787, for the government of the Northwestern Ter¬ ritory, that section 16 iu every township should be reserved for the use of schools, and that an entire township should be reserved for a seminary of learning. By subsequent acts these grants were made distinct. BUILDING UPON THESE FOUNDATIONS. The first general assembly of the State, at its first session, passed, February 5, 1818, an act to provide for the care of the 16th section lands, giving the charge of them to the judges of the county courts, with authority to lease the lands, to protect them from waste and damage, and to apply the funds arising from them to the purposes pre¬ scribed by act of Congress. They were also authorized to provide for the erection of one or more schools within their counties, as they should deem right and useful. November 26, 1821, a fuller and more explicit act was passed, providing for the for¬ mation of a literary fund from the proceeds of escheats, confiscations, fines, forfeitures, &c. ; for the management of this fund by a board composed of the governor and chief officers of State, with 3 persons chosen by the general assembly ; for the appointment by this board of an attorney or agent in each county to see to the collection of the fines and moneys appropriated to the fund ; for the distribution of the proceeds of the fund, through 5 to 10 commissioners for every county, to a school or schools in every county, its benefits to be enjoyed, however, only by the poor children of the county, who, with the assent of their parents, should be selected by the 'commissioners, to be taught read¬ ing, writing, and arithmetic. The president and directors of the literary fund were authorized by this act to lease for any term of years which they might deem advisable the lands reserved by the United States for the use of schools in every township, and to apply the proceeds of these leases to the building of school-houses and to the educa¬ tion of the children of the poor. The county school commissioners appointed by them were also authorized to appoint each year a committee of their body to visit all semi¬ naries of learning, academies, and common schools within their respective counties ; to examine into the qualifications of the teachers or schoolmasters to educate their pupils in the branches to be taught, and also into their character for morality, sobriety, and capacity to maintain due discipline ; to observe the number of the scholars, and how far they were advanced in education ; and to report all these things to the president and directors of the literary fund. It was further provided that no schoolmaster should be permitted to take charge of any seminary of learning in the State who should not produce to the president and directors of the literary fund testimonials that he was a citizen of the United States, and qualified to teach the Greek and Latin lan¬ guages, and that he was of good moral character ; provided, that the teacher of a com¬ mon school should not be required to have the qualification to teach Greek and Latin. The above law repealed that of February 5, 1818, with another slightly amendatory of the same, and was itself amended in 1824 by a provision in a revised school law for the election annually of 5 trustees of schools and school lands for every township, who were to cause a school-house or school-houses to be built on the sections reserved for the use of schools ; to pay the expenses, iu whole or in part, out of any money in their treasurer’s hands ; to employ and pay suitable teachers for the schools, and to lease the school lands and look after the preservation of them. In March, 1833, an act was passed to provide for the distribution among the coun¬ ties of the capital of the literary fund, which now had reached the sum of $50,000, this capital to remain invested in productive stock, and its dividends only to be used, as before directed, for the education of poor children in the schools. * THE SYSTEM AS THUS ESTABLISHED. With slight amendments in 1836 and 1839 and the Revised Code of 1857, the system thus outlined seems to have prevailed until the approach of the civil war, when almost everything in relation to schools and school funds was arrested. The township trustees appear to have been the chief managers, and academies, as well as common schools, were aided by them in their work, most likely for instructing pupils who had gone on into secondary studies. In the census of 1850 $5,743 from public funds and $50 from taxation are set down as paid to them, and in 1860 $680 from taxation and $44,211 from public funds. The common schools in 1840 were 382, with 8,263 pupils ; the academies 71, with 2,553. In 1850 the common schools, were 762 ; the teachers, 826 ; the pupils, 18,746 ; school in¬ come, $254,159, of which $66,118 were from taxes and public funds. The academies were 171, with 297 teachers, 6,628 pupils, and an income of $73,717, of which about one-twelfth was from taxation and public funds. In 1860 the common schools num¬ bered 1,116, with 1,215 teachers, 30,970 pupils, and an income of $385,679, about three- fifths coming from tuition fees. The academies had gone down to 169, but had more teachers, more pupils, and a considerably larger income, the teachers being-430, the pu- MISSISSIPPI. 223 pils 7,974, the income $313,522, about one-seventh from taxation and public funds, the remainder from endowments and tuition fees. The University of Mississippi was established in 1844 ; an institution for the blind, at Jackson, in 1852. SYSTEM AFTER THE CIVIL WAR. Under the constitution of 1869 — which provided for a State board of education, for State and county superintendents of education, for the maintenance of a public school or schools in each school district at least 4 months in the year, for the establishment of a school fund, and for a poll tax of not more than $2 for school purposes — a new school law became necessary. One was passed July 4, 1870, embodying the above provisions ; constituting each county and each incorporated city of over 5,000 inhabi¬ tants a school district ; giving to the State board control of the school lands and school funds, with power of appointing county superintendents ; and making the State su¬ perintendent the general supervisor of the public schools, with power to make rules and regulations for them, and with the duty of visiting annually the schools of each congressional district, of holding, at such visit, a teachers’ institute, of deciding con¬ troversies pertaining to school management, and of making annual report to the legis¬ lature. To each county superintendent was given the supervision of the schools of the county, with the duty of visiting each once a term ; of examining and licensing teachers for them, and of making to the State superintendent annual report respecting them ; to the State auditor an enumeration of the educable children of the county ; and to the State board a description of the condition of the school lands and school funds within the county committed to his charge. The schools were thrown open to every youth between the ages of 5 and 21 residing in the districts where they were taught, and all were to have equal advantages, without distinction. The Bible was not to be excluded from the schools, and no person was to be permitted to disturb or mo¬ lest them. The revision of the laws in 1871 embodied essentially the same provisions, with the additions of making the State superintendent president of the board of education ; of requiring him to have the school law printed and distributed ; of giving him an office clerk to aid him, and of providing for the government and guidance of a State normal school, which had been established the year before at Holly Springs. The system was a good one, and under more favorable circumstances might have wrought out most beneficent results. But, imposed under the stress of a political necessity on a largely unwilling and reluctant population, opening its full privileges to poor whites and colored youth equally with the ones by whom these had been de¬ spised, and having often among its administrators officers and teachers from the North, it met at first, in many instances, with violent and bitter opposition. Schools some¬ times were burned, northern teachers not seldom driven off, and obstructions thrown, in various ingenious methods, in the way of instruction of the colored population. These difficulties have been greatly overcome as time advanced, and the benefit of an educated rather than an ignorant laboring class is realized. But later legislation has crippled very much the efficiency of the school system, and though the attendance on the schools has gone on increasing, the number of teachers in them, the expendi¬ ture upon them, and the average length of the school term have all, as may be seen from the statistics, very much decreased. STATE SUPERINTENDENTS. These, as given by the existing holder of the office, have been : H. E. Pease, from 1870 to 1873, inclusive ; T. W. Cardoza, from 1874 to 22d March, 1876, inclusive ; T. S. Oathright, from April 4, 1876, to August 31, 1876, resigned ; Joseph Bardwell, from September 1, 1876, to December 31, 1877. The two latter are appointments to fill an unexpired term. ELEMENTAEY INSTEUCTION. THE PUBLIC SCHOOL SYSTEM IN MISSISSIPPI. The report of Superintendent Bardwell for 1875-’76 is occupied chiefly with a dis¬ cussion of the question of the right of the State to sustain free schools by taxation, in which he quotes largely from an address delivered by Hon. H. H. Chalmers, associate justice of the supreme court of the State of Mississippi, before the literary societies of the University of Mississippi at its last annual commencement. In this address the rightfulness of taxation for education is affirmed and sustained on various grounds, but chiefly on grounds of public interest. The State superintendent concedes that the present system has faults which should be corrected ; that in some features it was at one time pressed so far beyond the re quiroments and the ability of the people as to become a burden rather than a blessing. As a natural result, at the last meeting of the legislature, the principle of reaction set in, and it would be contrary to ordinary analogy if, in some respects, the pendulum had not swung to the opposite extreme. Such, he suggests, has been characteristic of re¬ cent legislation on tbe subject of the county superintendency. At the last session of 224 KEPORT OF THE COMMISSIONER OF EDUCATION. the legislature the salaries of county superintendents were reduced, and they were re¬ lieved from the duty of a personal inspection of the schools in their respective districts. The necessity of an amendment to this law restoring the former provisions is strongly urged upon the legislature. — (Report of State superintendent, 1875-’76, pp. 3-15.) CITY SCHOOL SYSTEM. VICKSBURG. Organization. — In Mississippi, each city of 3,000 or more inhabitants, unless the sub¬ ject of special legislation, forms a school district, governed in educational matters by a board of 6 school directors, chosen by the resident voters. Statistics. — The number of children of legal school age, between 5 and 18 years, is 3,400 ; enrolment in public schools, 1,545 ; average daily attendance, 950. The esti¬ mated enrolment in parochial schools is 300 ; number of teachers in public schools, 24 ; number of school rooms, both for study and recitation, under one teacher, 23, and 4 of these are for high school pupils. The salary of the assistant teachers in primary schools is $585. In grammar schools it is $731 ; that of principals in grammar schools being $975. Both sexes are paid an equal salary. The amount expended for school purposes during the year was $19,642.14. Average expenses per capita on average daily attendance, $20.56. — (Special return from city superintendent, Charles E. Bent.) TRAINING OF TEACHERS. NORMAL SCHOOLS. The state normal school at Holly Springs and the normal department of Tougaloo University, both for colored students, seem to be the only schools in operation for the training of teachers. The school at Holly Springs had an attendance of 88 students, 29 men and 59 women. The school is sustained by the State, making tuition and text books free. Vocal and instrumental music and drawing are taught. In the normal department of Tougaloo University there was an attendance of 61 students. The ele¬ mentary course covers 2 years, the advanced cqurse, 1. Music, vocal and instrumental, is taught. Tougaloo University has been the means of raising a large number of the freedmen from the lowest depths of ignorance and degradation and making them in¬ telligent, refined students and teachers. A farm of 500 acres furnishes employment for such of the young men as wish to pay a part of their expenses in labor, while the boarding hall gives employment to that class of the young women. — (Catalogues of State Normal School and of Tougaloo University, 1875-76.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Beyond the preceding account of 4 rooms in Vicksburg being used for high school exercises, no distinct information respecting high schools in this State has reached the Bureau, though the existence of such in the cities and larger towns is to be supposed. PRIVATE SECONDARY SCHOOLS. In 3 schools for boys, 3 for girls, and 3 for both sexes, outside of the public school system, there have been reported to this Bureau 492 pupils under 30 teachers. 01 these, 98 are in classical studies, 27 in modern languages, 62 preparing for a classical course in college, and 43 for a scientific course. Drawing is taught in 4 of these schools, vocal music in 3, and instrumental music in 3. A chemical laboratory is re¬ ported by 1, and libraries in 3, aggregating 21,121 volumes. PREPARATORY DEPARTMENTS. Four preparatory departments report 6 teachers and 290 pupils, 36 of whom were preparing for classical and 69 for scientific courses. BUSINESS COLLEGE. One business college reports 10 teachers and 100 students; of the latter, 5 study phonography, 20 telegraphy, and 75 French. The common English branches and cor¬ respondence, penmanship, book-keeping, higher mathematics, surveying, and commer¬ cial law are taught. There is a library of 100 volumes. SUPERIOR INSTRUCTION. UNIVERSITY OP MISSISSIPPI. The plan of instruction here embraces three general departments, viz, preparatory education ; science, literature, and the arts, and professional training. In the depart¬ ment of science, literature, and the arts are included five distinct courses of study, three of which are undergraduate parallel courses, and two postgraduate courses. The three undergraduate courses lead to the degrees of bachelor of arts, bachelor of science, and bachelor of philosophy, the latter covering only 3 years, the others 4. The de* MISSISSIPPI. 225 partment of professional education embraces in its plan a school of law, one of medi¬ cine, and one of agriculture and the mechanic arts. The school of medicine is not yet organized. OTHER COLLEGES. Alcorn University, at Rodney, is open to both races and sexes, but is practically for the colored race. A recent letter from Prof. Vashon, of this university, states that there are now prospects of a more promising future for it. Nearly all the students are yet in the preparatory department ; but three have passed beyond into the freshman class. — (Special return.) Mississippi College, Clinton, (Baptist,) was chartered as an academy in 1826 ; as a Presbyterian college in 1830, and in 1850 came under its present management. Its de¬ partments are preparatory and collegiate, the latter being divided into several distinct schools. — (Return for 1876.) Shaw TJyiiversity, Holly Springs, (Methodist,) was organized and chartered in 1870. Its departments are preparatory and collegiate, the latter having classical and scientific departments. Both sexes are admitted.~(Return for 1876.) Tougaloo University, Tougaloo, established by the American Missionary Association in 1871, for the benefit of the colored race, has as yet no collegiate department, and it has therefore been left out of the college table. COLLEGES FOR WOMEN. Six colleges for women report 43 professors and instructors and 3,630 pupils. Of the latter 214 were in the preparatory departments, 406 in regular and 13 ii\ partial courses. The course of instruction covers from 4 to 5 years. The volumes in libraries aggregate .5,400. Statistics of universities and colleges, 1876. Names of universities and colleges. Corps of instruction. j Endowed professorships. j 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 appropria¬ tion. Aggregate amount of scholarship fund. Alcorn University . 5 0 54 3 $28, 905 $102, 500 $5, 125 $20 $10, 000 493 Jefferson College . Mississippi College . 7 90 60 50, 000 50, 000 2, 000 3, 600 0 a3, 400 Shaw University . . 3 100 44 10, 000 300 University of Mississippi. 12 46 85 287, 000 2, 600 30, 000 a7, 447 a Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The school of agriculture and the mechanic arts of the University of Mississippi, to the support of which two-Ofthsof the congressional donation for the benefit of agricult¬ ure and the mechanic arts have been devoted, is now opened for the reception of students. Agriculture here is to be taught as a profession, requiring varied knowledge and a liberal education, and fully equal in dignity to other professions. Agricultural experiments will be carried on in connection with the farm and garden to such an ex¬ tent as may be compatible with the requirements of instruction and the means at com¬ mand. The present endowment is insufficient to accomplish more than a first step toward providing for the requirements of practical instruction, and it is hoped that be¬ fore long other legislative or congressional aid may be extended to it. — (University catalogue, 1876.) The agrieultural and mechanical department of Alcorn University is sustained by the remainder of the funds received from the congressional land grant. The full course of study is to cover 4 years, but as yet only the preparatory department is in operation. THEOLOGY. The warden of the Bishop Green Associate Mission and Training School, (Protestant Episcopal,) reports an attendance during the year 1875-76 of 14 students for the minis- 15 E 226 EEPOKT OF THE COMMISSIONEK OP EDUCATION. try, including three orphans of the clergy, only one of whom is absolutely a candidate for holy orders. One of the 14 has left to pursue a more extended course elsewhere, one has been called away by the dangerous illness of his mother, and one has been ad¬ mitted to deacon’s orders, leaving the present number eleven. — (Report of warden, May, 1876.) LAW. The law school of the University of Mississippi comprises in its course a study of the law of real estate, of personal property, torts, general practice, rights of persons, crim¬ inal law, and procedure in equity, jurisprudence, and constitutional and international law. Text books are the chief means of instruction. In 1872 the trustees dispensed with the necessity of an attendance of 2 years, and permitted the graduation of students after one year’s study, provided a satisfactory examination be passed. — (University catalogue, 1876.) Statistics of schools for scientific and professional instruction, 1876. SPECIAL INSTRUCTION. EDUCATION OF THE BLIND. The Mississippi Asylum for the Blind, at Jackson, reports an attendance in 1875-’76 of 26 pupils. The institution is sustained by the State. The amount appropriated for its use during the year was $10,000. In addition to the literary branches, chair seat¬ ing, mattress making, and broom making are taught. There is a library of 255 vol¬ umes. — (Special return for 1875-’76.) EDUCATION OF THE DEAF AND DUMB. The Mississippi Institution for the Education of the Deaf and Dumb, also located at Jackson, reports an attendance of 36 pupils, 20 male and 16 female. The branches taught are reading, writing, grammar, geography, general history, physical geography, arithmetic, and the Bible. The plan of instruction followed here is the sign method. The appropriation received from the State last year amounted to $10,000. There are only 12 volumes in the library. — (Special return for 1875-’76.) LIST OF SCHOOL OFFICIALS IN MISSISSIPPI. Eev. Joseph Bardwell, D. D., State superintendent of public education, Jackson. STATE BOARD OF EDUCATION. [Term, to January, 1878.] Name. Post-office. James Hill, secretary of state . Jackson. George E. Harris, attorney -general . . . Jackson. Kev. Joseph Bardwell, D. H., superintendent of public education . Jackson. MISSISSIPPI. 22r Lisi of school officials in Mississippi — Continued, COUNTY SUPERINTENDENTS OF PUBLIC EDUCATION. [Term, two years.l County. Superintendent. F. A. Wolfe . A. M. Slaydon . Jones . - . H. C. Smith _ _ _ _ _ Kemper... . A. G. Vinton _ _ _ _ Lincoln . . . Rev. W. Bnrpess _ _ _ _ _ Lauderdale . . H. M. Whitaker _ _ _ _ La Favette . . W. W. W ya.tt _ _ _ Lowndes . . J. M. Barrow _ _ _ G. W. Turner _ _ _ _ Lawrence . . S. W. T>a,le _ T.oflke _ _ _ _ G. Q. Hall . . . TifiFlore . R, IT. Summons _ _ _ IVraidiRnn _ _ _ _ W. B. Stinson _ _ Marion _ _ George Baylis _ _ _ Marshall . J. A. Mahon . . . . . . . Montgomery . W. E. Simpson _ ......... _ ... _ _ _ ....... Monroe . William Saville . . . . .... .... _ _ _ Newton . . . . E. T). Beattie _ _ _ Neshoba . . . . Rev. W. M. T^ovelady _ _ _ Noxubee . C. B. Ames.. . . . . . . Oktibbeha . . . L. A. Fort . . . . . Panola . 1 . J. A. Rainwater.... . . . Pearl . J. W. Winninffhaim . . . . Perry . George T). Hartfield _ _ _ _ Pike . . . Rev. J. C. Grakam _ _ _ _ Prentiss . . M. Snratt _ _ _ Pontotoc . . Charles D. Fontaine _ _ _ _ _ Quitman . W. T. Cnreton _ _ _ . _ Ivankin . William Bnchaniia.n _ _ Scott . W. R. Bntler _ _ _ _ Sharkey . W. D. Brown _ _ _ Simpson . G. W. Farlow . Smith . J. Ranch _ _ Sunflower . . . . Rev. A. D. Brooks . Sumner . Aaron Smith . . . . . Tallahatchie . VV. J. Taylor _ . _ .. _ _ _ Tishomingo . T. M. Miller . Tippah . C. L. TTarria . _ Tate . D. F. Smith . . . . . Tunica . Calvin Perkina . . . _ . Union . E. V. Reaves _ - . W arren . C. E. Bent _ Washington . Rev. Stevenson Archer . _ Winston . Rev. M. J. Mc,T,ea,n . . . . . Wayne . Thomas Hutchinson . Wilkinson . . . J. S. Lewis _ - Tazoo . . W. P. King _ _ _ _ - - Yalabusha . S. B. Brown _ .. . .. Post-offipe. Natchez. Jacinto. Liberty. Koscinsko. Ashland. Floreyville. Pittsborough. Carrollton. Houston. French Camps. Port Gibson. Enterprise. Friar’s Point. West Point. Hazelhurst. Mount Carmel Hernando. Meadville. State Line. Grenada. Jackson. Durant. Shieldsborough. Pass Christian. Mayersville. Fulton. Paulding. Fayette. Ellisville. Scooba. Brookhaven. Meridian. Oxford. Columbus. Tupelo. Monticello. Carthage. Greenwood. Canton. Columbia. Holly Springs. Winona. Aberdeen. Lawrence. Philadelphia. Macon. Starkville. Sardis. Augusta. Enon. Summit. Booneville. Pontotoc. Beler. Brandon. Harpersville. Rolling Fork. Westville. Trenton. Indian Bayou. Greensborough. Charleston. Burnsville. Ripley. Senatobia. Austin. New Albany. Vicksburg.' Greenville. Louisville. W aynesborough. Woodville. Tazoo City. Water Valley. 228 REPORT OF THE COMMISSIONER OF EDUCATION. Missofim. SUMMARY OF STATISTICS. 1874-75. 1875-76. Increase. Decrease. POPULATION AND ATTENDANCE. Persons of school age, (5-21 for 1874-75 and 6-20 for 1875-76) . 738, 431 Pupils attending public schools . 394, 780 Average daily attendance . 192, 904 TEACHERS. Men teaching . 5,904 Women teaching . . 3, 747 Average salary of men . $38 00 Average salary of women . Total average salary, (about) . 29 50 SCHOOLS. Public schools for whites . . Public schools for colored children . . . . Average duration of schools in days.. INCOME AND EXPENDITURE. Beceipts. From local taxation . From public funds. . From other sources . 7,061 326 99 $2,155,810 391,480 466, 306 Total receipts . . . Expenditures. Total expenditure . . PER CAPITA EXPENDITURE. Daily cost of each pupil for tuition . . . . SCHOOL FUNDS. Amount of school fund . 3, 013, 595 Not given. $0 07 7, 248, .535 725, 728 *394, 848 *181,432 5,904 3, 747 *68 *11,472 $30 7, 257 338 60 $882, 397 470, 121 420, 947 196 12 78, 641 39 ,273,413 ”45,*^9 1, 773, 465t 1, 240, 131 2, 374, 961 7, 300, 804 $52, 269 *About. t Several counties did not report ; total about $2,000,000. (Reports of flou. R. D. Shannon, State superintendent, for 1874-75 and 1875-76, with returns from the same to Bureau of Education.) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Laws of Missouri, 1820 and 1822; Revised Statutes, 1H35, pp. 563-570; Laws of 1838-’39, pp. 112-148; Revised Statutes of 1855, pp. 1413-1460; Laws of 18.58-’59, pp. 69,70; of 1864-’65, p. 127; General Statutes, 1865, pp. 249-277; Laws of 1870, pp. 127- 159; Constitution and School Law of 1875. MISSOUKI. 229 FIRST STEPS. Admitted into the Union in 1821, Missouri received from the General Government the then customary gift of the sixteenth section in every township, for the support of schools within the same, and 72 sections, or two entire townships, “ for the use of a seminary of learning,” generally understood to be a university for the State. Under acts of December 6, 1820, and December 17, 1822, commissioners for the care and lease of the school lands were appointed by the county courts, the commissioners under the first act numbering 5 for every county, under the second, 2 for every township. These latter were empowered to build a school-house for their several townships whenever the funds derived from rent or lease of the school lands should justify such action. Except in St. Louis, where, under the voluntary action of the inhabitants, with the sanction of a territorial law, a board of trustees for schools had been appointed January 30, 1817, these seem to have been the only steps toward a school system till the year 1824. In that year an act was passed to constitute each township a school district, with a board of 5 trustees, who were to build or procure school-houses, to appoint teachers and visitors of schools,* to make rules for the government of such as should be established, and, on the demand of two-thirds of the voters in the township, to levy a tax for keeping the schools open as long as might be wished by a majority of those who sent their children to them. ADVANCEMENT. Beyond the laws above referred to no important action v^eems to have been taken till March 19, 1835, when there was a revision of the statutes relating to schools, with a view to “ a system of common primary school education as nearly uniform as possi¬ ble throughout the State.” The main changes made in this revision were, (1) the substitution of a board of 3 trustees for townships, in place of the board of 5 provided for in 1824 ; (2) the delegation to these 3 of some powers of supervision previously directed to be exercised by the visitors, who, however, were still to be appointed by them; (3) the provision for an annual election of them by the people to whom they were responsible; (4) the requisition of biennial reports'from them to the county courts as to the condition of the schools, with a like biennial report from the courts to the secretary of state ; and (5) the constitution of a State board of education, to be composed of the governor, the State auditor, the State treasurer, and the attorney general, styled “ commissioners for literary purposes.” These were decided advances toward a system, with links of connection between all its parts ; the main lack being that there was no vitalizing agency intermediate be¬ tween the State board fixed in its own centre and the township boards distributed throughout the State. This want, at the suggestion of the friends of education, the legislature undertook to supply by the appointment, in 1839, (under a revised school law of February 9, in that year,) of a State superintendent of common schools, to hold office for two years, with commissioners and inspectors for townships. The times, how¬ ever, were not yet quite ripe enough for progress such as this, nor was the popular feeling in favor of free schools sufficiently strong ; for, as the census of 1840 shows, there were in all the State only 642 primary schools at this time (including those of the city of St. Louis) and 47 academies and grammar schools; and of the 18,714 scholars in the whole only 526 are set down as at public charge. The inference is almost inevitable that the greater portion of the schools were private enterprises ; and that what few public schools there were must have taken most of their scholars as pay pupils, with only a sprinkling of the poorer class as free through public funds. It does not, therefore, surprise one to find that, at the expiration of a two years’ term, the services of a State superintendent of common schools were thought unnecessary, that the office as a separate one was abolished, and that the secretary of state was made again the receiver of the school reports. Still, things went forward. Population fiow'ed into the State. The newcomers often became renters of school lands. Increasing quantities of these became available as a source of revenue for schools, and increasing numbers of the people wanted schools to fiend their children to. Hence, in the census of 1850, we find 1,570 public schools reported, with 1,620 teachers and 51,754 pupils ; the schools receiving ^3,024 from local taxes and |74,807 from public funds, with $7,178 from endowments and $75,761 from other sources, supposed to be tuition fees. This improvement led to a new call for a State superintendency of public schools, at once to maintain the ground thus gained and to make advances greater and fuller still. And as by this time the advantages of such a superintendency had been amply demonstrated in the neighboring States of Iowa and Kentucky, the office was reestablished in 1853, the term being made two years, and with a single interval (daring the confusion of the civil war, 1861-’65) has been continued ever since, with only a change of title from superintendency of com- * These visitors, 9 in number for each township district, were to visit the schools once in 3 months, to examine teachers, to issue certificates of qualification to such as were approved, and to exercise a general supervisory power over the discipline and course of instruction in the schools. 230 REPORT OF THE COMMISSIONER OF EDUCATION. ruon schoole to sup^ntendency of public iustruction. Of its efficacy as a qnickener of educational activity, we have the evidence of the census of 1860, which tells of 4,120 public schools, with 4,769 teachers, 175,855 scholars, and an income of $802,856, of which $116,318 were from taxation and $447,146 from public funds; the schools nearly three times as many as ten years before ; the funds from the people and the State toward the support of them more than seven times as great. Toward the support of them” is said, for they were not yet free schools in the full sense, a considerable portion of the annual income being still from “ other sources” than endowments, taxes, and public funds. A REVISED SYSTEM. The change of circumstances resulting from emancipation of the slaves during the war and from the raising of these to the rank of citizens, required the formation of a new constitution for the State in 1865. This constitution recognized the right of all the children of school age to free instruction in the public schools ; and while allowing separate schools for children of African descent, required that “funds provided for the support of public schools” should be “ appropriated in proportion to the number of children, without regard to color.” It called for the formation, from the United States land grants and other sources, of a public school fund, to be securely invested and sacredly preserved ; the annual income of which fund, with so much of the ordi¬ nary revenue of the State as should be necessary, was to be faithfully appropriated for the establishment and maintenance of the free schools and university provided for. No township or school district, however, was to receive any portion of the public school fund, unless it should have maintained a school for at least three months in the preceding year. And in case the fund should prove insufficient to sustain a free school four months in every year, the general assembly was authorized to provide by law for remedying such deficiency by the levying of local taxes for school purposes. The personnel of the State board of education was also changed by this constitution, the governor. State auditor, and State treasurer being dropped from it, and the mem¬ bers of it made to consist of the secretary of state and attorney general, with the State superintendent, whose term was lengthened to 4 years, and who was to be ex officio president. In accordance with this constitution a new school law was prepared and included in the general statutes of 1866, providing for the organization and support of the university, and for the reorganization, support, and maintenance of common schools. By this law every congressional township was to constitute a school district, with sub¬ districts, governed by a board of school directors composed of three persons, elected for terms of 3 years, one to be changed each* year, a township board being com¬ posed of the clerks of these subdistrict boards. The former were to control the local school affairs of their subdistricts ; the latter to have general custody of the school property, with control of the central and high schools of their township. Separate schools for colored children were to be provided where the number of such in a dis¬ trict should exceed 20. Where it was less than 20 the amount of school money to which any smaller number was entitled might be used as should best secure the edu¬ cation of them, the terms and advantages of schools for all this class of children to be equal in all respects to those of the same grade for any other class. Besides the State superintendent, who was allowed an assistant at $2,000 salary, county superintend¬ ents were to be elected under this law, in place of former county commissioners, to hold office for two years, and to have, under the direction of the State superintendent, the immediate supervision of all matters pertaining to public education in their coun¬ ties, such as the instruction of subordinate school officers as to their duties, the sup¬ plying of them with the needful forms, the examination and licensing of teachers, the visitation and examination of the schools, the holding of semi-annual teachers’ insti¬ tutes, and the assisting of the State superintendent in securing uniformity of text books. Returns from teachers to the township clerk, from him to the county clerk, and from the latter to the State superintendent, as the basis of an annual report from him, were also provided for. Incorporated cities, towns, and villages were allowed to organize for school purposes, with special privileges, under boards of education composed of 6 directors elected for terms of 3 years each, one-third to be changed each year. The usual powers of city boards were given these, especially that of organizing and maintaining, besides primary schools for rudimental studies, schools of higher grade, as they might be called for; all schools, however, to be free to the children of all actual residents within the district. FURTHER REVISION. By act of March 1, 1870, the portion of the above law which related to incorporated cities, towns, and villages was, with other acts on the same subject, slightly modified. An act to aid in the establishment of two State normal schools was approved on the 19th of the same month, one school to be located south of the Missouri River, another north of it ; while on the 14th of the month the Lincoln Institute at Jefferson City was constituted a State normal school for the training of colored teachers. MISSOURI. 231 At the same date with the normal school law (March 19, 1870) an act to provide for the reorganization and support of public schools was passed without important change as to State, county, or local school officers, except that township boards had their discretionary power of establishing central or high schools restricted by the requirement that they first submit to a called meeting of the voters an estimate of the cost of such a school and get the sanction of the meeting. The number of school children necessary for a separate colored school was brought down from 20 to 15 ; and if the local officers should neglect to establish such schools, the State superin¬ tendent was authorized to establish them. A school day was declared to consist of 6 hours occupied in school ; a school month, of 4 weeks of 5 such days each ; while the school year was to be understood as commencing with the third Saturday of April in each year. In 1875 a new constitution was adopted containing substantially the provisions of the former one, with some slight change, such as that the governor was again made a member of the board of education ; that the having of separate schools for colored children was made imperative, and that instead of so much of the public revenue as should be sufficient, not less than 25 per cent, of it was directed to be set apart, ex¬ clusive of the interest of the school fund and sinking fund, for the support of public schools, while all appropriations to sectarian schools and institutions were forbidden. In a new school law, made necessary by this constitution, the only important change of school officership, beyond that noted in the board of education, was the restoration of the old county school commissioners in place of county superintendents of schools. The duties to be performed were not materially changed, but unfortunately the office was stripped of its efficiency by a clause which left it to the people of the counties to determine whether they would have the exclusive and entire services of the commis¬ sioner ; and as times were hard and funds were low, only one county in the State has seen fit to avail itself of these full services. The system is thus greatly crippled from want of efficient supervision of the schools and instruction of the teachers through county institutes. But this hindrance to progress the present active State superin¬ tendent is endeavoring to have removed. SUPERINTENDENTS. The State superintendents have been : Peter G. Glover, 1839-^41 ; John W. Henry, by special appointment, 1853-’54 ; E. C. Davis, 1854-’57 ; William B. Starke, 1857 to De¬ cember, 1861, when commenced an interregnum of 4 years, during which the secretary of state did the office duty of State superintendent; James Robinson, by special ap¬ pointment, 1865-67; Ira Divoll, 1871, removed by death soon after entering on his office ; John Monteith, appointed for the unexpired portion of Mr. Divolks term, 1871-’75 ; R. D. Shannon, present incumbent, 1875-79. ELEMENTARY INSTRUCTION. POOR SCHOOLS. Many districts are cursed with poor schools, conducted by so-called teachers who are so incompetent as to be unable to calculate the average daily attendance of pupils. The children come out of these schools with lazy habits, with characters fashioned in very indifferent moulds, satisfied with a superficial and shallow view of any and all truths presented to their attention through life, and with a smattering and imper¬ fect knowledge of a few disjointed facts, which serve as a hindrance rather than an aid to further progress. It is true the law requires persons to possess certain qualifica¬ tions before they shall be permitted to teach ; but this provision, like the requirement that a man shall be competent to teach in the public schools before he can hold the office of county commissioner, is a mere statute, without any means of enforcement..^ These schools are governed by boards of directors who are ignorant of the law, and are unable to understand it without explanation. The district clerks, in such cases, are ignorant of their duties, and of course cannot perform them. — (Report of Superin¬ tendent Shannon, 1875-76, p. 5.) SHORT SCHOOL TERMS. The legal school term, (four months in a year,) is too short. What the child learns in four months cannot be wholly retained through the succeeding eight months of vacation. Much is forgotten, and when school is reopened much of the same ground must be gone over again. In some districts, moreover, no schools have been main¬ tained for a year or two at a time. The superintendent thinks that better schools might be maintained for a longer term, without increase of local taxation, if the school funds were properly managed ; and it is recommended that a law be passed requiring each district to maintain a school for not less than six months every year.- -- (Report, 1875-76, p. 7.) 232 EEPORT OF THE COMMISSIONER OF EDUCATION. LOSSES OF SCHOOL MONEY. The suijerintendent says that there is abundant evidence of the mismanagement of school funds. Vast sums of money are annually drawn from the pockets of the people, ostensibly for public school purposes, from which the children derive no benefit. Hun¬ dreds of thousands of dollars are squandered and find their way into the pockets of individuals who have no right to them. In St. Louis County alone the schools have recently lost nearly $150,000. County officials fail to fully collect and properly apply the proceeds of fines, forfeitures, penalties, and sales of estrays, which the law directs to be placed in the permanent school fund. They violate law and disregard justice by putting school funds into county warrants and county and township bonds, and by appropriating them to almost all conceivable purposes not contemplated or permitted by the law. They are frequently very careless or negligent in lending school moneys in respect to obtaining ample security. The law is disregarded in not making school fund liens the first upon real property, and responsible personal security is not ob¬ tained. From these causes the aggregate annual loss to the permanent school fund must be immense, but there are no means of accurately computing the amount. There is scarcely a county in the State that sends reports from all its school districts, and in some instances there are as many as 20 delinquents. — (Report of State superintendent 1875-76, p. 4.) NEED FOR COUNTY SUPERVISION. These and other evils affecting the efficiency of the school system, Vvffiich the super¬ intendent mentions, arise almost wholly, as he remarks, from the fact that there are no persons in the counties whose special province it is to do the work necessary to prevent such evils. Whoever undertakes to supervise and guard the various school interests of a county and to protect the people of it from injustice and imposition, must devote his best energies and ability to the work, and give to it his closest and most constant attention. To do this he must be compensated for his time and labor. The superintendent, then, asks that a law be passed at once providing for an agent in each county, who shall have in charge the welfare of the schools, and whose duty it shall be to examine teachers, visit every school district in the county, counsel and instruct the teachers, explain the school law to district clerks and directors, point out their duties under it, and require them to make the reports which the law requires. It should be his duty to examine the county records at stated intervals, to inform himself as to the proper disposition under the law of the township, county, and swamp land funds, and of fines, forfeitures, penalties, &c. ; to examine into the nature and sufficiency of the securities held for school moneys loaned, and to institute legal proceedings when necessary, to protect the funds or make their management conform to law. He should be under the control of the State superintendent, have a fair salary, and be required to take oath and give ample bond for the faithful performance of his duty. — (State superintendent’s report, pp. 6, 7.) COLORED SCHOOLS. The report as to colored schools is not as favorable as was that for the previous year. The State superintendent was compelled to enforce the law as to their establish¬ ment by calling in the aid of the grand juries many more times in 1876 than in 1875. In many cases the difficulties arose solely from the ignorance of district officers as to the requirements of the law, and in all such instances an explanation of the law proved sufficient. But in some instances there was an evident evasion of it and a viola¬ tion of the constitution. The people of the State, as a rule, however, have, says the superintendent, performed their duty under the law promptly and fully. — (State super¬ intendent’s report, 1875-76, p. 17.) CITY SCHOOL SYSTEMS. KANSAS CITY. Officers. — A board of education of 3 members and a city superintendent of schools appointed by the board. Statistics. — Number of persons in the city between the ages of 6 and 20 years: white, 6,289 ; colored, 837 ; total, 7,126. Enrolment of pupils, 4,267 ; average daily attend¬ ance, 2,550 ; per cent, of attendance on average number belonging, 92.09. Number of teachers, 60, of whom 11 are men and 49 women. Remarks. — The schools are graded as primary, intermediate, grammar, and high, the course of instruction in the latter, however, having been recently abridged to two years. It is hoped that at no distant day it may be reestablished with a complete course which will connect the common schools with the university. The work of the year has been satisfactory. Decided improvement was made in teaching some of the branches, while the instruction in others was more thorough, systematic, and rational than ever before. Heading was better taught, and there appeared to be much greater interest taken in the subject than formerly. — (ReporL 1875-76, of J. M. Greenwood, superintendent public schools.) MISSOUEI. 233 ST. JOSEPH. Organization. — Not stated in the report from which this is taken. By law cities, towns, and villages not under special laws, are, in educational matters, under a board of 6 directors chosen for terms of 3 years each, one- third being changed each year. Statistics. — The number of school population, 6 to 20 years of age, was 6,415, of whom 5,775 were white, and 640 colored. Number of white children attending public schools, 3,113; colored, 397 ; total, 3,510. Average daily attendance, 2,145; number of days schools were taught, 200. Number of teachers, men, 11 ; women, 42 ; total, 53. Monthly salaries of teachers, men, $87.45 ; women, $57.58. Average daily cost of each pupil for tuition, .054. Number of children that may be seated in the school rooms, 3,000. Value of property owned by the district, $118,096. Expenditures for school purposes during the year, $63.945.32. — (Report of E. B. Neely, secretary of school board, in State report, 1875-76, p. 69.) ST. LOUIS. Organization. — The schools are under the control of a board of president and directors of 26 members, 2 from each ward of the city, who are elected by qualified voters of the city for the term of 3 years, one-third going out each year. There is a city suiserin- tendent, who, with his two assistants, exercises a general supervision over the public schools of the city. Statistics. — Estimated population of the city, 475,000, Number of children between 5 and 21 years, (legal school age,) 161,496. Total enrolment in day and evening schools, 43,663; of these, 1,503 were colored. Number of teachers in day and evening schools, 785. Number of schools: district, 44; evening, 24; colored, 5; normal,!; high and branch high, 6 ; total, 80. The receipts for school purposes from all sources were $955,385.73. Of this sum $761,527.74 were from city school taxes and $96,743.60 from the State school fund. Total expenditures, $772,993.34, of which $553,241.52 were for salaries of teachers and superintendents. The cost of education per capita, includ¬ ing tuition and incidentals, based on the enrolment in all day schools, .38,390, was $15.30. This embraces children in all the schools, high, normal, district, and Kindergarten. EemarTcs. — Owing to the fact that the city grows more rapidly in population than in the amount of wealth per capita, the expenses of the schools have increased faster than the sources of income. Provision has been required for the accommodation of an average of nearly 2,500 new pupils each year. To supply this need the plan has been adopted of making additions on lots adjoining large schools already established, saving half the ex¬ pense required in building independent schools, as well as much of the current expense of running them after they are opened. By means of such economical measures it is ex¬ pected that the schools will be kept up to their present standard. The increase of the number of pupils in the day schools during the year was 2,449, while there was a de¬ crease in the attendance upon evening schools of 478. The ratio of children enrolled under 10 years of age continues to increase, but if allowance be made for the 1,041 children enrolled in Kindergarten it will be found that the average age of pupils in the other schools has slightly increased. The “ half time system ” has been used more extensively the past year, and, in some cases, to the positive advantage of the pupils. This practice has been allowed only in the lowest grade, or first year of schooling. The efforts of teachers to secure punctual habits are gradually working a reform in the ways of the community. The number of cases of tardiness has reached the ratio of 52 to the 100 pupils enrolled during the year. There were 964 more pupils studying German in 1875-76 than during the pre¬ vious year. Of this increase 565 are German-Americans, and 399 Anglo-Americans. Kindergarten. — The Kindergarten experiment has prospered the past year beyond all expectation. The number of schools has increased to 12. In these there were 12 paid teachers, styled “ directors,” and 38 unpaid teachers, who volunteered their services for the sake of learning the theory and art of Fiobel. Of the 1,041 children enrolled, £33 were boys, and 508 girls. The age prescribed by the board was the sixth year. After all applying at this ago were enrolled, others were admitted who had not com¬ pleted their fifth year, and some who were in their seventh. The president of the board of education is in favor of admitting children to these schools at least as early as the completion of the fourth year, that the training may be begun when the muscles are not yet hardened by use and the faculties have not yet received a permanent bias in other directions. He regards the training of the hand and eye given here as of the greatest importance in the development of skill, even beyond that obtained in the in¬ dustrial drawing classes. The Normal School now graduates more than enough to furnish teachers for the pub¬ lic schools. Much has been done to raise the standard of graduates by increasing the length of the time for the course, making it now two years and a half, and also by requir¬ ing higher qualifications in scholarship of those who enter, candidates for admission from the high schools being required to have completed, in a satisfactory manner, at 234 REPORT OF THE COMMISSIONER OF EDUCATION. least one year’s work of those schools. The enrolment during the year was 291, all girls ; graduates, 82. The High Schools report an unprecedented increase in numbers enrolled, reaching 437, 153 boys and 284 girls ; and the graduation of a senior class of 100 pupils. — (Report for 1875-''76 of the board, and of the superintendent, Hon. William T. Harris.) TRAINING OF TEACHERS. NORMAL SCHOOLS. At the first session of the State Teachers’ Association, held in St. Louis in 1856, the friends of education began to make organized efforts to secure State normal schools. The St. Louis Normal School for the education of teachers for the city schools was established in 1857, and has ever since been in successful operation. The North Mis¬ souri school, at Kirksville, was established in 1867, and was for more than 3 years con¬ ducted as a private enterprise. In 1872 it was accepted as one of the State normal schools, for which the legislature made provision in 1870. The other one was located at Warrensburg, and anoth^er has since been established in the southeastern portion of the State. All these schools are reported to be in a prosperous condition, the number of students steadily increasing from year to year. That of the first district, at Kirks- ville, had an attendance in its normal department of 627, of whom 208 were men and 419 women. In the second district normal school, at Warrensburg, there was an at¬ tendance of 414, 241 men and 173 women. In that of the third district there were 281 students, 153 men and 128 women. Number of graduates, 110. — (Report of State super¬ intendent, 1875-’76, pp. 74-87.) Lincoln Institute, at Jefferson City, is doing a good work in the training of colored teachers. The advancement of its students is rapid, and calls are frequently made on it to supply teachers to counties in different sections of the State. The number of students was 118, less by 8 than the preceding year. This decrease was the result of the demand for colored teachers, which has drawn away from the institute many of its more advanced students. There were, however, 11 graduates from the two years’ course, against 9 the preceding year, and 2 who completed a full 4 years’ course. In¬ strumental music and needlework are taught as extras.— (State report, 1875-76, pp. 68, 89.) NORMAL DEPARTMENTS. The normal department of the State University has, since its opening in 1863, grad¬ uated 8 classes, numbering, in the aggregate, 56 pupils. The curriculum embraces a full academic or collegiate course, which prepares teachers for the position of tutors in colleges or principals of academies or high schools, and also a 2 years’ course intended as a preparation for teaching in the common schools. Normal departments also exist in Central College, La Grange College, and Thayer College. EDUCATIONAL JOURNALS. The Western, a well conducted monthly magazine, published at St. Louis, has given in its later pages in each number considerable local school information, while the American Journal of Education, published in the same city, has in its monthly issues aimed to give also information on school matters respecting all the Sonthwestern States. Both have been useful. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent makes no report as to the public high schools for 1875-’76. The high school in Kansas City bad an attendance of 249 pupils, under 6 teachers. The high school at St. Louis reports an enrolment of 437, and the branch high schools of 897, making 1,583 pupils in the State known to be studying the high school branches. The junior or lowest class in St. Louis is divided among the several branch high schools, while the second, third, and senior classes find accommodation in the central high school building. PRIVATE SECONDARY SCHOOLS. In 3 schools for boys, 4 for girls, and 8 for both sexes, outside of the public school system, there have been reported to this Bureau 1,342 pupils, under 89 teachers. Of these, 167 were in classical studies, 263 in modern languages, 57 preparing for a classical course in college, and 20 for a scientific course. Drawiug is taught in 7 of these schools, vocal music in 7, and instrumental music in 8. Chemical laboratories are reported by 5, philosophical apparatus by 5, and libraries of 100 to 2,000 volumes by 9. PREPARATORY SCHOOLS AND DEPARTMENTS. There is an attendance of 1,239 students reported by 15 preparatory departments of colleges, taught by 30 instructors. Of the students, 431 were preparing for classical courses in college, and 189 for scientific. MISSOURI. 235 BUSINESS COLLEGES. Six business colleges report an attendance of 1,363 students, under 39 teachers. Ten of the students were studying telegraphy, 88 German, and 14 French. In 5 of those schools the common English branches and correspondence are taught ; in 5, penman¬ ship ; in 4, book-keeping ; in 3, the higher mathematics, surveying, banking, political economy, and phonography; in 1, life insurance; in 4, common law; and in 2, teleg¬ raphy. Three report libraries with from 210 to 350 volumes, aggregating 860. SUPERIOR INSTRUCTION. STATE UNIVEESITY, COLUMBIA. The departments at present embraced are (1) the college proper ; (2) the normal; (3) the agricultural and mechanical ; (4) the school of mines and metalluigy at Rolla ; (5; the college of law ; (6) the medical college; and (7) the department of analytical and applied chemistry. The collegiate department proper is said to be now organized with as full and comj)lete a course in the classical and modern languages, in mathe¬ matics, in literature, and in the natural sciences as is known in American colleges. The studies are adjusted in four courses, viz, those of arts, science, letters, and philos¬ ophy. Young women are admitted to all departments of the university upon the same terms as are young men. The Hudson paansion, a large and elegant building, has been fitted up as a special college home for the young women. A matron has been employed as superintendent and manager, and the price of board put at actual cost. Graduates of all colleges in the State authorized to confer degrees and of the State normal schools are admitted to the post graduate course of the university free of charge for tuition. OTHER COLLEGES. Central College, Fayette, (M. E. Church South,) embraces preparatory and collegiate departments, the latter comprising schools of mathematics, moral philosophy, English literature, Latin language and literature, Greek language and literature, modern lan¬ guages, natural philosophy, and physical science. — (Catalogue, 1874-75.) Central Wesleyan College, Warrenton, provides a course of study embracing prepara¬ tory, classical, scientific, theological, normal, and commercial departments.. While both American and German students receive thorough instruction in all the different branches in the English language, all have here an opportunity to become masters of German.— (Circular of college, 1876-’77.) Drury College, Springfield, (Congregational,) is for both sexes, and embraces prepar¬ atory, collegiate, normal, music, art, and ladies’ departments. The recent completion of the Walter Fairbanks Hall enables the trustees to place at the disposal of young- women an elegant and commodious building. The collegiate department includes classical, scientific, Latin scientific, and Greek scientific courses. Superior advan¬ tages are afforded for the study of music in the conservatory of this college, the methods being similar to those pursued in the best conservatories of this country and Europe. There is a normal class for those who intend to become teachers of music. — (Cata¬ logue, 1875-’76.) La Grange College, La Grange, is open to both sexes, and provides preparatory, scien¬ tific, normal, and music departments, and a department of modern languages. — (Cat¬ alogue, 1874-’75.) Leivis College, Glasgow, (Methodist Episcopal,) has preparatory, collegiate, theologi¬ cal, and music departments. A non-resident course, leading to the degree of Ph. B., has been established for the benefit of those whose duties will not permit them to re¬ side at the college. The collegiate department embraces classical and scientific courses, the latter covering only 3 years. Both sexes are admitted. — (Catalogue, 1876-77.) Pritchett Institute, Glasgow, (non-sectarian,) is for both sexes, and offers preparatory, collegiate, and post graduate courses ; the subjects of study being the Bible, the Latin, Greek, and modern languages, philosophy, history, chemistry, and physics, natural history and geology, English language and literature, mathematics, astronomy, and art. — (Catalogue, l876-’77.) Thayer College, Kidder, (Congregational,) is for both sexes, and provides preparatory , collegiate, and normal departments, and a ladies’ course for such young women as do not wish to pursue the full college curriculum. — (Catalogue, 1874-75.) St. Vincent’s College, Cape Girardeau, (Roman Catholic,) is conducted by the priests of the congregation of the mission, and was chartered with university privileges in 1843. The collegiate department covers a period of 5 years, and embraces a complete course of English and classical literature, mathematics and physics, Latin, Greek, and modern languages. There is a theological department, comprising a course of study similar to the studies usually pursued in the ecclesiastical seminaries of this church.— (Catalogue, 1875-76.) St. Louis University, St. Louis, (Roman Catholic,) has preparatory, classical, and commercial courses of study ; the classical is completed in 6 years, the commercial in 4. The study of French and German is optional in either course.— (Catalogue, 1675-76.) Washington University, St. Louis, (non-sectarian,) comprises 5 departments: the academy, Mary Institute, the college, the polytechnic school, and the law school. It is 236 REPORT OF THE COMMISSIONER OF EDUCATION. intended to embrace the whole range of university studies, except theology, and to afford opportunity of complete preparation for every sphere of practical and scientific life. The academy is a preparatory school ; Mary Institute is a seminary for young women. In the collegiate department the studies of the freshman year are required; those of the remaining three years are elective. The effort is to make good scholars rather than many graduates. — (Catalogue, 1876-77.) • William Jewell College, Liberty, (BapUst,) is organized in eight schools, over each of which presides a professor, who fixes the mode of instruction, the standard of gradu¬ ation, and the method of determining it. Each student is required to select so many of these schools as shall occupy three recitations daily. These schools are (1) Latin, (2) Greek, (3) mathematics, (4) natural science, (5) modern languages, (6) English and history, (7) moral philosophy, and (8) theology. To obtain the degree of bachelor of arts, the student must be graduated from the schools of English and history, Latin, moral philosophy, German, (or French,) and must have passed a successful examination in natural science, the intermediate classes of Greek and mathematics, and have gradu¬ ated in Greek and mathematics.— (College catalogue, 1875-76.) COLLEGES FOR WOMEN. Ten institutions for the superior instruction of women report an attendance of 922 pupils, under 80 professors and teachers. Of these students there were 240 engaged in preparatory studies, 390 in regular collegiate classes, 10 in partial, and 16 in post graduate courses. All but three of these colleges are authorized to confer collegiate degrees, and their courses of study cover from 4 to 8 years. Four report libraries ranging from 300 to 2,000 volumes, and aggregating 3,000. Vocal music is taught in all these schools, and instrumental in all but 1 ; French, German, and drawing in 8; Italian in 2, and painting in 7. Four report the possession of chemical and philosoph¬ ical apparatus ; 2, natural history museums ; 1, an art gallery ; and 3, gymnasiums. INTERCOLLEGIATE CONTEST. The Missouri intercollegiate contest took place at Liberty, December 23, 1876. The prize oration was delivered by W. D. Christian, of Westminster College, Fulton. — (Ohio Educational Monthly, March, 1877, p. 102.) Statistics of universities and colleges, 1876. Ifamea of uuiver.sities and colleges. Baptist College . Central College . Central Wesleyan College . Christian University* - College of the Christian Brothers. Drury College . Hannibal College c . La Grange College . Lewis College . Lincoln College . Pritchett School Institute St. Joseph College . . St. Louis University . St. Vincent’s College . . Thayer College* . . University of Missouri ... Washington University . . . Westminster College* _ William Jewell College. . . . Woodland College . Number of students. 145 125 59 Property, income, &c. ^3 $12, 000 40, 000 50, 000 100, COD 150, 000 78, COO 30, COO 50, 000 2, 000 50, 000 50, 000 375, 000 200, 000 30, 000 75, 000 $60, 000 20. 000 5,000 350, 000 86, 000 100, 000 |5, 000 5, 600 0 dm, 46? 28, 000 5, 500 5,000 $2, 000 3, 500 3, 000 4, 000 26, 700 5, 000 1, 500 800 3, 000 500 7, 055 50, 000 2, 000 3; 000 0 30, OOC 45. 000 150 a\, 100 1, 600 300 20, 000 a3, 400 1,500 3, 500 350 a22, 000 a5, 200 rt500 al3, 000 2, 100 5, 000 3, 500 * From Beport of Commissioner of Education for 1875. a Includes society libraries. 5 Also 18 graduate students. c Buildings sold under deed of trust, and college to be transferred to another location. d Total income from all sources, e Also 5 graduate students. MISSOURI. 23? SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The Agricultural and Mechanical College, a department of the State University, receives three-fourths of the income of the congressional land grant for its support. It is located at Columbia, Boone County, on a farm of 140 acres, given by the county. Since the opening of the college in 1871, the attendance has been steadily increasing, and the wide spread prejudice against a collegiate education for farmers is rapidly disappearing before the manifestly beneficial results already developed. The regular course of instruction embraces the subjects usually studied in such schools, and covers 4 years. There is a resident graduate CQurse, and one in horti¬ culture, for young women. — (Report of university, 1875-’76.) The School of Mines and Metallurgy, Rolla, receives the remaining fourth of the income from the fund derived from the congressional grant. Analytical chemistry, mineralogy, geology, metallurgy, mathematics, (pure and applied,) drawing, (artistic and mechan¬ ical,) civil and mining engineering, and military tactics, form the main branches of study at this institution. The apparatus is of the most approved kind ; the laboratory in good working order ; and the library, consisting mainly of technical works, contains a large number of rare volumes. — (University report, 1875-’76.) LAW. The Law College of Missouri University, opened in 1872, provides a course of instruc¬ tion covering 2 years, and embracing the various branches of the common law and of equity, commercial, international, and American and English constitutional law, and criminal and federal jurisprudence. The mode of instruction is by daily examinations in text books, daily lectures upon special titles, and moot courts. A well selected law library, as well as the general library of the university, is open to the students. — (Uni¬ versity catalogue, 1875-’76.) The Law School of Washington Unirexsity is designed to prepare young men for the prac¬ tice of the profession to a degree far above the ordinary standard of admission to the bar. The course of study embraces instruction in international, constitutional, and admiralty law, the jurisdiction and practice of United States courts, real property law, equity jurisprudence, evidence, pleading and practice, mercantile law and con¬ tracts, corporations, insurance, domestic relations, torts, and some elements of criminal jurisprudence. Instruction is given by daily examinations upon assigned portions of standard treatises as well as by lectures upon practical topics, and by moot courts held weekly. The law library numbers upward of 3,000 volumes. The full course includes two annual terms, each of six months. — (University catalogue, 1876-77.) MEDICINE. The medical college of the State university, organized in 1873, claims to provide a course of instruction as full and complete as that of any school in the country. The students are examined each day upon the lectures and recitations of the previous day, and great care is taken to avoid cramming. In order to be graduated students must have a stand¬ ing of 85 per cent, in anatomy and physiology, of GO per cent, in botany, chemistry, toxicology, and pharmacy, and 75 per cent, in all other studies. — (University catalogue, i875-’76.) St. Louis Medical College, St. Louis, has a regular course of instruction of 2 years, but students are advised to spend an additional year in preparation, and to those who are willing to follow it a graded course of 3 years is otfered without additional charge for the third year. — (Announcement, 1876-’77.) Missouri Medical College and Hospital, St. Louis, embraces in its 2 years’ course of lectures all the branches usually pursued in such schools. — (Announcement for 1876.) The Homoeopathic Medical College, St. Louis, prescribes a 2 years’ course of study, and also provides a.>3 years’ graded course, which students are recommended to take. This is divided into junior, scientific, and senior classes.— (Catalogue, 1876-77.) The Missouri School of Midwifery and Diseases of Women and Children, St. Louis, has been established more especially for the purpose of training women to be skiiml attendants upon their own sex. — (Announcement, 1875.) The Missouri Dental College, St. Louis, recognizing the fact that two years are too short a period in which to gain a thorough scientific knowledge of the science of den¬ tistry ill its present advanced position, has established a 3 years’ progressive course of instruction, which students are encouraged to pursue, instead of the 2 years’ course required for graduation. — (Catalogue, 1876-’77.) THEOLOGY. The Jeremiah Vardeman School of Theology, at William Jewell College, provides a regular course of 2 years for those who are prepared to x>roceed with the study of the Scriptures in Greek and Hebrew. For others a course is so arranged as to be pur¬ sued in connection with literary studies. 238 REPORT OF THE COMMISSIONER OF EDUCATION. The German Lntho'an Theological School, at St. Louis, Missouri, has a theoretical course of 3 years followed by a practical one of 2, embracing all the branches usually taught in schools of theology. — (Catalogue, 1875-76.) Si. Vincent’s College, (Roman Catholic,) has a theological department comprising precisely the same course of study as is usually pursued in ecclesiastical seminaries. — (Catalogue, 1875-76.) The theological coxirse at Lewis College has been established in response to a demand in the Methodist Church for a shorter course in theology. Young men preparing for the ministry can here pursue many of the studies required by the discipline of the Methodist Church under the guidance of competent instructors. — (Catalogue, 1876-77.) Statistics of schools for scientific and professional instruction, 1876. Schools for professional instruction. SCHOOLS OF SCIENCE. Missouri Agricultural and Mechanical Col¬ lege, (University of Missouri.) a Missouri School of Mines and Metallurgy, (University of Missouri.) Polytechnic ‘School of Washington Uni- vk’sity. Property, income, &c. % $13, 000 95, 000 (&) $1, 500 cfl, 000 3, 000 4^ 3Q Hi ® 1,491 SCHOOLS OF THEOLOGY. Concordia College . Jeremiah Vardeman School of Theology, (William Jewell College.) St. Vincent’s College and Theological Sem¬ inary. Theological school of Westminster College 4 .... 3 .... 12 0 85 50 3 2 40, 000 $40, 000 2, 500 3. 750 3, 650 120 5 5, 000 SCHOOLS OF LAW. Law department, (University of Missouri) 5 Law School of Washington University. . . . 9 31 2 67 2 720 1, 750 4, 400 3, 000 SCHOOLS OF MEDICINE. Kansas City College of Physicians and Surgeons. Medical College, (University of the State of Missouri.) Missouri Medical College . St. Louis Medical College . Homoeopathic Medical College of Missouri. Missouri School of Midwifery and Diseases of Women and Children, St. Louis Homoeopathic Medical College e . . Missouri Dental College . St. Louis College of Pharmacy . 8 7 11 17 12 4 7 12 3 22 192 131 27 15 2 <21,200 1, 000 100 100 3 50, 000 2 50, 000 3 5, 000 1 2, 000 14,0 0 9, 686 2, 750 1, 500 1, 102 0 2 14 2 78 2 0 300 0 ’2,*oo6' 1,800 0 200 a Reported with classical department. b One-third income from land grant of 330,000 acres. c Also $10,000 from State appropriation. d Apparatus. eKo sessiou at present ; to reopen in October, 1877. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Missouri Institution for the Education of the Deaf and Dumb, at Jefferson City, reports for 1875-76 an attendance of 224 pupils. The number is increasing rapidly from year to year. While in 1873-74 the increase was 9 per cent., it rose in 1875 to 10, and in 1876 to 19. As the dormitory capacity of the institution is now almost fully occupied, it will, at the present rate of increase, be overcrowded in 1877 unless addi¬ tions to the buildings be erected. The institution has now in successful operation a MISSOURI. 231) slioesbop and cabinet maker’s shop, both of which have skilled workmen at their head. During a part of each day 18 pupils are engaged in making boots and shoes, 12 in the manufacture of furniture, and 9 in learning the art of printing, being allowed to spend a part of each day for this purpose at the printing ofSce of one of the city papers. Great interest is manifested by all in their employments, and they give promise of acquiring such skill as will afford them a certain support. As regards the effort to teach articulation, it is stated that after a full and fair trial, extending over two years, the conclusion has been reached that in the great majority of congenital cases it cannot be successfully taught, while in many cases of semi deaf¬ ness it has proved very successful. — (Report for 1875 and 1876.) EDUCATION OF THE BLIND. The Missouri Institution for the Education of the Blind, St. Louis, teaches in its literary department, besides the common English branches, natural philosophy and civil government. Reading is taught in the French or vertical point system, as well as the combined print and the Howe lower-case letter. The boys spend one or more hours each day in the workshop, where they learn broom making. In the girls’ in¬ dustrial department hand and machine sewing, knitting, tatting, and fancy bead work are taught. A number of the girls make all their own clothing in a most creditable manner. In the music department the use of 9 different instruments is taught, and there are also classes in music printing and musical composition. The progress of the pupils in this department is very good. — (Report, 1874.) EDUCATIONAL CONVENTIONS. During the last week of December, three important conventions met at Mexico, Mo., resulting in a great impetus to popular education in Missouri. STATE teachers’ ASSOCIATION. The fourteenth annual meeting is said to have been characterized by ability, enthusi¬ asm, and practical work. The attendance was large and the interest intense. The addresses and papers were unusually able and pointed. Governor Hardin spoke in eloquent terms of the determination of the State to furnish all the best possible facili¬ ties for education. Professor Tice discussed the weather, and Hon. W. S. Switzler ex¬ pounded the educational bearings of the new constitution. Some of the more impor¬ tant measures of the convention are its pledges to cooperate with and sustain the State superintendent and to encourage public libraries. Resolutions were also passed recognizing the necessity of county supervision, and authorizing the State superintend¬ ent to hold normal institutes during July and August in each congressional district. — (American Journal of Education, February, 1876, page 10.) CONVENTION OP COUNTY COMMISSIONERS. This conveni ion, it is hoped, is the beginning of a complete revolution in the educa¬ tional work of the State. A few of the measures agreed upon as necessary are the gradual perfection of the present school law and opposition to frequent changes; the increase of the duties and compensation of county commissioners ; the reestablish¬ ment of county and normal institntes ; a strictly public quarterly examination of teachers, and an annual meeting of the commissioners as a section of the State asso¬ ciation. — (American Journal of Education, February, 1876, page 10.) NORMAL CONVENTION. The faculties of the several normal schools, with the State superintendent as chair¬ man, met in convention and adopted a uniform plan of work to be submitted to the respective boards of regents. The features embraced in it are a uniform course of study, the same standard for admission and graduation, and the diploma for the ad¬ vanced course to include a State certificate. — (American Journal of Education, Febru¬ ary, 1876, page 10.) LIST OF SCHOOL OFFICIALS IN MISSOURI. Hon. H. D. Shannon, State superintendent of public schools, Jefferson City. STATE BOARD OP EDUCATION. Members. Post-office. Hon. E. D. Shannon, State superintendent of public schools, ex officio chairman . Hon. John S. Phelps, governor . Hon. M. K. McGrath, secretary of state . Jefferson City. Jefferson City. Jefferson City Jefferson City. Hon. J. L. Smith, attorney-general . 240 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF STATISTICS. 1874-75. 1875-7G. Increase. Decrease. POPULATION AND ATTENDANCE. Youth between 5 and 21 years Boys between 5 and 21 years.. Girls between 5 and 21 years.. Not specified as to sex . . Youth between 7 and 16 years Enrolment in public schools ... 80, 122 41,980 38, 142 49, 198 55, 423 88, 191 44, 908 41, 263 20 48,978 59, 966 6, 069 2, 928 3, 121 218 4,543 SCHOOLS. Public school-houses . . . Rooms for study . Duration in days, (about) . Estimated value of school proper ty. 1,805 1,905 96 $1. 848, 239 1,975 2, 075 95.8 $1, 069, 694 170 . . 170 . _ .2 _ $778, 545 TEACHERS. Men engaged in teaching . Women engaged in teaching . Average monthly salary of men . Average monthly salary of women . . RECEIPTS AND EXPENDITURE. 1,504 1,587 $38 60 33 10 1,468 1,893 $37 14 32 bi 306 36 |1 46 26 Income. State tax . Local tax . Interest on permanent fund Other sources . Total . Expenditures. Sites, buildings, and furniture. -. Libraries and apparatus . . . . Salaries of superintendents . Salaries of teachers . Miscellaneous . Total . PER CAPITA EXPENDITURE. $164, 389 Not given . 95, 230 32, 856 $89, 574 485, 193 123, 829 166, 678 $28. 699 133, 822 $74,815 292, 475 865, 274 $316, 596 10,810 18,916 414, 827 167, 039 $247, 514 Not given . $69, 082 22, 638 426, 922 222, 272 $3, 722 12, 095 55, 233 928, 188 919, 346 On school population . On enrolment . SCHOOL FUND. Amount of available fund Permanent fund, (about). $7 76 11 42 *121,229 15, 000, OCO $15 95 f 1,3 18, 044 15, 000, 000 $4 53 $1, 196, 815 * Except tax. tTliis is exclusive of unsold school lands, which are included in the $15,000,000 following. (Special report to United States Bureau of Education for 1874-75 and 1875-76, by Hon. J. M. McKenzie, then State superintendent of public instruction.) NEBRASKA. 241 HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. A sketch kindly prepared for this report by Hon. J. M. McKenzie, late State superin¬ tendent of instruction, has only needed slight additions from the mure recent State reports. EARLY EFFORTS AND DIFFICULTIES. Nebraska began its separate existence as a Territory under the Kansas-Nebraska act of 1854. The lirst census taken in the fall of that year showed a population of 4,494 squatters,” as no title to the land could yet be acquired. The first territorial legis¬ lature convened at Omaha January 15, 1855. During this session, March 16, 18.55, a school law was enacted, the main features of which were separate districts, district school tax and rate bill, a county school tax of three mills, and a territorial and county superintendency. The territorial librarian was superintendent of public instruction ex ofhcio. James S. Izard was the first, H. C. Anderson the next, and John H. Keliom the third. At the first session of the legislature three educational institutions were incorporated : Simpson University, at Omaha City; Nebraska University, at Fontenelle; and Nebraska City Collegiate and Preparatory Institute. Only one of these, however, even attempted a real existence, Nebraska University. It lingered until 1872, when it was merged in Doane College, at Crete. The honor of teaching the first school on Nebraska soil is somewhat disputed. Un¬ doubtedly several claimants may aspire to the honor. Probably as strong a title as any may rest in Major J. D. White, who taught a subscription school in a loghouse in Nebraska City during the fall and winter of 1854. Nothing was done in the interest of public schools to any extent for the two or three years succeeding the organization of the Territory. Claims, town sites, and corner lots occupied the attention of the people ; speculation ran high, but school matters were below par. Hon. J. H. Keliom, in a report to the legislature, December 12, 1857, says : “Judging from the meagre materials handed over to me by my predecessor, (H. C. Anderson,) and from the reports of the few county superintendents, I am painfully convinced that the interests of education and the value of good common schools have not secured that attention which their importance demands. Reports from four counties have been received. Nemaha has 9 districts, |400 school money, and 355 scholars. In Otoe a tax of 3 mills on a dollar has been assessed, and 3 districts with $78 school money reported. Richardson County has 2 schools in operation, and no fund. Douglas reports 3 school districts and 4 schools now in operation.” This is the first report on record made to the legislature, and shows poorly for a Ter¬ ritory containing from fifteen to twenty thousand inhabitants. At the session of the legislature held September, 1858, a new school law was enacted, which was substantially the Ohio law, modified to suit (as it was thought) the condi¬ tion of the Territory. The separate district plan was abolished and a township plan adopted. County superintendency was abolished and a territorial school commissioner provided for. The duties of county superintendent were assigned to a committee of three. This was a very cumbersome law, and education made but little progress while it remained in force. Under it Hon. William E. Harvey was chosen school commis¬ sioner, and he, during the first year of his administration, made a great effort to organ¬ ize schools. In his first report to the legislature, January 4, 1860, he says: “Much difficulty has been experienced in the organization of our common school system from the indefinite¬ ness of the word ‘township’ in the law ; and as there are no civil or municipal town¬ ships in the Territory, and no law for their organization, but little could be done out¬ side of the incorporated cities and towns. Consequently a full enumeration of scholars has not been taken in the rural districts.” The taxes due the territorial school fund from the several counties that were not paid over at this time amounted to $15,216.60. The summary of the several county reports on education was as follows : Number of counties reported, 17; number of districts, 46; number of scholars, males 2,399, females 2,368, total 4,787 ; number attending school, 1,310, or nearly 28 per cent. ; number of teachers, males 20, females 22, total 42 ; number of school houses, 15 ; num¬ ber of schools, 29; value of school-houses. $1,900. During the year 1860 selections of indemnity school lands, amounting to 8,553 acres, were made. At the next session of the legislature Mr. Harvey made a very full report of the work of his department for the year ending January 1, 1661. The legislature ordered 3,000 copies of this report, embodying the school law, to be printed and distributed to the several school districts. This was the only report on education published while Nebraska was a Territory; the next published report being that of Hon. S. D. B^ais in 1870, 16 E 242 EEPORT OF THE COMMISSIONER OF EDUCATION. The report of 1861 showed a great increase in all respects on the preceding year, as shown by the following summary: Number of organized counties, 19; of school subdistricts, 139; of children of school age, (males 3,763, females 3, ‘278,) 7,041 ; of public schools, 108; of select schools, 23; of pupils attending primary schools, (males 1,377, females 1,177,) 2,554; of pupils in high schools, 376 ; per cent, of attendance, 41 ; number of teachers in public schools, (males 38, females 76,) 104; totu,l paid for teachers’ wages, $4,772; value of school-houses, $9,188.22; number of school-houses, 34 ; amount of territorial school tax, $6,352.33. At the legislative session of 1861 the ofi&ce of school commissioner was abolished, and the duties devolved upon the territorial auditor, which position Mr. Harvey tilled till January, 1866. But, as his auditorial duties necessarily confined him largely to his office, aud hindered attention to educational affairs, no great interest was taken in school matters from 1861 to 1866, and the educational advantages possessed during these days were exceedingly limited. Select schools had the ascendency, and several such schools found a liberal patronage in Omaha, Nebraska City, and elsewhere. In the fall of 1862 the citizens of Pawnee City established a school of seminary grade, called the Nemaha Valley Seminary and Normal Institute. This school was successful far beyond the expectations of any of its friends. Students came trom a great distance, and the school continued until the State normal school ottered the principal teachers a better opportunity aud a wider field of labor. Daring the winter of 1866 the citizens of Peru, a small town on the Missouri River, sixteen miles below Nebraska City, commenced the enterprise which eventually gave them the State normal school. They raised by subscription about $8,000, and erected a school building 80 feet long by 40 feet wide, and three stories high. In the ttxll of 1867 this building, with 60 acres of land, was deeded to the State, to be used as a State normal school. In the summer of 1866 the people of Brownville and also those of Nebraska City commenced the erection each of a large high school building. The building at Brown¬ ville cost the city about $16,000, that at Nebraska City about $30,000. These were the first school buildings of any considerable size or value in the State. At this time Omaha had no adequate provision for the education of her children. Although a wealthy and rapidly growing city, the school-houses were all small frame buildings, poorly furnished, and greatly crowded. The school buildings generally throughout the Territory were miserable hovels and their furniture was of the plainest kind. A NEW departure;. In the fall of 1866 a company of those interested in the cause of education met at the high school building in Nebraska City to discuss the important features of a law to be presented to the next legislature. After considering many points, it was agreed to call a State educational convention, to meet at Omaha about the time the legislature convened. This convention met pursuant to call January 7, 1867, and, after several days spent in discussion, adopted resolutions asking the restoration of the school commissioner and county superintendents, the establishment of a State normal school and a State uni¬ versity, and recommending a number of wise provisions that have since been adopted. At the session of the first State legislature, hold in June, 1867, the State normal school was established, and a grant of 12,800 acres of saline lands was made for its future support. The school was commenced October 24 of the same year. J. M. Mc¬ Kenzie was principal until January, 1871, when he assumed the duties of State super¬ intendent of public instruction. During this first session of the legislature a school law was passed embodying the main features of the present la^v, but by some oversight it did not go into force until the spring of 1869. The law provided for a State superintendent of public instruction, with power to recommend a list of text books for the use of public schools, to direct in the examination of teachers, to apportion the State school fund to the several coun¬ ties, &c. It also provided for county superintendents, and returned to the independ¬ ent district plan : it provided that the State school fund should be apportioned by the State superintendent to the several counties pro rata, according to the number of school children last returned, and that it should be apportioned by the county super¬ intendents to the several school distiicts in two parts, one-fourth to be divided among the several school districts maintaining schools at least three months during the year; the remaining three-fourths pro rata according to the number of children between the ages of 5 and 21 years in each district. It provided that no school lands should be sold for less than $7 an acre, and that the proceeds of the sales should be invested in United States, State, or county bonds, or loaned to individuals, the loan to be secured by bond and mortgage on real estate. The removal of the State capital to Lincoln about this time caused considerable ex¬ citement in financial circles. Town lots in the new capital (then bare, raw prairie) sold at almost fabulous prices, and many were lured by the golden promises of future NEBRASKA. 243 gain to make large investments. The new city arose as if by magic, and what had been almost an nninhabited waste in less than two years became a busy city. The State university, insane asylum, and penitentiary buildings were located in or near the city. The contracts for the erection of these buildings were let by three of the State officers as a board of commissioners ; and as the university building and insane asylum were very poor structures for the vast amount of money expended in their erection, much blame was thrown on the commissioners, many accusing them of conniving with the builders for a share of the profits. STATE SUPERINTENDENCY. In the spring of 1869 Hon. S. D. Beals, of Omaha, was appointed State superintendent of public instruction. One of his first ofififial acts was to issue a list of printed ques¬ tions for the examination of teachers throughout the State, requiring all th- examina¬ tion papers to be sent to his office. This had the effect to almost immediately raise the standard of qualifications of teachers. This system of questions has since been continued. Another important act of Mr. Beals was the recommendation of a list of text books for the schools of the State. After a careful examination of a great number of series of books, he adopted Worcester’s Dictionary and Speller, Hilliard’s Readers, French’s Arithmetics, Harvey’s Grammars, Guyot’s Geographies, &c. As a large number of publishers had been anxious to supply their particular series, a war was immediately waged against the recom¬ mended list, and Mr. Beals was accused of having been influenced by mercenary motives in making his recommendations ; but such accusations were basely false, and the series still stands as he left it, with a very few additions, as the State list. Unfortunately durmg the years 1869 and 1870 a large amount of the school fund was invested in individual loans on bond and mortgage. Much of the money thus invested has been entirely lost on account of the depreciation of property. The new constitution now confines the investment of the school fund to United States, State, and registered county bonds. From 1869 the educational interests of the State became an absorbing topic amongst the people. In the fall of 1867 the State Teachers’ Association was organized. The first meeting was held at Brownville. Since that year it has gradually increased in importance, until at the present date it exerts a serious influence on all the educational interests of the State. During the year 1869 Mr. Beals held a series of teachers’ institutes in difle’’ent parts of the State that did much to awaken a lively interest in the cause of education among the people. These teachers’ gatherings have increased in efficiency from year to year, until at present they are an indispensable aid to the cause of education. In 186fl Omaha awakened to a lively sense of her duty in the cause of education, and commenced the erection of her high school building, and also of several ward school buildings. Other places, stimulated by her example, erected splendid buildings, and soon school- house building became a mania throughout the State, until to-day Nebraska can boast of as many fine school buildings for the number of her inhabitants as any State in the Union ; but, alas! she has entailed upon herself a load of debt that at present is very grievous to be borne. In -the fall of 1870 J. M. McKenzie was elected State superintendent of public instruc¬ tion, and continued to act as such, through reelection in 1874, till January, 1877, when, under a new constitution, the office waS cut short, and S. R. Thompson entered upon duty as superintendent for a term reaching to 1879. The earlier years of Mr. McKenzie’s administration were marked by steady and con¬ tinual advance in all matters connected with education. The last two years of it were less apparently snccessful from the wide spread desolation of agricultural interests by the ravages of the migratory grasshoppers, which diminished exceedingly the resources of the State, and limited, in consequence, the appropriations and taxes for school pur¬ poses. The new constitution made renewed provision for a State school fund, for free in¬ struction in the common schools, and for the distribution of the income of the school fund among all school districts that should have maintained school for at least 3 months of the year for which the distribution should be made. It gave to the counties for common school purposes all fines, penalties, and license moneys levied in them under State laws, and to cities, villages, and other subdivisions of a county, all such arising under their especial laws and ordinances. It forbade the sjile of university, agricultural college, common school, or other lands held or to be acquired for educa¬ tional purposes, for less than $7 an acre, or less than their appraised value, providing thus against the waste of school resources which has too often taken place in such sales and insuring to the State, eventually, a noble fund for education. It also forbade the introduction of sectarian teaching into any school supported in any measure by State funds, or the acceptance by the State of any property or money to be used for sectarian purposes. 244 KEPORT OF THE COMMISSIONER OF EDUCATION. With such provisions a fair future may be looked for when the difiScnlties incident to the growth of a new border State are overcome, and probably in time so largo a school fund will be realized as to obviate the necessity of any taxation for school pur¬ poses. SUPERINTENDENTS. As before indicated, the territorial librarians who were superintendents of public instruction ex officio were James S. Izard, H. C. Anderson, and John H. Kellom. Ter¬ ritorial school commissioner, William E. Harvey, 1859-’66, part of the time as territorial auditor and commissioner ex officio. The Hon. John Gillespie tilled the office of com¬ missioner from the date of Mr. Harvey’s leaving till the appointment of a State super¬ intendent. The State superintendents have been, to this time, S. D. Beals, 1869-’71 ; J. M. Mc¬ Kenzie, 1871-’77 ; S. R. Thompson, elected for a term extending from January, 1877, to January, 1879. In the Bureau report for 1875 it was stated that under the provisions of the school law the suoerinteudent was elected for a term of 4 years, which is true ; but it should also hav e been stated that under the new constitution the term of superinteudency is limited to 2 years. ELEMENTARY INSTRUCTION. WANT OF REPORT. No report of school operations for 1875-76 having been published, our only informa¬ tion respecting elementary instruction in the State is that which is derived from the summary of educational statistics given at the beginning of this abstract. The im¬ poverishment resulting from the devastations of the grasshoppers, and the consequent large draft upon the State resources for aid to special sufferers, have constrained this economy in educational expenditure. But it is hoped that henceforth this necessity may not continue, and that for 1876-77 there may again be full reports. TRAINING OF TEACHERS. NORMAL SCHOOL. The State normal school, at Peru, provides 3 courses of study, an elementary normal of 2 years, an advanced English normal of 3, and an advanced classical normal of 3. Students completing either the advanced English or the advanced classical course re¬ ceive a diploma with the degree of normal graduate, and a State certificate entitling the holder to teach in any public school in the State. Tuition is free. — (Catalogue, 1874-75.) EDUCATIONAL JOURNAL. The Nebraska Teacher, an organ of the State Teachers’ Association and of the State superintendent, continued to be published at Beatrice during 1876, adding, as a well conducted school journal always will aid, in disseminating educational information among teachers, and discussing for their benefit important questions of school manage¬ ment. But at the close of that year, in common with most of the school journals of the Northwest, it was absorbed into the Educational Weekly, a new journal, to have its seat in Chicago, with a chief editor at the centre and local editors in the several States represented by it. CITY SCHOOL 'BYSTEM. OMAHA. The course of study here is divided into 8 grades. Strict classification of the pupils is made at the commencement of every school year, and this classification is revised at the beginning of the two following terms. Changes to a lower grade are avoided if possible. The general policy is to keep the same teacher in charge of a class through¬ out the year, and to require her to give special attention, outside of the regular hours, to those who, from any cause, may need it. On the other hand, the promotion of all who are able to do more work is encouraged, and opportunity for this is given to all at every monthly examination. Any pupil who stands at or above 90 per cent, in those studies on which his future success mainly depends, has the privilege of trying the examination of the next class in advance, and if it appears that he will not be a hin¬ drance he is promoted at once. Over 300 students were engaged in the study of Ger¬ man under charge of a special teacher. — (The High School, Omaha, April and May, 1877.) SECONDARY INSTRUCTION. HIGH SCHOOLS. From the absence of a State report for 1875-76, no distinct information can be given respecting this class of schools for that year. They exist at Ashland, Beatrice, Brown- NEBRASKA. 245 ville, Lincoln, Omaha, and Pawnee City, perhaps elsewhere. No uniform course of study appears to have been yet arranged for them by which they may act uniformly as feeders of the university ; one is, however, under consideration.— (See report of State Teachers’ Association under Educational Conventions at the close of this abstract.) PRIVATE SECONDARY SCHOOLS. A school for girls at Omaha (Brownell Hall) reports an attendance of 85 students under 8 teachers. All the students are pursuing an English course, and 7 a classical, while 15 study modern languages. Drawing and music, vocal and instrumental, are taught. The school has chemical and philosophical apparatus and a library of 2,U00 volumes. — (Return to Bureau of Education.) PREPARATORY DEPARTMENTS. Two preparatory departments report 250 pupils, of whom 106 are preparing for a classical course and 82 for a scientific. — (Return for 1876.) BUSINESS COLLEGE. A business college at Omaha reports an attendance of 130 students under 5 teachers. Twelve students were studying phonography, 21 telegraphy, and 5 German. In addi¬ tion to these branches, commercial English and correspondence, penmanship, book¬ keeping, higher mathematics, banking, and commercial law are taught. — (Return for 1876.) SUPERIOR INSTRUCTION. STATE UNIVERSITY. The University of Nebraska, at Lincoln, is constituted by law a part of the educa¬ tional system of the State. It is controlled by a board of regents elected by the people, and is open to all qualified citizens of the State free of charge for tuition, without regard to sex or race. Provision is made in the plan forthe establishment of 6 depart¬ ments or colleges. Two of these have been organized, that of literature, science, and art, and that of agriculture. The former embraces classical, scientific, Latin-scientific, and Greek courses. The library is composed of books chosen with care, almost every department of literature being represented in the selections." An annual appropriation is required to be made for its increase. — (Catalogue, 1875-76.) DOANE COLLEGE, CRETE. The year 187.5-’76 of this college has been its best, the attendance has been larger and the work better done than ever before. Three courses of study are laid down and carefully followed, English, classical, and scientific. The young ladies’ course is essen- tiallv the same as the scientific. — (Minutes of Congregational Association of Nebraska, October 26-29, 1876.) Statistics of a university and colleges, 1876. No. of students. Property, income, &c. U Names of university and colleges. Corps of instruction. Endowed professorships. 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 appropria¬ tion. Aggregate amount of scholarship funds. Number of volumes in lil Doane College . . Nebraska College . 4 0 51 17 $50, 000 $20, 000 $2, 000 $700 $0 $0 250 University of Nebraska . 9 0 199 75 130, 000 0 0 0 20, 000 2, 000 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The Industrial (or Agricultural) College, a department of the State university, pro¬ vides two courses of study, a 4 years’ course which runs nearly parallel to the scientific course of the academic department, and a shorter one which may be completed in from 246 REPORT OF THE COMMISSIONER OF EDUCATION. 3 to 6 terms, according to the student’s proficiency when he enters. There are 3 terms of study each year, but only two of them correspond to the terms in the academical de¬ partment, the third being taught in the summer, for the reason that then the means of instruction are most available, and more remunerative employment can be furnished than in winter. Under this arrangement students who are qualified can engage in teaching district schools during the winter. The farm contains 320 acres of good land, all under improvement. A portion of it is set apart for experimental purposes. Students are required to work at least 2 hours each day for 5 days in the week, unless excused for good reasons. This labor is paid for at the rate of from 10 to 1-5 cents an hour, according to the individual’s skill and fidelity. In this way a student may earn fully half his necessary expenses. — (University catalogue, 1875-76, and special return.) Statistics of schools for scientific and professional instruction, 1876. Schools for professional instruction. Corps of instruction. j Endowed professorships. | Number of students. Number of years in course. j 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 1 aat y ear from tuition fees. SCHOOL OF SCIENCE. Industrial College of the University of Nebraska. SCHOOL OF THEOLOGY. "Divinity Sehonl of Nebraska, Collecre _ 5 13 4 $20, 000 $0 $0 200 1 SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Nebraska Institution for the Deaf and Dumb, at Omaha, reports an attendance of 48 pupils in 1876, of whom 25 are males and 23 females. The sign language is the method of instruction generally used here. A few semi- mutes have been taught articu¬ lation. The only workshop at present is the printing office. Ten boys are under instruction in type setting, 5 in the morning before school, and 5 in the evening after school. With their help the Mute Journal of Nebraska, a large paper of 6 columns, is published once a month without outside assistance. The printing office has recently been furnished with new type. A new building was erected in 1876, for which the legislature had previously appropriated $15,000. The institution is reported to be in a prosperous condition, and the children advancing in their studies in a satisfactory manner.— (Biennial report of board of directors for 1875 and 1876, and special return for 1876.) EDUCATIONAL CONVENTIONS. STATE teachers’ ASSOCIATION. The state Teachers’ Association met at Nebraska City March 28, 1876. After the ad¬ dress of welcome by Rev. J. D. Kerr, president of the Nebraska city board of educa¬ tion, was responded to by the president. Prof. C. B. Palmer, an address was delivered by Superintendent McKenzie upon the present condition of education in the State. Papers were read and addresses delivered during the sessions by President Palmer upon “Education in America 100 years ago by Miss Evelyn Darling, of Brownville, on “ The educational value of art by Prof. S. R. Thompson, of the State normal school, on “The best method of selecting county superintendents;” by Prof. J. B. Bruner on “The danger of too many studies in school;” by Mrs. Ebright, of Browu- ville, on “The model woman;” by Prof. S. D. Beals, of Omaha, on “Language;” by Chancellor A. R. Benton, on the question “Ought the State to provide a system of schools which might afford to all the children of the State a preparation for the uni¬ versity ?” by Professor Church, on “Moral instruction;” by Superintendent Lamb, on “ The moulding power of the teacher ;” by Prof. D. B. Perry, of Doane College, on “The English language in relation to other languages spoken in the State and by Prof. Jones, of Lincoln, on “What constitutes efficient supervision ?” After the paper of Chancellor Benton the following resolution was adopted by the association : * NEBRASKA. 247 Resolved, That a committee of three be appointed by the chair, whose duty it shall be to prepare and present to the association at its next meeting a report on a system of high schools for the State, includiog a course of study and the means for suxjporting the same. It was decided to hold the next session at Fremont. — (Nebraska Teacher, July, 1876.) MEETING OP COUNTY SUPERINTENDENTS. From the Nebraska Teacher of September, 1876, it appears that a meeting of county superintendents was held at Hastings during the session of the normal institute. No full account of the proceedings is given, but reports of eight county superintendents as to the condition of education in their counties are given as some of the reports received on that occasion. LIST OF SCHOOL OFFICIALS* IN NEBRASKA. Hon. S. K.. Thompson, Sta,te superintendent of public instruction, Lincoln. [Term, January, 1877, to January, 1879 ] COUNTY SUPERINTENDENTS. [Term, November 1, 1875, to November 1, 1877.] County. Name. W. A, Hosford . Oo/l QT* f’.nminor _ ,r. H. Mockett _ "Dalrnta. . _ _ _ J. Zimmerman _ _ _ T)a,war>ri _ _ W. H. Lenvel . . . . . . . J. H. Addison . . . . . ’Uiirtcft _ _ _ _ _ H. G. Wolcott _ _ _ Tlfinglfl.a _ _ John Rush _ _ _ _ _ _ _ Pillrrinre _ _ J. A . Dempster . . . . . Frauklin _ _ Mrs. M. TC. DeCl ercn . . . . . . . Fnrnaa . _ _ T.K. Clark . . . J. R. Little . . . . . Gosper _ _ _ . Mansel Davis . . . . . Hall . Henry N unn . . . Hamilton . . . . Dele van Bates . . . . . TTarlan _ Miss Alice Murdock _ _ _ _ ... Hitchcock _ ... . . C. A. Gesselman . . . . . . . H oward _ _ _ Thompson McNabh _ _ Jefferson . . A. C. Routzahn . .Tohnann . . George B. Foster _ _ _ _ Kearney _ _ _ J. J. Bartlett _ _ _ _ _ Keith _ _ _ _ _ E. N. Searle . . . . . . . C. A . Tjyou . . . . T.an caster _ _ S. G. Tjamh . . . . . . . . Tiincoln . . Alexander Stewart . . . . Madison ....... _ ... ...... F. M. Squiers . . . Merrick . . . . John Patterson . . . . Nemaha ................... D. W. Pierson . . . Nuckolls . . . . J. B. Nesbitt . . . . . Otoe . . TT. K. Raymond . . . . . Pawnee . . . . William Ballance _ _ _ _ Phelps . Frank Ha.zen _ _ _ _ _ Pierce . C. H. Frady . . Platte . (Tharles A . Speice . . . Polk . J. B. Mitchell . . . Red Willow . M. H. Skinner . . . . . . . Richardson . . F. M. Williams . . . . Saline . W. P. Grantham _ _ _ _ _ Sarpy . M. Lanvdon . . . Saunders . S. N. Knepper . . . . . . . Seward . J. D. Messenger . . . Sherman . TT. A. Gladding _ _ _ Stanton . J. FT. T)ar1ing _ _ _ _ Thayer . Barzilia.a Price _ _ Valley . Oscar Ra.bcock . . . . Washington . Charles Cross . . . . Wayne . Andrew Bevins . . . . . . W ebster . J. S. Gilham . . . . . York . J ames E. Cochran . Post-office. Hastings. Neligh. Boone. Kearney. Decatur. Ulysses. Weeping Water. St. Helena. Sidney. Sutton. Schuyler. Wisner. Dakota City. Plum Creek. Daily Branch. Fremont. Omaha. Geneva. Bloomington. Arapahoe. Beatrice. North Loup. Grand Island. Orville City. Republican City. Culbertson. St. Paul. Fairbury. Helena. Lowell. Ogallaila. Creighton. Lincoln. North Platte. Shell Creek. Central City. Brownville. Nelson. Nebraska City. Pawnee City. Williamsburg. Pierce. Columbus. Stromsburg. Lebanon. Salem. De Witt. Lisbon. Wauhoo. Seward. Loup City. Stanton. Alexandria. North Loup. Herman. La Porte. Red Cloud. York. 248 REPORT OF THE COMMISSIONER OF EDUCATION. NEVADA. SUMMARY OF STATISTICS. 1874-’75. 1875-’76. Increase. Decrease. POPULATION AND ATTENDANCE..^ Youth enumerated, (6-18 years of age,) Enrolment in public schools . Average number belonging . Average daily attendance . Attending private schools, (reported) . Not attending any school . 7,538 8, 475 937 5, 082 5, 521 439 3,745 4, 142 397 3, 286 3, 832 546 700 931 231 2, 021 1,952 TEACHERS. Men teaching public schools . . Women teaching public schools . . Average monthly -wages paid men . . , Average monthly wages paid women Average paid both sexes . SCHOOLS. Public schools (without rate bills).... Public high schools _ _ _ _ _ _ $92 84 101 Average duration in days. _ _ 168 1,082 4 68 Volumes in public school libraries.... Districts which voted a tax . . Districts reporting according to law.. INCOME AND EXPENDITURE. 36 77 $112 63 85 20 96 55 $3 71 83 18 3 154 1,281 7 72 199 3 4 Becei^ts. State apportionment . County taxes . District taxes . Miscellaneous sources _ Total income . Exjaenditures. $36, 783 119, 921 3, 214 270 $44, 247 91, 221 24, 091 9, 168 $7, 464 20, 877 8, 898 $28,700 188, 117 195, 535 7,418 Teachers’ pay . . Sites, buildings, repairs, &c., Libraries and apparatus . Rent, fuel, and contingencies. Total expenditure . $80, 492 52, 231 443 /16, 522 161,299 $101, 016 48, 542 321 12, 882 162, 761 $20, 524 1, 462 $3, 689 122 3, 640 (Report for 1875 and 1876 of Plon. Samuel P. Kelly, State superintendent of public instruction.) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Laws of Nevada, 1861, pp. 273-278 ; Compiled Laws of Nevada, 1873, sections 3321- 3386. PROMPT TERRITORIAL ACTION. The act of Congress to organize the Territory of Nevada was approved March 2, 1861. The first regular session of the territorial legislature began on the 1st day of October NEVADA. 249 in that year. Its first act was not passed and approved till the 30tb of the month. And yet, with all the multifarious legislation necessary to set the official machinery in motion, the assembly, before the close of the next month, (November 29, 1861,) had enacted a school law embracing all essential provisions, such as the arrangements for creating a school fund, for levying a tax to pay salaries of school teachers, for the setting apart of all fines for offences as a further aid to the support of common schools, and for the securing of a necessary number of school officers. The principal of all moneys accruing to the Territory from sales of land granted by the General Government for schools was to constitute the permanent school faud, the interest of which was to be annually distributed in proportion to the number of the children of school age for the support of common schools, and for no other use whatever. The annual school money for the pay of teachers was to be 10 per cent, of all paid into the county treasuries for taxes j to which, as before said, was to be added the amount received from fines. At the first special election, in January, 1862, a territorial superintendent of public instruction was to be elected, with the usual powers and duties of such an officer. To aid him with their counsel there was to be a territorial board of education, composed of the territorial auditor and territorial treasurer, with himself as president ; while in each county, at the general elections, was to be chosen a county superintendent of common schools, to hold office for two years, with power to divide his county into school districts, to notify the inhabitants of each of its establishment and boundaries, to receive and file the reports made from the districts, to apportion among them the school moneys, to visit them for inspection of the schools each year, and to promote, throughout his county, the use of a uniform system of school text books. He was also to look to the collection of the fines which were to aid the annual school moneys. In the districts three school trustees were to be elected, to hold office in each case for a year, to look after the school rooms, to furnish fuel for the same, to levy special taxes for this purpose, to engage teachers, and to visit and inspect the schools. They were also to appoint a census marshal for each year, who Was to make accurate enumeration of all children of school age. STATE ACTION. By the constitution of 1864, under which the Territory was admitted as a State, provision was made for the promotion of intellectual, literary, and scientific improve¬ ment; for the election of a State superintendent of instruction; for the creation of a school fund, of a university, and of normal schools ; for a special tax of half a mill upon the dollar for the maintenance of the university and common schools ;* and for the constitution of a board of regents for the management of the afihirs of the uni¬ versity and of its funds. Under this constitution the first State school law was enacted March 20, 1865, pro¬ viding for a school fund from the school lands and various other sources; for a State board of education ; for a State superintendent of public instruction, to hold office for 4 years; for county superintendents, with 2 years’ terms, and increased duties and responsibilities ; for school trustees in each school district, with larger powers and duties more defined ; and for county boards of examination for teachers, composed of the county superintendent and of two persons appointed by him. Essentially the same features have been retained in the subsequent school laws of 1873 and 1877, the changes being mainly in matters of detail. Under these laws the State board of education is composed of the governor, the superintendent of public instruction, and the surveyor-general, the governor being president and the superintendent secretary. It has power to prescribe and cause to be adopted a uniform senes of text books in the principal studies pursued in the public schools. Under the same laws the State tax for schools, instead of being diminished as per¬ mitted by the constitution, has been continued at half a mill on the dollar, a wise liberality for a young State. To this is added a county tax of not less than 15 nor more than 50 cents on each hundred dollars, with a view of maintaining schools for 6 months in each year entirely free. But after such 6 months of free schools, the trustees of any district are given power to assess rate bills for the further continuance of the schools ; and persons refusing or neglecting to pay such rate bills are excluded from the benefits of the prolonged term. No school district may receive, except when newly organized, any portion of the public school moneys if it has failed to keep open a public school at least 3 months of the year ending the last day of August yjrevious ; nor may any school receive any moneys, benefits, or immunities under the law, unless such school shall have been taught by a teacher or teachers duly examined, appraved, and employed by legal au¬ thority. Sectarian books, tracts, papers, and doctrines are forbidden to be used or dissemi¬ nated in the public schools. * Provided that in teu years such tax might be reduced to a quarter of a mill. 250 REPORT OF THE COMMISSIONER OF EDUCATION. The school month is made to consist of 4 weeks of 5 days each. The school year for accounts and reports commences on the 1st day of September and ends with the last day of August. A compulsory school act was passed February 25, 1873, requiring all children be¬ tween 8 and 14 years of age to be sent to a public school for at least 16 weeks in each school year, unless excused by the trustees of the school district in which the parents or guardians reside on the ground of bodily or mental disability or of instruction in some other form. SUPERINTENDENTS. The territorial and State superintendents, as given by the present incumbent of the latter office, have been to this time: Territorial, A. F. White, January, 1863, to No¬ vember, 1864; State, the same, from November, 1864, to December 31, 1866; A. N. Fisher, January 1, 1867, to December 31, 1874 ; Samuel P. Kelly, January 1, 1875, for a term to expire December 31, 1878. ELEMENTARY INSTRUCTION. PROGRESS OF THE SCHOOLS. A marked improvement in all departments of education is reported. The general interest of the people in public education was never more manifest than it is at pres¬ ent, and this interest is born of the practical working of the free schools. Their im¬ portance and benefit are being acknowledged by persons who never before gave the subject a thought. Money is liberally con!«:ibuted for school purposes where it could not be raised for any other public object. In only one instance was a school tax voted down, and that was in the interest of a corporation against the wishes of the people most concerned. This sympathy of the people produces a healthy feeling, which reacts upon the schools, inciting the teachers to activity and the children to industry. — (Re¬ port for 1875 and 1876, p. 20.) TEACHERS. The teachers are not all competent, comprising some of the worst as well as some of the very best. The State superintendent has been obliged to advise removals on ac¬ count of incompetency in some instances where the trustees failed to take the neces¬ sary action. Owing to the urgent solicitation of friends, the influences of relationship, and at times culpable carelessness, unsuitable teachers are placed and kept in charge of schools while at the same time there are applications from persons well qualified. The plan adopted by some of the examining boards of the State of competitive exami¬ nations was a step in the right direction, the superintendent remarks ; and he further suggests that it will be well for the legislature to consider whether the establishment of a State board of examination would not remedy the evil complained of. — (Report of State superintendent, 1875 and 1876, p. 20.) RELIGIOUS INSTRUCTION. The question of religious instruction in the public schools has brought out some sen¬ sible thought, but ihuch more meaningless talk. That the morals of the children should be watched over and cared for, all agree. The statutes prohibit sectarianism, but they do not decide as to reading the Bible; in some schools it is read, in others it is not. In the opinion of the superintendent, the question of public morals as well as that of public education is clearly secular ; and if there be in the Bible that which will improve public morals without interfering with the principles of those dependent on the schools for educational privileges, that help is desirable. He thinks that the singing or repeating in concert of the Lord’s Prayer and the reading of the beatitudes and psalms responsively by teacher and scholars (upon which Jews and Gentiles agree, and to which non-religionists do not object) would be a fair compromise. — (Report of superintendent, 1875 and 1876, p. 22.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There are three public high schools in the State (at Elko, Virginia City, and Gold Hill) where instruction is given, in addition to the common English branches, in nat¬ ural philosophy, university algebra, chemistry, English literature, and civil govern ment, particular attention being paid to instructing pupils in the duties pertaining to citizenship. PRIVATE SECONDARY SCHOOL. A school for young women was opened by Bishop Whittaker, at Reno, November 12, 1876, with almost as many boarders as the spacious building could accommodate, besides a number of day pupils. The building, which is supplied with all the modern con- NEVADA. 251 veni^nces and every arrangement necessary to the comfort and health of the pupils, stands on an eminence commanding a beautiful view of Reno, the green valley around, and the snow capped Sierras on every side. Ten thousand dollars of the funds used in its erection were contributed by Miss Wolfe, of New York, and $10,000 more were raised by the indefatigable bishop. — (Southern Churchman, December, 1876.) The above mentioned school and the preparatory department of the State univer¬ sity are, aside from the public high schools, the only institutions affording secondary instruction of which information has been received. SUPERIOR INSTRUCTION. THE STATE UNIVERSITY. The university was opened in 1874, with 7 pupils ; in 1875, there were 16 in attend¬ ance, and 23 in 1876, all in preparatory studies. It is the aim at present to make this a State school, superior to the higher grade of public schools, and to gradually advance the standard to that of like institutions in other States. The advancement of the pupils in their studies has been very gratifying. Mathematics is taught with great thorough¬ ness ; Latin, German, and French are a part of the course, also English literature and other branches.— (State report, 1875 and 1876, pp. 22,23.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The State superintendent reports having had under his charge since the beginning of his official term 5 pupils of the above classes, whom he placed in the institution at Oakland, California. The average number attending was 3. They displayed a remark¬ able proficiency in their studies and occupations. — (State report for 1875 and 1876, pp. 23, 24.) LIST OF SCHOOL OFFICIALS IN NEVADA. Hon. S. P. Kelly, State superintendent of public instruction, Carson City. [Term, January 1, 1875, to December 31, 1878.] STATE BOARD OF EDUCATION. [Term, 1875-’79.] Name. Post-ofl&ce. Hi a ftTreelleTiry T.. Tl. Bradley, governor . . . . . . . . Carson City. Carson City. Carson City. Hon. John Day, surveyor-general . . . Hon. Samuel P. Kelly, State superintendent of public instruction . COUNTY SUPERINTENDENTS. [Term, January 1, 1877, to January 1, 1879.] County. Superintendent. Post-office. Churchill . W. H. A. Pike . Educational Institute. Grenoa. Elko. Aurora. Eureka. Winnemucca, Austin. Pioche. Silver City. Belmont. Carson City. Gold Hill. Eeno. Hamilton. Douglas . John E. Johns . Elko . E. S. Yeates . Esmeralda . . . . D. H. Fletcher . Eureka^ . . . A. W. Kaye . . . . . . . Humboldt _ ^ . C. Cbenowitb . . . Lander . .T. R. Williamaon _ _ _ _ Lincoln . . . H. R. Alexander _ _ _ Lyon . C. McDuffie . Nye . . . F. C. firran 5J'er _ _ _ Ormsby . L. S. fi-reenlaw _ _ _ _ _ _ Storey . J. N. Flint . Washoe . Orvi.a RinP'. _ _ _ _ _ _ ^ _ White Pine - . H. S. Herrick _ 252 REPORT OF THE COMMISSIONER OF EDUCATION. NEW HAMPSHIRE. STATISTICAL SUMMARY. 1874-75. 1875-76. Increase. Decrease. POPULATION AND ATTENDANCE. Children 5-15 years of age . *71, 322 55, 976 Enrolment between 6 and 16 . 55, 885 55, 555 330 Enrolment under 6 years of age . 6,222 5, 160 1,062 Enrolment over 16 years of age _ _ 6, 664 5, 884 780 35, 901 34, 748 1, 153 32, 850 31* 951 ’899 Total enrolment . . . 68, 751 66,’ 699 2, 052 Average daily attendance . 48, 288 48, 857 569 Persons of school ago in private schools . 3, 357 3,892 535 In schools corresponding to nublic 4, 194 high schools. Children 5-15 years of age not attend- 4, 164 4,156 8 ing any school. TEACHERS. 503 553 50 Women teaching . 3,166 3, 107 59 Average monthly wages of men, (in¬ $42 61 $41 93 $0 68 cluding hoard.) Average monthly wages of women, 25 54 25 72 $0 18 (including board.) Persons teaching for the first time .... 646 659 13 Teaching same school successive terms 1,189 1, 125 64 SCHOOLS. Graded schools _ ... . . . . 403 458 55 Town high schools _ _ _ _ _ _ .... 19 18 1 District high schools . 20 21 1 Total number of schools - _ _ _ _ +2, 499 2, 498 1 SCHOOL-HOUSES. School -houses . _ _ _ _ _ 2, 223 2, 237 14 Unfit for use _ _ _ _ _ _ _ ... _ 388 417 29 Eiiilt during the yea.r _ _ 25 27 2 Having no bla,ckboard _ _ 58 36 22 Ha.ving globes or outline maps _ 649 856 207 Value of school buildings and sites. .. $2, 228, 905 $2, 413, 860 $184, 955 Value of school a,ppa,ra,tus _ 29, 154 35, no 5, 956 INCOME AND EXPENDITURE. Eeceijpts. From town taxes .... _ _ .... _ $478, 318 $465, 186 $13, 132 Prom district ta.xes _ 60, 847 71, 609 $10, 762 From literary fund . . 27, 340 24, 611 2, 729 Prom local funds _ _ 25, 348 32, 346 6, 998 Railroad tax for schools .. _ _ 6, 401 5, 781 620 Contributed and dog tax . 2*4, 883 15, 460 9, 423 Totalt . 621, 649 652, 714 31, 065 * This nnraher iDcludes children 4-17 years of age. t By misprint in last State report made 2,599. I The State superintendent explains that the difference between this total and the amount of the items given may arise from incomplete returns, money expended in Iractional districts, or money raised the previous year. NEW HAMPSHIRE. 253 Statistical summary — Continued. 1874-’75. 1875-76. Increase. Decrease. Expenditures. For new buildings . For permanent repairs . . For miscellaneous expenses . For teachers’ salaries, including board Total* . $226, 523 37, 721 61, 850 424, 889 $110,709 31, 880 66, 991 450, 440 $5, 141 25, 551 $115,814 5,841 742, 854 668, 046 74, 808 * The State superintendent explains that the difference between this total and the amount of the items given may arise from incomplete returns, money expended in fractional districts, or money raised the previous year. (Report for 1875-76 of Hon. J. W. Simonds, State superintendent public instruction, pp. 562, 563.) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. School Legislation and Statistics, by Moses B. Goodwin, in State report for 1872, pp. 135-169 ; Legislative History of Education, in State report for 1875, pp. 295- 301 ; Constitution of 1783 ; State reports from 1848 ; Bancroft’s History of the United States, vol. 1, p. 418 ; Prof. H. E. Parker, in Sanborn’s History of New Hampshire, pp. 346-352; Revised Laws of 1792, 1815, 1830, 1843, 1853. BORROWINGS FROM MASSACHUSETTS. From 1641 to 1680 New Hampshire and Massachusetts were united with a common representation in one legislature. One fruit of this union was that the famous school law of June 14, 1642, for the com¬ pulsory education of all children in at least the English tongue and capital laws, affected New Hampshire as well as her sister State ; and so did the other of November 11, 1647, for an elementary school in every town of 50 householders, and a grammar school, with a teacher capable of fitting youth for the university, in every one of 100 householders. These laws continued to be school laws of the State, not only during the existence of the early Union, but, by allowance or adoption, for a century or more beyond ; the first by a sort of general consent, the second by express transfer to the statute books. This transfer took place in 1719, with only one important change, the increase of the penalty for not establishing a school from 5s. to £20, an increase which showed earnestness. Another fruit of the union was the possession, with comparatively few exceptions, of a school lot in every township ; for, as Massachusetts, in dividing up her townships, gave ordinarily one of the 63 equal parts of each for a school, the custom, through their union in one legislature, was followed generally in New Hampshiie. Hence the occasional township funds, which, through a thrifty investment of the proceeds of an early lease or sale, have in some cases continued until now to afford aid in the main¬ tenance of schools. A careful husbanding of these funds in every case might haye made schools early and fully free. INDEPENDENT COLONIAL ACTION. The first instance of this, with respect to education, was a clause in a law of 1693* requiring the selectmen of a town to assess a tax to build a school-house, and the people to provide a schoolmaster. As before said, this in 1719 was followed by a reen¬ actment of the school law of 1647, and this by an enactment in 1721 that derelict selectmen should be liable, in their own estates, for the penalty of not establishing a^, school. These things seem to have rested for just half a century, when, in 1771, an act was passed providing that this wholesome penally should, both as to towns and to selectmen, be reduced from £20 to £10 ; the reason assigned being that since the pas¬ sage of the law, the nominal value of the provincial currency had doubled. The difficulty with respect to all these laws was, that na officer appears to have been charged with the duty of seeing to the execution of them ; and as private information and complaint against offending towns was an invidious thing, compliance with the law might be easily evaded. And that it was so evaded is pretty evident from the concurrent statements of the historians of different towns. * This is Professor Parker’s date. 254 REPORT OF THE COMMISSIONER OF EDUCATION. EARLY STATE ACTION. The consciousness of deficiency in educational affairs, and a desire for improvement in this respect, found vent, after the creation of the State, first, in a clause of the con¬ stitution of 1783, (copied mainly from $ 2, chap. 5, of the Massachusetts constitution of 1780,) that “ knowledge and learning, generally diffused through a community, being essential to the preservation of a free government, and spreading the opportunities and advantages of education ^ * being highly conducive to promote 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.” It found expression afterward in a legislative act of June 18, 1789, to repeal all former acts respecting education, because they “ had been found not to answer tbe important end for which they were made,” and to provide a better system. One change made by this act was, that the amount of money for school purposes, left previously to the discretion of the towns, was fixed for every town at the rate of £5 for each £1 of public taxes. Another was, that in ordinary towns it was directed there should be “English grammar schools” for teaching reading, writing, and arithmetic: and that in shire and half-shire towns, grammar schools should be established for teaching Latin and Greek, in addition to the branches required in the English grammar schools.* A third change was, that it was now required that, to secure engagements, teachers should be examined by such competent authorities as schoolmasters, learned ministers, preceptors of academies or presidents of colleges, and furnish certificates of qualification from them. Certificates of character were subsequently required. CHANGE FROM TOWN TO DISTRICT SYSTEM. Down to the present century, the town was the school unit ; towns built the school- houses, employed the teachers, received and disbursed the school funds, and did what¬ ever was thought necessary for the schools. But in 1805, (December 28,) again follow¬ ing the lead of Massachusetts, an act was passed to empower the towns to divide into school districts. In subsequent acts there was a renewal of this permission, till, July 6, 1839, the empowering clause was replaced by a provision peremptorily ordering tbe subdivision, t And so, for the sake of having schools within easy reach of pupils, a system has come in which has hindered proper grading, has divided schools almost to nothingness, has made it impossible to secure for half of them good teachers, and has given over the supervision of them in a great degree to such persons as could be had rather than to such as would be most desirable. SCHOOL COMMITTEES. A law passed December 22, 1808, directed that each town should, at its annual meeting, appoint 3 or more suitable persons,!: whose duty it should be to visit and inspect annually the schools in their respective towns and parishes at such times as should be most convenient for those concerned, and in such manner as they should judge most conducive to the interests of literature, morality, and religion. And in case any town should neglect to appoint such persons, the duty of inspecting schools should devolve upon the selectmen. A district committee, consisting of one person for each school district, to be chosen at the annual meeting of the town, was also provided for, July 6, 1827. This, July 4, 1829, was added to and amended by a provision that there should be chosen annually, in the month of March, by each school district in the several towns, (except Portsmouth,) a committee consisting of one or more persons, not exceeding 3, who should be resident in the districts for which they should be chosen, and be called the prudential committee thereof. The duties of this committee were to be to select and contract with teachers for their districts, to provide them board, to furnish fuel for the school, to give information of its opening, and to aid the superintending committee in any manner necessary. In these laws was laid the foundation of the system of town supervision and dis¬ trict care of schools, which, with comparatively little alteration, still continues. Portsmouth, excepted in the latter act, had been specially empowered, July 7, 1826, to choose a school committee of its own, with the powers and duties of both the others, and some besides. On several subsequent occasions there was special legislation for its benefit. *Tlie rate of taxation for school purposes fixed in this law of 1789 was changed in 1791 to £7^ for £1; in 1705, to $35 for every $1 ; in 1804, to $45 fo. $l ; in 1806, to $75 for $1 ; in 1808, to $70 for $1 ; in 1818, to $90 for $1 : in 1840, to $100 for $1 ; in 1852, to $135 for $1 ; in 1853, to $150 for $1 ; in 1855, to $200 for $1 ; In 1868, to $250 for $1 ; in 1870, to $350 for $1. The provision for classical schools in shire and half-shire towns was abolished in 1807, and the matter left to regulate itself. tTo further reenforce this act a penalty of $100 was, in the revised laws of 1843, imposed on select¬ men who should neglect to make such a division for six months after an application for it by ten legal voters. tMade July 6, 1827, not less than 3 nor more than 5 persons, with the additional duty of examining schoolraasteis and mistresses proposing to teach within the town, of dismissing the incompetent, even though licensed, and of directing and determining the class books to be used. NEW HAMPSHIRE. 255 An excellent school law, passed July 6, 1827, made it the duty of the superintending school committees to visit and inspect the schools of their respective towns at least twice in each year, to inquire into the management of them and the proficiency of the scholars in them, and to use their best endeavors to have the youth in the several dis¬ tricts attend the schools. The results of their observations and inquiries were to be embodied in a written report to the town at its annual meeting, this report to state the number of months public schools had been kept in each district in said towns ; what portion thereof had been kept by male and what by female teachers ; the whole num¬ ber of scholars that had attended each school ; the number of children between 4 and 14 that had not attended school ; and the number, if any, between 14 and 21 who could not rt-ad and write. This was the first beginning of anything like effective regulations for thorough supervision and returns, and if there had been added to it the require¬ ment that the reports should be forwarded to some central officer and published for the information of the State, it would have been almost all that could be wished. As it was, it was a great improvement on the law of 1808. FURTHER IMPROVEMENTS. In the same law the selectmen of the towns, on notification from a school teacher that any parents had not supplied their children with the prescribed text books, were authorized to supply books for such children and add the cost of them to the next an¬ nual tax of the parents or guardians. In 1833 destitute children were directed to be furnished with text books free. Another law of July 6, 1827, made very special and complete arrangement •» for the erection of suitable school-houses for the districts, and for making these as comfortable and convenient as possible. In ]828-’29 a literary fund which bad been formed in 1821 (June 29) by a tax upon the banks, with a view to the endowment or support of a college, was ordered to be distributed among the towns, according to their apportionment of the public taxes, to be applied to the support and maintenance of common free schools, or to other pur¬ poses of education.” This fund — at first amounting to $10,000 annually, and now to about $27,000 — has, since 1847, been distributed on th^e basis of the number of children 4 years old and upward attending a public school, as shown by the annual returns of the school committees. July 3, 1846, permission was given towns to contribute to the support of county teachers’ institutes, which from this time forth were encouraged till 1861, when they were abolished as inefficient; but they were revived in 1868, were made imj^erative, and funds for their support provided by the State. July 10, 1846, a still greater improvement was made by the legislature giving the State schools a head devoted to their interests. This head was a State school commis¬ sioner, to be appointed by the governor and council, to spend 20 weeks of each year among the counties for the purpose of encouraging and counselling school ofiicers, to receive returns from school committees, and to make an annual report to the general court each June. Prof. Charles B. Haddock, of Dartmouth College, the enlightened originator of the bill, was the first commissioner appointed under this act, and his ex¬ ertions to improve and unify the State school system are said to have been productive of excellent effects ; as were, though in a somewhat less degree, those of his successor, the Rev. Richard S. Rust, of Northfield Institute. The latter, in his second report, says that in the discharge of his official duties for 1848-’49 he had travelled above 2,000 miles, delivered more than 50 public addresses, visited 300 schools, and aided iu con¬ ducting several county institutes. MODIFICATIONS OP THE SYSTEM REACHED. Too frequent change is the great evil in republics. The State commissionership had barely had time to indicate its efficiency before the sense of the need of something com¬ ing closer to the people began to be experienced ; and instead of supplying this need by an agency intermediate between the commissioner and the committees, the legisla¬ ture, in 1850, abolished the State commissionership and established a county commis¬ sionership in its place. One of these commissioners was to serve for each county, and all together were to constitute a State board of education. Each commissioner was to spend not less than one day in each town of his county every year, for the purpose of promoting, by addresses, inquiries, and other means, the cause of common school edu¬ cation, and was to report his doings annually to the secretary of the board, who prepared the report of the board for publication. This system, incomplete without the directive and vitalizing influence of a State head, had yet enough of popularity about it to endure for 17 years ; when, in 1867, there was a return to the plan of a central superintendent, with the addition of a board of education, to consist of the governor and council with himself, but without county officers between him and the committees. This State headship, thus reestablished, has continued to the present time, though the board of education linked with it was abolished July 7, 1874. The superintendent holds office for two years and is appointed by the governor and council. 256 REPORT OF THE COMMISSIONER OF EDUCATION. The teachers’ institutes which had been revived in 1868 were abolished with the board of education, from a renewed impression that they had ceased to be efficient ; but an agitation for their revival is again on foot. In the line of comj)ulsory training a law of 1846 made imperative at least 3 months’ schooling of children employed in factories. One in 1848 established stringent provis¬ ions for preventing truancy; and one of July 14, 1871, required all persons having charge of children between 8 and 14 years of age to have them instructed in a public or a private school, or otherwise, for at least 12 weeks of each year, 6 of these weeks to be consecutive. A State teachers’ association was established in 1854 ; a State agricultural college received a charter in 1866; a State normal school was set on foot in 1870. All these have been since continued. Since 1848 graded schools have been provided for. STATE SCHOOL OFFICERS. These have been— exclusive of the secretaries of the boards of education composed of county school commissioners* — as State school commissioners : Charles B. Haddock, 1846-’47 ; Richard S. Rust, 1847-’50 ; as State superintendents : Amos Hadley, 1867-’69 ; Anthony C. Hardy, 1869-71 ; John W. Simonds, 1871-73; Daniel S. Beede, from August, 1873, to February, 1874, when John W. Simonds was reappointed for the remainder of his term, and in 1876 was succeeded by Charles A. Downs, a former secretary of the board of education. His term reaches to 1878. ELEMENTARY INSTRUCTION. CONDITION OF THE SCHOOL SYSTEM. The space given to the school history compels the omission, very reluctantly made, of much interesting matter in the last State report relating to the present condition of the schools in such points as their buildings, teachers, efficiency of supervision, absenteeism, and the efficacy of the compulsory law. IMPROVEMENTS. Since 1871 the interests of public education have improved in the following respects : (1) In popular sentiment for supporting and advancing schools ; in educational meet¬ ings held in towns and districts; in the'general demand for a more frugal expenditure of the school moneys, and in the growing tendency to discard the district system and adopt the town plan. (2) In the work of school supervision, in examining teachers and schools, in organizing and conducting schools, in the written work of scholars, and in the school reports. (3) In a general desire to secure better qualified teachers and more thorough instruction. (4) In the introduction into many schools of singing, free-hand drawing, elements of the sciences, and oral lessons. (5) In the establishment and management of the State normal school, with improved facilities for preparing teach¬ ers. {Q) In the erection of new school buildings, adapted to the comfort of scholars, and supplied with necessary appurtenances. — (State report, 1875-’76, p. 472.) KINDERGARTEN. Reports for 1876 have been received from 2 Kindergarten, one of them located in Nashua, the other in Manchester. The latter was organized in 1876 by a pupil of the conductor of the school in Nashua. There was an aggregate attendance of 30 pupils under 4 teachers ; hours of study each day, 3 ; age of admittance, 3-7 years. For fur¬ ther particulars, see Table V. CITY SCHOOL SYSTEM. NASHUA. Officers, — The school committee is composed of as many members from each ward as the ward is entitled to aldermen in the city council. The mayor of the city is ex officio chairman, and a city superintendent is appointed by the committee. Statistics. — Population of Nashua, about 12,000; number of children 4 to 21 years of age, 3,2.52; enrolment in schools, 2,313; average number belonging, 1,643; average daily attendance, 1,512; average per cent, of attendance, 92; number of teachers, 53. Expenditures for public schools, $32,555.53. Remarks. — The schools are graded as primary, middle, grammar, and high, the latter comprising classical, English, and business courses. The number of pupils in attend- *The secretaries of the board, as given in the last State report, were; John S. Woodman, 1850-’51 ; Hall Roberts, 185l-’54; King S. Hall, 1854-’55; Jonathan Tenney, 1855-57; James W. Patterson 1857-61; Wm. D. Knapp, 1861-62; John Wingate, 1862-’63; Roger M Sargent, 18G3-’64; Charles A., Downs, 1864-65; G-eorge Vv^. Cate, 1865-’66; Roger M, Sargent, again, 1866-’67. NEW HAMPSHIRE. 257 ance is larger now than at any pre^'ious time, comprising about 9 per cent, of the whole number in the schools. There were 17 graduates in 1876, of whom 10 were young women, 7 young men. Four evening schools were sustained, with an attendance of 136 pupils. — (Nashua school report, 1876, Superintendent Hon. John H. Goodale, and report of the Commissioner of Education for 1875.) No printed reports from other cities have been received. TRAINING OF TEACHERS. STATE NORMAL SCHOOL, PLYMOUTH. This school was established by act of the legislature in 1870, “ for the better training of teachers for the common schools of the State,’’ and in 1871 the introductory term of school opened. It has proved a triumphant success. Already it has exerted an untold influence for good upon the schools of New Hampshire, and it occupies an hon¬ orable position among the best normal schools in the nation. With its 170 graduates in the educational field, and as many more undergraduates who are sharing their labors, and with its increased facilities for the training of teachers, the school ranks among the most important institutions under the patronage of the State. The grad¬ uates for 1875- 76 numbered 35, of whom 6 belonged to the second course and 29 to the first. — (Report of the State superintendent, pp. 324-323.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent, in his summary of public school statistics, reports the existence of 39 high schools, 18 of them being town and 21 district schools. The num¬ ber of pupils in attendance, branches pursued, &c., are not given in the summary, but such information is furnished in respect to 30 public high schools, which are included in a list of 87 secondary schools to which the superintendent had sent circulars of inquiry. There are 32 public high schools given in the list, but two of them make no report as to attendance, &c.; one of them has but just been established; 27 report the value of their school property, which ranges from $1,000 to $80,000 each school, (only that part of school property used for high school purposes being counted,) and 8 report libraries ranging from 20 to 800 volumes, and aggregating 2,570. The 30 schools were taught by 77 instructors, 32 men and 45 women; and had an attendance of 2,674 pupils, 1,168 boys and 1,506 girls ; of whom 998 were studying the ancient, and 361 the modern languages. — (Report of the State superintendent, 1875-76, pp. 549-555.) ACADEMIES AND SEMINARIES. Of the 55 academies and seminaries replying to the circular of the superintendent, 9 made no report of attendance or of the branches studied, 18 failed to give the value of their school property, and 54 did not report the number of volumes in their libra¬ ries. The attendance, so far as given, is, boys, 2,298; girls, 1,739. There were 157 teachers employed, of whom 87 were men and 70 women. The ancient languages were studied by 970 pupils, and the modern by 460. The libraries numbered about 22,000 volumes. The aggregates of this table, including public and other high schools, represent, as the superintendent remarks, a grand educational iiower. There are 5,731 young men and women taught by 234 well educated instructors. The larger number of these students are pursuing the higher branches ; 1,968 study the ancient, and 821 the mod¬ ern languages. They have free access to libraries containing nearly 25,000 volumes. The cash value of buildings, furniture, lots, and apparatus of 86 of these schools, is estimated at $1,100,000. — (Report of the State superintendent, 1875-’76, pp. 549-555.) Special reports were received by the United States Bureau of Education from 35 of the above class of schools, 1 for girls and 34 for both sexes, having 3,465 pupils under 115 teachers. Of these, 642 are in classical studies, 217 in modern languages, 169 pre¬ paring for a classical course in college, and 36 for a scientific course. Drawing is taught in 16 of these schools, vocal music in 16, and instrumental music in 18. Chemical laboratories are reported by 13, apparatus for the illustration of natural philosophy by 22, and libraries of 50 to 4,000 volumes by 20. PREPARATORY SCHOOLS. Five preparatory schools report 41 teachers and 418 students. There were 378 pre¬ paring for a classical and 40 for a scientific course. Two report chemical laboratoiies, 3 philosophical apparatus and gymnasiums, and all report libraries having from 100 to 3,000 volumes, and aggregating 6,600. BUSINESS COLLEGE. A business college in Manchester, with 3 teachers, reports 133 pupils, studying the common English branches, commercial correspondence, penmanship, book-keeping, banking, and commercial law. 17 E I 258 REPORT OF THE COMMISSIONER OF EDUCATION. SUPERIOR INSTRUCTION. DARTMOUTH COLLEGE. The 5 departments of this college, namely, academical, scientific, agricultural, engi¬ neering, and medical, are so constituted and connected as to secure for each, as far as may be, all the advantages of the institution, and to insure, with diversity and distinct¬ ness, a desirable unity. While the college adheres in general to the idea of a settled and well balanced curriculum, it admits, to a certain extent, the elective principle. There is a choice, on entering, between the 3 undergraduate departments, academical, scientific, and agricultural ; and in each of these departments a partial course may be taken, embracing two, at least, of the prescribed studies, and securing an appropriate testimonial. In the scientific department there is a choice in the last year, and in the agricultural department in the last two years, between different courses. There are, also, a number of options between particular studies. The equipment of the observatory, through the liberality of the friends of the insti¬ tution and of science, has recently been greatly improved. Considerable additions have also been made to the museum of geology and natural history. The gymnasium has the most approved apparatus and furniture. The students attend regular exercise under an instructor, and at other times the building is open for voluntary practice. Large additions have been made of late to the means of assisting indigent and worthy students. Aid is mainly given in the form of scholarships, usually of |70 annually, though in some cases the amount is increased to $100. — (College catalogue, 1876-’77.) NEW ENGLAND UNIVERSITY OP ARTS AND SCIENCES. Of this institution, “ chartered by the State of New Hampshire,” in respect to which a plan was presented in the Report for 1875, nothing further has been heard. COLLEGES FOR WOMEN. Three colleges for women, all authorized to confer degrees, report 24 teachers and 270 students, of whom 143 were pursuing preparatory studies ; 92 were in regular, 20 in partial, and 15 in post graduate courses. All have libraries, the aggregate number of volumes in them being 2,350. Music, vocal and instrumental, and drawing and painting are taught in all ; French and German in 2, and Italian in 1. Chemical apparatus and that for the illustration of natural philosophy are reported by all ; 1 has a natural history museum, and 2, galleries of art. Statistics of Dartmouth College, 1876. Name of college. Corps of instruction. j Endowed professorships. j 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. Dartmouth College . 16 a4 0 249 $160, 000 $400, 000 $25, 000 $15, 000 6$750 $100, 000 c48, 000 a Partially. 6 Income from permanent State fund in academic department, c Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The New Hampshire College of Agriculture and the Mechanic Arts was established in 1866 as a department of Dartmouth College. The course of instruction, as at present arranged, embraces three years, and leads to the degree of Sc. B. During the first year all pursue the same studies, but at the beginning of the second, students are re¬ quired to select either the special course of agriculture or that of the mechanic arts. The requirements for admission embrace, at present, only the studies pursued in the common schools. There are 12 free scholarships, one for each senatorial district, cover- NEW HAMPSHIRE. 259 ing the charge for tuition. Scholarships have also been established by Hon. John Conant, numbering one for each town in Cheshire County. There are also other schol¬ arships available to students from any part of the State. A valuable tract of 1G5 acres of land has been secured for an experimental farm by the munificence of John Conant, of Jafifey. The college has also recently purchased 200 acres of woodland adjoining the farm. — (Dartmouth College catalogue, 1876-’77.) Thayer School for Civil Engineering. — This department of Dartmouth College was estab¬ lished through the generosity of General Sylvanus Thayer, who gave $70,000 for the purpose. The course is essentially a post graduate one. The design is to give thorough and systematic instruction in fundamental principles and operations pertaining to the principal branches of the science, without aiming to give in detail a technical knowl¬ edge of each. — (College catalogue, 1876-77.) MEDICINE. The medical department of Dartmouth College provides a 3 years’ course of study. Applicants for admission, unless already matriculants of Dartmouth, or graduates of some reputable college, academy, or high school, are examined as to their fitness to appreciate the study of medicine. The building belonging to this department has been put in thorough repair throughout. New museums of anatomy and materia medica have been furnished ; also microscopes, and an extensive collection of microscopical prepara¬ tions, rendering the appliances for illustration ample. — (College catalogue, 1876-’77.) Statistics of schools for scientific and prof essional instruction, 1876. 1 Property, income, &c. j Schools for professional instruction. Corps of instruction. Endowed professorships. j Number of students. Number of years in cours< Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Kecoipts for the last year from tuition fees. Number of volumes in libi SCHOOLS OP SCIENCE. Chandler scientific department of Dart¬ 18 74 4 $120, 000 $7, 000 $4, 000 al, 500 mouth College. New Hampshire College of Agricult¬ 12 24 3 $120, 000 80, 000 4,800 &150 cl, 400 ure and Mechanic Arts, (Dartmouth College.) Thayer School of Civil Engineering, 5 6 2 d3, 000 55, 000 3,500 360 2, 000 (Dartmouth College.) SCHOOL OF MEDICINE. New Hampshire Medical Institution, 8 75 3 40, 000 1,200 72 6, 000 1, 500 (Dartmouth College.) a Society libraries. c Includes society libraries. & Also $900 from State appropriation. d Apparatus. EDUCATIONAL CONVENTION. STATE teachers’ ASSOCIATION. This association was organized in 1854 by about 100 of the teachers of the State assembled at Concord. For the first years of its existence the association held two meetings annually in different sections of the State. Later only one meeting has been held annually, each continuing for two or three days. At these meetings literary essays are read, and various practical educational subjects discussed. They have ex¬ erted a great and favorable influence upon educational progress in the State. At these meetings was first agitated the progressive legislation of the State relating to schools, such as the establishment of the office of State superintendent, of State teachers’ insti¬ tutes, and the State normal school. — (Report of the State superintendent, 1875- 76, pp. 307, 308.) 260 REPORT OF THE COMMISSIONER OF EDUCATION. OBITUARY RECORD. PROFESSOR E. W, DEMOND. Prof. Ezekiel Webster Dimond, born in Warren, New Hampshire, August 7, 1836, died from disease of the brain at Dartmouth College, Hanover, N. H., July 6, 1876. Left at an early age an orphan, with but slender means, Mr. Dimond laboriously pre¬ pared himself for college, and, teaching during both his preparatory and collegiate course, graduated at Middlebury College, Vt., in 1865. The autumn of that year was spent in giving instruction at the Methodist Seminary, Springfield, Vt. ; the next year, in studying natural science under Prof. Agassiz, at Cambridge, Mass., till the summer; after which he engaged in lecturing on chemistry at different seminaries for young ladies, in Worcester and elsewhere. In 1867 he published a work evincive of consider¬ able scientific ability on “ The chemistry of combustion ” as applied to the economy of fuel, with special reference to the construction of firo chambers for steam boilers. The reputation as a scientist and teacher which by this time he had acquired, obtained for him, in 1868, the senior professorship in the New Hampshire State Agricultural College, at Hanover, with the professorship of chemistry in Dartmouth College. Spending some months abroad in preparation for the duties of these posts, he entered with zeal upon those duties, and continued the industrious prosecution of them to the close. A man of excellent natural abilities, of untiring energy, of genial and generous spirit, and of unflagging devotion to his work, his labors both as an instructor and a manager, espe¬ cially in the agricultural department, are said to have been very valuable. President Smith, in a memorial notice of him, at the opening of the session subsequent to his death, gave him the high praise of being one of the most self-sacrificing men he had ever known, and one, too, of the kindest. — (The Dartmouth, September 7, 1876, pp. 7-9.) CHIEF STATE SCHOOL OFFICER. Hon. Charles A. Downs, State superintendent of public instruction, Concord. [Term, 1876 to 1878.] NEW JERSEY. 261 NEW JEKSEY. STATISTICAL SUMMARY. 1874-75. 1875-76. Increase. Decrease. 312, 694 314, 826 2, 132 191,731 196, 252 4,521 98, 089 103,520 5,431 172, 906 179,711 6, 805 42, 434 41, 964 470 76, 168 73,733 2, 435 62 70 08 13 09 04 25 21 04 56 68 12 946 978 32 2, 307 2,306 1 $67 65 $66 42 $1 23 37 75 37 39 36 1,371 1,368 3 1,539 1,532 7 2, 948 3, 046 98 240 235 5 106 103 3 101 75 26 116 102 14 285 259 . 26 473 490 17 372 451 79 40 47 7 73 66 7 24 5 19 38 20 18 339 294 45, 387 389 2 ' 5.57 581 24 > 94 117 23 52 51 1 72 80 8 $2, 142 $2,238 $96 4,085 4,209 124 6, 287,267 6, 449, 516 162, 249 $1, 298, 579 $1, 285, 462 $13, 117 941, 117 759, 305 181, 812 31, 769 70, 524 $38, 755 40, 000 39, 125 875 2, 311, 465 2, 154, 416 157, 049 POPULATION AND ATTENDANCE. Children between 5 and 18 . Enrolment in the public schools . Average attendance in these schools . Number public schools could seat . Number in private schools . Number attending no school . Percentage attending public schools . Percentage attending private schools . Percentage attending no school . Percentage schools could accommodate . . . TEACHERS AND THEIR PAY. Number of male teachers in public schools Number of female teachers in public schools Average salary paid male teachers a month Average salary paid female teachers amonth SCHOOL DISTRICTS AND PROPERTY. Number of school districts . Number of school buildings . Number of school departments . Number of undenominational private schools. Number of denominational private schools. Districts in which school-houses are very poor. Districts in which school-houses are poor . Districts in which school-houses are me¬ dium. Districts in which school-houses are good . Districts in which school-houses are very good. New houses erected . . Refurnished or remodelled. - . . Districts without school-houses . . Buildings valued at $100 or less . . Buildings valued between $100 and $500.. Buildings valued between $500 and $1,000. Buildings valued between $10,000 and $20,000. Buildings valued above $20,000 . Average value of school-houses outside of cities. Average value including those of cities. .. Total valuation of school property. INCOME AND EXPENDITURE. Becdpts. From State tax . From local tax . From permanent fund . From other sources . Total receipts 262 EEPOUT OF THE COMMISSIONER OF EDUCATION. Statistical summary — Continued. 1874-’75. 1875-’76. Increase. Decrease. Expenditures. For sites, buildings, and furniture . For libra.ries and apparatus . . For salaries of superintendents . For salaries of teachers . . For miscellaneous or contingent expenses . Total expenditure for public schools . $548, 869 750 28, 770 1,731,816 30,780 $407, 768 2, 175 36, 950 1,511,701 195, 822 $1, 425 8, 180 165, 042 $141, 101 220, 115 2, 340, 985 2, 154, 416 186, 569 (Report of State Superintendent E. A. Apgar for 1875-76, pp. 8, 9, and return to Bureau of Education.) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Sketch by Hon. Ellis A. Apgar, prepared for Kiddle and Schem’s Educational Encyclopedia ; Nixon’s edition of Elmer’s Digest of the Laws of New Jersey : Statute Laws, from 1824 to 1874. FIRST LAYING OP FOLTSTDATIONS. The Dutch and Swedes and Finns, who were the earliest colonists of what is now New J ersey, left little trace behind them of efforts for the education of their children. The Presbyterians, Independents, and English Friends, by whom these first settlers were succeeded, did much in this direction, under the authority of their several relig¬ ious organizations. The school-house was the general attendant of the place of wor¬ ship, and the schoolmaster was quite frequently the appointee of the church session or of the meetings of the Friends. The latter appear to have been the first to lay the basis of a settled fund for education by dedicating to this purpose in 1683 the proceeds of the sale or lease of a valuable island in the Delaware. And while the whole State was under them as its “ proprietors,” the first New Jersey law for the establishment of schools was passed by their general assembly at Perth Amboy, October 12, 1693. This enacted that the inhabitants of any town within the province, under warrant of a jus¬ tice of the peace of the county, might meet when they should think fit, and make choice of three men of the town “ to make a rate for the salary and maintenance of a schoolmaster ; ” and the consent and agreement of the major part of the inhabitants to such a rate should bind the remaining part to pay their proportion of it, under pain of distress upon their goods for failure. By this law, with only an amendment looking to an annual election of the school committee and to a central and convenient location of the school-house, schools were established in all portions of the province where the inhabitants desired them and the population warranted them, throughout the colonial times. BUILDING ON THESE FOUNDATIONS. When the province became, after the revolutionary war, an independent State, a number of these schools still existed, under the law and custom of provincial times, though private schools, sustained by voluntary payment of tuition fees, had generally come to be the rule. The free schools, where they did exist, lived only by permissive action of the State, and for a long while had no aid from her. On the 9th of February, 1816, came the first promise of an improvement in this condition of affairs. At that date an act was passed directing the State treasurer to invest in the 6 per cent, bonds of the United States the sum of $15,000, to form the basis of a State school fund, and to be increased at the end of every year by reinvestment of the in¬ terest received. The next year there was an augmentation of the fund by act of the legislature ; and, interest in the matter growing as time advanced, in 1818 the chief officers of the State government were made “ trustees for the control and management of the fund for the support of free schools.” The due control of it being thus assured, the amount of it was increased to $113,238.78. In 1820, following this provision of a State fund for free schools, came another not less important : the authorizing of the inhabitants of any township to raise by taxar- tion means for the education of pauper children and of those of parents too poor to pay for schooling. The designation of such only as the objects for assistance was, NEW je:^sey. 263 of course, unwise, tending to degrade the schools in which they should be taught, and cause these to he looked upon as “ pauper schools ; ” but this was an error shared for the time with the greater portion of the States, while the idea of aiding the poor to acquire an education was certainly commendable. In 1824, December 28, provision was made for steady increase of the State school fund by the addition to it of one-tenth of the State taxes for each year, and in 1828 the town meetings had the privilege of raising money for the erection or repair of school-houses added to that of raising it for the education of poor children. An extensive investigation made in this same year having shown that one-third of the children of the State were growing up without any education, the legislature was awakened to some conception of its duty, and passed in 1829 the first comprehensive State school law. Its provisions were that there should be in each township an elec- ti on of a school committee, whose duties should be to divide the township into con¬ venient school districts; to examine and license teachers for the schools; to visit these, at least every six months, with a view to inspection of their working and condi¬ tion ; to make report of that condition to the annual town meeting; and to have this report sent to the governor, to be laid before the legislature. On the division of the township into districts they were to call annual district meetings, at which should be chosen three trustees, who were to provide for their respective districts suitable school- houses, determine how many months the school should be kept open, and make a list of the children in the district between 4 and 16 years of age, which list should be the basis for the apportionment of the public school money. This school money, $20,000 annually for the whole State, was to be divided among the counties in proportion to the amount of taxes paid by each, and among the school districts in proportion to their school population. A SET-BACK. In 1831, February 16, through the influence of the friends of private and church schools, this newly established school system was abolished, and a law enacted for the limitation of the State appropriation to the education of poor children alone, and the distribution of it to private and parochial as well as public schools. By the same law district boundary lines were swept away, and teachers were no more required to be examined. RENEWED ADVANCE. All this was so much opposed to the advancing educational sentiment in favor of free unsectarian schools that it could not be long endured, and on the 16th of January, 1838, a called convention of the friends of such schools met at Trenton, and, after due debate of the whole subject, appointed a committee to issue an address to the people of the State. This drew forth such a demonstration in favor of public schools free from all denominational control that the legislature, March 1, 1838, repealed the act of 1831, and restored the main features of that of 1829, with some improvements. The division of the State into school districts was renewed, and so was the distribution of the public money to the districts for the benefit of the public schools alone. The ex¬ amination and licensing of teachers, as a necessary preliminary to their engagement in all schools aided by the State, was restored ; and while making these restorations the opportunity was seized to engraft upon the school system some better features than it had before possessed. Thus the State appropriation was raised from $20,000 to $30,000 annually; the minimum school age from 4 to 5 years; the examination of teachers, from the occasional work of a township school committee to the regular one of a county board of examination ; townships were called on to meet the State appro¬ priation for the schools with a tax levy of double the amount of State money received ; and the odious mention of pauper children as the only ones entitled to State aid was abandoned. In 1845 came another mark of progress. A supplementary school law was passed, March 1, authorizing the appointment of a State superintendent of public schools for the counties of Essex and Eassaic, with liberty for other counties to avail themselves of this supervision, by resolution of the boards of freeholders. The next year, April 17, came a more comprehensive law, repealing all preceding school bills, but embrac¬ ing the best provisions of each one, with the addition of a general superintendency for the whole State and a local one for every township, the township superintendents to visit the schools of their townships every quarter and make report to the Stat6 super¬ intendent every year. In 1851 the legislature increased the State appropriation for the schools to $40,000, this to be annually apportioned among the counties in proportion to their population, and among the townships in proportion to the number of children of school age, (now 5 to 18,) the local tax for school purposes in townships being limited to $3 annually for every child of such age. A COMPLETED SYSTEM. As a means of improving the teaching force and giving it a special training for its work, teachers’ institutes, with $100 appropriation to each, were authorized March 3, 264 REPORT OF THE COMMISSIONER OF EDUCATION. 1854, and a State normal school February 9, 1855; while, as a further encouragement to public education, the annual State allowance for the schools was raised in 1858 from ^40,000 to $80,000. Here matters rested till the conclusion of the civil war, which tasked the resources of the States in general too heavily for much improvement. That ended, a new era in educational affairs began. A State board of education, consisting of the governor and chief officers of state, with the trustees and treasurer of the normal school, was in 1866 put in charge of the school system, the State superintendent thenceforth being its secretary. To correspond with this great change and meet the advanced requirements of the time, a revised school law was passed March 21, 1867, the powers of the State board and State superintendent being defined, county superintendents coming in place of township ones; and State, county, and city boards of examination were provided for, without a certificate from one of which no teacher in a public school should be entitled to any salary. The district trustees of a township were also constituted a township board of trustees, subject to be called together by the county superintendent for consultation and advice with reference to school management. The State allow¬ ance for public schools was made $100,000 instead of $80,000, and the limitation of the district tax to $3 per child was taken off. The law has, as to these things, remained substantially the same till now ; but in 1871, April 6, there was an amendment making the public schools entirely free, and providing for a State tax of two mills on the dollar to enable them to be held as such for 9 months in the year, with an allowance of an additional township tax for this pur¬ pose if it should be necessary. In 1874, too, a law was passed requiring all persons having charge of children between 8 and 13 years of age to have them instructed in some way for at least 12 weeks in each year, 6 of which weeks must be consecutive. The next year this was improved in several particulars, tending to give it greater effi¬ ciency than has generally been secured by such laws in the United States. ADMUyiSTEATION. As may be seen, the administration at the outset was entirely local ; State aid began to be provided for in 1816, State government and supervision in 1845, the full pnion of the two in 1846 ; and this was improved and brought to something like its present measure of perfection in 1867, when county superintendence was brought in. The State superintendents under the lav/s of 1845 and 1846 were Theodore F. King, 1845-’52 ; John H. Phillips, 1852-’60 ; Frederick W. Ricord, 1860-’64 ; and Caleb M. Har¬ rison, 1864. Under the laws of 1866 and 1867, by which the secretary of the State board of education is ex officio State superintendent, the present incumbent, Hon. Ellis A. Apgar, has held the office by successive elections for terms of three years to the pres¬ ent lime. ELEMENTARY INSTRUCTION. DIMINISHED RESOURCES. Referring to the fact that the amount set apart for all school purposes in 1875-’76 was much less than in 1874-75, Superintendent Apgar says that the districts not entitled to a definite sum must, in consequence, receive much less per child than formerly. The per capita apportionment must be $4.24 instead of $4.49. “ This reduction is due to two causes: first, a decrease of $6,558,190 in the taxable property of the State, making a difference of $13,116.38 in the amount derived from the two-mill tax ; and, secondly, a large increase (14,694) in the school census upon which the apportionment is based. The aggregate reduction per child to large districts and to those having less than forty- fi.ve children amounts to from 50 to 60 cents. This is greatly to be regretted, and it is feared that it will have a serious effect upon the schools. Local taxation to supple¬ ment the deficiency must be resorted to, or the terms during which the schools are ordinarily kept open must be shortened. It is hoped that the people will raise by dis¬ trict tax the amount needed to keep the schools up to their previous standing both in length of terms and general efficiency.” — (State report for 1875-76, p. 10.) LARGE ATTENDANCE ON THE SCHOOLS. The total enrolment for 1875-76 increased 8 per cent, over that for 1874-75, and the attendance upon public and private schools amounted to 79 per cent, of the whole school population. Nearly all the children between 7 and 16 are believed to have at¬ tended school during some part of the year. The increase in enrolment and average attendance is looked on by the supermtendent as highly gratifying. Though the number of school age increased but 2,132, the en¬ rolment in the public schools increased 4,521, and the average attendance 5,431. The number attending no school diminished 2,435. — (State report, pp. 13, 14.) GOOD SCHOOLS THROUGH GOOD TEACHERS. The qualifications of teachers affect so greatly the character of schools that it is always pleasant to find evidence of effort to have the teachers such as they should be. NEW JERSEY. 265 In New Jersey this effort is apparent. The examinations for teachers’ certificates are mainly condacted by county boards, composed of the county superintendent and of first grade teachers* chosen by him ; and as the county superintendent is selected by the State board on the ground of capacity and not of politics, and has to stand the test of acceptance or rejection by the county freeholders, the examinations are gener¬ ally real trials of qualification, not being mere formalties. As a consequence of this, only 70 men and 42 women received first grade county certificates during the past year ; 134 men and 119 women second grade ones; far the greater part of the examined candidates, 596 men and 1,161 women, having to content themselves with third grade ones, while 713 applicants failed to pass at all. This augurs well for the future of the schools, for incapable teachers only spoil their pupils. — (Report, p. 11.) WHAT THE CENTENNIAL SHOWED. It is pretty fair evidence of the good discipline of the New Jersey schools, that besides 2 colleges and 33 private schools, 1,184 ungraded public schools in the State, with 230 graded schools and 8 high schools, contributed to the educational exhibit at the Centennial ; only 120 of the public schools failing to represent themselves, and only 5 per cent, of the teachers abstaining from participation. The number of pupils who furnished work was about 14,000 ; the number of specimens of all kinds and from all sources placed in the school exhibit of the State, 17,662. The character and extent of the studies pursued were shown from the fact that the exhibit made consisted of drawings, maps, mathematical operations, penmanship, grammatical analysis, composition, and primary work, besides herbaria, mineralogical and zoological specimens, chemical products, crayon portraits, water color sketches of New Jersey birds, and various mechanical contrivances, all from the pupils of the schools. The general thoroughness of the instruction given was evinced in the great com¬ pleteness of the work presented and its high excellence in most respects. In map drawing and penmanship a rank beyond that of many States and up to that of the very best was confessedly attained. In mathematics, composition, and grammar, the superintendent holds that “ the exhibit was equal to that from other States, excepting a limited amount furnished by the high schools in a few of the larger cities of the country.” In artistic drawing it is admitted that Massachusetts made the best display, but Mr. Apgar thinks that with the other States New Jersey fairly held her own ; while as to the general completeness of her educational collection he cites testimony from the American Bookseller, Pennsylvania School Journal, and New York Tribune, to show that in this respect she stood among the first if not herself the very first. County and city superintendents, teachers, and pupils, all seem to have labored with great unanimity to secure the results obtained The exhibit, as a whole, will be preserved in a room at the State-house, and will form the basis of a growing museum of school work, all meritorious work being receivable at any time, that there may be a constant stimulus to excellence. — (State report, pp. 21-28.) KINDERGARTEN. Of these happy combinations of domestic freedom and school training and instruc¬ tion, 10 make report of themselves for the year past, all speaking in high terms of the effect of the training in securing habits of attention, order, quick perception, and ready submission to mild discipline. Of the 10 reporting schools, one seems to embrace two departments, a German and an English, nnder the same teachers. Another in the same city, Newark, is not heard from. One existing last year at Hackensack does not report itself, and another at Plainfield ; a preparatory department of still another school has been given up. For further particulars see Table V, in appendix. — (Returns to Bureau of Education for 1875-76.) CITY SCHOOL SYSTEMS. CAMDEN. Officers. — A board of education and city superintendent of public schools. Statistics. — Estimated population, 40,000; children of school age, 10,842; enrolled in public schools, 5,270; in private and parochial, 1,200; average attendance in public schools, 4,039; that in others not given. Teachers in public schools, 103; wages of these, $350 to |1,600 for primary and grammar schools. No high school existent. Salary of superintendent, $1,084. Receipts for public schools, $86,751 ; expenditures, $86,363; average expense per capita, based on average daily attendance, $17.23. It appears that evening schools have been maintained, but there are no statistics of them except the wages paid teachers, $30 to $40 a month. — (Return to Bureau of Edu¬ cation from Superintendent H. L. Bonsall, for 1875-’76.) ELIZABETH. Officers. — Aboard of education and city superintendent of schools. Statistics for 1875 -’76. — Population, 25,000 ; children of school age, 6,817 ; enrolled in 266 REPORT OF THE COMMISSIONER OF EDUCATION. public schools, 4,547 ; in private and parochial, 1,800. Average attendance in public schools, 2,298 ; in private and parochial, 1,779. Teachers employed in public schools, 59 ; in private aud parochial, 62. Salaries of teachers in public schools, $350 to $1,600, the latter for principal of high school; salary of superintendent, $500. Receipts for Xmblic schools, $43,624 ; expenditures, $41,986. Average expense per capita, based on average daily attendance, $18.07. Notes.— Two evening schools have been maintained, enrolling 561 male pupils, and 38 females, under 3 male and 7 female teachers. Total average attendance, 215. The superintendent says that, notwithstanding a decrease of 328 in the number of childreu of school age, the enrolment in the city schools was 646 greater than in 1874-75. The average daily attendance has not increased in the same proportion, the advance in this having been 11 per cent, against 20 per cent, advance in enrolment. — (Report of State superintendent, pp. 3 and 4 of appendix, and return from Superin¬ tendent E. D. Smith.) JERSEY CITY. Officers. — A board of education aud city superintendent of public schools. Statistics. — Estimated population, 120,000; children of school age, 38,068; enrolled in public schools, 19,463 ; in private and parochial, 8,000 ; average attendance in public schools, 10,058. Teachers in public schools, 273 ; wages of these, $360 to $3,000. Salary of superintendent, $3,500. Receipts for city schools, $223,514 ; expenditures, $225,932. Average expense per capita, based on average daily attendance, $21.27. Notes. — The grades are primary, grammar, aud high. No city evening schools are mentioned ; but there appears to be a city normal school, as salaries of teachers in such are given, though no other statistics of it appear. — (Return for 1875-’76 from Superin¬ tendent Dickinson to Bureau of Education.) NEWARK. Officers. — A board of education of 30 members, 2 for each ward, and a city superintend¬ ent of schools. Statistics for 1875-76. — Population about 120,000; children of school age, 37,206; enrolled in public schools, 17,356 ; in private and parochial, 7,378 ; average daily attend¬ ance in the public schools, 10,933 ; number of teachers in these, 282. Wages of teachers, in primary schools, $300 to $1,200; in grammar schools, $425 to $2,000; in high school, $800 to $2,400. Salary of the superintendent, $2,500. Receipts for public schools, $217,038; expenditures, $208,033. Expense per capita based on average daily attendance, $20.23. A city normal school, with 4 teachers and 135 pupils, has been conducted dur¬ ing the year ; and evening schools, with 36 teachers and 1,479 enrolled scholars, also appear. The city high school had 5 male and 7 female teachers, with 176 male and 278 female pupils on its rolls ; average attendance, 342. Notes. — Music appears to have been taught by a special teacher or teachers at a sal¬ ary of $1,500 ; but there is no mention of special instruction in drawing or penmanship. The superintendent says that the school accommodations do not keep pace with the increase of the school population. Much as they have been needed there have been no new school-houses built during the year. A large number of children, probably in some measure from this cause, attend no school ; but from those reported as non¬ attendants, 12,742, about 3,000 must be deducted for the number between 5 and 6 years old, who are not admitted to the public schools, and perhaps 6,000 more for those over 15, who are irregular in their attendance. As evidence of improvement in the instruction given, it may be noted that there was a larger proportionate number of successful applicants for admission to the high school, and also a decided improvement in the general appearance of the papers presented. — (Return to Bureau of Education, and report of Superintendent Sears, in State re¬ port, pp. 10-13.) NEW BRUNSWICK. Officers. — A board of education, and city superintendent of schools. Statistics. — Population, about 18,000 ; children of school age, 4,956 ; enrolled in pub¬ lic schools, 2,455; in private and parochial, 1,183; average attendance, including that on evening schools, 1,638. Teachers employed in public schools, 42 ; salaries paid these, $300 to $1,400. Salary of city superintendent, who is principal of all the public schools, $2,500. Receipts for public schools, $35,610; expenditures, $85,610. Average expense per capita, based on average daily attendance, $17.37. Notes. — An evening school has been maintained, with 3 male teachers and 1 female, an enrolment of 130 males, and an average attendance of 95. The schools are graded as primary, grammar, and high, with a course of four years for each, and a steadily increasing proportion of the pupils is said to be passing up to the higher departments. The attendance, notwithstanding a great prevalence of sickness, is reported to have been exceptionally good, the percentage in the high school and grammar departments having been 95.5 on the average enrolment, and that for all the schools, 93.6. No less NEW JERSEY. 267 (baa 274 pupils were present every day during the year; and of this number, one young lady, Mary Bessonett, bad completed 8 years without the loss of a day. A great advance in school accommodation has been made by the erection of a new high school building in a healthy location on the finest avenue of the city. In its con¬ struction great care was taken to secure large isolated rooms, properly lighted, heated, and ventilated ; and, so far as a three months’ occupancy can test a building, the super¬ intendent thinks that the ends aimed at have been reached. The building cost $50,000, and when completely furnished will accommodate 750 pupils. — (Appendix to State re¬ port, pp. 13, 14, and return from Superintendent Pierce for 1875-76.) PATERSON. Officers. — A board of education of 16 members, two from each ward, one-half appar¬ ently going out each#year, and a city superintendent of public schools. Statistics. — Estimated present population, 39,000 ; children of school age, 11,982 ; en¬ rolled in public schools, 8,459 ; in private and parochial, 1,500 ; average attendance, 4,143. Teachers in public schools, 102 ; wages paid these, $355 to $1,425 ; salary of su¬ perintendent, $2,000. Receipts for public schools, $93,073 ; expenditures, $92,621. Average expense per capita, based on average daily attendance, $17.97. Notes. — Music was taught by two special teachers during a portion of the year, and drawing from January, 1876. A city normal school has been kept up, with 4 teachers and 122 pupils ; and from October 11 to the midwinter, 5 evening schools, with 21 teachers and 605 enrolled scholars, the teachers in both cases being of the regular corps of city teachers. There has also been a normal class connected with the high school, the course in which occupies a year, and is meant to insure a thorough mastery of the subjects taught in the primary and grammar grades, with skill in discipline, and im¬ proved methods of imparting instruction. This class is held to be a valuable auxiliary to the school system, and an important step toward securing teachers more thoroughly trained for their work than the majority of applicants for positions. — (Report of the board of education, and return to Bureau of Education from Superintendent W. J. Rogers for 1875-76.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL, TRENTON. The State normal school, established at Trenton in 1855, is the chief agency for the supply of well trained teachers for the public schools. It has two courses of instruc¬ tion, one extending through 2 years, the other through 3 years ; the former termed the elementary, the latter the advanced course. Both include vocal music and drawing. Graduates from the advanced course receive State certificates of the second grade, valid for 7 years ; those from the elementary course certificates of the third grade ; each entitles the holder to teach, without further examination, in the public schools of the State for the period covered by the certificate. The pupils have, during their course, the advantage of observation and practice in an excellent model school, close beside the normal school, the course in which runs up from elementary English studies to a fair range of high school ones. They are boarded at very moderate rates, in well arranged and comfortable buildings provided by the State, quite near the school. The number enrolled in the year 1875-’76 was 256 ; the average number in attend¬ ance, 205. The graduates numbered 39, of whom 28 were from the advanced course, and 11 from the elementary. — (Report of trustees and principal for 1875-’76.) FARNUM PREPARATORY SCHOOL, BEVERLY. This school occupies an excellent building in a pleasant village on the Delaware, 10 miles below Trenton. Erected in 1855-’56 by a wealthy citizen of Beverly, from whom it takes its name, it was offered to the State for its normal school. But that school having just been located at Trenton, this was accepted only as a preparatory school. It receives some aid from the State and has a normal department, but its graduates receive no diplomas, and are not authorized to teach in the public schools without examination. CITY NORMAL SCHOOLS. Normal classes — sometimes composed of those who are already teachers, sometimes of those who aim to be such — are maintained in at least 4 cities of the State, Jersey City, Hoboken, Newark, and Paterson. The first does not report the number of its normal pupils, but, from the salary paid its principal instructor, probably includes in its normal class a considerable number of its teachers. The class in Hoboken is said, in the State report, (p. 7 of appendix,) to have graduated 5 in 1876. Newark reports 135 pupils, under 4 teachers, and Paterson 122, under the same number.— (Returns to Bu¬ reau of Education for 1875-’76.) OTHER MEANS OF TRAINING TEACHERS. County superintendents are required by the rules of the State board of education to encourage the formation and assist in the management of county institutes, in which 268 REPORT OF THE COMMISSIONER OF EDUCATION. the teachers of the several counties receive instruction as to methods of teaching and discipline and all matters connected with school work. From the published re¬ ports of the superintendents such institutes seem to have been held in at least the greater portion of the counties, and with much advantage. To them, in some cases, have been added county and township teachers’ associations, one of these meeting every three months, and several, in Burlington County, once a month. In Cumberland County the superintendent has endeavored to reach all the teachers by publishing, in the county papers, a series of letters, pointing out practicable means of improvement in the qualihcations for their work ; this series to be supplemented, in 1876-77, by another on the best methods of performing that work. Educational journals, of course, aid much in this direction, and a new one for the State, the New Jersey School Journal, has been set on foot for 1»77. It is hoped that the Journal may prove a success. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. High schools in connection with the public school system have been established in Elizabeth, Hoboken, Jersey City, Newark, New Brunswick, Orange, Passaic, Pater¬ son, Phillipsburg, and Rahway, while in the model school connected with the State normal school at Trenton, high school studies are pursued by the 2 senior classes. In these different schools, excepting Hoboken, from which no report has been received, there appear to have been 1,607 students under 47 teachers, in courses varying from 2 to 4 years. — (Returns to Bureau, of Education for 1875-76.) PRIVATE SECONDARY SCHOOLS. In 7 schools for boys, 9 schools for girls, and 20 for both sexes, outside of the public school system, there have been reported to this Bureau 2,416 pupils under 163 teachers. Of these 510 are in classical studies, 341 in modern languages, 237 preparing for a classical course in college, and 72 for a scientific course. Drawing is taught in 16 of these schools, vocal music in 24, and instrumental music in 24. Chemical laboratories are reported by 10, philosophical apparatus by 16, and libraries of 75 to 2,200 volumes by 16. PREPARATORY SCHOOLS AND PREPARATORY DEPARTMENTS. Five preparatory schools report 183 pupils, under 31 teachers, and 1 preparatory de¬ partment reports 18 pupils. In the 6 schools there were 166 pupils preparing for the classical course and 35 for the scientific. Three report chemical laboratories, apparatus for the illustration of natural philosophy and gymnasiums, and 2, libraries of 50 and 2,000 volumes. BUSINESS COLLEGES. Three business colleges report 19 teachers and 398 students. Two pupils were study¬ ing Spanish, 7 French, 26 German, 3 telegraphy, and 12 phonography. All these schools teach the common English branches and correspondence, penmanship, book¬ keeping, and commercial law, 2 banking and phonography, and 1 telegraphy. One reports a library numbering 575 volumes. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN. The College of Netv Jersey, at Princeton, more commonly known as Princeton College, leads all the others in the State, with respect alike to age, accommodations, extent, and influence. Founded as far back as 1746-’47, by the Presbyterians, who largely settled that portion of the State, it has remained since under their control, but it is open, like others, to students of all churches or of none. Its course is full, its faculty most respectable, its buildings excellent, and its apparatus for instruction and illustration large. Fellowships, worth $600 in some cases, and $250 in others, reward the exertions of specially industrious and meritorious students, and enable them to pursue, for a year after graduation, studies supplementary to those of the college course. These studies may be prosecuted either at the college or elsewhere, but reports of them must from time to time be presented to the faculty. Fellows are now pursuing the highest stud¬ ies in Princeton, Oxford, (England,) Leipzig, and Berlin. Its library of 33,000 volumes and 2,000 pamphlets, increased last year by the addition of about 2,000 books and 150 pamphlets. It has two museums with four able curators. Its graduates in the year were 117, its bachelors of arts numbering 109, its bachelors of science, 8. In the intercollegiate contest, January, 1877, a graduate of Princeton stood first in mental science. Two new professorships have been established, one of architecture and applied NEW JERSEY. 269 arts, the other an adjunct professorship of mathematics and civil engineering. — (Pa¬ per of State superintendent, catalogue for 1876-77, and letter of Dr. McCosh, Januaiy 23, 1877.) Rutgers College, New Brunswick, (Reformed,) stands next to Princeton in age, influ¬ ence, and reputation. It has good buildings in a pleasant portion of a pleasant city, near the great centres of population for the State, a faculty with a fair mingling of conservative and progressive elements, and an official recognition from both the Gen¬ eral and State governments in the adoption of its scientific department as the State college of agriculture and mechanic arts. There is no preparatory department. In the classical collegiate course all the stud¬ ies up to the close of the sophomore year are obligatory. During the junior and senior years some subjects are required of all students ; but several others are now made elective, with only the requirement that at least one of these must be pursued. Thoroughness rather than quantity appears to be the rule, though a considerable range of study is provided for, and the plan sketched for going over this is a judicious one. Graduates in 1876 : bachelors of art, 27 ; of science, 2. The post graduate course, of which mention was made last year, is fully outlined in the catalogue for this year, and embraces moral philosophy and evidences of Christian¬ ity, metaphysics, geology and chemistry, higher mathematics, Greek language and literature, modern languages, political and social science. — (Catalogue for 1876-77, and return to Bureau of Education.) Seton Rail College, South Orange, (Roman Catholic,) occupies buildings specially erected for its use in 1859-’60, and, beautiful itself for situation, overlooks one of the most charming portions of the State. Under the charge of the Roman Catholic bishop of Newark, it is conducted largely by secular priests, with the aid of some lay instruct¬ ors. Sisters of charity look after its domestic arrangements and care for such students as need nursing. The course, as in most of our Roman Catholic colleges, is largely pat¬ terned on the South European plan, paying special attention to classical studies, as a preparation for professional life, though training for scientific and commercial pursuits is not neglected. Health, manners, and morals are said to be carefully attended to. St. Benedict's College, Newark, (Roman Catholic,) is a day college, conducted by the Benedictine Fathers, and is designed to give young men a classical or commercial edu¬ cation, combined with thorough instruction in Christian doctrine, and strictly Cath¬ olic discipline. The time spent at the college is entirely devoted to recitation and in¬ struction, and lessons have to be studied at home. French, German, and drawing are elective studies. For the benefit of those not prepared for the college classes there is a preparatory department. — (Catalogue for 1875-76.) Burlington College, Burlington, (Protestant Episcopal,) having failed to reach a real collegiate rank after many years of effort, has been relegated to the list of preparatory schools. (See Table VII.) COLLEGES FOR WOMEN. Four institutions for the suoerior instruction of young women report for 1876 a total of 49 instructors and 381 students. One of the instructors and 20 of the students are in a preparatory department. The remaining 361 students are : 78 regular collegiate, 6 special, and 5 post graduate. Three of these institutions are authorized to confer de¬ grees. The courses are from 4 to 7 years. All teach vocal and instrumental music, French, German, drawing, and painting. Three report chemical laboratories and ap¬ paratus for the illustration of natural philosophy, and 2 a museum of natural history. Three have libraries numbering 1,000, 1,200, and 2,000 volumes respectively. Statistics of colleges, 1876. Names of colleges. Corps of instruction. | 1 Endowed professorships. j 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. Eeceipts for the last year from tuition fees. Eeceipts for the last year from State appropria¬ tion. Aggregate amount of scholarship funds. College of New Jersey . 26 12 a461 $650, 000 .$950, 000 $60, 000 $30, 000 $66, 000 &46, 800 Eutgers College ^ . 13 2 0 120 400, 000 313, 666 22, 748 5, 981 $0 25, 000 611, 500 St. Benedict’s College. . . 5 18 34 20, 000 3, 600 68.50 Seton Hall College . 15 97 300, 000 0 0 66, 350 a Also 4 graduate students. h Includes society libraries. 270 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC- The John C. Green School of Science, a department of Princeton College, provides two courses in general science, one of 4 years, to be pursued by candidates for the degree of B. S. ; the other, less determinate, extending into several special departments, to be pursued by students who have graduated as B. A. or B. S., and are candidates for the degree of Sc. M. There are also 4 elective courses from the beginning of the junior year, and a de¬ partment of civil engineering, the course in which is 4 years. Arrangements have been made for a department of architecture connected with the school of science, to com¬ mence with the session of 1877-’78. — (Catalogue of the College of New Jersey, 1876-’77.) The Rutgers Scientific School, at New Brunswick, is the State college for the benefit of agriculture and the mechanic arts, and presents 3 courses of study : one in civil engi¬ neering and mechanics, one in chemistry and agriculture, and one in chemistry alone. During the first and second years the studies of the two former courses are the same, and are meant to form a complete course for land surveyors. During the last two years the subjects of higher mathematics, mechanics, and engineering in the engineer¬ ing course are replaced in the agricultural by analytical chemistry, practice in the laboratory, and agriculture. — (Report for 1876.) The Stevens Institute of Technology, Hoboken, established for special scientific train¬ ing, devotes itself particularly to mechanical engineering, in which it graduated 16 students in 1876. Its course is 4 years. The high school of Hoboken acts as a prepara¬ tory department to it. Six students appear in partial courses; 2 in postgraduate. — (Return for 1876.) PROFESSIONAL. The Theological Seminary, at Princeton, (Presbyterian,) presents a course of 3 years in the usual subjects of theological study, with provision for graduate study beyond this. It is open to persons of every denomination of Christians. Prof. Charles Hodge, long and honorably known for his connection with this seminary, retired at the close of 1876 to a merited repose, and has been succeeded by his son, A. A. Hodge, D. D. This seminary has a noble librarv, students having access also to the college library. — (Catalogues for 1875-76 and 1876-77.) The Theological Seminary of the Reformed Church in America, at New Brunswick, is also open to all denominations, has a course of 3 years, and a library of more than 20,000 volumes. — (Catalogue for 1875-76.) The Drew Theological Seminary, at Madison, (Methodist Episcopal,) has a regular course of study, requiring 3 years for its completion, which is arranged with special reference to the attainments of college graduates. Others are received, but they must pass an examination satisfactory to the faculty in classical and general literature and science. For those not so prepared there is a special course. — (Catalogue for 1875-76.) In The German Theological School of Newai'Tc, at Bloomfield, (Presbyterian,) the course is divided into two departments, the theological and the academic, the latter prepara¬ tory to the former. The full course comprises 6 years, 3 in the preparatory and 3 in the theological department. Statistics of schools for scientific and professional instruction, 1876. Schools for professional instruction. Corps of instruction. j 1 Endowed professorships. | Number of students. j Number of years in course. j 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. SCHOOLS OF SCIENCE. John C. Green School of Science . 16 48 4 $130, 000 $200, 000 $14, 000 $4, 800 Rutgers Scientific School, (Rutgers 11 44 4 116, 000 6, 960 College.) Stevens Institute of Technology . 13 127 4 300, 000 500, 000 30, 000 10, 250 5, 000 SCHOOLS OF THEOLOGY. Drew Theological Seminary . 13 2 101 3 250, 000 80, 000 5, 600 14, 000 German Theological School of Newark 5 0 21 6 25, 000 8,000 500 1,000 Theological Seminary of the Reformed 5 4 41 3 400, 000 260, 000 13, 500 28, 000 Church in America. Theological Seminary of the Presby¬ 13 7 114 3 300, 000 625, 000 40, 757 28, 224 terian Church. NEW JEESEY. 271 SPECIAL INSTRUCTION. STATE EEFOEM SCHOOL FOE BOYS, JAMESBUEGH. The number of inmates for 1876 was 214, of whom 17 were colored and 32 foreign born. Only 71 could read when committed. When the boys are considered fit for re¬ moval, which must be not less than a year after their admission, good homes are sought for them, but a guardianship still exercised. The mild but firm discipline maintained has been found in most cases to be productive of good order and fair prom¬ ise of reform. — (Report for 1875 and return for 1876.) STATE INDUSTEIAL SCHOOL FOE GIELS. The number here in 1876 was 30, of whom 5 were colored and 1 foreign born. Only 4 could read when committed. Reading, writing, arithmetic, spelling, geography, and physiology are taught in the school, and through a due admixture of firm discipline and mild moral suasion, five-sevenths of those admitted are ordinarily made orderly and useful members of society. — (Report for 1875 and return for 1876.) LIST OF SCHOOL OFFICIALS IN NEW JERSEY. Hon. Ellis A. Apgar, State superintendent of public instruction, Trenton. [Term, 3 years from date of appointment.] STATE board OF EDUCATION. Members. Post-office. Term expires. ,Tf»sftpli T). Eftdle, governor _ _ _ _ _ Jersey City . . January, 1878. April, 1880. April, 1881. January, 1878. January, 1878. April, 1878. April, 1879. April, 1878. April, 1879. April, 1878. April, 1879. April, 1878. April, 1879. April, 1879. April, 1878. April, 1879. April, 1878. April, 1878. April, 1879. John P. Stockton, attorney-general . . . Trenton . Eohert, F. Stor.kton, comptroller _ _ _ Trenton . . TTenry C. "R’el.sey, secretary of state . . . Trenton . . . T.eon Ahhett, president of senate . . . . .Tersey City . E.ndolph F. Eahe, speaker of assembly _ _ _ Hoboken _ Charles F. Filmer* . . . . . Bridgeton . . . Eichard M. Acton* . . . . Salem . . . . .John IVTa clean, D. D., LE. D* . . . . . . Princeton _ _ James Bingham TYoodward* . . . . . . Bordentown _ Benjamin Williamson* . . . . . Elizabeth . . . Gilbert W. Combs* . . . . . . . Freehold _ _ Thomas Lawrence* . . . . . Hamburg _ _ Eynier H. Veghte* . . . . . . ... _ _ _ Somerville _ ... John M. Howe, M. D* . . . . . . . . Passaic _ Hodman M. Price* . . . . . Oakland . . . . William A. Whitehead* . . . . . "Newark _ _ William H. Steele, H. D* . . . . . Hewa.rk . . . . Benninofion F. Randolph* . . Jersey City _ _ Charles H. Imbrie, D. D.* . . . . . Jersey City . . Elias Cook, treasurer of State normal school . . . Trenton . . OFFICERS. President, Joseph T). Eedle _ _ _ Jersey City _ Vice-president, William A. Whitehead . Newark . . . State superintendent and (ex officio) sec’y, Ellis A. Apgar. Trenton . . * Trustees of the State normal school. COUNTY SUPERINTENDENTS. [Term, 3 years from date of appointment.] County. Superintendent. Appointed. Post-office. Atlantic ........... George B. Wight . June 24, 1875 . Absecom. Bergen . _ _ John A. Hemarest . September 21, 1875 . River Edge. Bnriington _ _ Edgar Haas . . . June 24, 1875 . Burlington. Camden _ F. E. Brace . . . June 24, 1875 . Blackwoodtown ., Capo May _ _ _ _ Maurice Beesley _ _ June 24, 1875 . Dennisville. Cumberland _ _ E. Tj. Howell _ _ _ _ November 2, 187fi _ Millville. Essex _ Charles M. Davis _ _ _ June 22, 1876 . Bloomfield. Gloucester . . William Milligan . . . . June 24, 1875 . Woodbury. Hudson . William Ti. Dickinson _ June 24, 1875 . Jersey City. Hunterdon . . H. S. Swackhamer _ _ June 22, 1876 . White House. Mercer . William J. Gibhy . . . June 22, 1876 . Princeton. Middlesex . "Ralph Willis.. _ _ _ June 22, 1876 . Spotswood. Monmouth . Samuel Lockwood. . . . June 24, 1875 . Freehold. Morris . Lewis W. Thurber _ ...... March 2, 1875 . Dover. Ocean . Edward M. Lonan _ _ June 24, 1875 . Forked River. Passaic . J. C. Cruikshank . . . June 24, 1875 . . Little Falls. Salem . William H. "Reed _ _ June 24, 187.5 _ . Woodstown. Somerset . . Elias W. Rarick . June 24, 1875 . Somerville. Sussex . . L, Hill . February 2 1876 Andover. Union . . N. W. Pease . June 25, 1874 . Elizabeth. W^arren. . Joseph S. Smith _ _ _ September .5 1876 _ Asbury. 272 REPORT OF THE COMMISSIONER OF EDUCATION. NEW ¥OIIK. SUMMARY OF STATISTICS. POPULATION AND ATTENDANCE. Youth, 5 to 21 years of age. Enrolled in public schools . Average daily attendance . Average duration of school in days.... Value of school property . Number of school-houses . . . TEACHERS. Men employed in teaching . Women employed in teaching . 1, 583, 064 1, 059, 238 531, 835 176 $29, 928, 626 11, 788 7,428 22, 585 Total . Necessary to supply the schools. .. INCOME AND EXPENDITURE. Beceipfs. 1875. 30, 013 1876. 1,585, 601 1,067,199 541, 610 176 $31, 017, 904 11, 824 7,687 22, 522 30, 209 20, 000 Increase. 2, 537 7,961 9, 775 $1,089,278 36 259 196 Decrease. 63 State tax . . . Local tax . Interest on permanent funds Revenue from other funds . . . Other sources . . Total . . Expenditures. $2,711,635 8, 124, 128 170, 000 165, 000 430, 493 $2, 797, 275 7, 697, 036 170, 000 165, 000 530, 850 $85, 640 $427, 092 100, 357 11,601,256 11, 360, 161 241, 095 Sites, buildings, and furniture Libraries and apparatus . Salaries of teachers . Salaries of superintendents. .. Miscellaneous or contingent . . 1, 927, 467 254, 460 7, 849, 667 1, 569, 662 1,780, 143 221,240 7, 965, 804 120, 362 1,471,739 147, 324 33, 220 116, 137 97, 923 Total 11, 601, 256 11,559,288 SCHOOL FUND. Available school fund . , Permanent school fund Increase in school year . 3, 080, 108 3, 080, 108 25, 336 3, 105, 107 3, 105, 107 24, 999 24, 999 24, 999 337 EXPENDITURE PER CAPITA — Of school population . . . Of pupils enrolled . . Of average attendance 6 12 9 08 17 91 — (Special returns to United States Bureau of Education for 1875 and 1876, from Hon. Neil Gilmour, superintendent of public instruction, and State report, 1875-’76.) NEW YOKK. 273 HISTOEICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Eandall’s History of the Common School System in the State of New York; Sketch by Hon. Victor M. Eice, State superintendent, in special report, 1867 ; Sketch by Hon. Neil Gilmour, State superintendent, in 22d annual report, and list of superintendents from the same. BEGINNINGS. As early as 1633 the original Dutch settlers made arrangements for instruction, and their schools were continued till some time after the occupation of the country by the English, provision being made for one in every parish. The earliest English schools appeared in the beginning of the 18th century, one of the first being what is now Trin¬ ity School, New York, opened in 1710. King’s College, now Columbia College, char¬ tered in 1754, afforded opportunity for superior instruction, and academies and private schools for secondary and ordinary training ; but beyond the setting apart in 1789 of two lots in each township to be afterward surveyed “ for gospel and school purposes,” no provision looking toward common or free schools seems to have been made till 1795. In that year, April 9, an act was approved which appropriated $50,000 annually for five years to encourage schools in the cities and towns of the State, in which the children of the inhabitants should “ be instructed in the English language, or be taught English grammar, arithmetic, mathematics, and such other branches of knowledge as are most necessary to complete a good English education.” Arrangements, quite good for that time, were made for the distribution of this State school fund among the counties, towns, and school districts ; for the raising by tax in each county of a sum for schools equal t® one-half of that apportioned by the State ; for the supervision of the schools and apportionment of the school moneys by three to seven commissioners in each town ; and for the care and management of them in the districts by boards of two or more trustees. In fact, a very fair school system was arranged, and under it, in 1798, there were 1,352 schools in operation, with 59,660 children taught in them. This act of 1795 expired by its own limitation in 1800, and although successive gov¬ ernors urged on the legislature a new provision for the support of common schools, nothing was done for them by the State and for the State except the authorizing in 1801 of a series of “ literature lotteries,” meant to raise $100,000, and the appropria¬ tion, April 2, 1805, of the net proceeds of 500,000 acres of State lands to the formation of a school fund. This act laid the foundation of the present fund for common schools, which by its terms was to be invested and accumulate till the interest should amount to $50,000, when an annual distribution of that amount was to be made among the school districts of the State. Only a week later an act was passed to organize a free school society for the city of New York, but this was local as well as limited in aim, and only touched a border point of the whole State. THE FIRST CONTINUOUS SCHOOL SYSTEM. The hopes and efforts of the friends of common schools found their accomplishment when on February 17, 1812, a committee appointed in the preceding year reported to the legislature a bill which passed that body and secured the approval of the governor. The bill embodied features not differing greatly from those of the law of 1795. Its outlines were as follows : that the several towns of the State be divided into school districts by three commissioners, elected by the citizens qualified to vote for town offi¬ cers ; that three trustees be elected in each district, to have the care and superintend¬ ence of the schools to be established in it ; that the interest of the school fund be divided among the different counties and towns according to their respective popula¬ tions, as ascertained by the United States census ; that the proportion received by the respective towns be subdivided among the school districts according to the number of children in each between the ages of 5 and 15 years, inclusive ; that each town raise by tax, annually, as much money as it receives from the school fund; that the gross amount of moneys received from the State and raised by towns be appropriated exclu¬ sively to the payment of the wages of teachers ; and that the whole system be placed under t he superintendence of an officer to be appointed by the council of appointment. The amount to be distributed by the State under this system was about the same as had been disbursed by the preceding law, but that to be raised by the people to meet this was double what it had been before. Essentially the same officers, with essen- tiaUy 1 he same duties, were retained. A head was given to the system, which it had not before. Inspectors for examination of teachers and for visitation of the schools were associated with the township commissioners, and authority was given the school districts to raise by special tax a sum sufficient to purchase a lot for the school, to build the school-house, and to keep it in repair. The generally wise provisions of this system, and the appointment of an intelligent and cultivated lawyer of Albany, Mr. Gideon Hawley, to the headship of it, insured 18 E 274 REPOKT OF THE COMMISSIONER OF EDUCATION. its success, and, with some amendments suggested by experience, it continued to be the system of the State till 1841. The amendments to it were substantially : in 1814, that the levying of a town tax equal to the State appropriation to the town should not be optional, but compulsory * that the levying of a like sum, in addition, might be optional ; but that failure'to make the first levy and to keep a school open for three months should work a forfeiture of the State school money ; and in 1822, that the superintendent should have appellate juris¬ diction in all controversies arising under the school laws, and that his decision in such cases should be final. Another alteration, not an amendment, but rendered necessary by peculiar circum¬ stances, was the abolition of the superintendency as a separate office and the making it an appendage to the office of secretary of state. Augmentations of the State funds for common schools were made at different times, bringing the annual amount in 1827 to $100,000, and in 1838 to $275,000, one-fifth of which last sura was to go for books for district libraries, authorized to be created in 1835 ; the remainder to the payment of salaries of teachers, a like sum to be raised by local tax among the people. The literature fund, for aiding academies, looked to for a supply of teachers for the schools, also received in 1827 an increase, bringing its capital up from $95,000 to $245,000, the income from which was directed to be distributed, not, as before, in pro¬ portion to the number of students instructed in the classics, but in the ratio of those instructed in classical or higher English studies, or in both. IMPORTANT CHANGES. The system of supervision by township officers, absorbed quite generally in other occupations and with little leisure and too often little capacity for school work, proved unsatisfactory. On two occasions, in 1827 and 1840, the State superintendents recommended, in consequence, that it should be dispensed with, and that in lieu of it should be instituted a supervision in counties or other larger districts, by persons com¬ petent to investigate the methods of instruction, the qualifications of teachers, and all the operations of the school system. In 1841 these views prevailed, and on the 26th of May in that year the legislature passed a law providing for the appointment, every two years, by the board of supervisors of each county, of a county superintendent, for the general inspection and supervision of the common schools within his jurisdiction. By the same act the number of town inspectors was reduced, provision was made for the establishment of schools for colored children, a deputy State superintendent was allowed, and various other amendments in the existing system made. In 1843 the offices of town commissioner and inspector were abolished, and a single officer, called town superintendent, substituted. Teachers’ institutes, subsequently made a. regular part of the State system, took their rise in this same year. In 1844 the specific instruction of teachers by a course of normal school training was added to the previous one of teachers’ classes in academies, by an act passed May 3d to establish a normal school at Albany. The results of this instruction to both the teachers and the schools proved so highly beneficial that seven other normal schools, at Brockport, Buffalo, Cortland, Fredonia, Geneseo, Oswego, and Potsdam, have been since either established or accepted by the State as a part of its regular school system ; the city of New York sustaining also, in its City College and Girls’ Normal School, sub¬ stantially two others of its own. In 1847, at a special session of the legislature in November, the opponents of county superintendency succeeded in securing the abolition of the office and the passage of a requirement that all appeals from the decisions of local school officers be carried up to the State superintendent. This destruction of the intermediate agency between the town and State superintendency is said to have been followed by a long and sad. deterioration in the efficiency of the State system — an efficiency only restored after many years by a reorganization of the system in 1854-1856. In 1854 the first great step in such a reorganization was effected by separating the office of State superintendent from that of the secretary of state, and giving it, April 8th, to the Hon. Victor M. Rice as head of the department of public instruction ; and in 1856 a further advance in it was made by the abolition of the comparatively inef¬ ficient office of town superintendent, and the restoration, under a modified form, of county superintendents, now called school commissioners. These acts brought the school forces of the State under the control of an officer devoted wholly to their man¬ agement, with subordinates whose experience, ability, and full absorption in the work secured a bringing of these forces into higher discipline and efficiency than had pre¬ viously been possible. FREE SCHOOLS AT LAST. Up to 1849 the system of supplying any deficiency in the school moneys by rate bills on persons sending pupils to the schools had continued to prevail, the rate being ac¬ cording to the number of days’ attendance of such children. But the trouble which NEW YORK. 275 this involved — by delaying payment of the teachers, inducing litigation with parents as to their rates, and putting a sort of premium on truancy and short attendance — led to the passage of an act on the 26th of March, in the year 1849, establishing free schools throughout the State, and providing for raising, by district taxation, all the supple¬ mentary funds for their support. But taxpayers had not yet been educated up to this point, and so the law, though sustained at the annual election by a majority of 157,921 among the voters of the State, met with violent and extensive opposition. This oppo¬ sition succeeded in carrying through the legislature in 1850 a bill for the repeal of the free law; but the repeal, being submitted to the people, was defeated. The next year, after long and free debate upon the subject, a compromise was effected by which the absolutely free system was discontinued and the levying of rate bills was again allowed, but a much larger sum than previously was to be raised by a State tax and distributed with the other school funds among the districts. So thmgs went on, with compara¬ tively little variation till 1867, when, the public mind being more fully ripe for it, an act was passed abolishing the rate bill system, declaring the common schools absolutely free to all children of the requisite school age, and making provision for supplying by taxation the deficiency arising from abolition of the rates, which rates, in the preced¬ ing year, had amounted to $709,025.36. Under this law all obstructions to universal education are removed, and to every child of proper age the school of his district is as wholly free as the air vfhich he inhales or the sunlight in which he basks. ADMINISTRATION OP THE SYSTEM. The following gentlemen have been intrusted by the State with the honor of head¬ ing the school system and administering its affairs: As sole State superintendents of common schools : Gideon Hawley, 1813-’21 ; Welcome Esleek, for a part of 1821. As State superintendents in conjunction with the office of secretary of state : John Van Ness Yates, 1821 -’26 ; Azariah C. Flagg, 1826-’33 ; John A. Dix, 1833-39 ; John C. Spencer, 1839-’42 ; Samuel Young, 1842-’45 ; Nathaniel S. Benton, 1845-’48 ; Christopher Morgan, 1848-52; Henry S. Eandall, 1852-54; Elias W. Leavenworth, from January 1 to April 8, 1854. As superintendents of public instruction : Victor M. Rice, 1854-’57 ; Henry H. Van Dyck, 1857-’62; Victor M. Rice, again, 1862-68; Abram B. Weaver, 1868-74; Neil Gilmour, present incumbent, elected first for 1874-’77, and again for 1877-’80. To Gideon Hawley, first superintendent, is ascribed by Randall the efficient organiza¬ tion of the school system ; to Gen. Dix, the introduction of district libraries ; to John C. Spencer, the establishment of the principle of thorough supervision ; to Col. Young, the ingrafting of normal schools and teachers’ institutes on the previous idea of get¬ ting good teachers through academies ; while to Nathaniel S. Benton, Christopher Mor¬ gan, and Victor M. Rice belongs the honor of especially laboring to establish the rule that the State schools should be entirely free. The deputy State superintendents, introduced under the administration of Hon. John C. Spencer and having very responsible relations to the school work while the secretaries of state were superintendents, have been, Samuel S. Eandall, 1841-’46; Alexander G. Johnson, 1846-’49 ; Samuel S. Randall, again, 1849-’52 ; Henry W. John¬ son, 1852-’54; Samuel S. Randall, a third time, April to June, 1854; Joseph J. Cham¬ bers,. June 14, 1854, to December 26, 1854; E. Peshine Smith, December 26, 1854, to August 1, 1857 ; Emerson W. Keyes, August 1, 1857, to August 19, 1865 ; Samuel D. Barr, August 19, 1865, to November 30, 1868 ; * James C. Brown, November 30, 1868, to January 9, 1869; Edward Danforth, January 9, 1869, to August 1, 1874; Jonathan Tenny, August 1, 1874, to December 16, 1875; Addison A. Keyes, from December 16, 1875, to the present time. SCHOOL FUNDS. The common school fund was established by an act of the legislature, passed April 2, 1805, which provided “ that the net proceeds of five hundred thousand acres of the vacant and unappropriated lands of the people of this State, which shall be first sold by the surveyor-general after the passing of this act, shall be, and hereby are, appro¬ priated as a permanent fund for the support of common schools.” Subsequently it was enacted that “ the proceeds of all lands which belonged to the State on the first day of January, in the year 1823, (except such parts thereof as may have been or may be re¬ served or appropriated to public use, or ceded to the United States,) together with the fund denominated the common school fund, are to be and remain a perpetual fund, the interest of which is to be inviolably appropriated and applied to the support of common schools throughout the State.” In 1838 it was provided that the unappropri¬ ated income of the United States deposit fund, which it was estimated would be about * Randall’s History makes Mr. Barr deputy from 1862 to 1868. The matter being referred to State Superintendent Gilmour, he kindly made the needed corrections and additions in the list of deputies from the time of Mr. Randall’s incumbency in 1854 to date, and wrote “ This list is compiled from official records, and may be relied on as correct.” 276 REPORT OP THE COMMISSIONER OF EDUCATION. $50,000 annually, should he added to the capital of the common school fund ; and the constitution of 1846 declared that the capital of the fund should be preserved inviolate, its revenues applied to the support of common schools, and the sum of $25,000 annually added to the capital of the fund from the revenue of the United States deposit fund. This is the only constitutional provision for the support of common schools; and the support thus guaranteed is in itself entirely inadequate to the maintenance of a sys¬ tem of public education as extensive as that which, by slow processes, has been built up in this State. The capital of the fund amounted, on the 30th of September last, to $3,080,107.68, while the revenue, which alone is applicable to the support of common schools, was in 1875 no more than $179,773.15. Of this amount, $170,000 have been appropriated for dividends to common schools, and $5,000 for the support of Indian schools. From these statements it will be seen that the revenue guaranteed by the constitution for the support of common schools in the State would not, upon the present basis of ex¬ penditure, support them for a single weeh in each year. The lands now owned by the State the proceeds of which, if sold, would go to increase the capital of the common school fund, are of comparatively little value ; so that hereafter, under existing laws, the capital of the fund is not likely to be increased very materiaUy, except by the amount annually added to it from the revenue of the United States deposit fund. It may not be of any decided advantage to the school system to have a large fund held in trust for its maintenance ; certainly it would not be if the constitution were so amended as to req uire the legislature to make ample provision for the support of a system of free education. The receipts of the free school fund for the year 1875-76 were, including State tax, $3,132,725; payments, the same. Under the amendments to the school law passed last winter, the State treasurer makes to the educational department a monthly statement of the condition of the free school fund, and the bank in which deposits are made and upon which all drafts are drawn furnishes the department a duplicate passbook, showing the amount deposited and withdrawn from time to time. Thus the fund is safely guarded from loss through errors or defalcations. — (State reports for 1875 and 1876.) ELEMENTARY INSTRUCTION. PROGRESS OF THE SCHOOLS. The common schools of the State, notwithstanding the depression in business, re¬ ceived, during the school year 1875-76, a generous support, were largely attended, and performed their functions as successfully as in any preceding year. The Centennial Exhibition has done much to incite not only educators, but the public generally, to renewed efforts to lay broad and deep the foundations of education, that the youth of to-day may become useful citizens. That the people of the State are keenly alive to the interests of the common schools is evidenced by the fact that of all taxes assessed and collected no taxes are paid more cheerfully than those for the education of youth. There are some who complain that the schools cost too much, but their number is small. Not only are the people v/illing to pay the tax necessary for the general expenses of the schools, but, whenever new buildings are to be erected, or repairs are to be made, an increased tax is willingly paid for such purpose, if thereby the greater comfort or pleasure of the children can be subservtd. The increasiug demand for money for educational purposes has kept and must keep pace with the improvement and development of the State; and it is believed that such was the controlling idea when the change was made by the legisla¬ ture from a fixed tax levy for the support of schools to a rate per cent, on the valuation of property. — (State report, 1875-76, pp. 5, 37.) COMPULSORY EDUCATION. Special reports made to the State superintendent by city superintendents in respect to the subject of compulsory education show that, except in the city of New York, almost no practical steps have been taken to enforce the law. It is conceded, however, that the moral effect of the law has been good. The superintendent believes that attendance at school has been somewhat increased in consequence of its existence. The effort to obtain statistics showing the workings of the act in the rural districts was much more successful than that of the previous year. The reports of trustees are not, however, especially encouraging, and but little has been done under the law in the rural districts. In most of such districts, in the villages and in the smaller cities, a very large proportion of children between 8 and 14 attend school the prescribed length of time and did so attend before the compulsory education act was passed. TOWNSHIP SYSTEM. Since the passage by the legislature of 1867 of the free school act, whereby the old system of rate bills was abolished, the question has been agitated whether the school NEW YORK. 27T districts as they now exist should not undergo a change. In times past, when the hal ance of teachers’ wages remaining due after the application of public money thereto was raised by rate bills, it seemed well that the districts as defined should exist ; but now, since any balance remaining unpaid is raised by a tax on the district property, the superintendent believes that the necessity for the present system has ceased, and that the schools would be materially benefited, the quality of the instruction improved, the attendance increased, and supervision made more thorough by adopting the township system. The district boundaries are in many cases very indefinite, and much of the time of school commissioners is occupied in adjusting differences and difficulties in regard to them, and in setting off property, first to one district and afterward to another. Fre¬ quently, too, these changes are the cause of bitter quarrels. In short, the superintend¬ ent believes that the existence of the present district system is detrimental to the in¬ terests of education, and recommends that it be abolished, and the township system established in its place.— (State report, 1875-76, p. 34.) INDUSTRIAL DRAWING. The State superintendent issued, in November, 1876, a circular inquiring of boards of education in cities and union schools organized under special acts what action had been taken to carry out the provisions of the law relating to free instruction in draw¬ ing. The reports received generally show satisfactory results. Nearly all indicate that efforts have been made to comply with the law. In most of these schools drawing has been taught by the regular teachers, though special teachers have been employed in seveial. In some of the cities, and also in several of the union schools referred to, drawing has formed a part of the course of instruction for many years. The study has also been introduced into other schools not required by law to make it a part of the regular course of instruction. While the reports generally show a desire to comply with the provisions of the law, and also indicate satisfactory results, it is still thought that a great impetus would be given to the study if special teachers could be detailed to visit the schools where drawing is required to be taught to organize classes and give instruction to the regular teachers. — (State report, 1875-76, p. 31.) SCHOOLS FOR INDIAN CHILDREN. The number of persons between the ages of 5 and 21 years residing on the several reservations is 1,674, a little more than one-half of whom reside on the Allegany and Cattaraugus reservations. There are 28 school-houses, and 29 teachers are employed for terms that will average 34 weeks in each year. The registered attendance of pupils at the several Indian schools during the year 1875-76 was 1,117, and the average daily attendance 588. These figures do not vary greatly from those presented in the last re¬ port, and there is nothing in them calling for special comment. Nearly all the schools were visited during the year either by the State superintendent personally or by per¬ sons connected with the department of education, and all were found to be doing well. — (State report, 1875-76, p. 26.) KINDERGARTEN. Special reports embracing statistics for 1876 have been received from 15 schools of this class, of which 7 are located in New York City, 3 in Brooklyn, and the remaining 5 in Albany, College Point, Dansville, Irvington, and Rochester. Besides the 15 prin¬ cipals, these schools report the employment of 24 assistants and an attendance of 517 children, who are under instruction in a majority of the schools three and four hours of the day, 3 only retaining them as many as 5 hours. The ages of admittance range all the way from 3 to 10 years, but in a majority of the schools they are from 3 and 4 to 7. CITY SCHOOL SYSTEMS. ALBANY. Officer's. — A board of education of 15 members, a city superintendent, who is ex officio secretary of the board, and a superintendent of buildings and repairs. Statistics. — Pupils enrolled in public schools, 13,941 ; average enrolment per quarter, 10,224 ; average daily attendance, 7,998 ; percentage of daily attendance on number enrolled, 57. Notes. — The number of ^.sittings has been enlarged during the year to 10,072, an increase of 759 ; but, as the attendance increases much more rapidly when greater facilities are offered, the provision is still inadequate. There has been an increase of 1,168 in the registered number, and of 658 in the average attendance of pupils, as com¬ pared with last year. During the last 10 years the number of registered pupils has more than doubled, and the average attendance has increased 3,658 — not quite double, but a most remarkable and satisfactory increase. A new and commodious building has been erected for the use of the high school. 278 KEPORT OF THE COMMISSIONER OF EDUCATION. ■which numbered in May, 1876, 441 pupils. At the commencement in June, 1875, there were 49 graduates. The number enrolled during the year 1875-76 was 574. Six even¬ ing schools were in operation during the year, with an attendance of 1,230 pupils. — (Report of board of public instruction, 1876, J. O. Cole, superintendent of schools.) AUBURN. Officers. — A board of education of 9 members, serving for 3 years, one-third of them going out of office each year. The city superintendent is secretary of the board. Statistics. — Youth from 6 to 21 years of age, 4,821 ; total enrolment, 2,543; average number belonging, 1,806 ; average attendance, 1,696; percentage of attendance, 94.09. Number of public school teachers, 47 ; all but two of them women. Expenditures for school purposes, $32,985.24. Estimated enrolment in private and parochial schools, 1,200. Notes. — The attendance has steadily become more regular as tardiness has dimin¬ ished ; the percentage of attendance being better than ever before in the history of the schools. The course of study, embracing primary, grammar, and high grades, occupies 12 years, 4 for each grade. From the fact that but a very small number of those who commence the course remain long enough to secure any considerable part of the ad¬ vantages offered, it is suggested that the care of the inferior grades of the schools is the most important trust confided to school authorities. From the reports for the closing month of the year it appears that the average number of children belonging in the first three grades was 963 ; for the second 3 years it was 545 ; for the two grades completing the grammar school course it was 200 ; while for the remaining four years of the high school course the number was reduced to 115. — (Auburn report, 1875-’76, B. B. Snow, superintendent.) COHOES. Officers. — A board of education of 10 members and a city superintendent of schools. Statistics. — Children in the city between 5 and 21 years of age, 9,607 ; attending public schools, day and evening, 2,443; average attendance on day schools, 1,399; schools, 24 ; teachers, 33. Notes. — The schools are graded as primary, intermediate, grammar, and high. There were also 8 evening schools sustained, with a total average attendance of about 500 pupils. — (Report of board of education, 1875-’76, Oliver P. Steves, superintendent.) ITHACA. Officers. — A board of education of 12 members, holding office for 3 years, one-third going out each year. The secretary of the board is superintendent of schools. Statistics. — Children of school age, 2,407 ; registered in the schools, 1,769 ; average number belonging, 1 ,245 ; average daily attendance, 1,158 ; percentage of attendance on number belonging, 93 ; cost per pupil on averagenumber belonging, $17.15 ; teachers, 31. Notes. — The system embraces primary, intermediate, grammar, and high depart¬ ments, each of which includes 3 years, the high school having, in addition to the reg¬ ular studies, a preparatory course of 1 year. The several courses of study in the high school are arranged with reference to the requirements of the neighboring university, and quite a number attend with the view of qualifying themselves for it. More than one-third of the 200 pupils attending during the year were non-residents, who paid in tuition the sum of $1,109.50. — (Report of board of education, 1875-’76, L. C. Foster, superintendent of schools.) KINGSTON. Officers. — A board of education of 10 members holding office 3 years. Statistics. — Persons of school age, 2,770 ; enrolled in schools, 1,814 ; average number enrolled, 1,125; average daily attendance, 1,062 ; sittings in the schools, 1,427 ; volumes in the district library, 1,981. Notes. — The schools below the high school course are graded as primary, junior, and senior, each of these occupying three years. The three years’ course in the high school is supplemented by a post graduate course of one year. Latin, Greek, French, and German are taught. Book-keeping, surveying, natural history, German, and other tusdies are optional. — (Report of board of education, 1875-76.) NEW YORK 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 whoin 1 is changed yearly. The board appoints the executive staff, 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. Statistics. — Number of children of legal school age, (estimated,) 375,000. Enrolment NEW YORK. 279 during tlie year, 252,155 ; average daily attendance, 122,518 ; number of teachers, 3,247, of whom 335 are men, and 2,912 women, 132 of the former being employed in the even¬ ing schools. Number of schools, 308. The salaries of teachers range from $500 paid assistants in primary schools to $3,000 paid principals of grammar schools, and $5,500 to principals of normal schools. The salary of city superintendent is $5,500, and that of the assistant superintendents is $4,500. Total expenditures for public school pur¬ poses, $3,948,100.31. The enrolment in the evening schools, exclusive of the high, was 20,676; average attendance, 9,038 ; number under 12 years of age, 18; number between 12 and 15 years, 11,375; number 16 to 18 years, 4,297; number 18 to 21 years, 2,265; number over 21 years, 2,694. Of 260 classes examined in these schools, the instruction in 152 was found excellent ; in 97 it was good; and in 1 fair. Notes. — The system comprises primary, grammar, corporate, and evening schools, the nautical school, the normal college and training school connected with it, and the Saturday normal school for teachers. Four of the 108 grammar schools and 3 of the 115 primaries are for colored children. One of the 35 evening schools is a high school. There was during the year a decrease of 2,567 in enrolment, and an increase in the average daily attendance of 1,560. The average enrolment during the year was about 72 per cent, of the total enrolment, and the average attendance was nearly 90 per cent, of the average enrolment, showing a little more than 10 per cent, as the average rate of absenteeism, an increase of about 1 per cent, over last year; there having been a retrogradation of 4 per cent, in the colored schools, but an improvement of 1 per cent, in the grammar schools. The average attendance, as compared with enrolment, shows an increase of 9 per cent. The number of pupils the schools will accommodate is 2,000 more this year than last, and yet there were 9,142 pupils refused admission during the year for want of accom¬ modations. A decided improvement is reported in the character of instruction and in the discipline. There were 130 pupils suspended for misconduct, of whom 22 were re¬ admitted. The question as to what means of discipline should be used upon those who prove incorrigible still claims serious consideration. The system of expulsion neutralizes, to a considerable extent, the operation of the compulsory attendance department, as the very boys who are placed in the schools at considerable expense are often in a few days expelled as incorrigible. Many parents, moreover, finding the public school teachers unable to govern their unruly children, send them to parochial or industrial schools. The average attendance of pupils in such schools increased during the year more than 5 per cent., and enrolment in them has increased during the last 10 years nearly 90 per cent, against an increase of about 13 per cent, in the public schools. This disparity in the growth of the public schools as compared with the others is not accounted for entirely on the ground mentioned, and yet it is believed that the number of children excluded from the schools by the indirect operation of the system is large. The new course of study, making drawing a regular and graded study in the gram¬ mar and primary schools, has introduced a reform which was very much needed, as previously the work was not uniform and the grading was left to either special teach¬ ers, principals, or class teachers. The new plan has not been in operation long enough to admit of a report of results. The graded system of teaching music has made some progress during the year, though hitherto the results of teaching this branch have been unsatisfactory. German has been made an optional instead of a general study, and has been restricted to the three higher grades of the grammar schools. Excellent progress has been made in this study, and its popularity is shown by the fact that since it has become optional the number of pupils taking it has decreased but very little. French is now taught in the three highest instead of as before in the two high¬ est grades, and results are hoped for equaling those in German, notwithstanding that thus far this branch has not received the same fostering care that has been given to German. The nautical school* has held daily exercises on board the ship St. Mary’s, with an average attendance of 109 pupils, 12 more than that of last year. The character of the instruction imparted and of the discipline was excellent. The school studies pur¬ sued were reading, spelling, arithmetic, geography, English grammar, penmanship, and map drawing. The success of the pupils in the technical examinations to which they have been subjected, as well as the large number who have graduated as accom¬ plished seamen, attest the high degree of success which has attended this experiment of nautical instruction. The 46 corporate schools are taught by 197 teachers, of whom only 91 are licensed by State or city authority, and had an average attendance of 121,353 pupils. These schools, which are connected with various benevolent and religious institutions, are under the immediate control of their respective boards of trustees, by whom the teachers are appointed, but they are subject to the general supervision of the board of education Discontinued since this report. 280 REPORT OF THE COMMISSIONER OF EDUCATION. and its officers. All have been visited and examined during the year, and their modes of instruction and discipline carefully inquired into. Of 154 classes examined the instruction in 37 was found excellent; in 101, good; and in 16, fair. The schools of the Childrens’ Aid Society, which are more numerous than those of any other cor¬ porate school authority, are very well conducted and carefully supervised. The compulsory education law meets many obstacles to its full enforcement, among which are the difficulty of ascertaining accurately what children liable to its provis¬ ions are engaged in various occupations, and of retaining unruly and truant children after they have been placed there. The want of special provision for vicious children and the want of adequate accommodations for the school population necessitate the refusal of many ajiplications for admission. — (Report of Hon. Henry Kiddle, city superintendent of schools, 1875-’76.) OSWEGO. Officers. — A board of education, of 16 members, 2 from each ward, elected for terms of 2 years, one-half going out of office each year, and a secretary appointed by them, who has the general supervision of the schools. Statistics. — Children in the city between 5 and 21 years of age, 8,845 ; different pupils registered, 3,917 ; average daily attendance, 2,770 ; permanent teachers, 69 ; children reported as attending parochial and private schools, 1,595. Expenditures for school purposes during the year, $78,633.47. Notes. — The schools are divided into primary, junior, senior, high, and unclassified. The high school had an average number belonging of 87 during the year 1875-76, and an average attendance of 75. — (Report of board of education, 1875-76.) SCHENECTADY. Officers. — A board of education of 10 members, 2 from each ward, and a superintend¬ ent of schools who is also secretary of the board. Statistics. — Population of the city, 12,807 ; children of school age, 4,431 ; pupils regis¬ tered during the year, 2,183 ; average number belonging, 1,597 ; average daily attend¬ ance, 1,493. School rooms, 27. Regular teachers, 33 ; of music and drawing, 3. Cost of education per capita on average number belonging, $13.79. Notes. — The grades are primary, intermediate, grammar, and high. An evening school for boys was opened as an experiment, and kept open 23 evenings. It was at¬ tended by an average number of 39 pupils, and was considered a success. The high school or classical institute was attended by 126 pupils, of whom 73 studied Latin and 17 Greek. Industrial drawing has been taught, according to law, in all departments of the schools, but without the aid of a special teacher. — (Report of board of education 1875-’76, S. B. Howe, superintendent.) SYEACUSE. Officers. — A board of education of 8 members, I from each ward, whose term of office is 1 year, and a superintendent of schools, who is clerk of the board. Statistics. — Persons between 5 and 21 years of age, 16,552; pupils registered, 8,820; average number belonging, 6,624 ; average daily attendance, 6,228 ; regular teachers, 208 ; special, 1. Cost of education per pupil on average number belonging, $19.44 ; on average daily attendance, $20.68. Expenditures for the schools, exclusive of build¬ ings and permanent repairs, $128,803.43. Notes. — The grades are primary, junior, senior, and high, each comprising 4 years, and the whole course occupying 12. There are also ungraded and evening schools, which, for a number of years past, have been an important part of the work. The at¬ tendance during the year was not so good as usual, owing to an epidemic which pre¬ vailed to an alarming extent. The disciiffine and general order of the schools is reported as superior to anything heretofore attained. Corporal punishment was ban¬ ished from the schools more than 8 years ago, and each year since that time the schools have improved in respect to the deportment of pupils. Music is taught in all the grades with remarkable success. The children in the pri¬ mary schools are able to sing properly, at sight, simple music by number, letter, and notes, in the key of C ; the classes in the higher grades are correspondingly advanced in the study. The attendance in the high school is greater than ever before ; average number belonging, 275. Latin, French, German, and Greek are taught. — (Report of board of education, 1875-’76, Edward Smith, superintendent.) TEOY. Officers. — A board of 12 school commissioners whose term of office is for three years, one-third going out each year, and a city superintendent of schools. Statistics. — Children in the city 5-21 years of age, 17,720 ; attending public schools, 8,475 ; average daily attendance, 4,616 ; estimated number attending private schools, 2,013. Public free schools, 19; private schools, 14. Teachers in public schools, 139; number who taught 28 weeks or more, 133. Expenditures for public schools, $141,029. NEW YOEK. 281 Notes. — The school work has been profitable, and in the main, thorough. The citi¬ zens never showed more interest in their school system than they have during the past year. It is becoming more and more fixed in the hearts of the people. The high school building will accommodate 152 pupils. The average number belong¬ ing is 92. Evening schools were held in three wards, there being 596 names registered and an average attendance of 222 pupils. — (Report of board and of Superintendent David Beattie, 1876.) TRAINING OF TEACHERS. NOKMAL SCHOOLS. New York affords to young men and women who intend to become teachers free instruction in 8 State normal schools. During 1875-76 there were 6/352 pupils instructed in these schools, 2,848 of whom were in the normal departments. The number of nor¬ mal graduates for the year was 282, and the whole number since the establishment of the normal school system in the State has been 3,463. Besides these State schools there is the girls’ Normal College of New York,* with a 3 years’ course of study, in which were, for 1876, a total of 1,409 students, of whom 233 graduated. Including these with the others, we have a sum of 4,257 normal students in that year, with 514 graduates. In 1875 these schools graduated 256 of their 2,955 normal students, at a cost of $163,892. The average expense of each graduate was, therefore, $640.20. As the State superintendent remarks, however, it is not just to measure the usefulness of these schools by the number of their graduates, for the reason that many pupils attend for one or two terms and then engage in teaching without having completed tbe course, but having, undoubtedly, received much benefit and become far better teachers than they would have been without any special training. While fully -recognizing the importance of normal schools in the preparation of teachers, the State superintendent is not of the opinion that they must necessarily monopolize the work. He sees no reason why the high schools and the academies and academical departments of union schools should not graduate competent teachers, and he urges upon all such schools to pay great attention, especially during the last schol¬ astic year, to the training of such pupils as propose to become teachers. In some of the normal schools of the State the primary and academic departments have been permitted, to a certain extent, to overshadow the normal. This, says the superintendent, ought not to be permitted ; yet it is difficult to see how any change can be brought about, except by legislative enactment. He considers it unfortunate that the State should, when it so materially enlarged the normal school system 10 years ago, have entered into a sort of partnership with the localities in which the new schools were established, whereby, in consideration of the erection and donation of buildings and grounds, those localities were led to believe that their children and youth would have special educational advantages at the expense of the State, and whereby the normal schools have had attached to their academic departments unnecessarily large primary departments, and wholly unnecessary intermediate departments. He is of the opinion that it would be much better to have the normal schools what they profess to be, institutions simply and solely for the training of teachers for the common schools of the State ; that they should be mainly schools where those in attendance should be taught how to teach, having previously learned what to teach, and that they should not be weighted down with high school and collegiate departments. — (State reports 1874-75 and 1875-’76.) teachers’ institutes. Teachers’ institutes were held in 58 counties during the year 1875-’76, giving all the teachers of the State an opportunity to attend, with the exception of those in New York County, to which the law in regard to institutes does not apply. Besides these, an institute was held at Versailles, for one week, for the benefit of the teachers on the Allegany and Cattaraugus Indian reservations. The sessions of the county institutes lasted, in 22 counties, 2 weeks, and in 36 counties 1 week. The aggregate attendance of teachers was 10,991, of whom 3,470 were men and 7,521 women. The whole expense to the State for the organization and maintenance of these institutes for the calendar year 1876 was $13,119.78. Gradually the sessions of institutes have been changing from 2 weeks to l, and this change, in the opinion of the superintendent, has been for the bet¬ ter. He believes it would be of great advantage to have institutes held in each county twice a year, one for the teachers of the winter and another for those of the summer schools, and recommends that the law be in this respect amended. It is also recom¬ mended that the law be so amended that districts which have paid teachers their wages while attending institutes be reimbursed therefor from the public money. With these *The College of the City of New York, wkich. doubtless sends many of its graduates into the schools as teachers, is not included among the normal schools. 282 REPORT OF THE COMMISSIONER OF EDUCATION. amendments secured, and with means taken to secure a permanent corps of able instructors, teachers’ institutes, which, even now, with their imperfections, are pro¬ ductive of much good, will be greatly improved. — (State report, 1875-76, pp. 23, 24.) teachers’ classes in academies. Under the law, the regents of the university are authorized to pay for instruction in the science of common school teaching in academies and in the academical depart¬ ments of union schools selected by them for that purpose. During the calendar year, 1876, 87 of these institutions maintained such classes. During the academic year, 1875-’76, the attendance thereat was 1,726, of whom 590 were young men and 1,136 young women. — (State report, 1875-’76, p. 30.) EDUCATIONAL JOURNALS. The teachers of a State are greatly influenced by the school journals which circulate among them. A well conducted paper of this class spreads much important informa¬ tion as to methods of government which have proved effective, or methods of teach¬ ing which promise to benefit the schools. It discusses questions which solitary teach¬ ers have no other means to secure debate upon. It suggests, by its editorials or com¬ munications, new modes of meeting and managing old difficulties. And by its weekly or its monthly issues it brings teachers all over the State into communion like that which is secured at institutes where they are seated together in one hall and listen to instruction from one lecturer. Somewhat this service has been done for New York by the sprightly School Bulletin, full of all matter relating to the State ; the dignified New York School Journal, full equally of matter relating to the city ; the National Teachers’ Monthly, always ready to discuss whatever question may arise ; and Schermerhorn’s Monthly, an excellent jour¬ nal for parents and teachers, which came to an untimely end at the close of 1876 through the much regretted failure of the respectable and useful house by which it had been published. The Journal of Education, another useful paper, published first in Brooklyn and then in New York City, also died within the year. STATE CERTIFICATES TO TEACHERS. Eight examinations for State certificates were held during 1875-’76 at different places in the State. Some of the most prominent educators of the State served on the examining committees. Of the 47 candidates who presented themselves several were found to be ineligible from lack of experience in teaching, at least 3 years’ experience in teaching being required of candidates for this certificate. Twenty-one of the num¬ ber examined were recommended as suitable persons to receive State certificates on account of their moral character, learning, and ability to teach. The act passed by the legislature of 1875, whereby the granting of State certificates on recommendation was changed so that they could be issued only upon examination, is regarded as a wise measure. This system of examinations has attracted the attention of many of the leading educators of the State, and is highly commended. That its tendency is to elevate the profession of teaching cannot be doubted. — (State report, 1875-76, p. 35.) SECONDARY INSTRUCTION. ACADEMIES AND UNION SCHOOLS. The place occupied in most other States by public high schools is in this filled by academies and union schools. Pupils are received into the academies from public gram¬ mar schools on condition of receiving a certain State allowance for their tuition. The union schools are public graded schools with academic departments. The number of pupils instructed in the several academies of the State in 1875-’76 was 30,175. The number of pupils attending the higher departments of union graded schools is not given separately, but is doubtless included in the above 30,175, as the report of the re¬ gents of the university for the preceding year, 1874-’75, (the latest,) gives 30,154 as the aggregate attendance for that year in academies and academic departments of union schools. The number of students claimed as classical in both, 1874-’75, was 8,354; the number allowed by the regents, 7,577. — (Regents’ report, p. viii.) PRIVATE SECONDARY SCHOOLS. In 52 schools for boys, 53 schools for girls, and 103 for both sexes, outside of the pub¬ lic school system, there have been reported to this Bureau 19,759 pupils, under 1,216 teachers. Of these, 3,041 are in classical studies, 3,480 in modern languages, 1,321 pre¬ paring for a classical course in college, and 673 for a scientific course. Drawing is taught in 142 of these schools, vocal music in 122, and instrumental music in 136. Chemical laboratories are reported by 90, philosophical apparatus by 125, and libraries of 50 to 3,000 volumes by 139, aggregating 108,042 volumes. PREPARATORY SCHOOLS AND DEPARTMENTS. Reports for 1876 have been received from 18 preparatory schools and 16 preparatory departments, having a total attendance of 3,835 pupils, under 233 teachers. There NEW YORK. 283 were 1,717 pupils preparing for a classical course, and 684 for a scientific. From the 18 preparatory schools 167 pupils entered college at the close of the last academic year, besides 73 who entered scientific schools. Nine report chemical laboratories ; 13, appa¬ ratus fcr the illustration of natural philosophy ; 8, gymnasiums ; and 12, libraries of 271 to 3,000 volumes, the aggregate number being 13,702. BUSINESS COLLEGES. Statistics for 1876 are reported from 23 business colleges in this State, having 112 teachers and 4,344 students. Of the latter, 126 were studying phonography, 121 teleg¬ raphy, 288 German, 158 French, and 22 Spanish. The common English branches and correspondence are taught in 22 of these schools ; penmanship and book-keeping, in all; the higher mathematics, in 2 ; surveying, in 1; banking, in 9 ; commercial law, in 13 ; political economy, in 4 ; life insurance, in 1 ; phonography, in 8 ; and telegraphy, in 10. Four have libraries of 50 to 500 volumes, aggregating 850 volumes. SUPERIOR INSTRUCTION. CORNELL UNIVERSITY. This institution of learning, founded by the joint bounty of the United States Gov¬ ernment, of the State of New York, and of Ezra Cornell, is, in some respects, the State university as far as there can be said to be one apart from the aggregate of colleges. Free tuition is given to all students in the agricultural department, and, besides these, to one student every year from each assembly district of the State, each scholarship being continued 4 years, making the total number of State scholarships 512. These are given to students selected from the various public schools and academies maintained by the people of New York, after yearly competitive examinations, open to both sexes. The university is open to all, irrespective of sex, color, or nationality. There is no separate course or department for women students ; the entrance examinations are the same for them as for the young men, and depend upon the course they intend to pursue. The institution maintains no preparatory school. The instruction given is dis¬ tributed into several departments, some of which are subdivided into schools, and out of these schools and departments there are made up 4 general and 6 technical or special courses, leading to the first degree in arts, literature, science, agriculture, architecture, civil engineering, and mechanical engineering. No regular post grad¬ uate courses have been marked out, but such studies are arranged to suit individual wants. Post graduate study is encouraged by the offer of free' tuition to all who engage in it, whether they are graduates of this or of other colleges. Among the special features of this university are liberty in the choice of studies, the prominence given to those which are practically useful, and the absence of a mark¬ ing system to determine the relative rank of students. Young men having some special trade, as that of carpenter, mason, or machinist, may, in some cases mainly, andfin a very few cases entirely, support themselves while carrying on their studies. The University Press, which is amply equipped for doing both job and book work, fur¬ nishes a means of partial self support to experienced printers, as well as of education for those students who design to make journalism their business in life. — (University register and catalogue, 1876-77.) OTHER COLLEGES. BrooTclyn Collegiate and Polytechnic Institute, (non-sectarian,) embraces collegiate and academic departments, each requiring four years for the completion of the studies. In the collegiate department there are four distinct schemes of study from which students may choose, namely, classical, scientific, liberal, and commercial. — (Catalogue, 1876.1 Canisius College, Buffalo, conducted by the fathers of the Society of Jesus, was opened in 1870. The course of studies embraces preparatory, classical, and commercial branches. — (Catalogue, 1875-’76.) College of St. Francis Xavier, New York City, is conducted by the fathers of the Soci¬ ety of Jesus. It is a day college, with 5 distinct departments, the post graduate, under¬ graduate, grammar, commercial, and preparatory. — (Catalogue, 1875-’76.) College of the City of New York, (non-sectarian,) provides classical and scientific courses, also a post graduate course in civil engineering, and a short commercial course. — (Report of the trustees of the college, 1876.) ^ Columbia College, New York, (Protestant Episcopal,) embraces in its course of instruc¬ tion 9 departments, namely, (1) Greek language and literature; (2) German language and literature ; (3) chemistry ; (4) mathematics and astronomy ; (5) mathematics ; (6) philosophy, history, political economy, and belles lettres ; (7) physics; (8) the Latin language and literature ; and (9) botany. Free tuition is given students of good char¬ acter unable to pay ; various associations are entitled to free scholarships ; every relig¬ ious denomination in the city of New York is entitled to have at the college all the time one free student who may intend to enter the ministry ; and 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 of sending one scholar to the college to be educated free. — (College catalogue, 1874-’75.) 284 REPORT OF THE COMMISSIONER OF EDUCATION. Ramilton College, Clinton, (Presbyterian,) embraces collegiate and law departments. The interest of beneficiary funds, amounting to about $3,000 a year, is annually distrib¬ uted to needy students. The college has recently received a gift of $4,000 from Samuel H. Jarden,of Philadelphia, as a permanent investment, to be known as the Jarden fund for the aid of worthy and loyal students. — (Catalogue, 1876-’77.) Hol)art College, Geneva, (Protestant Episcopal,) embraces a classical course of 4 years, a scientific course of 2, and a course of science and modern languages of 3 years. The last is for the benefit of those who wish without taking the entire classical course to secure full advantage of the English, scientific, and philosophical studies pursued in it. — (Catalogue, 1875-76, and circular.) f Ingham University, Le Roy, (Presbyterian,) for young ladies, has 5 courses of study, namely, academic or preparatory, classical, literary, music, and fine arts. The literary course covers only 3 years, and is intended to meet the wants of such young women as do not wish to study the higher classics or mathematics. — (Catalogue, 1875-^76.) Madison University, Hamilton, (Baptist,) provides, besides the usual college course of 4 years, scientific and partial courses. The departments of instruction in the collegiate course are: (1) metaphysics; (2) logic; (3) Christian ethics; (4) Greek language and literature; (5) Latin language and literature; (6) modern languages; (7) pure mathe¬ matics; (8) applied mathematics ; (9) natural history ; and (10) civil history, English literature, and oratory. — (Catalogue, 1876-’77.) St. Bonaventure's College and Seminary , Allegany, (Roman Catholic,) provides classical, scientific, commercial, and ecclesiastical courses of study. — (Catalogue, 1875-76.) St. John’s College, Brooklyn, (Roman Catholic,) provides a full classical, English, and commercial course. German and French are taught without extra charge. — (Catalogue, 1875-76.) St. John’s College, Fordham, (Roman Catholic,) furnishes classical and commercial courses of instruction. The commercial course embraces all the branches of a good English education, and is completed in 4 years. The classical course comprises 3 gram¬ mar classes, 4 undergraduate classes, and a post graduate department. — (Catalogue, 1875- 76.) St. Lawrence University, Canton, (Universalist,) embraces collegiate and theological departments, the former including scientific and classical courses. Both sexes are ad¬ mitted. — (Catalogue, 1876-77.) St. Stephen’s College, AmxvmdaMi, (Protestant Episcopal,) is designed especially for the training of such young men as are looking forward to the ministry. The courses are preparatory and classical. There is also a course lasting from 2 to 3 years, which those may take who do not intend to study for a degree, but wish to become candidates for orders.— (Catalogue, 1876-77.) Syracuse University, organized in 1871, has established 3 departments, viz, college of the liberal arts, college of physicians and surgeons, and college of the fine arts. In the last is embraced a four years’ course in architecture and in painting. — (Circular.) Union College, Schenectady, (non-sectarian,) provides classical, scientific, and eclec¬ tic courses of study, and a course in the Oriental languages. There is also connected with the college a special school of civil engineering, the students of which are admit¬ ted to the various departments of the college without extra charge. — (Catalogue, 1876- ’77.) University of the City of New YorTc, New York, (non-sectarian,) embraces depart¬ ments of arts, of science, of medicine, and of law. In the departments of arts and of science tuition is free. The course covers 4 years. In connection with the depart¬ ment of science there is a school of art, embracing instruction in elementary drawing in lead pencil and crayon, painting in oil and water colors, general principles of composition, ornament, and the arts of design. — (Catalogue of university, 1875-’76.) From a circular issued by the society called Sorosis, it appears that, in response to a petition presented by that society, the university has decided to order examinations for women similar to those established by Harvard and other colleges, and that it fur¬ ther proposes to arrange classes and courses of study for women as soon as the means can be found to supply professors and other requirements of the work. University of Bochester, Rochester, (Baptist,) affords three courses of study: a classical course extending through 4 years, a scientific course of equal length, and an eclectic course for students who may desire iustruction in particular departments with¬ out becoming candidates for degrees. The scientific course requires no Greek, and only so much of Latin as is essential to the successful prosecution of the modern languages and the mastery of scientific terminology. In the place of Greek and Latin a more extended course of study is prescribed in physical science, mathematics, history, and the modern languages. — (Catalogue, 1876-’77.) Vassar College, Poughkeepsie, (non-sectarian,) is exclusively for young women, and embraces preparatory and collegiate departments. In the collegiate course the studies are prescribed as far as the middle of the sophomore year, excepting that there is a choice allowed between the Greek, German, and French languages, only one of which is required. In each following semester every student elects three full studies, or what is equivalent to them, subject to the approval of the faculty. The languages embraced NEW YOEK. 285 in the course are Latin, Greek, German, and French. All are required to take Latin, and to elect one of the remaining three as a second language. Students are usually able to take one art study in addition to their regular college work, and are advised to do so when they can, as a valuable element of culture. The arts taught are vocal and instrumental music, drawing, painting, and modelling in clay or wax. The elements of vocal music and drawing are taught in classes without extra charge, while the more thorough courses of personal training are given in individual lessons at fixed fees, outside of the college course. — (College catalogue, 1875-76.) COLLEGES FOE WOMEN. Besides Ingham, Elmira, Wells, Eutgers, and Vassar, there are 13 institutions report¬ ing as colleges for women, all but 3 of which have authority to confer collegiate degrees. Length of course, 4 to 10 years. The number of students reported is 2,660 ; teachers, 216. Of the students, 649 were pursuing preparatory studies, and 253 regular collegiate; 28 were in partial and 22 in post graduate studies. Vocal and instru¬ mental music, drawing, painting, and French, are taught in all these schools; German in 11 ; Italian in 6 ; Spanish in 3, and Portuguese in 1. Nine report chemical labora¬ tories, 10 apparatus for the illustration of natural philosophy, 7 natural history muse¬ ums, 2 astronomical observatories, 5 gymnasiums, and 2 art galleries. All but 1 report libraries of from 225 to 4,000 volumes, aggregating 16,568. Statistics of universities and colleges, 1876. Names 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. Aggregate amount of scholarship funds. Alfred University*... 14 332 116 $87, 600 $86, 000 $6, 025 $3, 543 $2, 992 4, 676 Brooklyn Collegiate 12 0 (a) 148 170, 895 65, 576 615 $0 2, 107 and Polytechnic In¬ stitute. Canisius College . 13 9 121 611, 100 College of the City of 40 "o’ 512 391 269, 200 40, 750 3, 300 0 150, 000 619, 600 New York. College of St. Francis 27 0 220 110 228, 000 172, 000 18, 757 21, 519 618, 000 Xavier. Columbia College .... 17 1 0 195 750, 600 5,000,000 210, 000 12, 940 0 17,500 Cornell University . . . 40 0 0 304 840, 000 1,28-1,449 80, 000 25, 000 35, 000 0 39, 000 Elmira Female Col¬ lege. Hamilton College .... 13 8 152 320, 000 260, 000 18, 000 6,000 50, 000 12, 500 Hobart College . 9 4 51 350, 000 126 538 9 523 0 42, 777 12, 000 Ingham University. . . 10 57 40 2o! 000 0 ’ 0 4, 450 0 63, 500 Madison University . . 17 's' 105 c85 170, 000 405, 000 27, 894 5, 200 0 50, 300 12, 500 Manhattan College . . . 44 1 582 108 345, 300 0 0 52, 343 0 0 12, 360 Martin Luther College Rutgers Female Col¬ 15 0 25 34 125, 000 0 0 11, 500 0 0 lege. St. Bonaventure’s Col¬ 30 0 106 69 192, 000 0 0 27, 828 0 0 5, 100 lege. St. Francis College _ 7 75 85 100, 000 6400 St. John’s College, 9 0 140 200i 000 0 0 5, 000 0 0 Brooklyn. St. John’s College, 32 0 74 77 500, 000 0 0 50, 077 0 0 d6, 000 Fordham. St. Joseph’s College. . . 16 198 12 120, 000 2, 000 St. Lawrence Univer¬ 10 0 47 61, 500 172, 311 10, 610 493 0 7,366 sity. St. Stephen’s College . 7 0 17 60 143, 000 0 0 0 2, 000 2, 000 Syracuse University. . 11 179 .100, 000 150, 000 8, 000 5,140 0 10, 000 8, 000 Union College . 15 0 165 400, 000 450, 000 27, 000 9, 000 0 100, 000 618, 000 University of the City 63 0 53 328i 000 185, 000 12, 350 0 0 5, 000 64, 301 of New York. University of Roches¬ 8 3 0 165 378, 662 212, 016 15, 293 10, 433 0 5, 000 12, 558 ter. Vassar College . 30 0 166 205 681, 286 281, 000 18, 376 57, 852 0 56, 000 9, 734 Wells College . 11 1 26 66 235, 000 100, 000 7,000 5,000 63, 700 *Froin Report of the Commissioner of Education for 1875. aSee Table VI, Part 1. & Includes society libraries. c Also 24 graduate students. d Society libraries. 286 EEPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. Hie agricultural department of Cornell University offers a full course of 4 years, lead¬ ing to the degree of bachelor of agriculture, and an abridged course of 3 years. The university farm consists of about 100 acres, exclusive of the experimental farm, the campus, and timber land. A large proportion of the farm is devoted to the raising of food for the domestic animals. Forty acres are used in conducting experiments in the rotation of crops, the various modes of cultivation, the value and application of do¬ mestic and imj)orted fertilizers, the hardiness, productiveness, and value of the various grains and grasses, and in originating and testing new varieties. The instruction is given by lectures and recitations, and illustrated with the aid of Auzoux models of plants, domestic animals and parts of animals, and various other collections. Besides the class room exercises, the student devotes as much time as can be profitably spared to actual practice in the botanical, chemical, and veterinary laboratories, as well as in the fields and barns. — (University register and catalogue, 1876-’77.) The department of mechanic arts of Cornell University reports itself now in a condition to do its work in the most satisfactory manner. Closely connected with the lecture room, in which the theoretical side of the mechanic arts is presented, are rooms for the designing and modelling of machinery, and workshops fitted with power and machinery for working in wood and metals. This shop is conducted wholly as a means of instruc¬ tion ; each student in the department is required to devote at least two hours each day to work in it ; and the candidate for the degree of bachelor of mechanical engineering has an opportunity to design and construct machines and apparatus, or conduct experi¬ ments approved by the department. Other scientific courses in Cornell University, — There are 5 courses leading to the degree of bachelor of science, namely: (1) science; (2) scienceand letters; (31 chemistry and physics ; (4) mathematics ; and (5) natural history. Each of these covers 4 years. The course in civil engineering, which also occupies 4 years, embraces hydraulic en¬ gineering, railroad engineering, bridge architecture and construction, topographical engineering, industrial engineering, and mining engineering. — (Catalogue, 1876-’77.) The school of mines of Columbia College provides 5 parallel courses of study, viz, civil engineering, mining engineering, metallurgy, geology and natural history, and analyt¬ ical and applied chemistry. The plan of instruction includes lectures and recitations, practice in the laboratories, projects, estimates, and drawings, field geology, and reports on mines and industrial establishments. — (Catalogue of college, 1874-75,) The department of science of the University of the City of New York embraces 2 courses, one leading to the degree of bachelor of science, the other to that of civil engineer. — (Catalogue of university, 187.5-76.) The school of civil engineering, Union College, provides a full course of 4 years, lead¬ ing to the degree of civil engineer, and a special course for such as desire to study sur¬ veying, road engineering, or any other special branch of the course. The instruction is given by constant exercise in mechanical drafting, instrumental field work, and numerical calculation, combined with lectures and the study of text books. — (College catalogue, 1876-77.) THEOLOGY. Auburn Theological Seminary, Auburn, (Presbyterian,) is open to students of every evangelical denomination. The regular course of study occupies 3 full years. A col¬ legiate education, or its equivalent, is required of candidates for admission. — (Cata¬ logue of seminary, 1876-77.) General Theological Seminary of the Protestant Episcopal Church, at New York, pro¬ vides a course of 3 years, embracing departments of biblical learning and interpreta¬ tion of scripture and of Oriental and Greek literature, systematic divinity, evidences of revealed religion, pastoral theology, and ecclesiastical polity and law. Candidates for admission are examined in English composition, Hebrew and Greek grammars, and the Gospels and the Acts of the Apostles in the original. — (Catalogue of seminary, 1875-’76.) Hamilton Theological Seminary, Hamilton, (Baptist,) has a course of instruction which has been extended to 3 years. It embraces departments of Hebrew and Old Tes¬ tament exegesis, of New Testament exegesis, of ecclesiastical history, of Christian theology, of pastoral theology, and of homiletics. Candidates for admission to the regular course must have a collegiate or other preparation for its studies. Students of all Christian denominations are admitted. No charge is made for tuition. — (Catalogue, 1876-77.) Hartwick Seminary, near Cooperstown, (Lutheran,) embraces both theological and academical departments. The course of instruction in the theological department ex¬ tends over 3 years. — (Catalogue, 1874-75.) Bochester Theological Seminary, Rochester, (Baptist,) is open to students of all de¬ nominations of Christians. The regular course of instruction, which is designed for NEW YORK. 287 graduates of colleges, is completed in 3 years. A sliorter course is provided for those who require it. — (Catalogue, 1874-75.) Union Theological Seminary, New York, (Presbyterian,) also admits students who are prepared for its course of study, from every denomination of Christians. Candidates must have had a regular collegiate training, or pass an examination on branches usually pursued in college. The regular course occupies 3 full years, and a pledge is required of students to complete a full course, here or elsewhere, unless unavoidably prevented. — (Catalogue, 1875-76.) The Tabernacle Lay College, Brooklyn, is a training institution in theology for laymen and women, without regard to denomination. The training is general and special — general, preparing for the discharge of common Christian duties, and special, for cer¬ tain forms of Christian work. There are preparatory, junior, senior, and theologi¬ cal classes, the latter embracing systematic theology, exercises in exposition, outlines of discourses, and a review of all the studies with reference to the Christian life and work. The full course is 2 years. The college is open five evenings of the week. Most of the students are employed during the day, and support themselves. The in¬ struction is free. — (Circular, 1876.) The Martin Luther College, Buffalo, is a German -Lutheran school of theology, having in connection with it an elementary parochial school, in which both the German and English languages are taught. The institution is in a good condition. Three stu¬ dents of theology graduated in 1876. — (Letter from the director of the college.) LAW. Albany Law School, a department of Union University, provides a course of 1 year, and requires no examination or particular course of previous study for admission ; but in order to receive the degree of B. L. the student must have devoted to the study one year exclusive of that comprised in the course of this school. The method of instruction is by lecture, examination, and discussion in moot court. — (Catalogue of college, 1876-77, and of law school, 1875-76.) The Law School of the University of the City of New TorTc provides a course of instruction covering 2 years. Graduates of any college or university who, in their course, have studied the theory and general principles of jurisprudence, and the historical develop¬ ment of the United States and Great Britain, are allowed an advanced standing of 1 year. The scheme of studies embraces the history of the law, jurisprudence, the Roman law, international law, and municipal law. — (Circular of law school, 1876-77.) The Law Department of Hamilton College provides a course of instruction of 1 year for college graduates, and of one year and one-third for those who are not graduates. The instruction is given by text books and familiar oral lectures. — (Catalogue of col¬ lege, 1876-77.) MEDICINE. Albany Medical College has been since 1873 a department of Union University. The method of instruction is to combine, with didactic lectures, clinical lectures, recita¬ tions, and practical work in the dissecting room, the examination and diagnosis by students of cases assigned them, with reports and criticisms of the same by the class and the professors. Applicants for admission who are not graduates of colleges are examined as to their fitness for the course. — (Catalogue of college, 1876-77.) Bellevue Hospital Medical College, New York, comprises in its course of instruction 7 departments, viz, practice of medicine, surgery, obstetrics, materia medica, physiology, anatomy, and chemistry. The distinctive feature of the college is the union of clinical and didactic teaching, this principle being followed in the case of students attending their first term, as well as of those who are further advanced. The school for nurses in this hospital, described in the Reports of the Bureau of Education for 1873 and 1874, is still continued, and is flourishing. — (Circular, 1876-77.) College of Physicians and Surgeons, New York, is the medical department of Columbia College. No preliminary examination is required for admission. Candidates for the degree of M. D. must have attended two full courses of lectures, the latter in this college, and must have studied medicine 3 years under the direction of a regular physician or surgeon. The plan of instruction is by didactic lectures with demonstra¬ tions, clinical teaching, recitations, and personal instruction in subjects involving physical manipulation. — (Catalogue of college, 1875-76.) The College of Medicine of Syracuse University offers students the advantages of a graded course of instruction, covering a period of 3 years. Applicants for admission, if not graduates of some literary school, are examined in the branches of a common English education. — (Annual announcement of college, 1876-77.) Long Island College Hospital, Brooklyn, unites a hospital and medical school for the purpose of securing more thorough demonstrative teaching. The hospital is under the immediate control of the regents and council of the college, and the courses of in¬ struction are given within its buildings, thus making clinical teaching a reality to the student, by cultivating his faculties of observation at the bedside. — (Announcement and circular, 1875-76.) 288 KEPOET OP THE COMMISSIONER OP EDUCATION. The New TorTc Free Medical College for Women, New York, which claimed a system of instruction as broad and liberal as can be obtained in any* other institution in the world, and had, in addition to the regular medical course, a department of instruction for nurses, has been closed. — (Catalogue, 1875-76, and letter to Commissioner of Edu¬ cation.) The Medical Department of the University of Buffalo gives an important and promi¬ nent position to clinical teaching, all the practical subjects presented in the didactic course being fully illustrated at the bedside. Applicants for admission who are not graduates of colleges or other specified schools are subjected to an examination. In order to graduate, students must have studied medicine for 3 years, must have dissected, and must have attended two full courses of lectures, the last at this institution. — (Announcement of medical department, 1876-’77.) Medical Department of the University of the City of Neio TorTc. — Clinical instruction constitutes a prominent feature in the plan of education, and the almost unlimited resources of New York offer ample, facilities for obtaining familiarity with diseases at the bedside. The student, in order to graduate, mus t attend two courses of medical lectures, the last at this school, and must also have studied medicine for 3 years, in¬ cluding the lectures, under the direction of a respectable practitioner. — (University cat¬ alogue, 1875-76.) Woman’s Medical College of the New TorTc Infirmary. — The plan of instruction here is arranged to secure a gradation of studies through the 3 years of the student’s course. Students before being graduated are examined by a board of examiners, composed of professors from the several medical colleges of the city and from the profession at large. — (Catalogue, 1876.) The Eclectic Medical College of the City of New TorTc admits both men and women to its classes, and requires for graduation 3 years’ study of medicine under the super¬ vision of a reputable physician, and attendance upon two full terms of instruction in an incorporated medical institution, the last of which shall have been this college. — (Catalogue, 1876-’77.) The New TorTc Homoeopathic Medical College provides, in addition to its old course of 2 years, a 3 years’ graded course, and, as an inducement, offers a large reduction in the price of tuition to those students who pursue the graded course. The examinations f^or graduation are very strict, and are conducted first by the faculty, and afterward by a board of censors composed of physicians who are not connected with the college.— (Annual announcement, 1876-’77.) The Medical College and Hospital for Women, New York, has adopted a 3 years’ graded course of study, and demands for admission a good English education. The college is thoroughly equipped with every material and apparatus requisite for medical instruc¬ tion. — ^(Announcement, 1874-’7L) The New TorTc College of Dentistry offers a course of 2 years, embracing operative and mechanical dentistry, chemistry, metallurgy, histology, anatomy, physiology, general pathology, oral surgery, therapeutics, and materia medica. The college has estab¬ lished, as a public charity, an infirmary where the worthy poor and the inmates of the charitable institutions of the metropolis are treated by the students of the college under the supervision of the attending dental surgeons, thus affording the student practice in every conceivable operation in dentistry. — (Announcement, 1876.) The College of Pharmacy of the City of New TorTc affords instruction in chemistry, botany, materia medica, toxicology, and pharmacy. The instruction is given by lectures delivered during 7 months, three evenings in each week; and attendance at 2 such annual sessions is the prescribed course of study requisite for graduation. — (Prospectus of college, 1875.) NEW YORK. 289 Statistics of scientific and prof essional schools, 1876. Sctiools for professional instruction. SCHOOLS OF SCIENCE. Colleges of Agriculture, Architecture, Chemistry, Mechanic Arts, &c., (Cor¬ nell University.) Cooper Union Free Night Schools of Science and Art. Department of science, (University of the City of New York.) Engineering School of Union College.... Eensselaer Polytechnic Institute . School of Mine's of Columbia College . . . . United States Military Academy . SCHOOLS OF THEOLOGY. Auburn Theological Seminary . . De Lancey Divinity School . General Theological Seminary of the Protestant Episcopal Church. Hamilton Theological Seminary . . Hartwick Seminary, (theological depart¬ ment.) Martin Luther College, (theological de¬ partment.) Newburgh Theological Seminary . . Rochester Theological Seminary . . St. Joseph’s Provincial Seminary . . Seminary of Our Lady of Angels . . The Lay College . . Theological department of St. Lawrence University. Union Theological Seminary . SCHOOLS OF LAW. Albany Law School, (Union University) Columbia College Law School* . Department of law, (University of the City of New York.) Law School of Hamilton College . . SCHOOLS OF MEDICINE. Albany Medical College, (Union Uni¬ versity ) Bellevue Hospital Medical College . College of Physicians and Surgeons, (Columbia College.) Long Island College Hospital* . Medical department. University of Buf¬ falo. Medical department, University of the City of New York. Woman’s Medical College of the New York Infirmary. Eclectic Medical College of the City of New York. New York Homoeopathic Medical New York Medical College and Hospital for Women. New York College of Dentistry . College of Pharmacy of the City of New York. Corps of instruction. Endowed professorships. q rs z s Number of years in course. Property, income, Ac. Number of volumes in library. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. t p p S c c Receipts for tbe last year IVom tuition fees. 225 4 20 569 5 $2,000,000 $0 88 4 28 4 3, 000 186 4 3, 000 230 4 28, 600 6. 500 305 4 26, 000 6 5 42 3 200, 000 $320, 000 $25, 000 10, 500 1 3 27, 507 1, 680 250 1 2 70 3 542, 000 131, 123 24, 170 15, 466 5 33 3 40, 000 30, 000 2, 400 3 3 3 2 6 3 25, 000 34, 400 3, 244 3, 500 11 5 75 3 80, 000 225, 000 11, OUO 7 136 4i 200, 000 8, 0l>0 4 '6' 83 4- 60, 000 0 0 6, 000 5 75 4 40 000 3 3 25 3 28^ 000 95, 000 6, 650 6, 026 7 6 142 3 200, 000 750, 000 50, 000 33, 000 8 92 ffll 0 0 2. 000 7 522 2 4, 100 80 2 4, 800 1,200 2 17 1 5, 000 16 116 3 5, 000 2, 500 22 450 2 &10, 000 0 0 0 41 439 3 125, 000 0 0 32, 100 1, 200 19 2 14 40 3 25, 000 0 0 .5, 000 1, 000 8 96 3 40, 000 0 0 8, 000 500 48 520 3 100, 000 100 18 39 3 25, 000 0 0 2. 600 8 53 3 30, 000 3, 250 300 ? 20 145 3 10. 000 15. 022 0 12 50 3 130. 000 3, 000 1, 000 200 16 73 2 7,111 40 5 150 2 c5, 000 20, 000 2, 200 6, 450 1, 180 * From Report of the Commissioner of Education for 1875. b Furniture and .apparatus. a With 1 year’s previous study. c Apparatus. 19 E 290 REPORT OF THE COMMISSIONER OF EDUCATION. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The State has for many years pursued a broad and liberal poliey respecting the care and education of deaf mutes, and during the year 1876 no less than 893 children were instructed in the 5 institutions authorized by law to receive State pupils. They were distributed among the several institutions, as follows : New York Institution for the In¬ struction of the Deaf and Dumb, 556; New York Institution for the Improved Instruc¬ tion of Deaf Mutes, 110; Le Couteulx St. Mary’s Institution for the Improved Instruc¬ tion of Deaf Mutes, at Buffalo, 100; Ceniral New York Institution for Deaf Mutes, at Rome, 85; Western New York Institution for Deaf Mutes, at Rochester, 42. The institution at Roches! er has beeu authorized to receive State and county pupils on the same terms and conditions as the others. The school was opened on the 4th of October, 1876, and is in a flourishing condition. All the institutions for the instruction of deaf mutes have prospered during the year. They were all visited by the State superintendent, and he bears testimony that they have been prudently and judiciously managed, and that the moral, mental, and physical necessities of the pupils have beeu carefully attended to. The crowded condition of the New York Institution for the Instruction of the Deaf and Dumb has been considerably relieved by the younger schools, and it can now successfully care for all the pupils in attendance. — (State re¬ port, 1875-’76, p. 27.) In Le Couteulx St. Mary^s, besides the literary branches, instruction is given in cane searing of chairs, tailoring, dress making, sewing by hand and machine, fancy work and housewoi k. There are in the literary department 8 teachers, including the prin¬ cipal and the teacher of articulation. Instruction in linear drawing was introducrd in 1875-’76. The plan of instruction includes the sign language, writing, and speaking. — (Report of institution, 1875.) Ttie New York Institution for the Deaf and Dumb has adopted a plan by which a much smaller number of teachers than formerly is sufficient for the instruction of its large attendance of pupils. The pupils are separated into two divisions, one of which is em¬ ployed in manual labor and the other in literary studies for half the day, the order being changed each week, so that those who had been working in the shop in the morning should go into the school room at that time and tbeir places be taken by the other division. The plan has been found to work well. Nine of the 14 teachers are gentlemen ; 4 of them are liberally educated hearing teachers, and 5 graduates of the institution who have shown extraordinary talent for imparting instruction. There are, besides these, a teacher of articulation, who devotes his whole time to developing artificial speech and lip reading in promising cases of the congenital deaf, and to pre¬ serving and developing the speech of the semi-mute, and a lady who, every week, gives to each class above the grade of the first year 2 consecutive hours of instruction in drawing. — (Report of institution, 1875.) The Institution for the Improved Instructmi of Deaf Mutes, New York City, makes it a special aim to teach articulation. The children are in school till 3 in the afternoon and have a study hour besides, in the evening, while the larger ones have to study Wessons and write exercises for which more time than the usual study hour is required. They are further encouraged to read books and newspapers, and they must have cer¬ tain hours for recreation. There is therefore no time left for working in shops. It is considered, also, that pupils who have been taught articulation can as readily obtain employment in shops as can hearing children, thus rendering instruction in trades in the institution unnecessary.— (Report of institution, 1875-’76.) St. Joseph'’ s Imj)roved Institute, Fordham, founded in 1869, teaches the common English branches to ueaf and dumb children. This institution reports having received from the State in 1876 an appropriation of $7,325.50, its receipts from tuition being $563. — (Special report, 1876.) Cayuga Lake Academy, Aurora, reports a class of 4 deaf-mutes. A class in articu¬ lation was founded in 1871. The branches taught are “ the same as in day schools for hearing children.” — (Special report, 1876.) EDUCATION OF THE BLIND. The number of pupils in the New York Institution for the Blind on the 1st of Janu¬ ary, 1876, was 183, and during the year ending December 31, 1876, there were 220 pres¬ ent and receiving instruction. The results of the work of instruction were sarisfac- tory, and will compare favorably, it is believed, with what is accomplished in the best schools of like grade for the seeing. The employments taught are cane seating, mat¬ tress making, piano tuning, sewing by hand and by machine, knitting, and fancy work. — (Report of institution, 1875-’76.) The New York State Institution for the Blind, at Batavia, reports 178 pupils under in¬ struction in 1876. Since its opening in 1868 there have been 339 admitted. The boys are taught broom making ; the girls, sewing on the machine and by band, knitting, crocheting, and bead work. There are 450 volumes in the library. — (Return, 1876.) KEW YORK. 291 INSTRUCTION OF IDIOTS. There are 2 asylums for the feeble-minded in this State, one located at Syracuse, the other at EandalFs Island. The asylum at Syracuse reports an attendance in 1876 of 224 inmates, 139 males and 85 females. The branches taught are “the simplest ele¬ mentary school branches and 2 or 3 trades.” Since the institution was established in 1851, there have been 350 inmates dismissed improved. In the school at Randall’s Island there were 182 inmates, 94 males and 88famales, all native born but 22. Seven could read and write when admitted, and 30 have learned since. The branches taught are reading, writing, and arithmetic. — (Special reports, 1876.) VALLEY HOME. The Susquehanna Valley Home, located in the town of Binghamton, is a home for children depending upon charity for support. December 31, 1875, there were 66 chil¬ dren in the institution, about one-half Irelouging to Broome County, the others to the six neighboring counties. Here the children are provided with a comfortable home, and instructed in a school connected with the institution in charge of a qualified teacher, and possessing, in some respects, advantages over our common schools. Irreg¬ ular attendance and tardiness are unheard of. During the year 1875 the school was taught 238 days, with an average attendance of 54 pupils. — (State report for 1875, p. 350.) EDUCATIONAL CONVENTIONS. STATE teachers’ ASSOCIATION. This association held its thirty-first anniversary at Watkins, July 25, 26, and 27, 1876. The distinctive features of the meeting are reported by the School Bulletin (September) as having been “ fair attendance, strong local attractions, but a deplorable lack of one building large enough for the general meeting, the sections, and the book agents; an elficientJocal committee; a crowded programme, with some strong and some very weak features ; an admirable presiding officer, and a general and successful purpose of the many to rescue the association from the few who have usurped control of it.” UNIVERSITY CONVOCATION. The thirteenth anniversary or fourteenth meeting of the University Convocation of the State of New York was held in Albany, commencing July 12, 1876. The meeting was marked by a smaller attendance than usual, more vigorous discussion, and a greater inequality in the value of the papers. Among the subjects presented were, “ The voluntary system in university education,” by President Martin B. Anderson, LL. D., Rochester University ; “ Physical culture in colleges,” by Capt. Thomas Ward, U. S. A., Union University ; “ Interacademic competitive examinations,” by Principal George R. Cutting, A. M., Waterville Union School ; “ Land surveying as practised in the State of New York,” by Principal Aaron White, A. M., Canastota Union School ; “ Prizes in schools as usually distributed,” by Principal Michael P. Cavert, A. M., Rhine- beck Union School ; “ School supervision and State aid,” by Instructor William W. Dawley, A. M., Amsterdam Academy ; “A plea for the study of Latin,” by Rev. J. A. Wells, D. D., Griffith Institute; “Endowment of higher institutions for the education of women,” by Prof. Henry J. Van Lenuep, D. D., Ingham University; “Military drill in academies,” by Col. Charles J. Wright, A. M., Peekskill Academy ; “History in its relations to practical life,” by Prof. Selah Howell, Christian Biblical Institute, Stanfordville ; “Instruction in vocal music,” by Principal Isaac O. Best, Clinton Grasimar School ; “ The health of our scholars,” by Principal Samuel H. Goodyear, A. B., Dansville Seminary ; “New Netherland and the Fatherland,” by Prof. Rausom B. Welch, D. D., LL. D., Union University; “ Relations of private schools and sem¬ inaries to our system of public instruction,” by Principal Eber M. Rollo, A. M., Dela¬ ware Literary Institute, Franklin ; “ Duties of the teacher to himself,” by Principal Ezra B. Fancher, Seneca Falls Academy ; and “ The teacher as a citizen,” by Jonathan Tenney, A. M., Albany, late deputy superintendent of public instruction. Among the most interesting discussions was that upon military drill in academies. Nearly all agreed that the body should be trained by exercises of some kind, but a wide difference of opinion appeared as to what kind is best. Principal Cavert’s paper, op¬ posing the custom as at present followed of offering prizes in schools, was based upon the replies received to a circular of inquiry sent by him some time ago to 65 univer¬ sities and colleges in 28 States. The discussion was very animated. In the debate on President Van Lennep’s paper, Vice-President Russell, of Cornell, urged that it is wiser to strengthen the colleges we have which admit women than to found more for them. President Raymond thought training schools for women should be arranged with special reference to their needs as to regimen, &o. He said the want of Vassar College is free scholarships, free not alone to daughters of clergymen and teachers, as had been suggested, but to worthy young women, whoever and wherever they were. — (School Bulletin, July and September, 1876.) 292 REPORT OF THE COMMISSIONER OF EDUCATION. OBITUARY RECORD. PKOF. CHARLES DAVIES, IX. D.* This highly distinguished mathematical author and instructor, born 1797 in Wash¬ ington, Conn., ended his useful and honorable life at Fishkill-on-the-Hudson, Septem¬ ber 18, 1876. A large portion of his early days were spent amidst the rugged scenes of the frontier in St. Lawrence County, New York, whither his father had removed while Charles was yet a child; and here, in the effort to break up and cultivate what was then almost a wilderness, were developed the industry and energy, the quickness and decisiveness which made him the excellent teacher and useful author that he subse¬ quently became. When he was only about 15 the war of 1812 commenced, and martial ardor being naturally awakened by his nearness to the hostile line, he entered West Point as a cadet in December of the next year. The quick promotions of a state of war seemed him a second lieutenancy in the artillery after only two years at the academy, and for another year he was in active service. Then the mathematical ability he had displayed during his student life induced the authorities to appoint him assistant professor of mathematics in the Military Academy at which that life was si)ent, and he entered upon duty as such December, 1816. In 1821 he was made assist¬ ant professor of natural and experimental philosophy, and in May, 1823, professor of mathematics. His experience in this position made him painfully a^are that there were no sufficiently good text books in our language for the instruction of young men in the sciences he had to teach. He therefore set about translating from the French the needful works, and from 1833 to 1836 published such versions of Legendre’s Geometry and Bourdon’s Algebra as threw preceding text books of their class quite into the shade. They were not translations merely, but improvements, uniting the prac¬ tical methods of the English with the scientific generalizations of the French. They were at once received with such a hearty welcome, and met with such general accept¬ ance and success, that in 1837 he resigned his chair to devote himself at Hartford, in his native State, to the preparation of a thorough series of such works. Blessed with good health, a clear head, and a firm will, he held to this purpose till he had produced 28 most valuable books, reaching from first lessons in arithmetic into the higher mathematics, and covering the needs alike of the primary school, the academy, and college, with some addressed to students beyond these. They were an inestimable gift to those for whose use they were prepared, alike from their clear statement of first principles and from their illustration and enforcement of these in practical appli¬ cations and results. They made him widely known and largely famous, brought him in handsome recompenses, and secured him many friends. Honors accumulated on him, and to the A. M. bestowed in 1824 by the College of New Jersey, and renewed in 1825 by Williams College, Massachusetts, was added the degree of LL. D. from Geneva College, New York, in 1840. Trinity College, Hartford, was glad to be able to engage him as professor of mathematics from 1839 to 1841. The United States Government made him paymaster at West Point from 1841 to 1846; and when he settled subse¬ quently at Fishkill-on-the-Hudson, within easy travelling distance of New York, the university of that city secured him as professor of mathematics and philosophy in 1848; after 9 years’ service in this chair he transferred his instructions to the profes¬ sorship of higher mathematics in Columbia College in 1857, continuing in this till 1865, when he retired, remaining emeritus professor till his death. A genial man, a Christian gentleman, an instructor whom all honored, an author whom very many blessed. Prolessor Davies lived a life as useful and has left behind him a memory as fair as any one could reasonably wish to live and leave. In schools and colleges, from Maine to California, he will be remembered gratefully as the one who, more than any other, has changed arithmetical and mathematical pursuits from a drudgery almost into a delight ; has taught principles of general application instead of merely narrow and hard rules ; and has shown not merely a result of figuring, but how to reach it and why it needs must come out right. H >N. HENRY S. RANDALL. Hon. Henry Stephen Randall, born in Brookfield, May 3, 1811, died at Cortland, August 14, 1876. He was a graduate of Union College, 1830; was admitted to the bar in 1834 ; became editor of the democratic paper of his county, and achieved distinction as a politician ; but preferring to devote himself to education, became a county super¬ intendent of schools, and was more than once offered a State superintendency. Becoming secretary of state for New York, he, under the then existing law, acted as State superintendent in conjunction with his office as secretary, from 1852 to 1854, and after the organization of the Cortland Normal School was president of its board of trustees. — (School Bulletin, September, 1876, p. 4.) , * The authority for facts and dates here is mainly a brief biography by Prof. E. D. Mansfield, a near connection of Professor Davies. NEW YORK. 203 REV. GEORGE WHIPPLE, D. D. A great bereavement overtook tbe American Missionary Association in thedeatb of this gentleman, its senior secretary, October 6, 1876. For 20 years he had been identitied with all its operations, and had done probably more than any other single man to give them vigor and efficiency. Born at Albany, New York, he pursued his academic studies for some time at the Oneida Institute, in the same State, and then went to the Lane Seminary to study theology under Dr. Lyman Beecher. When the right of perfectly free speech on the exciting questions of that time and place was denied by the board of trustees, he, with others of his class, went thence to Oberlin, where his theological studies were continued under Professors Finney and Morgan. On his graduation, in 1836, he was ordained, but never entered on a pastoral connection. Seeing his way to a perhaps higher usefulness and greater freedom as an educator, he became a tutor at Oberlin, and secured such favor by his teaching that the professorship of mathematics was soon put into his hands, and was elevated, under his administration of it, to a point of high efficiency. At the close of 1846, Professor Whipple was offered the posi¬ tion of corresponding secretary of the American Missionary Association, then recently formed, and meant to extend, with other blessings of the Gospel, tbe advantages of Christian education to the subjects of its work. He took the place, and by his energy and industry, sound judgment and practical ability, did much to raise the association to the high place it has since occupied. When the emancipation of the slaves through¬ out the South opened them to the combined influences of the Gospel and the school, he, with his fellow workers in the society, entered delightedly into the wide held thus presented, and besides aiding the Indians of our plains and the Chinese of California to acquire an education, dotted the whole South with Christian schools and colleges. In the midst of his labors in this line he was overtaken with sunstroke in the summer of 1876, and, gradually failing from that time, went peacefully to his repose from lengthened labor as the autumn was withering and scattering its leaves. — (American Missionary, November, 1876.) LIST OF SCHOOL OFFICIALS IN NEW YORK. Hon. Neil Gilmotjr, State superintendent of public instruction, Albany. Addison A. Keyes, deputy superintendent, Albany. [Terra, under reelection, 1877-1881.] REGENTS OF .THE UNIVERSITY. Date of appoint¬ ment. John V. L. Prnyn . . . Robert G. Rankin ... E. C. Benedict . . George W. Clinton . . Lorenzo Burrows. . . . R. S. Hale . E W. Leavenworth . J. C. Brevoort . G. W. Curtis . Francis Kern an . John L. Lewis . . Henry R. Pierson . . . Martin I. Townsend , Anson J. Upson . A. C. George . W. L. Bostwick . John A. Dix .... _ C. M. Depew . Charles E. Fitch _ 1844 1847 1855 1856 1858 1859 1861 1861 1864 1870 1871 1872 1873 1874 1876 1876 1H76 1877 1877 Albany. Newburgh. New York. Buifalo. Albion. Elizabethtown. Syracuse. Brooklyn. New Brighton. Utica. Penn Yan. Albany. Troy. Albany. Syracuse. Ithaca. New York. New York. Rochester. JEx ojiciis. Lucius Robinson, governor. . William Dorsheimer, lieutenant-governor . John Bigelow, secretary of state . Neil Gilmour, superintendent of public instruction. Officers of the board. John V. L. Pruyn, chancellor . Samuel B. Wool worth, secretary . Daniel J. Pratt, assistant secretary . Albany. Albany. Albany. Albany. Albany. Albany. Albany. 294 REPORT OF THE COMMISSIONER OF EDUCATION, List of school officials in New York — Continued. CITY SUPERINTENDENTS. Superintendent. Post-office. John 0. Cole . . . "Rfinja.Tnin B. Snow. _ _ _ _ _ _ _ - Albany. Auburn. Binghamton. Brooklyn. Buffalo. O. B. Bruce . . . . . . Thomas W. Field . William S. Bice . . . . . . Edward Danforth . . . . Elmira. Henry Kiddle . . . . . . . . . New York. G. N. Simmons _ _ _ _ _ _ _ Bochester. Edward Smith . Syracuse. Troy. David Beattie . . . . . SCHOOL COMMISSIONERS. [For the term of three years, ending December 31, 1878.] County. Name and district. Post-oflSce. Albany . Allegany .... Broome . Cattaraugus . Cayuga . Chautauqua . Chemung .... Chenango .... Clinton . Columbia .... Cortland . Delaware . . . . Dutchess .... Erie . Essex . Franklin . Fulton . Genesee . Greene . Hamilton . . . , Herkimer.... Jefferson . Kings . Lewis . Livingston. ., Madison - Monroe . Montgomery Niagara . Oneida . David D. McCullock, first . Sanford C. Sisson, second . W. J. McMillan, third . Charles W. McIntosh, first . Albert B. Coltrell, second . A. G. Wilson, first . . ... Stephen D. Wilbur, second . Sanford B. McClure, first . Beuben J. Wallace, second . Albert W. Morehouse, first . Wesley Mason, second . Thomas J. Pratt, first . Lucius M. Bobertson, second _ Bober t P. Bush . A. Y. Freeman, first . David G. Barber, second . John B. Biley, first . Charles W. Clark, second . Bichard M, Whitbeck, first . Isaac V.an 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. McCullum Ball, first . Geoi ge W. Holme.s, second . Mark Whiting, third . John T, Heald, first . . Luther B. Newell, second . Sylvester S. Willard, first . David D. D. Dewey, second . James H. Foote . Charles Y. Hooper . Clarence E. Bloodgood, first . Hiram M. Bouton, second . David Cochran . Jerome D. Halcomb, first . Charles F. Wheelock, second _ William H. H. Sias, first . Ambrose E. Sawyer, second . Don A. Watson, third . C. Warren Hamilton . William D. Lewis, first . Joseph Harvey, second . Lewis C. Partridge, first . Ezra N. Curtice, second . Frank H. Hyatt, first . John E. Toppin. second . W. Francis Hardick, first . Allen J. Ketchum, second . Seely Conover . George M. Warren, first . Norman P. Browning, second ... John B. Pugh, first . Charles E. Howe, second . Martin W. Smith, third . Milton W. George, fourth . New Salem. Bensselaerville. We.st Troy. Almond. Bichburg. Binghamton. Binghamton. Allegany. Cattaraugus. Weedsport. Ledyard* Mayville. Frewsburg. Horseheads. Sherburne. Oxford. Plattsburgh. West Chazy. Livingston.' Ghent. Marathon. Homer. Downsville. Delhi. Clove. Bhinebeck, Grand Island. East Aurora. Boston. Keene. Westport. Malone. Moira. Kingsboro’. Batavia. J ewett. Prattsville. Wells. Newport. Fitchfield. Henderson. Carthage. Alexandria East New York. Turin. W atson. Livonia. Springwater. Morris ville. Cazenovia. Fairport. Clarkson. Fultonville. Tonawanda. Suspension Bridga Htica. Deansville. Borne. Trenton. NEW YORK. 295 List of school officials in New York — Continued. County. Name and district. Post-office. Onondaga. Ontario... Orange ... Orleans ... Oswego ... Otsego . Putnam . Queens . Eensselaer. .. Eichmond . . . Rockland . . . . St. Lawrence Saratoga - Schenectady Schoharie..., Schuyler.... Seneca . Steuben . ... Suffolk . . Sullivan _ Tioga . Tompkins . . Ulster . Warren . Washington Wayne . . Westchester Wyoming. Yates . . . . . Robert Van Keuren, first - ... James W. Hooper, secoud . Eichard W. McKinley, third _ George V. (Jhapin, first . Lucius L. Pierpont, second . Charles W. Gedney, first - . Oliver N. Goldsmith, second . Edward Posson . Robert Simpson, jr., first . . . Fowler H. Berry, second . John W. Ladd, third . Albert G. Tuthill, first . Edward E. Beals, second . Thomas H. Reed . Andrew J. Provost, first . Isaac G. Fosdick, second . Amos H. Allen, first . George W. Hidley, second... _ James Brownlee . Spencer Wood . . . Edwin S. Barnes, first . Albert L. Cole, second . Lucius L. Goodale, third . Nelson L. Roe, first . John W. Shurter, second . Henry M. Akin . John S. M^han, first . John Van Schaick, second . Charles T. Andrews . George H. Hulbert . George H. Guinnip, first . Reuben H. Williams, second _ Horace H. Benjamin, first . Thomas S. Mount, second . Charles Barnum, first . J oseph Taylor, second . Lemuel D. Vose . Orville S. Ensign, first . *Eobert G. H. Speed, second . Edmund Ryer, first . Henry H. Holden, second . Ira Sawyer, third . Daniel B. Ketchum . Ezra H. Snyder, first . Edward C. Whittemore, second. . Sidney G. Cooke, first . William T. Goodenough, second. Joseph H. Palmer, first . Casper G. Bower, second . Isaac C. Wright, third . Edwin S. Smith, first . Edson J. Quigley, second . W. F. Van Tuyl . Jordan. Geddes. Collamer. Chapinville. Allen’s Hill. Newburgh. Otisville. Medina. Hannibal. West Amboy. Mexico. Westford. Laurens. Brewster’s Station. Williamsburg. Jamaica. Petersburg. Wynantskill. Port Richmond. Clarkstown. Gouverneur. Hermon. Potsdam. Ballston. -Gansevoort. Schenectady. Gilboa. Cobleskill. Watkins. Waterloo. Avoca. East Woodhull. Riverhead. Stony Brook. Monticello. Parksville. Slaterville. Saugerties. Marlborough. Ellenville. Glen’s Fails. Argyle. Middle Granville. South Sodus. Newark. Yonkers. Tarrytown. Somers. Dale. Gainesville. Penn Yan. For term ending December 31, 1877. 296 REPORT OF THE COMMISSIONER OF EDUCATION. KOKTH CAI20I.INA. SUMMARY OF STATISTICS. POPULATION AND ATTENDANCE. Children of school age, (6-21). Enrolled in public schools . . . . . TEACHERS AND THEIR PAY. White males . White females . Colored males . Colored females . Monthly pay of first grade ... - Monthly pay of second grade . Iklonthly pay of third grade . . . SCHOOL DISTRICTS AND SCHOOLS. School districts for whites . School districts for colored . Schools for white children . Schools for colored children . Public school-houses for whites . . Public school- houses for colored. Private school-houses for whites . Private school-houses for colored. Academies for whites . Academies for colored . Colleges for whites . Colleges for colored . INCOME AND EXPENDITURE. Income. Total income from all sources . Expenditure. Total expenditures for all purposes. . 1873-74. 369, 960 174, 083 1,495 613 515 252 2, 820 1,200 $496, 405 $297, 595 1875-76. 394, 489 198, 760 1,294 783 529 $40 30 20 2, 702 1,372 1, 934 1,371 545 140 169 5 22 2 Increase. 24, 529 ■24, 677 170 14 $501, 008 $4,603 $335, 663 $38,068 , Decrease. 201 36 (Report of Hon. Alex. Mclver for 1873-74, and return to Bureau of Education from Hon. John C. Scarborough, State superintendent, for 1875-76.) NOTES ON SUMMARY. The comparison here attempted is between the years 1873-74 and 1875-76, because no return for the intermediate year was received. The means of comparison, however, are very limited, partly from the fact that the returns made to the office of the State superintendent during the incumbency of the last superintendent have been quite im¬ perfect, and partly from the further fact that they do not always cover the same items. This last has been so much the case with matters of income and expenditure that only the sum of these is given for the two years. The number of children enrolled for 1875-76 is given as an approximation to the precise number, rather than an abso¬ lute report, the superintendent stating that the enrolment of whites was about half the enumeration of 257,521 and that of the blacks a little more than half of 136,968. NORTH CAROLINA. 297 HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Common Schools and Public Instruction, 1873, by Henry Barnard, LL. H. ; Sketch hy Superintendent Mclver in State Report for 1874, x)p. 10-42; Returns of United States Census, and State Reports to 1874, with State Constitutions and School Laws. FIRST LOOKINGS TOWARD A SYSTEM. No Southern State began with fairer promise in respect to public education than did this. In its initial constitution, 1776, section 41, it ordained that “a school or schools shall be established by the legislature for the convenient instruction of youth, with such salaries to the masters, paid by the public, as may enable them to instruct at low prices, and all useful learning shall be encouraged in one or more universities.’’ But, fair as these words were, and honestly as no doubt they were meant by those who penned them, they failed for forty years to find even the beginning of their accom¬ plishment from legislative action, as far as schools were concerned. The University of North Carolina, evidently meant to come after and be prepared for by the schools, was chartered in 1789 and organized in 1795, but the schools had their first public no¬ tice from the State authorities in 1816. In that year Governor Miller called attention to the need of them in his message to the general assembly, and a committee of the legislature, with the Hon. Archibald D. Murphy as chairman, was appointed to consider and report upon the subject of “ affording means of education to every one, however indigent.” This committee, December 19, 1816, presented a report decidedly in favor of a judicious system of public education.” The report said, in words wonderfully wise for that day, This general system must include a gradation of schools, regularly supporting each other, from the one in which the first rudiments of education are taught to that in which the highest branches of the sciences are cultivated. It is to the first schools in this gradation that your committee beg leave to draw the attention of the legislature at this time, because in them will be taught the learning indispensa¬ ble to all, reading, writing, and arithmetic. These schools must be scattered over every section of the State, for in them education must be commenced, and in them it will terminate as to more than one-half of the community. They will be the most difficult of organization and the most expensive to the State; but they will be the most useful, inasmuch as all the citizens will be taught in them, and many of the children are destined never to pass on to any other.” The report went on to suggest that from the youth educated in these schools at State expense teachers should be selected for schools in which they might be qualified to teach, and that discreet persons should be appointed in each county to superintend and manage the concerns of the sectional schools which should be established, to designate the children who should be educated in part or in whole at the public expense, and to apply the funds which should be consecrated to the purposes of these schools. It closed with a recommendation that the two houses should appoint three persons to digest a system of public instruction founded upon the general principles which had been stated, and to submit the same to the next general assembly. The house concurring with the senate on this motion, a committee was appointed, with the same gentleman as chairman, and made an elaborate report at the session of 1817. This new report recommended the formation of a fund for public instruction, and the constitution of a board to manage the fund and carry into execution the plan of public instruction contemplated. This plan was one which was meant “ to make the progress of education natural and easy,” beginning with primary schools in which the first rudiments of learning were to be taught, and proceeding to academies in which the youth were to be instructed in languages, ancient and modern history, mathematics, and other branches of science, preparatory to entering the university, in which instruc¬ tion should be given in all the higher branches of the sciences and the principles of the useful arts. An institution for the deaf and dumb was also included in the plan. For the elementary instruction to be given it was proposed to divide each county in the State into two or more townships, and to have one or more primary schools estab¬ lished in each township which should provide a lot of ground of not less than 4 acres, and erect thereon a sufficient house, and vest it in the bouavl of public instruction. For secondary training this board was to divide the State into 10 academic districts, and have one academy erected in each district; the State to meet one-third of the expense of the erection and the site, and furnish one-third of the sum required for salaries of teachers, on condition of their instructing a certain number of poor children free of charge. As to the superior instruction which was meant to crown the whole, the leg¬ islature was urged to to provide the needed funds for sustaining and carrying forward the then struggling university. For knitting the whole together came the board of public instruction to be constituted, which was to consist of the governor of the State as president, an d 6 directors, to be appointed by the general assembly. This board was to have power to locate the several academies to be established ; to determine the number 298 REPORT OF THE COMMISSIONER OF EDUCATION. and titles of the professorships therein ; to examine, appoint, and regulate the compensa¬ tion of the professors and fhe teachers ; to appoint, in the first instance, the trustees ; to prescribe the course of instruction and discipline, according to general rules which should be first fixed by law ; and to provide some just mode of advancing from the primary schools to the academies, and from the academies to the university, as many of the most meritorious children educated at the public expense as the proceeds of the funds for public instruction should suffice to maintain and educate. No better, more compact, or more connected scheme for the formation of a State sys¬ tem of instruction could well have been devised at that quite early day. The main fault in it was that it undertook too much, viz, to “ maintain” as well as “educate” the children of the poor, an undertaking quite beyond the means of a State yet sparsely settled, and with the burdens of a recent war still weighing on the people. It was the expense which this portion of the plan involved that seems to have killed the project, for though the bill met with favor from the legislature, was ordered to be printed, and put into a form for passage, the consideration of the large sums it would annually re¬ quire to carry out its liberal provisions induced a pause after the first reading of the bill, and that pause was fatal to it. Instead of eliminating from it the one specially impracticable feature and trying to work out the practicable ones, its advocates desired and urged its passage as a whole, and so friends fell from it and it failed. RAISESTG A SCHOOL FUND. There was a pause of eight years further then before any scheme for meeting the expense of public schools was broached. At that date, 1825, the legislature laid the foundation of “ a fund for the establishment of common schools,” to consist of divi¬ dends arising from stocks held by the State or afterwards to be acquired in certain banks and works of internal improvement ; of a tax on licenses to auctioneers and re¬ tailers of spirituous drinks; of the unexpended balance of a State agricultural fund ; of moneys paid the State for entries of vacant lands, and of such sums as the legislature might find it convenient to appropriate from time to time. To manage this fund, the governor of the State, the chief justice of the supreme court, the speaker of the senate, the speaker of the house, and the State treasurer, with their successors in office, were constituted a body corporate and politic under the title of “The president and directors of the literary fund,” with power to hold property and to dispose of and improve the same for the promotion of learning and the instruction of youth. Under an act of 1836, the constitution of the board was changed, and it was made to consist of the governor and three other members to be appointed by him biennially; and all the State swamp lands not previously granted to individuals, with all shares of stock owned by the State in the Bank of North Carolina and in the Bank of Cape Fear, as well as the dividends arising from these, were vested in the corporation as a public fund for education and the establishment of common schools. And, as in 1837, the State received from the United States, as its share of the surplus deposit fund, $1,433,757, and turned this over, less $300,000, to the literary fund in addition to about $1,000,000 of previously held assets, it is not to be wondered at that the legislature, in that year, called on the president and directors of the literary fund to digest a plan for common schools suited to the condition and resources of the State, and to report the same at the next session of the general assembly. A SYSTEM REACHED AT LAST. In accordance with the resolution of 1837, the president and directors of the literary fund made to the legislature, December 4, 1838, an elaborate report based on an exam¬ ination of the systems of all the States. It proposed to have the State divided into 1,250 school districts, each to have a school-house erected in it, as pleasantly situated and as neat and commodious as possible ; to have a normal department organized in the State university for the training of teachers for the schools ; to have the income of the literary fund, amounting then to about $100,000 annually, distributed among the districts at the rate of about $240 for each, to aid in the maintenance of schools, and to be supplemented by a local tax of twice that amount, levied by the county court ; and, finally, to have 5 superintendents of schools for each county, and 3 committee¬ men for each school district. The scheme provided only for common schools, and left academies to succeed these at no long interval, and colleges and universities in due time to crown the whole. The adoption or rejection of this system it was proposed to submit to a vote of the people, and on the 8th of January, 1839, a little more than a mouth after the submis¬ sion of the report, the legislature, under the lead of Mr. W. W. Cherry, chairman of the committee on education, passed an act to divide the State into school districts, 6 miles square, and to refer to the people the question of the establishment and maintenance of schools in these. The establishment of a school for teachers was passed by. In counties where the vote should be in favor of common schools the county court was to select 5 superintendents for the county, whose first duty was to divide the county into NORTH CAROLINA. 299 school districts, for each of which 3 committee men were to be chosen “ to assist the superintendents in all matters pertaining to the establishment of schools’’ within their district. The court was also to see to the levying of a tax sufficient to build a school- house for 50 scholars in each district, and the further tax above referred to for meeting the State allowance to each school ; which tax, however, most mistakenly, was cut down in 1844 to one-fourth of what had been recommended. Nearly every county in the State voted for the schools and the school tax proposed, and at the next session of the legislature iu 1840, a law embodying the main features of the report was passed, and the new school system was at once set in operation. It was modified somewhat in 1844, especially by an allowance of an increase of the school districts, diminishing, in proportion to that increase, the amount of school money to bo paid to each, and also, by express allowance, the amount of local tax to be collected. In 185*2 a State superintendent was appointed. The census of 1850 gave the number of schools as 2,657 ; of teachers, 2,730 ; of pupils, 104,095 ; the income being $158,5€4, most of it from local taxes and from public funds. In 1860 there was a slight, advance upon these figures as to schools, teachers, and pupils, and an increase of the income to $268,719, the greater part still from taxation in the counties and from the income of the literary fund. THE SYSTEM SINCE RECONSTRUCTION. In the reorganization following the war a State board of education came in place of the president and directors of the literary fund. A State superintendent, who was made secretary of the board, had general supervision of the schools assigned him ; while county commissioners, who constitute county boards of education, have supervision and control of them in their respective counties, but without the duty of visitation of the schools. County examiners appointed by them examine teachers for the schools. The 3 committeemen for districts have been retained, and also the idea of the distri¬ bution of a State fund among the districts, to be met and aided by a local tax. The schools w'ere required by the constitution of 1868 to be kept open for at least 4 months each year, and to be free to all children of school age within the State ; but too often they have been kept open for but 3 months or less, and have been sometimes mere unions of free schools with pay schools. SUPERINTENDENTS. The Rev. Calvin H. Wiley, as State superintendent of common schools, had charge of the school system from 1852 to the termination of the civil war. On the reconstruc¬ tion of the system in 1870, under the law of April 12, 1869, the Rev. S. S. Ashley was made State superintendent, continuing such till 1872. His successors have been Alex¬ ander Mclver, 1873-’75 ; Stephen D. Pool, 1875-’77 ; while to succeed him has been chosen at the election in 1876, John C. Scarborough, 1877-79. ELEMENTARY INSTRUCTION. PRESENT CONDITION OF THE SCHOOLS. A memorial to the general assembly of the State, by Dr. B. Craven, giving a general view of the condition of education in North Carolina, introduced during the session oi 1876-’77 and ordered to be printed, sets forth, among other statements, the following in relation to the public school system. Speaking of the free public schools, he says . ‘‘ They are believed to have practically no common standard ; no established relation and succession of studies ; no uniformity in books ; no tests of efficiency and no form of control competent and able either to discover defects or to correct abuses. To a very large extent change of teachers is at least annual ; generally each teacher con¬ demns or repeats the work of his predecessor, with all the disadvantages of different and conflicting plans and with little substantial benefit. The amount of instruction imparted by the public schools is small in proportion to the money expended, and by all available tests the quality is generally very inferior; and these defects seem to result more from want of organization, insufficient administration, and the entire ab¬ sence of special superintendence than from all other causes combined.” TRAINING OF TEACHERS. INDEPENDENT NORMAL SCHOOLS. Bennett Seminary, Greensboro’, organized in 1874, has a 3 years’ normal course of study, and had 35 normal students, 15 men and 20 women, in 1876. Annual charge for tuition, $3. The Ellendale Teachers^ Institute, Little River, organized in 1872, has not been able to resume operations since its disaster of 1874, in which all its buildings and library were lost by fire. Its principal, however, is still hoping to recommence the work. Bay^s Normal Institute, Kernersville, organized in 1874, reports a 2 years’ course of study, and 38 normal students, 34 men and 4 women; annual charge for tuition, $28. 300 REPORT OF THE COMMISSIONER OF EDUCATION. SJiaiv University, Ralei^L, orga"izecl iu 3865, with a 3 years’ normal course of study, reports 180 normal students, of whom 100 were men and 80 women; annual charge for tuition, $16. Tileston Normal School, Wilmington, organized in 1872, reports a course of study, covering 8 years, and 5 young women pursuing it. Tuition is free, the school being supported by Mrs. Mary Hemenway, of Boston, Mass., who purchased the land, and built the school house in 1871, at a cost of $30,000. — (Special returns to United States Bureau of Education.) NEW STATE NORMAL SCHOOLS. It is pleasant to be able to announce that, recognizing the need of fuller training for the teachers of the public schools, the general assembly has authorized the State board of education to establish a State normal school at Fayetteville for the instruction of colored teachers, and to open a normal depf;rtment iu connection with the State uni¬ versity for the instruction of white teachers, each to have $2,000 a year for 2 years. Fuller information respecting these schools will be given in the report for 1877. — (Note and circulars from State superintendent.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Of academies and high schools, in the memorial of Dr. Craven previously quoted, there are said to be 34 within the State. With the exception of the higher depart¬ ments of the few graded schools in the large towns, the greater part of these insti¬ tutions are said to be private enterprises or denominational schools, with no similar¬ ity of organization, no unity of work, no organic connection with the schools below them or above them, and no responsibility whatever to any general superintendence. The same resources judiciously organized, with legal relation to other schools, the doctor says, would confer great benefit upon the general culture and scholarship of the State.— (Memorial on Education, pp. 2, 3.) PRIVATE SECONDARY SCHOOLS. In 11 schools for boys, 4 schools for girls, and 15 for both sexes, outside of the public school system there have been reported to this Bureau 2,109 pupils under 73 teachers. Of these 463 are in classical studies, 151 in modern languages, 233. preparing for a clas¬ sical course in college, and 63 for a scientific course. Drawing is taught in 3 of these schools, vocal music in 12, and instrumental music in 11. Chemical laboratories are reported by 4, philosophical apparatus by 10, and libraries of 100 to 2,500 volumes by 14, the aggregate number being 16,620. PREPARATORY DEPARTMENTS. Seven preparatory departments of colleges in this State report an aggregate attend¬ ance of 784 pupils, of whom 230 were preparing for the classical and 238 for the scien¬ tific course. BUSINESS COLLEGE. A business college at Wake Forest teaches penmanship, book-keeping, higher mathematics, banking, and life insurance. The number of students is not given. SUPERIOR INSTRUCTION. UNIVERSITY OF NORTH CAROLINA. The university was established in obedience to a clause of the State constitution adopted in 1776. It was chartered in 1789, and opened for students in 1795. The build¬ ings are 7 in number, affording accommodations for 500 students, with ample recitation rooms and public halls. The university had attained a commanding position among the institutions of learning in this country, having nearly 500 pupils, when the civil war dis¬ persed its students and shattered its endowment. In 1872 its doors were closed and they were not reopened until September, 1875. Its friends confidently hope for a rapid restoration of its former prosperity, now that it is again in operation. According to the law, one student is to be admitted annually from each county in the State free of tuition ; the faculty, however, go further and offer to admit gratui¬ tously all worthy young men without means. The courses of study are classical, philosophical, and scientific, (including “ agri¬ culture and the mechanical arts,”) each of them covering 4 years. Optional courses are also arranged when it is desirable to have them, though students are earnestly recom¬ mended to pursue one of the regular courses. The university also comprises law and normal schools, — (Catalogue, 18/6-’77.) NORTH CAROLINA. 301 OTHER COLLEGES. North Carolina College, Mount Pleasant, (Lutheran,) embraces primary, academic, preparatory, and theological departments. Special attention is given to the study of the English language. A^ide from the importance given it in the regular collegiate course, an English and scientific course has been provided for such as desire a good business education.— (Catalogue, l&74-’76.) Rutherford College, Happy Home, (non-sectarian,) embraces 6 regular schools, namely : Latin, Greek, mathematics, English literature and rhetoric, natural science, and mental and moral philosophy. There is a department for young women, in which the course is thorough and does not exclude solid for merely ornamental learning. It requires for admiS'ion a good knowledge of French or Latin; also of mathematics through alge¬ bra, geometry, and trigonometry. — (Catalogue, 1874- 75.) Trinity College, Trinity, (Methodist Episcopal South,) embraces 11 schools, viz : Latin, Greek, mathematics, English literature, natural science, mental and moral philosophy, modern languages, theology, engineering and architecture, analytical chemistry, and law. Theology or law may be studied exclusively. In all other departments the student may make his own selection, but he must take at least 3 schools. — (Catalogue, 1874-75.) Walce Forest College, Wake Forest Co llege, (Bapt'st,) comprises in its course of study 6 schools, viz: Latin, Greek, modern languages, mathematics, natural science, and moral philosophy. A commercial department is also included. — (Catalogue, 1875-76.) Weaverville College, Weaverville, (non -sectarian,) embraces prim2, 205 *From the Report of the Commissioner of Education for 1875. a Includes society library. NORTH CAROLINA. 303 SPECIAL INSTRUCTION. NORTH CAROLINA IMSTITUTION FOR THE DEAF AND DUMB AND THE BLINDj RALEIGH. In addition to the literary studies, which include the ordinary English branches, a number of mechanical employments are taught, as shoe, broom, and mattress making, and cane seating of chairs. During 1875-76 there were 148 pupils under instruction, of whom 83 were males and 65 females. The number of instructors was 7, of whom 2 were semi- mutes. It is estimated that not more than one-half the youth of the State who should be in the institution are here. Some are detained at home by a morbid parental sympathy, others by indifference, but most of them by the ignorance of their parents and friends in regard to the character and objects of the institution. — (Cata¬ logue, 1874-76, and special return, 1876.) LIST OF SCHOOL OFFICIALS IN NORTH CAROLINA. Hon. John C. Scaeboeough, State superintendent of public instruction, Saleigh. LTerm, 1877 to 1879.] STATE BOAED OF EDUCATION. [Terra, except of superintendent, to January, 1881.] Members. Post-office. His excellency Zebulon B. Vance, governor . His honor Thomas J. Jarvis, lieutenant governor . Hon. Joseph A. Englehard, secretary of state . Hon. John W. Worth, State treasurer . - . Hon. Samuel L. Love, State auditor . Hon. - , superintendent of public works . Hon. John C. Scarborough, superintendent of public instruction Hon. Thomas L. Kenan, attorney-general . Raleigh. Raleigh. Raleigh. Raleigh. Raleigh. Raleigh. Raleigh. Raleigh. COUNTY EXAMINERS. No list of these officers for 1877 has been received. 304 EEPORT OF THE COMMISSIONER OF EDUCATION. OHIO. STATISTICAL SUMMARY. 1874-’75. 1875-’76. Increase. Decrease. POPULATION AND ATTENDANCE. Children of school age, (6-21) ..... Enrolled in public schools . Average monthly attendance . Average daily attendance . Average duration of schools in days . TEACHERS AND THEIR PAY. Male teachers in public schools. . Female teachers in public schools Average monthly salary of males. .. Average monthly salary of females. SCHOOL DISTRICTS AND PROPERTY. Number of school districts . Number of school buildings . Estimated real value of sites, build ings, &c. INCOME AND EXPENDITURE. Receipts. From State tax . . From local tax . . From permanent fund . . From other funds . . From other sources . . Total receipts . . Expenditures. For sites, buildings, and furniture.. For librairies and apparatus . For salaries of superintendents - For salaries of teachers . . For miscellaneous or contingent ... Total expenditure . . EXPENDITURE PER CAPITA — Of school population . . Of pupils enrolled . . Of average attendance . . SCHOOL FUND. Amount of permanent school fund.. , 017, 726 712, 129 532, 473 435, 349 140 12, 306 10, 186 $60 44 1,942 11,834 $19, 876, 504 1, 560, 398 6, 153, 443 238, 002 489, 408 270, 161 1, 025, 635 722, 963 552, 299 447, 139 155 10, 493 12, 353 $60 36 1,963 11, 880 $20, 969, 557 1, 620, 572 6, 136, 238 232,720 Not given. 615, 604 7,909 10,834 19, 826 11,790 15 2, 167 21 46 $1, 093, 053 60, 174 345, 443 8,711,412 8, 605, 134 $1,313, 515 Not given. 158, 774 4, 787, 964 1, 391, 704 $1, 395, 212 Not given. 144,514 4, 936, 824 1, 986, 208 $81, 697 148, 860 594, 504 7, 651, 957 8, 462, 758 810, 801 $7 76 10 57 17 29 $3, 646, 713 $8 30 7 30 18 74 $3, 742, 761 $0 54 i'45’ $96, 048 1,813 $8 17, 205 5,282 . $14, 260 $3 27 (Returns and reports of Hon. Charles S. Smart, State commissioner of public schools, for the years above indicated, p. 7 of report of 1875, and p. 4 of that of 1876.) OHIO. 305 HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. History of Education in Ohio, a centennial volume, published by order of the gen¬ eral assembly, Columbus, 1876; Laws of Ohio, 1802-1838 ; Curwen’s Revised Statutes; Swan & Crutchfield’s Revised Statutes ; Sayler’s Statutes of Ohio, in continuation of Curwen; Ohio School Laws, editions of 1865 and 1873. EARLY LEGISLATION. An act ot Congress, April 30, 1802, having given permission to the people of the region now called Ohio to form a constitution and State government, reserved section 16 in each township for the use of schools. One of March 3, 1803, reserved also for schools cer¬ tain quarter townships in the United States military tract and in the Western Reserve, with one-thirty-sixth part of the Virginia military reservation. To avail itself of these provisions for the education of the people, the legislature made immediate ar¬ rangements for leasing, through special agents, the school lands in various portions of the State, with a view to the application of the profits from them to the support of schools. In 1805 these arrangements were improved by making the boards of township trustees the agents for leasing the lands, and requiring the proceeds to be so impar¬ tially applied to the education of youths withm the townships that all might be equally partakers of the benefits thereof. In 1806 there was a stiil further amendment, calling for the election of three trustees and a treasurer in each township for the care and lease of the school lands, these trustees to be authorized to lay off the townships into districts for the purpose of establishing schools, each district to receive a fair and equitable dividend of the profits from the reserved section in its township “according to the number of inhabitants.” In 1810 this basis of distribution was altered to be “ according to the number of scholars and the time that they were taught,” to which was added in 1815 “ whether the scholars had gone to school within or without the township.” BEGINNINGS OF A TRUE SCHOOL SYSTEM. All these arrangements seem to imply a simple aid from the income of the school lands to whatever form of education the people might see fit to provide within the districts for the training of their children. No provision for taxation to supplement this aid appears, nor any for erecting school-houses and giving in them to the children of the poor kindred advantages with those for the children of the rich. In 1821, .Jan¬ uary 22, came the dawn of a now era in these respects. At this date a law was passed authorizing the school committee in each district to build a school-house, employ and pay a teacher, and provide a school open to all scholars of suitable age within the dis¬ trict. For these purposes they might levy a tax equal to half the State or county tax on the property of the district. The law evidently did not contemplate the making of the school entirely free, for the committee might cause the expenses of it to be as sessed on the parents or guardians according to the number of scholars sent, but only free to such parents as were unable to pay their pondon of the assessed expmses. To these the committee might remit all or a portion of the expense, and make up the de¬ ficiency by a tax, as above. February 5, 1825, came another law looking to an improvement in the schools through a securing of better teachers and of some degree of supervision, as well as of funds lor them through a State tax. Under this act three directors were to be chosen in each district, to hold office one year, to employ and pay a teacher, manage and superintend the district school, call district meetings, and receive and expend all funds ff r the ben¬ efit of the school or schools beneath their care. No teacher was to be employed, how¬ ever, who could not present a certificate of examination and approval from a connty board, which now makes its appearance, and which, as at first constituted, was com¬ posed of three persons appointed annuady by the county court of common pleas, and authorized not only to examine teachers, but also to visit and examine schools. The right of visitation had connected with it, at the outset, a right to advise as to discipline and instruction, which was taken away five years after, while the right to visit and examine schools was also withheld in 1838, because provided for in other ways. But the idea of some degree of supervision by both district and county officers inhered from this time in whatever school system was provided for. The district directors served, as a body, for terms of one year each till 1842, when the term was made three years, one director being changed each year. The board of county examiners, with occa¬ sional modifications of its numbers, duties, powers, and term, has continued to be a part of the county system to this day. March 27, 1837, a great step in advance was taken by the creation of the office of State superintendent of common schools, and the filling of it with a man of peculiar adaptation to the work, Mr. Samuel Lewis, of Cincinnati, a native of Massachusetts. Known previously as an earnest advocate of popular education, he was, though of no 20 E 306 REPORT OF THE COMMISSIONER OF EDUCATION. high culture, prepared for his olhce by the possession of an original mind, a healthy moral nature, a natural eloquence, and a practical acquaintance with the work of in¬ fluencing men. Appointed superintendent by joint resolution of the two houses of the legislature on the fourth day after the passage of the law, and commissioned by the governor, he (although oflered a miserably insufficient salary, $500) set at once about the task assigned to him in the law creating his department. This was to as¬ certain the number of school districts ; number of white youth between 4 and 21 ; number of each sex that had attended school during the year, and average time of such attendance ; the time for which each school was kept open ; the time it was sup¬ ported by school fund or taxation from the period of its support by subscriptions ; the amounts paid teachers in each district, township, and county ; the source or sources from which such payments were derived; and the amounts paid for school-houses or repairs thereof. His first report, presented to the legislature January 9, 1838, embodied, for that time, an immense amount of information on these points, showing 7,748 school districts; 468,812 children of school age ; 146,440 attendant upon 4,336 public and 2,175 private schools, under 4,757 public school and 3,205 private school teachers, to whom were paid $434,765, derived from taxes, proceeds of school lands, subscriptions, &c. To remedy defects which he had found and points out in his report, he suggested the outlines of a new school law, which was prepared in large accordance with his wishes, and passed March 7, 1838. This law, a great improvement upon all preceding ones, was meant to secure schools of at least 6 months’ continuance under teachers properly examined and duly paid, with State, county, and township supervision, and the local management of amply empowered district directors. It provided for the sup¬ port of the public schools by a county tax of 2 mills on the dollar, an optional and variable township tax, and a State distributable school fund of $200,000 annually ; for the securing of good teachers by regular quarterly examinations of all candidates through the county examining boards ; for due supervision, through a State superin¬ tendent chosen for 5 years, county auditors who should act as county superintendents, and township clerks who should, as township superintendents, visit every common school in their townships at least once in each year. This law was the first that made provision for purchasing a lot or lots on which to erect a school-house ; the first also that left to the discretion of a district the amount to be raised annually for such erection or for repairs, preceding ones having limited this to from $50 to $300. MODIFICATIONS OF THE SYSTEM. A fair school system being thus reached, it might have been hoped that it would be held to long enough to test its worth and get the new machinery into easy working order. But the patience necessary for such thorough testing is rarely exercised by a young and ardent population, and before a year was over Mr. Lewis, while recording great improvement from the law, had to listen to proposals for some changes in it. March 16, 1839, such changes were effected by an amendatory act which limited the optional and variable township tax for public schools to 2 mills on the dollar; allowed a choice between the building of a school-house and renting rooms for schools; struck out a clause as to the exclusive use of English in instruction, allowing directors to determine what language or languages should be used ; and made provision for the opening of evening schools, as well as for attend^ance upon German schools ; which last, with the other in respect to languages, was a concession to the German element, then becoming powerful among the people. In 1840, March 23, came a change much less defensible. Mr. Lewis proposing to resign his superintendency, which had brought him great labor with but very slender pay, the opportunity was seized to save a hundred dollars by abolishing the office of State superintendent as a separate and independent one and merging it in that of the secretary of State, who was allowed a clerk at $400 annually for performance of its duties. A rapid decline in the efficiency of the school system was the immediate result, and for six years the life of it seemed to have departed. Then a new secretary, practically interested in education, the Hon. Samuel Galloway, set himself vigorously to work to reinfuse this life, and by active correspondence with school officers, attend¬ ance at educational meetings, and addresses to the people on the importance of the public schools, succeeded in effecting much improvement. Ee, happily for the system, continued for six years these efforts, the teachers and officers catching the infection of his zeal, and warming to their work as they had not done for years before. Largely through his influence the office of county superintendent, as a separate one from that of county auditor, was allowed, by act of February 8, 1847, to be established in 19 speci¬ fied counties and three sets of associated counties ; a permission repealed in 1853, being without the full results that had been hoped for, though these superintendents were to visit and examine common schools throughout their counties, to keep record of such visits and examinations, to address the people on the subject of education, to promote the formation of educational associations, and to do all within their power to secure to youth the best education possible. OHIO. 307 By this same act of February 8, 1847, school libraries and teachers’ institutes received at least permissive countenance. For the former, which had been authorized a year before, a small local tax was permitted to be levied. For the latter, county commis¬ sioners were allowed to make an appropriation from the school fund ; this appropria¬ tion, by a subsequent amendment, being of $100 in a county, on the petition of at least forty teachers, and on their raising and paying over an amount equal to one half the sum petitioned for. Mr. Galloway also aided in the establishment of schools for colored children, a class hitherto excluded from the benefits of the school system. A law passed February 24, 1848, and amended February 16, 1849, allowed the property of colored persons to be taxed for school purposes and the funds to be appropriated for the support of schools for colored children, where these should be separately kept, or for other schools, where colored children were permitted to attend with whites. Boards of education for cities and villages, for the management of schools within them, with city boards of examiners for teachers, were further fruits of Mr. Galloway’s good government, a law for them having been enacted February 21, 1849. A HEAD TO THE SYSTEM. With all the excellence of Mr. Galloway’s administration, it was still felt by the friends of public schools that the State system ought to have at the head of it a practical educator, free from all other cares of office than those belonging particularly to school work. They agitated for this for several years, kept, at their own expense, an agent in the school field who might supply to some extent the State secretary’s lack of service, and on March 14, 1853, had the great pleasure of accomplishing their aim. At that date a law was passed reorganizing the school system, taking away the oversight of it from officers absorbed in other work, and giving the management to a State commissioner of common schools, to township boards of education, and to local boards of directors, the township being made the one school district,* and the several minor local divisions becoming subdistricts. The State commissioner was to have the general oversight of all the public schools ; the township boards, of central and high schools; the local directors, as before, of the elementary local schools, while city boards, with considerable powers, were continued. Under this law, with occasional amendments, the schools were worked for the suc¬ ceeding twenty years, when the growth of cities and the wisdom which such long experience brings, led to the new law of May 1, 1873, which, retaining substantially the official staff of 1853, added a State board of examiners; redistricted the State for school purposes into city districts of the first class, city districts of the second class, village districts, special districts, and township districts ; and, in view of the growth of property values in the State, made the State tax in aid of the interest of the school fund 1 mill on the dollar instead of the mills of 1853. This rate, which had been established in 1871, brings in now $1,620,572 additional to the $232,720 interest of the school fund, making, with the $6,136,238 raised by local taxes, and $615,604 from other sources, a grand total of $8,605,134 for annual support of public schools ; in these schools there were, for 1875-76, as enrolled scholars, 722,963 children between 6 and 21 years of age. ADMINISTRATION OF THE SYSTEM. The order ©f succession in the line of the State superintendency has been, as nearly as can be ascertained, as follows : State superintendent of common schools, first by joint resolution of the legislature, afterward by law, Samuel Lewis, March 31, 1837, to March 23, 1840. Secretaries of state and ex-offidis State superintendents : Carter B. Harlan, early part of 1840 ; William Trevitt, June, 1840, to March, 1841 ; t John Sloane, March, 1841, to March, 1844 ; Samuel Galloway, March, 1844, to March, 1850 ; Henry W. King, March, 1850, to January, 1852; William Trevitt, January, 1852, to January, 18544 State commissioners of common schools : H. H. Barney, February 11, 1854, to February 11, 1857 ; Kev. Anson Smyth, February 11, 1857, to February 11, 1863; C. W. H. Cath- cart, February 11 to November 11, 1863 ; Emerson E. White, November 11, 1863, to February 11, 1866; John A. Norris, February 11, 1866, to June 25, 1869; William D. Henkle, June 25, 1869, to a date in 1871, which he cannot now indicate; Thomas W. Harvey, from said date in 1871 to January 11, 1875 ; Charles S. Smart, present incum¬ bent, elected for a term reaching from January 11, 1875, to January 14, 1878. *Citie8 and villages of not less than 300 inhabitants were allowed to be organized into separate school districts, with the privilege of division into subdistricts. t To fill a vacancy. t From 1802 to 1850 secretaries were elected by joint ballot of the senate and house for terms of three years ; since 1850, by the people, for terms of two years. From 1850 to 1854 the visitorial duties of a State superintendent were performed by Col. Lorin Andrews and Dr. Asa D. Lord, as agents of the State Teachers’ Association. 808 REPORT OF THE COMMISSIONER OF EDUCATION, ELEMENTARY INSTRUCTION. THE COUNTRY SCHOOLS. The state commissioner, since making his report of 1875, in which he considered at length the country school problem, has visited many of the country schools, has care¬ fully examined into their condition, and is more than ever impressed with the impor¬ tance of making some radical change in their organization and management. Little or no improvement need be expected in their condition until skilled and intelligent management is provided for them. The exhibition at the Centennial of the work of pupils of the city and village schools of the State indicated a degree of excellence second to no other exhibit of State or country, and this excellence is ascribed to the skilled management and supervision of the city and village schools. Such man¬ agement and supervision are what the country schools need, and they can be given by the legislature without adding a dollar to the burden of the taxpayers. Such pro¬ vision, moreover, would diminish by 75 per cent, the vast number of school officers, subject constantly and from necessity to official friction, and save to the State thou¬ sands of dollars now expended unintelligently and uselessly. — (State report, 1875-76, pp. 11, 12.) SUPERVISION. The State school commissioner complied with the requirements of the law by visit¬ ing each judicial district in the State during the school year, lecturing before insti¬ tutes, conferring with boards of education and other school officers, counselling teach¬ ers, visiting schools, &c. But with the small travelling fund allowed, it is impossible for him to gather correct and complete information, and to arrive at definite conclu¬ sions respecting the character and worth of the public school teachers of the State by meeting them at county institutes, and still more impossible when he can attend but a small number of these institutes. He should have the time and the means to visit annually, at least, representative schools of each county in the State. He could then form correct conclusions as to the character, capabilities, and efficiency of the teachers of the common schools ; and the public would then know, at least better than now, for what it is paying so much money. The additional means for travelling necessary to enable the commissioner to visit representative schools in every county would be an inappreciable increase in the present cost, and the advantages resulting would be al¬ most incalculable. — (State report, 1875-76, pp. 30, 60, 61.) FREE TEXT BOOKS FOR FREE SCHOOLS. The commissioner has received communications from all quarters of the State, asking that something be done to relieve those sending children to the public schools from what is regarded as the burden arising from the cost and multiplicity of text books. The schools that are intended to be free to all, rich and poor alike, and for the main¬ tenance of which the State expends between eight and nine millions annually, are made to cost their patrons a fourth as many more millions for text books. Of the million children of school age in the State nearly 200,000 are not enrolled in the public schools, and at least 200,000 of those enrolled attend so irregularly or so little as to obtain very little benefit from the schools. How many of such children are out of school or are irregular in attendance because their parents are unable to buy the books required is not known ; but there is no doubt that many of the independent poor prefer to let their children stay out of school and engage in some honorable industry rather than accept the charity offered to the indigent by boards of education. And surely any influence which tends to keep the public schools from extending to all, rich and poor, the privileges of an education without cost, is in antagonism with the interests of the public, and should be removed by legislation, — (Report of State commissioner, 1875-76, pp.62, 63.) DRAWING. In 85 of the 88 counties of the State drawing is taught, but in most of the schools in a very rudimentary or crude manner. It is safe to say that instruction in drawing to any beneficial extent is not, in fact, given in any considerable number of the schools reporting drawing as a subject of instruction. — (State report, 1875-76, p. 42.) COLORED SCHOOLS. The number of colored pupils attending public schools in 1876 was 7,192 ; a decrease from that of the previous year of 1,354. Number of teachers, 188 ; decrease, 22. The number of colored pupils pursuing academic studies in 1876 was only 898, against 3,136 in 1875 ; a decrease during the year of 2,238. — (State report, pp. 20, 21.) PRIVATE SCHOOLS. The importance of obtaining, as nearly as possible, an idea of the existing educa¬ tional condition of the State induced the legislature in 1876 to make legal provision OHIO. 309 for collecting and returning to the office of the State commissioner statistical informa¬ tion from all private schools of the State. In accordance with the law, blanks were sent to county auditors, who were requested to furnish principals and officers of pri¬ vate schools with them. It is presumed that county auditors performed their duty in this respect, and yet very few of the private schools of the State reported their statis¬ tics to the commissioner’s office. The total attendance upon private schools, as reported for 1876, was 9,141 ; a decrease during the year of 1,511. Number of teachers in 1876,135; decrease, 76. Number of pupils pursuing academic studies in such schools in 1876, 269; in 1875, 739; decrease for the year, 470. — (State report, 1875-’76, pp. 21, 22.) KINDERGARTEN. Three Kindergarten, located in Cleveland, Toledo, and Worthington, all organized in 1875, report an aggregate attendance of 62 pupils, taught by the conductors of the schools and three assistants. Hours of daily session, 3. Ages of admission, from 3 to 7 years in two schools ; in the other, from 3 to 6^ for the Kindergarten proper, with an advanced class of children from 6^ to 8 years of age. CITY SCHOOL SYSTEMS. AKRON. Officers. — A board of education of 12 members, two from each ward, one-half the number going out of office each year, and a city superintendent of schools. Population, 16,000 ; youth of school age, (6 to 21,) 3,964 ; pupils registered, 2,318; average number belonging, 1,846; average daby attendance, 1,754; per cent, of average daily attendance on the number enrolled, 75.6. Expenditures for school pur¬ poses, $64,216.58. Bemarks. — The school system comprises three general departments, primary, gram¬ mar, and high. The course of study prescribed for the primary department extends through four years, as does also that of the grammar department. For the high school there is a regular English course of three years, with Latin and Greek as optional studies, requiring longer time. Heretofore the interval between classes has been an entire year, and promotions from grade to grade have been made annually ; but, in order to admit .of more elasticity in the system, the course of study and classi¬ fication have been so modified as to admit of semi- annual promotions. An increased attendance over last year is reported ; the discipline is said to have been firm but mild ; the tuition systematic, accurate, and just; the teachers able, faithful, and energetic. The high school is in a good and improving condition ; number of pupils enrolled, 137 ; average daily attendance. 111. — (Report for 1876 of board of education and Superin¬ tendent of Instruction Samuel Findley.) CHILLICOTHE. Officers. — A board of education of 6 members, elected for terms of 3 years, two going out of office each year, and a city superinteudent of schools. Statistics. — Population, 12,000; youih beoween 6 and 21 years of age, 3,344; whole number enrolled in public schools, 1,837 ; in private schools, 400. Average number of teachers employed in public schools, 42. Increase during the year in total enrolment, 47 ; in monthly enrolment, 84.6 ; in average daily attendance, 88.6. Bemarks. — The schools are divided into primary, grammar, and high, each grade occu¬ pying 4 years. German is studied in all the grades, beginning with the alphabet in the lowest primary. The enrolment in the high school was 136 ; average daily attend¬ ance, 107 ; number graduated, 24. — (Report for 1875-’76 of board of education and Superintendent G. N. Carruthers.) CINCINNATI. Officers. — A board of education of 50 members, 2 from each ward, serving for 2 years, one-half being changed each year, a union board of high schools, and a city superintendent of schools. Statistics. — Population of the city, about 267,000 ; youth between 6 and 21 years of age: white, 86,886, colored, 1,956; total, 88,842. Pupils enrolled in district schools: white, 23,808, colored, 871 ; in intermediate schools, white, 4,302, colored, 112 ; in high schools, white, 886, colored, 38 ; in normal schools, 78 ; in school for deaf mutes, 20 ; in evening schools, 4,237 ; grand total of pupils attending public schools, 34,352. Teach¬ ers, 580, of whom 106 were men. School buildings in use, 41 ; school rooms in use, 554 ; rooms not in use, 18. Square feet of floor to each pupil in daily attendance, 14 ; cubic feet of space to each pupil, 200. Average number of pupils belonging in the district, intermediate, high, and normal schools: white, 22,622, colored, 638; total, 23,260; average number in daily attendance, 22,406. Per cent, of daily attendance estimated on enrolment : in white schools, 74.5 ; in colored schools, 59.3 ; general average, 73.6. The schools, as above indicated, are of three grades, known as district schools, inter- 310 REPORT OF THE COMMISSIONER OF EDUCATION. mediate schools, and high schools. There are 31 district schools, 6 intermediate ones, besides 10 intermediate departments in district schools, and 3 high schools, with 1 normal school. BemarTcs. — While the increase in the number of pupils enrolled during 1875- 76 over the number for the previous year was 9bl, the increase in the average number belong¬ ing was only 47*2, and in the average attendance, 477. This difference is due to the prevalence of small-pox during the greater part of the school year. It is estimated that about 15,826 pupils attended private and church schools, and that 450 belonged to charitable and reformatory institutions, making a total attendance upon all schools (exclusive of pupils in business colleges or higher institutions) of 49,035. Of these, about 42,984 were between 6 aud 14 years of age, leaving about 6,400 children between those ages who did not attend any school. The advancement in the evening schools, especially in the evening high, is said to have been very creditable. The enrolment and average attendance have increased 44 per cent, during the year in these schools. In the high there was an attendance of 980 different pupils, (of whom 101 were women,) taught by 14 instructors. German is taught by 119 teachers in all the grades, and in all but one ot the schools. The new course of study does away with translation in the district schools, and sub¬ stitutes conversational lessons on familiar objects. This study is pursued by 29 per cent, of the pupils in the high schools, by 30.6 per cent, in the intermediate schools, and by 56.3 per cent, in the district schools. Special attention is given, and with good results, to instruction in penmanship, music, and drawing. The three high schools — two of them for white and one for colored pupils, having in all an average attendance of 808 pupils — graduated 77 during the year ; 15 more than in 1874-75. There are three courses, classical, technological, and general, each occu¬ pying 4 years. The first secures a preparation for college; the second, for special university courses ; the last is for those who do not intend to go to higher schools. German, French, Greek, and Latin are taught, besides all the usual higher English branches. The normal school reports an enrolment of 78, and an average attendance of 53 stu¬ dents, of whom 31 were graduated during the year. The general term for graduation is a year and a half. Nearly 90 per cent, of the students in the English department are high school graduates. Students are admitted to the school on diplomas from the high school, on teachers’ certificates, and on special examinations. In addition to the required annual institute — which was in session a week previous to the opening of the schools, and which every teacher must attend, on pain of reduc¬ tion of salary — the teachers of the city have the benefit of monthly meetings, which are kept up for consultation upon school affairs and for mutual improvement. A school for deaf-mutes was opened in November, 1875, by the public school author¬ ities. The method of instruction is the sign language and the manual alphabet. — (Re¬ port for 1875-76 of City Superintendent of Schools John B. Peaslee.) CLEVELAND. Officers. — A board of education of 18 members, one from each ward, elected fora period of two years, one-half the number going out of office each year ; and a board of examiners of teachers, consisting of 6 members who serve 3 years, one-third retiring each year. The board of education appoints a city superintendent of schools, who is also secretary of the board of examiners. Statistics. — Population of city about 138,000 ; youths 5 to 21 years of age in 1875, 48,561 ; in 1876, 47,043, of which latter number 422 were colored. Pupils enrolled in public schools, (1875-76,) 20,771 ; average number belonging, 15,007 ; average daily attendance, 14,069. Per cent, of punctual attendance on enumeration, 45 ; on number registered, 68 ; on average number belonging, 94. Colored persons attending public schools, 266; not attending any school, 156. Pupils attending private and church schools, 8,938 ; children not attending any school, 18,399. Public schools in the city, 42; teachers, including 4 special teachers and 5 special superintendents of primary instruction, 335. Expenditures for school purposes, $410,846.36. Bemarlis. — The system comprises primary, grammar, and high schools, a normal school, and the public library. The primary and grammar schools each comprise 4 years in their course. The high schools offer a classical course, a Latin and English course, a German aud English course of 4 years each, and an English course of 3 years. The establishment of this 3 years’ course, however, has not, it is thought, been benefi¬ cial to the schools. It does not represent three-fourths as much work as either of the 4 years’ courses, and is uot worth to the pupil more than half as much ; and yet, since its graduates are admitted to the normal school, 9 out of 10 pupils expecting to teach take this course as the shortest way to the salary of teacher. The total enrolment of pupils in higher schools was 671 ; average number belonging, 584 ; average daily attendance, 561. In the normal school there are two classes, one of them pursuing a two years’ and the OHIO. 311 other a one yearns course. The conditions of admission have this year been modified, so that graduation from the 4 years’ course in the high school is necessary to admission to the senior class. The whole number registered in the school was 51, the average number belonging about 43, and the average daily attendance about 42. Thirty were graduated. The number of volumes in the public library was 22,769, and there were drawn on an average 698 volumes for every working day. A reading room connected with the library is supplied with the most important newspapers and periodicals, and is visited each day by an average of 492 readers. Great attention is given to the studies of drawing and penmanship, special teachers being employed in these branches and in music. The great success which has attended the study of drawing here is ascribed to the plan of instruction followed, which was prepared" by the teacher, Mr. Aborn, and differs greatly from systems most in vogue, although it is not without a precedent, being, in several important particulars, like that followed in the Gymnasia and trade schools of Prussia. It rejects all copying from the flat as being unfavorable to an attainment of the ability to represent readily and truly the real object. The plan begins with perspective or object drawing, then takes up conventional drawing — the expression of some or all the characteristics of the forms of objects, a kind of drawing used principally in ornamentation — and finishes with, geometric drawing, or projection. The pupils of the primary and grammar schools are taught music in a series of pro¬ gressive lessons from the first to the eighth year, a course which is continued for one year in the high school. The German department comprised, 1875-’76, 158 classes, of which 87 were in pri¬ mary, 60 in grammar, and 11 in high schools. The average number of pupils engaged in the study was 5,549, about one-third of all in the public schools ; an increase of 500 pupils over the previous year. — (Report of the board of education for 1875-’76.) COLUMBUS. Officers. — A board of education of 11 members, whose term of office is 2 years ; a clerk of the board, a city superintendent, and board of examiners of 3 members, including the city superintendent. Statistics. — Population of the city, 44,799; youth between 6 and 21 years of age, 12,686 : pupils registered in the public schools, 6,797 ; in the night schools, 437 ; in pri¬ vate and parochial schools, 1,258 ; whole number receiving instruction, 8,492. Teach¬ ers: men, 14; women 114; total, 128. Schools, 107. Valuation of school property, $561,343. Cost of tuition per capita on number of pupils registered, $11.85 ; on aver¬ age number belonging, $14.88 ; on enumeration of youth between 6 and 21 years of age, $6.60. Total receipts for public schools, $249,064.48 ; expenditures, $162,260.70. Bemarks. — The schools are divided into ungraded, primary, grammar, and high, the thiee last embracing a course of four years each. Owing to the persistent efforts of the teachers there has been a continued decrease of tardiness; there being, out of an enrolment of 6,797 pupils for the year, 4,148 who were never tardy. The number entering the high school is increasing year by year although the stand¬ ard of scholarship for admission is rigidly maintained. The enrolment last year was 368, of whom 106 were boys and 262 girls ; the average number belonging, 316 ; and the average attendance, 305 ; an increase in 4 years of nearly 90 per cent. The new Eng¬ lish course (lasting 3 years) has not met with the great favor predicted for it by its friends. It is taken by but few, the large majority preferring a course involving the study of either German or Latin. As a general rule, the pupils who study a foreign language surpass in their other studies those who do not. Three evening schools were open during the year, having an enrolment of 303 pupils, and an average attendance of 245. The enrolment was considerably less than that of the previous year, but the average attendance was greater and the cost per capita less than one-half. The instruction was oral and eminently practical ; yet only a small number could be influenced to make any personal effort for themselves outside of the time spent with the teacher. The few who attended regularly were benefited, but to the greater number, whose presence depended upon the absence of amusements outside, the school was not profitable. The free evening art school made good progress, considering the disadvantages under which it labored, such as the poor arrangement of light and inconvenient desks. The students worked enthusiastically. The number enrolled during the term was 117 : men, 79 ; women, 38 ; average number enrolled, 52; average attendance each evening, 39. The students represented 22 different occupations, the greater number being teachers. Average age of students : men, 21 ; women, 25. — (Report of board of education, 1875-76, R. W. Stevenson, city superintendent public instruction.) DAYTON. Offixicrs. — Aboard of education of 22 members, one-half the number going out of office each year, and a city superintendent of instruction. 312 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics, 1875. — Population of city, 35,000; youth, 6 to 21 years of age, (census of 1874.) 10,483 ; number registered in public schools, 5,238 ; average daily attendance, 3,610 ; number of teachers, 102 ; 17 men and 85 women. Eemarics. — The system includes district, intermediate, high, normal, and night schools. The course of instruction in the district schools lasts 7 years, and comprises as many grades. The intermediate or eighth 'grade is preparatory to the high school course which follows it, and embraces four years. In 1875 there were 238 pupils registered in the high school, the average daily attendance being 188. In the normal school there was an enrolment of 15, with an average attendance of about 12. The night schools numbered about 300. Making allowance for an attendance upon private and church schools of 1,377 pupils, Superintendent Hancock estimates that over 2,000 youth between 6 and 16 years of age, or nearly 24 per cent, of the whole number enumerated of that age, did not cross the threshold of a school-house for the entire year. He therefore strongly urges upon the legislature some action looking towards the rescue from degradation and crime of this class of youth. The two things specially needed, in his opinion, are an efficient truancy law. and a city reform school. — (Report of board of education and of Superintendent John Hancock for 1875.) FEEMONT. Officers. — A board of education of 6 members elected for terms of three years, one- third going out each year, and a city superintendent of schools. Statistics, 1874-75. — Estimated population of the city, 6,500; pupils enrolled in public schools, 950; average weekly enrolment, 710 ; average daily attendance, 643 ; percent, of average attendance on average weekly enrolment, 92. Number of schools, 14 ; of regular teachers, 17 ; special teachers, 2. Cost of the public schools per pupil on the total enrolment, $13.90 ; on the average daily attendance, $20.54 ; total expenditures for school purposes, $16,535.80. Remarks. — A slight increase in the enrolment from the previous year is reported, with a marked improvement in the regularity of attendance. The different grades of schools embrace 8 primary, 4 grammar, and 1 high, with 1 Germ an -English school. In the high school there were 81 pupils registered, the average attendance being 53. — (Report of board of education and Superintendent W. W. Ross. HAMILTON. Officers. — A board of education of 8 members, 2 for each ward, and a city superin¬ tendent of schools. Statistics. — Population in 1870, by the census, 11,081 ; youth in the city, 6 to 21 years of age, 5,639. Number of pupils enrolled in public schools, 1,709 ; average daily attend¬ ance, 1,241. Number enrolled in private and parochial schools, 1,022. Total number under instruction, 2,731. Number of teachers employed, 32. Expenditures for school purposes, $46,172.02. Remarks. — The three departments, primary, intermediate, and high, are each divided into 4 grades, one of which comprises a year, making a complete course of 12 years. A course of instruction for theGerman-English classes has just been published, extend¬ ing over a period of 6 years, the English instruction given in these being the same as that given in the regular English classes. Music and drawing were taught in every grade during the year, the latter with excellent results. The classes in the high school are under efficient instruction, and the number of pupils is greater than at the time of any previous report. The total enrolment in this school during the year was 119 ; average daily attendance, 96. Latin is studied, and French and Greek may be, if desired. It is believed that the enumeration of school population is excessive, and that there¬ fore the disparity between this and the attendance, as shown by the figures, is consid¬ erably larger than the facts would justify. — (Report for 1875-76 of City Superintend¬ ent Alston Ellis.) SANDUSKY. Officers. — A board of education of 10 members, elected for terms of 2 years, a part going out each year, and a city superintendent of schools. Statistics, 1874-75. — Total receipts for school purposes in 1875, $65,492.14 ; expendi¬ tures, $54,075.69 ; balance on hand, September, 1875, $11,416.45. Population, 17,000; enrolment in the pnblic schools, 2,459 ; average daily attendance, 1,697. Cost of educa¬ tion per pupil, on the basis of average number belonging, $15J)0. Remarks. — The schools of the city are graded into primary, grammar, and high, each division embracing 4 years. A training school for teachers was established in 1874. A steady improvement is reported in the methods employed by the teachers. Very few text books are used in the first six years of school. Geography, for instance, is taught from wall maps and globes during the first six years. In the seventh year a text book is introduced and finished. Music, drawing, and German are successfully taught. — (Report of board of education and 8upcriutendent George J. Anderson for 1874-75.) OHIO. 313 STEUBENVILLE. Officers. — A board of education of 5 members and a city superintendent of schools. Statistics. — Population of city, 13,500 ; youth 6 to 21 years of age, 4,732. Number registered in public schools, 2,208; average daily attendance, 1,624. Number of teachers employed within the year : men, 7 ; women, 32 ; total, 39. Enrolment in evening school, 55; average attendance, 21. Enrolment in the high school, 123; aver¬ age daily attendance, 108. EemarTcs. — There has been a steady increase in the number attending the upper grades. The classes in the high school have been so arranged that pupils have now a choice of an English or classical course. In connection with this school, a training class for teachers has been successfully carried on since 1873. German has been taught during the last 5 years, but, in consequence of the limited time at the dis]30sal of the special teacher, in the grammar and high schools alone. The attendance in the even¬ ing school was neither large nor regular enough to encourage the belief that much good was accomplished. — (Eeport of Steubenville public schools, Martin R. Andrews, superintendent, 1876.) TRAINING OF TEACHERS. NORMAL SCHOOLS. Only 5 normal schools report statistics for 1876 to the State commissioner, against 8 in 1875. There was an attendance upon these 5 schools of 627 young men and 421 young women ; total, 1,048. Graduates, 93 young men and 69 young women. Regular instructors, 28. These figures show an increase over those reported by the same schools in 1875 of 3 teachers and 52 students. — (State report, 1875-’76, pp. 26, 27.) Seven others, beside the 5 above referred to, report to this Bureau 35 instructors ; of the 7, 5 report 1,111 normal students, 2 of them not reporting the number of stu¬ dents. TRAINING SCHOOLS. The Cincinnati training school reports 78 young women in attendance for 1876, the same number as for 1875, and 31 graduates, 10 less than for 1875. The number of teachers remains the same as last year ; the conditions of admission and graduation are the same, and the course of study is unchanged. The Cleveland training school reports the same number of teachers as were employed in 1875. Enrolment, 50 young women, 1 more than the previous year; graduates, 30, 4 more than in that year. Course of study, professional. Only those whose academic training equals the high school course of Cleveland are admitted. The 4 years’ course in the'high school admits to the senior class in the training school ; the 3 years’ course to the junior class. The course is, therefore, either 1 or 2 years, according to previous preparation. The Dayton training school reports 2 teachers, one more than in 1875, with 16 young women in attendance, (5 less than the previous year,) and 14 graduates, 6 more than in 1875. The course of study is strictly professional. The Sandusky training school reports 1 teacher employed, 16 young women in attend¬ ance, and 6 graduates. The course of study lasts 2 years. — (State report, lb75-’76, pp. 39, 40.) teachers’ institutes. Teachers’ institutes were held in 8') different counties during the year. County teachers’ associations held and reported 92 meetings. The number of members of county teachers’ associations attending county institutes for 1876 was 10,304, an increase of 176 over the number for 1875. The custom of employing lecturers from abroad — teachers of known ability and successful experience, but who frequently know little of the peculiar characteristics of the people or the especial wants of the teachers before whom they lecture — still prevails to some extent; but the tendency to secure teaeh- ers who have taught successfully in the county where the institute is held appears to be increasing. These county teachers’ associations indicate a disposition on the part of the mem¬ bers to make such improvements in the modes of teaching and such preparation to teach as public sentiment demands. They serve a good purpose, and are a necessity in the absence of any provision on the part of the State for the training of teachers.— (State report, 1875-’76, pp. 28, 29.) EDUCATIONAL JOURNAL. The Ohio Educational Monthly, under the editorship of the Hon. W. D. Henkle, has continued during 1876 its useful issues from the press at Salem, affording teachers much excellent instruction, as well as local and general information. 314 REPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Of the 700,000 pupils enrolled in the public schools of the State, 24,000, or about 3^ per cent., are enrolled in the high schools, and not more than one-half per cent, of those enrolled in the public schools complete the high school studies. Of the 23,000 X)ublic school teachers, employed at a cost of $5,000,000, 700, or about 3 per cent., are employed in high schools, and receive $500,000, or 10 per cent, of the entire sum. Of the 13,000 school-houses in the State, 140, or about 1 per cent., are distinctively high schools, and are worth $3,000,000, or about 15 per cent, of the whole value of public school property in the State. In other words, 15 per cent, of the value of all the school prop¬ erty, and 10 per cent, of the money paid teachers, are expended to provide high school instruction for 3^ per cent, of all public school pupils, or 2 per cent, of all the youth of school age in the State. ■ To those who have given the subject of public education careful consideration, the question has arisen. Are the results derived from the high schools of sufficient worth to the public to justify the support of these schools at public expense ? Does the value of the high school to the general public, in its influence upon lower schools, in its development of the pupils attending, in the practical training it gives to its members — remembering that much the greater number of those who attend and graduate from the high schools are girls, and that, after all, it is practical, self-reliant men and women the public schools should develop — does the worth of the high schools, in this view, justify the expenditure for them of 15 per cent, of the public school funds, when but 3^ per cent, of all the pupils enrolled ever enter them, and but ^ per cent, ever gradu¬ ate from them ? The educators of the country are almost a unit in their opinion re¬ specting these questions. After some years of intelligent observation and practical trial of the high school system, they have almost universally answered them in the affirmative. — (State report, 1875-76, pp. 45-47.) PRIVATE SECONDARY SCHOOLS. In 4 schools for boys, 8 schools for girls, and 28 for both sexes, outside of the public school system, there have been reported to this Bureau, 4,354 pupils under 239 teachers. Of these, 462 are in classical studies, 674 in modern languages, 168 preparing for a clas¬ sical course in college, and 125 for a scientific course. Drawing is taught in 10 of these schools, vocal music in 28, and instrumental music in 28. Chemical laboratories are reported by 18, and philosophical apparatus and libraries of 18 to 3,000 volumes by 23. PREPARATORY SCHOOLS AND DEPARTMENTS. Four preparatory schools and 28 departments report a total of 85 teachers, 3,021 students, of whom 1,127 were preparing for classical courses, and 826 for scientific. Of the 4 preparatory schools all but 1 report chemical laboratories, apparatus for the il¬ lustration of natural philosophy, and gymnasiums, and 2 libraries, aggregating 750 volumes. BUSINESS COLLEGES. Twelve business colleges report 41 teachers and 1,965 students, of whom 143 were studying phonography, 47 telegraphy, and 101 German. The common English studies and correspondence were taught by 11 ; penmanship and book-keeping by all ; tbe higher mathematics by 2 ; banking by 6 ; commercial law by 9 ; political economy, life insurance and telegraphy by 2 ; and phonography by 5. Four report libraries rang¬ ing from 50 to 500 volumes, and aggregating 1,250. SUPERIOR INSTRUCTION. COLLEGES AND UNIVERSITIES. The state commissioner received reports for 1876 from 25 universities and colleges, (one more than in 1875,) having a total of 218 regular teachers and 4,533 students. In 1875 the attendance, reported by 23 colleges, was 5,402. In 1876, 23 colleges reported 2,333 students pursuing a regular course of study against 3,063 reported by 22 in 1875. In 1876, 24 report 307 graduates in regular courses, while in 1875 there were 357 re¬ ported i)y 21. The aggregate yearly income of 19 colleges was reported in 1876 as $185,908 ; in 1875 this item was reported by 20, and amounted to $239,675. — (State re¬ port, pp. 27, 28.) Antioch College, Yellow Springs, (non-sectarian,) admits both sexes and provides pre¬ paratory, regular collegiate, and partial courses. Degrees are conferred only on gradu ates from the regular course. — (Catalogue, 1875-76.) Baldwin University, Berea, (Methodist Episcopal,) for both sexes, has preparatory, collegiate, and pharmacy departments, the collegiate embracing classical and scientific OHIO. 315 courses. The students in the departments of Greek, the modern languages, and music are instructed by the professors in German Wallace College, while the students of that college enjoy similar privileges in Baldwin University. — (Catalogue, 1875-’76.) Denison University, Granville, (Baptist,) is exclusively for young men, and includes preparatory and collegiate departments, the latter with classical, scientific, and elective courses. — (Catalogue, 1876-’77.) Farmers’ College, College Hill, (non-sectarian,) admits both sexes, and includes pre¬ paratory, collegiate, agricultural, and English courses. Drawing and vocal music are also attended to. — (Catalogue for 1876.) Geneva College, West Geneva, (Reformed Presbyterian,) admits both sexes to its clas¬ sical, normal, and scientific courses. There are also classes in instrumental music and commercial book-keeping. — (Catalogue, 1875-’76.) German Wallace College, Berea, (Methodist Episcopal,) admits both sexes, and em¬ braces collegiate, preparatory, and theological departments, the former with classical and scientific courses. There is also an English course for Germans and a German course for Americans. — (Catalogue, 1875-76.) Heidelberg College and Theological Seminary, (Reformed,) is for both sexes, and em¬ braces collegiate, preparatory, and theological departments. Special facilities are afforded for the study of the German language.— (Catalogue, 1875-76.) Hiram College, Hiram, (Disciples,) embraces preparatory, biblical, classical, Latin and scientific, scientific, ladies’, teachers’, and commercial courses. Both sexes are ad¬ mitted. — (Catalogue, 1876.) Kenyon College, Gambler, (Protestant Episcopal,) is for the education of young men exclusively, and includes preparatory, collegiate, and theological departments. — (Cata¬ logue, 1875-’76.) Maiietta College, Marietta, (non-sectarian,) embraces preparatory and collegiate de¬ partments, and appears to be exclusively for young men. — (Catalogue, 1874-75.) McCorkle College, Bloomfield, (Presbyterian,) is for both sexes, and includes prepara¬ tory, academic, and scientific departments. Its principal design is to qualify young men for the study of theology. — (Catalogue, 1874-75.) Miami Valley College, near Springboro’, is under the care of Friends. Both sexes are admitted, not only as students, but as members of the faculty. Departments, pre¬ paratory and collegiate. A special feature here is the union of industrial with aca¬ demic training. Young men are employed and instructed in farming and in mechanical occupations ; young women in housework. — (Catalogue, 1876-77.) Mt. Union College, Mt. Union, (non sectarian,) embraces in its plan general and spe¬ cial courses, the former including an ancient and modern classical course, a liberal lit¬ erature and arts course, a philosophical, and a scientific course, each arranged for 4 years’ work. The special courses embrace preparatory, normal, music, fine arts, and com¬ mercial or industrial courses. The distinctive features of the college are entire liberty in the choice of studies ; prominence given to practical studies ; the special courses ; the religious infiuence, Christian, but not sectarian nor partisan ; and equal privileges and honors to women, not only as students but in the faculty. Self government by students is a rule of the institution, and the privileges enjoyed are offered only on con¬ dition that it is observed. — (Catalogue, 1876-’77.) Oberlin College, Oberlin, (Congregational,) embraces departments of theology, of philosophy and the arts, and of preparatory instruction ; also, a conservatory of music. The department of philosophy and the arts includes classical and scientific, literary, and select courses. — (Catalogue, 1876-77.) Ohio University, Athens, (non-sectarian,) includes preparatory and collegiate depart¬ ments, the latter providing classical, scientific, and select courses. — (Catalogue, 1875.) Ohio Wesleyan University, Delaware, (Methodist Episcopal,) has preparatory and col¬ legiate departments ; the latter with classical and scientific courses. There is also a teachers’ course of 2 years. — (Catalogue, 1875-’76.) One Study University, Scio, (Methodist Episcopal,) embraces preparatory and colle¬ giate studies, and admits both sexes. The distinctive feature of this college is its plan of study, which takes up and completes one branch at a time. — (Catalogue, 1874-’75.) Otterbein University, Westerville, (United Brethren,) embraces classical, scientific, ladies’, and preparatory courses, the latter with classical, scientific, and English de- partments.~(Catalogue, 1876-’77.) St. Xavier’s College, Cincinnati, (Roman Catholic,) embraces 4 departments, the colle¬ giate, academic, commercial, and preparatory, including, besides the common English branches, a study of the doctrines and evidences of the Catholic religion, logic, meta¬ physics, ethics, astronomy, natural philosophy, chemistry, mathematics, rhetoric, com¬ position, elocution, history, book-keeping, Latin, Greek, German, French, and vocal and instrumental music. — (Catalogue, 1875-76.) University of Cincinnati, Cincinnati, (non-sectarian,) was established by the munifi¬ cence of Charles McMicken, aided by the city of Cincinnati, under legislative enact¬ ments, and incorporated in 1870. According to the conditions of Mr. McMicken’s gift all its privileges are open to women. The conditions of admission, courses of study, 316 REPORT OF THE COMMISSIONER OF EDUCATION. standard of excellence required, and times and places of lectures are the same for both sexes. The university is devoted exclusively to higher education, and has no prepara¬ tory school. Three courses of study are open, the classical, scientitic, and civil engi¬ neering. The system is largely elective, prescribed studies occupying the first year only. — (Catalogue, 1876-’77.) University of Wooster, Wooster, (Presbyterian,) provides collegiate, preparatory, and medical departments, the former with classical, philosophical, and scientific courses. Superior advantages are offered to earnest young women who desire thorough intel¬ lectual culture, and who prefer advanced education to merely artistic or social accom¬ plishments. The coeducation of the sexes has proved unquestionably successful here. Young women have been able in all respects to master the difficulties of the college course and to maintain the highest rank, and their presence is a constant stimulus to study, to order, and to a courteous bearing on the part of the young men. — (Catalogue, 1875-76.) Urhana University, Urbana, (New Church,) was founded in the interests of the New, or Swedenborgian, Church, and its controlling aim is to combine with thorough scien¬ tific and literary culture a knowledge of the uses and duties of the Christian life. The courses of study are preparatory, collegiate, and theological. — (Catalogue, 1875-76.) Western Beserve College, Hudson, (non-sectarian,) embraces academical, preparatory, and medical departments. Natural theology is studied in the collegiate course in con¬ nection with metaphysics. — (Catalogue, 1876-77.) Wilberforce University, near Xenia, (African Methodist Episcopal,) reported in its cata¬ logue of 1872-73 (the latest at hand) preparatory, classical, scientific, normal, theolog¬ ical, and law departments. Wilmington College, Wilmington, (Friends,) is for both sexes, and embraces prepara¬ tory and collegiate departments, the latter having scientific and classical courses. — (Catalogue, 1875-76.) Wittenberg College, near Springfield, (Evangelical Lutheran,) includes preparatory, collegiate, and theological classes. A large majority of the students in attendance are candidates for the gospel ministry. — (Catalogue, 1375-76.) Xenia College, Xenia, (Methodist Episcopal, ) embraces primary, preparatory*, collegiate, and normal departments. Both sexes are admitted to the classes and to the faculty. — (Catalogue, 1875-76.) Ohio College Association. — Beyond the fact that a number of gentlemen, representing various colleges, met at Delaware during the holiday week of December, 1876, no ac¬ count of this association for that year has reached the Bureau. COLLEGES FOR WOMEN. Thirteen such institutions have reported to the Bureau of Education, for 1876, a total of 139 teachers and 1,416 pupils, of whom 207 were in preparatory departments under 5 teachers, besides those in the college faculties. Of the collegiate students, 908 are reported as in the regular course, 101 in partial courses, and 14 in graduate courses. The remainder are unclassified. All the 13 teach vocal music ; 12 teach instrumental also, with French and Italian ; 4 teach Spanish ; 1 Italian, and 1 Anglo-Saxon in addi¬ tion to the other languages mentioned. Eight teach drawing, and 6 painting also. Ten report chemical laboratories ; 9, philosophical apparatus ; 5, art galleries, and 4 col¬ lections in natural history. — (Returns to Bureau of Education.) Statistics of universities and colleges, 1876. Names of universities and colleges. Corps of instruction. Endowed professorships. | Number of students. Property, income, &o. Number of volumes in library. Preparatory. Collegiate. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Keceipts for the last year from tuition fees. Receipts for the last year from State appropria¬ tions. Aggregate amount of scholarship funds. Antioch College . 9 5 53 30 $200, 000 $122, 000 $9, 830 $2, 196 worth of school books taken in or ordered by R "V. George H. Atkinson, who in 1847 had been sent by the American Home Mission Society to labor among the people and to aid in the work of education. The bill of the United States Congress, August 14, 1848, which organized a territo¬ rial government for Oregon, set the liberal example, that has since been followed in like cases, of ordering the reservation for school purposes, not of one section alone in every surveyed township as previously, but of two, the sixteenth and thirty-sixth, be¬ sides seventy-two sections for a university. This noble foundation for a noble school fund was quickly built on by an act of the territorial government passed September 5, 1849, devoting to the school fund the principal of donations .and bequests to the Ter¬ ritory for school purposes, and the proceeds of sales of school lands, with the product of licenses, fines, forfeitures, or penalties. The same law provided that the interest of the fund thus created should be annually aided with the moneys accruing from the lease or rent of school lands and from a territorial tax of 2 mills on the dollar, and should be distributed each year among the school districts of the Territory, proportion¬ ally to the number of children of school age in each, for the support of common schools. The law then provided for the organization of a lull school system by the formation of school districrs ; by the election annually of 3 directors in each for the establishment and care of schools and the employment of proper teachers ; by the appointment of 3 competent persons in each county to examine and pass upon the qualifications of teachers ; by the election also of a county school commissioner in each county to look after the general interests of the schools ; and by the choice through the legislature of a territorial superintendent for the supervision of the interests of common schools throughout the Territory, all these officers, except the directors, to hold for 3 years. From these excellent arrangements there was, however, a retrogression February 7, 1851, by the abolition of the office of territorial superintendent and the reduction of the tax for schools to 1 mill on the dollar from the 2 first ordered. This 1 mill was continued by the revised law of January 30, 1855. But the next day after this, January 31, 1855, the tax was raised again to 2 mills ; the election of county superintendents of schools was ordered, to hold for terms of 3 years each ; power was given school directors, on the vote of their district meeting, to levy district taxes for school purposes ; teach¬ ers were required to keep a register and file it with the district clerk at the conclusion of each term ; districts failing to organize or to report to the county superintendent were cut off from their share of the school fund for the year; and schools kept in any district the teachers of which should be supported out of the county school fund or by tax on the district as aforesaid were declared to be open and free to all children of the district between the ages of 4 and 21. STATE LAWS RESPECTING SCHOOLS. The constitution of 1857, under which the State was organized in 1859, provided anew for the establishment of a school fund, for the distribution of the income of it 324 REPORT OF THE COMMISSIONER OF EDUCATION. as befo re, for the maintenance of a uniform and regular system of common schools, far the constituting of the chief State officers a board of commissioners to sell and invest the proceeds of school and university lands, and for the making of the governor ex officio superintendent of public instruction. After the expiration of 5 years, however, the legislature was to have power to provide by law for the election of a superintend¬ ent, to fix his compensation, and to prescribe his powers and duties. October 2, 1872, an act amendatory of all previous acts detached the office of super¬ intendent of schools from that of governor, and provided for the election of a super¬ intendent, fisst by joint ballot of the legislative assembly and from 1874 and onward by the people ei; ery four years. A State board of education was also provided for, to consist of the governor, secretary of state, and State superintendent, and to have power to authorize a series of text books for the schools, to prescribe rules for the goi^ern- ment of them, and to act as a board of examination for such teachers as should desire life diplomas. State diplomas valid for 6 years, or State certificates of the same force as those granted by county superintendents, entitling their holders to teach in any county for 2 years or 6 months, according to their grade. These county superintend¬ ents were retained, with new and fuller specification of their duties, and so were the minor officers of districts as before; while for the fuller support of schools the county tax of 2 mills on the dollar was raised to 3 mills. This law continues still in force, and under it the school system seems, on the whole, to be well administered. Schools are kept open, with the aid of the additional mill tax, on an average nearly 5 months each year throughout the State ; and for the term during which they are sustained by the Srate apportionment and county tax or district tax are free to the children of all residents. It appears, however, from the State report for 1875-76 that in a portion of the counties rate bills are still collected, probably for a continuance of school beyond the time for which the State apportionment and local tax suffice. No State normal school to improve the preparation of teachers has been yet estab¬ lished, but under the law of 1872 institutes are held by the State superintendent in each judicial district of the State each year, and in three colleges provision is made for giving some normal school instruction to such as desire to teach. PRESENT CONDITION. The number of ordinary schools reported for 1875-76 was 728; the number of ad¬ vanced schools, 17 ; the number of private primary schools, 105 ; of private advanced schools, 17 ; of collegiate schools, 10. Some of the private or church schools are of high rank and great efficiency. A State university, to complete and crown the school system, has been in progress since 1872, and has a fund of $60,000 now in hand from sales of lauds given for it by the General Government, with a prospect of at least $40,000 more. It was stated in the last report of the State superintendent that it would be opened for the reception of students October 16, 1876 ; and when it shall be linked with the State schools by a plan admitting scholars from these to its classes on their graduating with a certain average of excellence in a set of studies definitely prescribed, the State school system will be measurably complete. An institution for instruction of the deaf and dumb was established by the State in 1870, and one for the instruction of the blind in 1872, both under the direction of the State board of education. SUPERINTENDENTS. Under the territorial act of September 5, 1849, Dr. J. McBride was chosen territorial superintendent, and continued such till the abolition of the office, February 7, 1851. IJnder the State constitution of 1857-59 the governors of the State acted as super¬ intendents of public instruction till 90 days after the close of the legislative session at which was passed the law of October 29, 1872. Then Sylvester C. Simpson was chosen superintendent, and served till the election in 1874 brought Dr. L. L. Rowland to tho superintendent’s chair. He is still in his first term. ELEMENTARY INSTRUCTION. EDUCATIONAL OUTLOOK. The outlook to the educationist is eminently encouraging. The school funds, which are at once the sinews and the nerves of the school system, are in a condition which warrants the fullest assurance that the State will soon be possessed of ample means for current expenses. The annual three-mill tax, the largest income at present for the sup¬ port of public education, is cheerfully and promptly paid. The rate bills and district taxes show approximately the aggregate annual voluntary outlay of the citizens for the promotion of public education and apeak well for their liberality and enterprise. The number of children increases by a definite percentage, as does also the number of schools and terms. The demand for more and better teachers likewise increases; and this demand will be supplied, in some degree, as a consequence of the excellent OREGON. 325 work of the teachers’ institutes. The new rules for examining teachers are producing happy results, and the tendency for the past two years has been to elevate the standard of qualifications. The process is more definite than formerly, being in writing and under the eye of the county superintendent and two or more professional teachers. The legal time for examination is fixed, and the schedule of questions is prepared quarterly by the State board. — (Report, 1875-’76, pp. 18, 23,27.) PROGRESS OF THE SCHOOLS. The school reports now required of each teacher, at the end of every term, call for full information as to the progress of the pupils, but, thus far, there has been a lack of full reports. New teachers and clerks in many cases fail to learn and do this duty, thus leaving the State superintendent to guess respecting the actual condition of some of the schools. Of others full reports plainly show growth and promise. In Portland and in Salem the grading of the public schools has advanced in a very marked degree, while other schools, especially in the towns and more thickly settled parts of the coun¬ try, practise something of this system. Yet there are schools with little idea or means of progress, needing the thought and work of good teachers and district officers to lift them out of the old rut and set them on a new and safe track. — (Report for 1875-76, pp. 24, 25.) COUNTY SCHOOL SUPERINTENDENTS. The law requires county school superintendents to visit the schools taught under their certificates at least once in six months, and all persons who accept the office bind themselves by oath to comply with this requirement. The compensation, however, is too small to remunerate them for the time thus spent, it being in many cases as small as $100 a year, and in one instance falling as low as $50. The consequence is that the work of school visiting is neglected by many such superintendents, who thus place themselves in the position of violators of the law and men forsworn. An amendment to the law is therefore recommended by the State superintendent increasing the sala¬ ries of those who are working at such meagre rates. — (Report, 1875-76, pp. 43, 44.) CITY SCHOOL SYSTEM. PORTLAND. Officers. — A board of directors of 3 members, one going out of office each year, and a city superintendent of schools. Statistics. — Youth between 4 and 20 years of age, 2,911 ; total enrolment of pupils 1,870; average number belonging, 1,281; average daily attendance, 1,186; per cent, of daily attendance on number belonging, 92.6 ; number of regular teachers, 26. I’ota. cost of education per pupil enrolled, $21.39. EemarTcs. — The school system embraces primary, grammar, and high grades. The high school was organized in 1869 with an enrolment of 45 pupils. It now numbers 16] pupils enrolled, of whom 66 are boys and 95 girls. Drawing has hitherto been neglected. A few of the primary teachers have volun¬ tarily given some attention to it, and with good results, but not until the past year has any attempt been made to teach it scientifically or even systematically. — (Report of Superintendent S. W. King, for 1875-76.) TRAINING OF TEACHERS. teachers’ institutes. In accordance with the law, which provides that the State superintendent shall hold teachers’ institutes in different places throughout the State, a State teachers’ institute was held in 1875 and 1876, at the capital, and 9 district teachers’ institutes in as many different points throughout the State. All these meetings were productive of much good, and many of them proved an extraordinary success in arousing enthusiasm among teachers, school officers, and other members of the community, and in calling forth their best efforts. At the State teachers’ institute held in 1875, nearly all the prominent educators of the State were present during one or more days, and were ready for any duty to which they might be called. All the State officers were also in attendance, and the governor, secretary of state, and others participated in the regular exercises, and rendered invaluable service. This was the largest assemblage of teachers that had ever up to that time met in the State. It was exceeded, however, by the meeting of the same institute held at the same place in 1876. — (Report, 1875-’76, pp. 50-90.) A brief account of this meeting may be found under the head of “Educational Asso¬ ciations.” EDUCATIONAL JOURNAL. The Oregon Educational Monthly, published at Salem, from January, 1876, at least until July of that year, afforded during that time a meaus of frequent communication between the State superintendent and subordinate school officers, aud must have done much to improve the teachers who read its pages. 326 REPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The number of public schools of advanced grade, as given by the State superintendent in his report for 1875-76, is 17, an increase of 2 during the year. The studies pur¬ sued in these, in addition to the common English branches, are higher arithmetic, geometry, algebra, general history, composition, physiology, natural philosophy, chem¬ istry, botany, and book-keeping.— (State report, 1875-76, pp. 21, 120.) PKIVATE SECONDARY SCHOOLS. In 2 schools for boys, 2 schools for girls, and 9 for both sexes, outside of the public school system, there have been reported to this Bureau 1,268 pupils under 59 teachers. Of these 99 were in classical studies, 126 in modern languages, 90 preparing for classical courses in college, and 24 for scientific courses. Drawing was taught in 3 of these schools, vocal music in 11, and instrumental music in 10. A chemical laboratory was reported by 1, philosophical apparatus by 3, and libraries of 24 to 5,000 volumes by 6, the whole number of volumes being 5,999. — (Returns for 1876.) PREPARATORY DEPARTMENTS. Five preparatory departments report 9 teachers and 307 pupils, of whom 62 were preparing for classical and 97 for scientific courses. — (Returns for 1876.) SUPERIOR INSTRUCTION. STATE UNIVERSITY OF OREGON, EUGENE CITY. The act of Congress admitting Oregon into the Union donated to the State 72 sec¬ tions of land for the erection and maintenance of a State university. The institution was organized by the legislature of 1872, and located at Eugene City in consideration of that city furnishing a suitable building and grounds for its use. The building, when completed, will cost $75,000 or $80,000. It is of the best, strongest, and most enduring material, well ventilated, and constructed on the most improved plan for school pur¬ poses. The lands donated by Congress to the State for the university have all been selected and about half sold. The proceeds constitute an irreducible fund for the uni¬ versity, the interest of which can only be used to pay professors and the incidental expenses to keep up the school. The fund (in 1876) amounted to $60,000, and when all the lands are sold it is estimated that it will reach $100,000 or more. The law provides for the free tuition of one student from each county and one for each member of the legislature. The curriculum will comprise the usual college course, a complete course in science, and a normal course planned with special refer¬ ence to the wants of teachers. — (State report, 187.5-76, pp. 148-153.) OTHER COLLEGES. Christian College, Monmouth, is under the auspices of the Christian Brotherhood of Oregon. It possesses buildings and grounds valued at $20,000, and has an endowment of $25,000. There are two separate and complete courses of study, the classical and scientific. The degree of bachelor of arts is conferred on men or women completing the former, and that of bachelor of science on those completing the latter ; A. M, is con¬ ferred on any worthy bachelor of arts of 3 years’ standing. Since the graduation of the first class in 1871, the number of alumni has reached 34. — (State report, 1875-76, pp. 131, 132.) McMinnville College, McMinnville, chartered in 1859, is under the patronage of the Baptist Church, possesses buildings and grounds worth $5,000, and has an endowment of $25, 000. The course of study is the same as that in the best American colleges. Portions of Caesar, Cicero, Virgil, the Anabasis, the Iliad, and algebra to equations of the second degree are required for matriculation. — (State report, 1875-76.) Pacific University, Forest Grove, is in its college management non-sectarian although Christian. The funds for its support were contributed in nearly equal amounts by Presbyterians and Congregationalists, bat with the explicit understanding that it should be under no sectarian control, and the trustees have given bonds that it shall remain thus independent. For admission to the regular college course there is re¬ quired, besides the ordinary English and mathematical preparation, about one year of study in Greek and somewhat over two years in Latin. There have been almost yearly graduations in some of the courses since 1863, when the degree of A. B. was first con¬ ferred, making 35 in all who have received their first degrees. — (State report, 1875-76, pp. 142-144.) Philomath College, Philomath, founded and incorporated in 1866, is under the super¬ vision of the United Brethren in Christ. It has 3 courses of study, viz, a classical, a scientific, and a ladies’ course, embracing studies similar to those in first class colleges, with commercial and phonograph departments. The institution is rapidly growing. — (State report, 1875-’76, pp. 145, 146.) OREGON. 327 Willamette University, Salem, is in the possession of beantiful and extensive gronnds, a large, commodious college edifice, a good philosophical and chemical apparatus, an extensive library, and a valuable cabinet of natural history. It is under the patron¬ age of the Methodist Episcopal Church. There are two regular courses of study in the literary department, the classical and the scientific. The classical includes higher mathematics, natural science, Latin, Greek, and at least one modern language. The scientific course omits a part of the Latin and all the Greek. Both sexes are admitted. — (State report, 1875-76, p. 157.) COLLEGE FOR WOMEN. St Relents Rail, Portland, an institution exclusively for young women, reports an attendance in 1876 of 140 students, under 11 teachers. Of the students, 20 were pur¬ suing preparatory, 110 regular collegiate, and 10 partial courses. There is a library of 400 volumes. Length of course, 3 years. Vocal and instrumental music, drawing, painting, French, and German are taught. There is a gymnasium, some apparatus for the illustration of natural philosophy, and collections in conchology and botany. — (Special return, 1876.) Statistics of universities and colleges, 1876. jSTaines of universities and colleges. Christian College . . Corvallis College * . McMinnville College _ Oregon State University. . Pacific University and Tualatin Academy.* Philomath College . Willamette University . . . Number of students. Property, income, &c. p ft O o3 $32, 000 10, 000 60, 000 15, 000 $18, 000 75, 000 65, 000 $1, 600 7, 500 6, 500 . I i ft® ® $1, 900 1. 500 1,500 1, 800 5 ft .ftczj '® a $0 5, 000 $20, 500 200 0 5, 500 al42 * From Report of the Commissioner of Education for 1875. a Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. CORVALLIS STAl'E AGRICULTURAL COLLEGE. This institution, founded by the Methodist Church, was designated and adopted by the State legislature in 1868 as the Agricultural College of the State, from which it receives annually $5,000. The course of study is about the same as that of other agri¬ cultural colleges, and is distributed in seven schools, viz : physics, mathematics, moral science, language, history and literature, engineering, and special studies in agricult¬ ure. The degrees conferred are A. M., A. B., B. S., and that of graduate of a school. — (State report, 1875-76, pp. 134, 135.) MEDICAL. The medical department of Willamette University, organized in 1867, is the only professional school of the Pacific coast north of San Francisco. The course of study, faculty of instruction, and requirements for graduation have conformed in all respects to the advancement of medical science and to the rules of the American Medical Asso¬ ciation. The requirements for graduation are 3 years’ study of medicine with two full courses of lectures, a satisfactory thesis, and an approved examination, together with such other attainments as are usual in regular medical colleges. — (State report, 1875-76, pp. 139,140.) 328 REPORT OF THE COMMISSIONER OP EDUCATION. Statistics of schools for scientific and professional instruction^ 1876. Sckools for professional instruction. Corps of instruction. | Endowed professorships. | 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. SCHOOLS OF SCIENCE. Corvallis State Agricultural College. . 4 57 6 $7, 000 a|5, 000 Scientific department of Willamette University.. 4 SCHOOL OF MEDICINE. Medical department of Willamette University. .. 8 33 3 2, COO 2, 500 50 a From State appropriation. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Oregon Institute for the Deaf and Dumb, located at Salem, was established in 1870 ; is supported by State appropriations, and is under the direction of the State board of education. Mr. William Smith, a deaf mute, was largely instrumental in awaking the interest which eventually resulted in legislative appropriations for the school, and was for several years its principal. Since its foundation 38 pupils have been under instruc¬ tion. The number in attendance in January, 1877, was 27, of whom 12 were males and 15 females. The studies pursued are the common English branches. — (State report for 1875-76, and return to the United States Bureau of Education. ) EDUCATION OF THE BLIND. The Oregon Institute for the Blind, at Salem, owes its establishment to the earnest appeals of a blind lady, Miss Nellie Simpson, seconded by many philanthropic citizens of the State. It was established by the legislature in 1872, and an appropriation of $4,000 made for it. The number of pupils in attendance January, 1877, was 11 ; in¬ structors, 2. There is a library of 125 volumes, of which 100 were received in 1876. The- employments taught are fancy work and sewing. — (State report, 1875-76, and return to United States Bureau of Education.) EDUCATIONAL ASSOCIATION. STATE TEACHERS’ INSTITUTE. This association met in Salem, August 23, 24, and 25, 1876, and was numerously at¬ tended. There was a larger number present of school superintendents and ex-superin¬ tendents than at any teachers’ meeting previously held in the State. This fact is con¬ sidered by the State superintendent one of the most encouraging features of the meet¬ ing, as previously the work had been confined too largely to the more practical and enterprising teachers, the school superintendents, with a few exceptions, remaining surprisingly indifferent, and the more indolent teachers entirely absenting themselves. As the institute was in session when the State superintendent’s report was sent to the press, no account of its proceedings could be given by him, but its programme indi¬ cated that school governmeat, composition, drawing in schools, primary reading, mental arithmetic, philosophy of grammar, natural science in schools, and Frobel’s Kinder¬ garten system were among the subjects for discussion. — (State report, 1875-’76, pp. 67, 68.) OREGON. 329 LIST OF SCHOOL OFFICIALS IN OREGON. Hon. L. L. Kowland, State superintendent of public instruction, Salem. [Term, 1874 to 1878.] STATE BOARD OF EDUCATION. Members. Post-office. TTis fivp.pllpTiPY flip ynvprTior ... _ _ _ Salem. Salem. Salem. Hon. S. H. Chadwick, secretary of state . . . TTnu. T,. T,. TJ.nwla.nd, State sn peri n ten d cut of public instruction . . . COUNTS' SUPERINTENDENTS. [Term, July, 1876, to July, 1878.] County. Superintendent. Salary. Post-office. Tiinn _ _ _ T.. PilypTi .. . _ _ $750 500 500 200 50 100 n 250 180 300 Albany. Salem. Portland. Dallas. Tillamook. Pendleton. Union. Dalles City. Hillsboro’. Lafayette. Marion . . . H. P. Crook . Multnomah . J. J. Prowne . . . . Polk . S. U. Pennett . . . . Tillamook . W. D. Stillwell . . . Umatilla . »T. C. Arnold . . . Union . I». J. House . . Wasco . . . . . M. H. Abbott . . W ashington . . J. D. Hobb . Yamhill . J. H. Carse . Hot reported. 330 REPORT OF THE COMMISSIONER OF EDUCATION. PENWS¥L.VAMIA. SUMMARY OF STATISTICS. 1874-75. 1875-76. Enrolment in public schools . Average daily attendance . Per cent, of attendance upon enrol- 890, 073 551, 848 62 902 345 578,718 78 rolment. Pupils attending private schools 26, 507 27, 565 TEACHERS. Teachers in public schools . Average monthly salaries of men .... Average monthly salaries of women . . Teachers in private schools . 19, 880 $41 07 34 09 812 20, 192 $39 76 33 60 960 SCHOOLS. Public school districts . Public schools . . Graded schools . Average length of school in days . Separate schools for colored children . . Schools in which higher branches are taught. Academies or seminaries . . . 2, 089 17, 092 5, 625 150 71 1,601 295 2, 103 17, 497 5, 957 150 73 1,889 207 INCOME AND EXPENDITURE. Local tax _ other sources. State tax - $7, 798, 816 1, 000, 000 $8, 526, 548 ‘'i,’ooo,'ooo' Total 8,798, 816 9, 526, 548 Expenditures. Sites, buildings, and furniture Salaries of superintendents . . . . Salaries of teachers . . Miscellaneous . . Total . . $2, 059, 465 106, 050 4, 746, 876 2, 557, 587 $1, 735, 149 85, 725 4, 856, 889 2, 471, 891 9, 469, 978 9, 149, 654 COST OF TUITION. Monthly cost of tuition for each pupil . $0 92 $0 90 Increase. 12, 372 26, 870 16 1,058 312 148 14 406 332 2 288 $727, 732 727, 732 $110,013 Decrease. $1 31 49 88 $324, 316 20, 325 85, 696 *320, 324 *Thi8 decrease is derived mainly from the figures of the return ; the report of the State superintend¬ ent for 1876 makes the decrease for the year $190,727. (Reports of State Superintendent Wickersham for 1874-’75 and 1875-’76, and special returns to United States Bureau of Education, 1874-75 and 1875-76.) PENNSYLVANIA. 331 HISTORICAL SKETCH OF THE STATE SCHOOL SY^STEM. AUTHORITIES. Laws of Pennsylvania from 1682 ; Pardon’s Digest, 1824, pp. 195-201 ; Troubat and Haly’sDigest, 1829, pp. 43-48 ; Laws of 1830-’31,pp. 385-386, and of 1833- 34, pp. 170-179; Pardon’s Digest, 1841, Stroud’s revision, pp. 312-328; the same, 1847, pp. 335-359 ; Laws of 1854 and 1857, and Sypher’s School History of Pennsylvania, pp. 251-268. THE ERA OF PRIVATE AND CHURCH SCHOOLS. The frame of government issued by William Penn in April, 1682, for the proprietary management of the province ceded to him by his sovereign, directed most explicitly that the governor and council should “ erect and order public schools.”* And yet, sin¬ gularly enough, no public schools, in the present acceptation of the term, appear to have been then established. The only ones of which we have a record under the Penn government seem to have been schools for the particular Christian denomination then and there in power, in which schools poorer children of the Friends might claim tui¬ tion free, but those in better circumstances had to pay for their instruction, whether they were Friends or not. The Friends’ Academy in Philadelphia, established under Penn himself, is an example still existing of this class of schools, though its largely increased means enable it to be more liberal than it once counted upon being to any members of the meeting who desire free tuition in it. And when the Swedish ajid English Episcopalians came into Philadelphia and its neighborhood, when the German Lutherans and Reformed settled the central counties, and the Scotch and Irish Presby¬ terians made their homes amidst the western hills, essentially the same system pre¬ vailed with them. Needy members of the churches rarely had any difficulty in getting their children into the church schools free, though such as had the means to pay for schooling of their wards or children were looked to for payment. Even the private schools, which quickly became common in the towns, quite often had free scholars, through the kindness of the teachers or of friends. The constitution of 1776, too, in its 14th article, directed that a school or schools should be established by the legisla¬ ture in each county for the convenient instruction of youth, with such salaries to the masters, paid by the public, as might enable them to instruct youth at low prices ; and if such schools were established,! they of course cheapened education to pupils who availed themselves of this provision. But, like the others, they must have been pay schools in the main, with lowered rates to a portion of their inmates only, as far as now appears; so that what we now call public schools — i. e., schools supported from the public purse and for the general beneht, open to all that may desire to como and free to all residing in their neighborhood — do not seem to have been known within the State for more than a hundred years. That was the era of private and church schools. THE ERA OF PAUPER SCHOOLS. Before the previously mentioned period was concluded there came another, when the light of a larger Christian charity and of a broader social wisdom struck in on the prevailing darkness as to the State’s duty to its children, and gave some promise of a brighter time to come. The first authoritative utterance indicating this increase of light was in Section I, Article VII, of the amended constitution of 1790, which read : The legislature shall, as soon as conveniently may be, provide by law for the estab¬ lishment of schools throughout the State, in such manner that the poor may be taught gratis.” This was a step beyond the previous provision, as looking to the free instruc¬ tion of a portion of the children of the State, instead of a mere cheapening of their education in the schools. But it had the fault, then common in too many States, of making an invidious distinction between the better classes and the poor, and of making these last charity scholars, thus lessening their self-respect and exposing them to slights and insults. And this fault was unfortunately made more apparent by the fact that the first law, passed March 1, 1802, to carry the constitutional provision into effect, committed to the overseers and guardians of the poor the work of selecting the ob¬ jects of its benefits, and of collecting in the same way the poor taxes were collected the money to pay for their tuition and school books. This was amended by an act of April 4, 1809, which gave the matter into the hands of the county commissioners and township assessors. But the taint of the old action still hung about the law, and for the whole time of its existence, under whatever modifications, the system was taunt¬ ingly spoken of as ‘‘ the pauper system,” and the schools to which children were seat * Changed November 7, 1696, to “public houses,” instead of “ public schools.” t That they were not established up to 1786 is evident from a law passed April 7th of that year, which says that in the embarrassed condition of the public credit this provision of the constitution could not be carried into effect, and goes on to provide for the endowment of such schools in the future by devoting to their use 60,000 acres of the public lands of the State. Dickinson College, established in 178.3, having instructed many pupils in ordinary school studies at low rates, was by this act rewarded with a gift of £500 for present needs and 10,000 acres of land for future endowment. 332 EEPORT OF THE COMMISSIONER OF EDUCATION. under it as “pauper schools.” As to the details of administration, much improve¬ ment was made in an act of March 29, 1824, which called for the election, in each township, ward, or borough that should accept the act, of three schoolmen, one to be changed each year, and gave to these the duty of forming convenient school districts, providing for the erection of school-houses, furnishing them with books and station¬ ery, examining teachers, making contracts with them, sending scholars to them to be taught for three years at public expense, and meeting this expense by an assessment upon property for a school fund. But this act was within two years (February 20, 1826,) repealed by another which brought back the old law of 1809, with all its faults and all its odium. And so things continued, except in the counties of Cumberland, Dauphin, and Lancaster, and in the city of Philadelphia,* until there came in THE ERA OF FREE SCHOOLS. This better fruit of better public sentiment was prepared for by an act of April 2, 1831, which laid the foundations of a “ common school fund,” gave this fund into the charge of the secretary of the commonwealth, the auditor general, and the secretary of the land office, and directed that the interest of the moneys belonging to it should be continually added to the principal till the latter should yield an income of $100,000 an¬ nually, after which the interest should be distributed each year and applied to the sup¬ port of common schools throughout the Commonwealth, in such manner as should be provided by law. In little more than three years the increase of the fund was such as to promise an early reaching of the limit set, and the friends of free education, watching their oppor¬ tunity, introduced into the legislature and succeeded in passing, April 1, 1834, a law “ To establish a general system of education by common schools.” This law (substan¬ tially the beginning of the free school system of the State) provided for the consti¬ tuting of each county of the State a school division, and each ward, township or borough in these divisions a school district ; for the election by the people in each dis¬ trict of 6 school directors ; for the choice, by the county court of quarter sessions, of 2 inspectors of schools for every district ; and for the heading of the system composed of all these officers by the secretary of the commonwealth, who was made superintend¬ ent of public schools. The directors, one-third of whom must be changed each year by new election, were to have the general charge of public schools within their districts ; were to visit them by two or more of their number every month ; were to make record in their minutes of the results of such visits, and were annually to report to the inspect¬ ors the condition of each school, the number of scholars, the studies pursued,! the length of session, the expenses incurred, the salary of the teachers, and the qualifica¬ tions and general conduct of each one. The inspectors were to visit each school with¬ in their districts every three months or oftener, and to make annual report of their observations and those of the directors tn the State superintendent. They were also authorized, either by themselves or as a board conjointly with all others in their school division, to examine and license teachers, and no teacher without snch license could receive compensation for school service. The superintendent was to distribute forms for district reports and proceedings, to sign all orders on the State treasury for payment of moneys into county school funds ; was to decide controversies as to the distribution of these moneys, or between directors and inspectors as to duties; and was to make annual report to the legislature as to the condition of the schools, the amount of school moneys needed or expended, and the things yet required for improvement of the school system. The whole was to be sustained by a distribution to each county of its share of the public school fund, and by a tax to be agreed on at a division meeting of the county commissioners and a delegate from each board of school directors, said tax not to be less than double the amount apportioned by the Commonwealth to the division. There was, however, an option given to the districts to determine at their district meetings whether they would raise such a tax for meeting the State appropri¬ ation for free schools, or would fall back on the old system of pauper schools. In the latter case the State apportionment could not be given them, but would be held for two years subject to a change of vote on their part ; after which period, if there should be no change of vote, the amount was to be distributed among the divisions or parts of divisions accepting the new system. This act was so great an advance on every general sch ool law which had preceded it as to seem to many quite revolutionary in its character, not merely because it instituted absolutely free schools, but because it put these under secular control, ignoring churchly influences altogether, and because it evidently aimed to make the s cular tree school a universal thing throughout the State. The advocates of church schools and pauper * Philadelphia, though excepted with the counties mentioned in the law, formed no absolute excep¬ tion to the general rule, for, although an act of March 6, 1818, was " for the education of children at the public expense,” within the city and county, it was only “indigent orphan children, or children of indigent parents,” who were to be sent to school free of expense under that law, and for a long time afterward. tAmong these studies might be included industrial occupations and agriculture if to ?ny districts it should be deemed expedient to introduce them. PENNSYLVANIA. 333 schools, and the oc-poneuts of high taxes for supporting any schools, formed instantly a league \iith the" always numerous party who fear too great an enlargement of State power, and a tremendous agitation for repeal of the hew law was entered on. Through the earnest exertions of the friends of free schools, especially through those of Hon. Thaddeus Stevens, then an influential member of the legislature, the main features of the system stood the storm aroused against them, and, with some modifications increasing their efflciency, were reenactea in a law of June 13, 1836. Two of the modifications were a more than doubled appropriation from the public purse and the requisition of a tax in each accepting district of treble the State apportionment to it. These were great improvements, as were also some of the details of administration, and from this date the battle for free schools may be held to have beeu fully gained as respects the State at large. The optional feature of the law, however, still remained, and it required some years of earnest advocacy of the system on the part of a most energetic secretary * to beat down the opposition of outstanding districts and secure acceptance of the law and compliance with its terms. This was so far accomplished in 1849 that the provisions of the act w^ere from that time made imperative, and in 1854 school officers were authorized to enforce these. Thenceforward free schools have been universal, and since 1873 receive $1,000,000 annually from the State. SUPERINTENDENCY OF FREE SCHOOLS. The victory of the advocates of free school trainin - being thus completely won, they set to work to strengthen the ground gained and make it as impregnable as possible. One means to this was to make the schools indisputably good, and careful supervision of them became indispensable. Accordingly, the act of May 8, 1854, which clothed school officers with full power to establish free schools, required the directors of every school district and the controllers of cities and boroughs to exercise a general super¬ vision of their respective districts, and by one or more of their number to visit every school in it at least once a month ,• the object being to secure fidelity in teachers and due subordination and industry in scholars. To make this supervision still more effective and complete, the directors of school districts in every county of the Common¬ wealth were to meet in convention at their county seat on the first Monday of June in that year, and on the first Monday of May in every third year thereafter, and select, viva voce, by a majority of their whole number present, a person of literary and scientific acquirements, and of skill and experience in the art of teaching, as county superintendent for three succeeding school years. The superintendent was to visit as often as practicable the several schools within his county, noting the course and method of instruction as well as the branches taught, and giving such directions in the art of teaching and methods of the same as to him should seem expedient or necessary. He was also to examine persons wishing to teach in public schools as to their qualifica¬ tions for such work, giving to those who were found qualified a certificate setting forth the branches of learning they were competent to teach, and without such certificate no one could be employed. To make more sure the thoroughness of this examination, it was allowed that the school boards by whom the teachers were to be employed should be present at it, should they choose to come. This institution of county supervision, with the careful guards thrown around it in the law, was full of promise for the future of the schools. Ic put a teacher at the head of teachers. It removed him, by the mode of his election, from the sphere of politics, and made him the chosen adviser and assistant of the school boards by whom he was elected. And as there was conjoined with this office in the law the further institution of a deputy State superintendent for fuller general supervision of the schools, the system was brought by this act of 1854 much nearer the perfection sought, especially as a longer school term was provided for and the power of establishing graded schools was given. In 1857, April 18, came another great improvement, in a provision that after the first Monday in the following June the department of common schools should be detached from the office of the secretary of the Commonwealth, and that a superin¬ tendent of common schools should be appointed by the governor every third year by and with the consent of the senate, to hold office for three years — a term which since 1873 has been made four years, with a change of title to superintendent of public instruction. This gave the State schools a living head wholly devoted to them and to their interests; and as this head has been allowed to have two deputies, a great increase of efficiency in the State work has resulted. The gentlemen who served as State superintendents in virtue of their office as secretaries of the Commonwealth were: James Findlay, 1835-1836; Thomas H. Bnrrowes, 1836-1838; Francis R. Shunk, 1839-1841; A. V. Parsons, 1841-1843; Charles McClure, 1843-1845; Jesse Miller, 1846-1848; Townsend Haines, 1848-1850; A. L. Russell, 1850-1852; F. W. Hughes, 1853-1854; C. A. Black, 1854-1855; Andrew G. Curtin, 1855-1857. *Hon. Thomas H. Burrowes, first superintendent ex ofScio, to whom the free school system of Penn¬ sylvania owes very much, alike for excellent administration and skilful framing of good laws. 334 REPORT OF THE COMMISSIONER OF EDUCATION. Those having the superintendency of schools alone have been : Henry C. Hickok, 1857-1860; Thomas H. Burrowes, again, 1860-1863; Chas. R. Coburn, 1863-1866; James P. Wickershara, from 1866 by successive reappointments to the present time. Mr. Burrowes and Mr. Wickersham have added to their other services the editorship of the Pennsylvania School Journal, the former from 1852 to 1870 ; the latter, from that year until now. NORMAL SCHOOLS AND SPECIAL SCHOOLS. Schools for the special preparation of teachers for their work had been sought for as one of the additional provisions of the laws from 1835 to 1854. Public opinion was not then quite ripe enough to include them, but on May 20th, 1857, the friends of good schools had the pleasure of welcoming a law which divided the State, with the exception of Philadelphia city and county, into 12 normal school districts, and author¬ ized the establishment in each one of a school to accommodate 300 pupils, with at least 6 professors for instruction of them. The special aim in all these schools w^as to be “the professional training of young men and women as teachers for the common schools.” Nine of these schools have been established, besides one in Philadelphia; have had in them up to 1876, a total of 27,258 students; and have graduated in their elementary courses 986, in their scientific courses 51, in their classical courses 6. Schools for the unfortunate have not been forgotten. One for the deaf a*. d dumb was established under State auspices in Philadelphia in 1821, and has since grosvu into great proportions. Another was founded in 1876 at Turtle Rock, in the western portion of the State. One for the blind, opened as a private enterprise in Philadelphia in 1833, has been taken since under the fostering care of the State and liberally aided. To these was added in 1853 a school for feeble-minded children at Media, which has done noble work. And when the war of the rebellion threw multitudes of soldiers’ orphans on the kindness of the State, the obligation thus imposed was met, as it had been promised that it should be, by the institution of orphan homes and schools for these, in 44 of which 8,580 children have been taught and clothed and fed at a total expense of 14,840,756. All the above, as State schools, have been substantially part of the State school system, to Avhich also in a sense belongs the State college for training in agricuitur© and the mechanic arts, established in 1859 near Belief on te. ELEMENTARY INSTRUCTION. GENERAL VIEW. The hard times have cut down teachers’ salaries, but in all other respects the results of the year’s doings are encouraging. The estimated number of children of school age who are not in school is 34,197. The number of children attending private schools is estimated at 27,565 ; number of teach¬ ers employed in these, 960. Drawing is taught in 2,659 of the public schools ; vocal music in 3,605. In 783 schools the apparatus was increased during the year ; 5,553 have no apparatus worth mentioning, while only 2,438 are well supplied with it ; 2,810 have unsuitable furniture, while 6,506 are suitably furnished; 2,595 are first class school- houses; 3,233 are without suitable outbuildings ; 5,210 are badly ventilated, and 1,542 are unfit for use. — (Report of State superintendent for 1876, pp. xlvii-lxix.) Further particulars as to the condition and workings of the public school system are given in the following extracts from reports of county superintendents : REPORTS OP COUNTY SUPERINTENDENTS. In Adams County some progress is reported, but it was neither so rapid nor marked as could be wished ; one of the main hindrances was that the best teaching talent was lost by small salaries paid. In Allegheny, too many small schools, taught by poor teachers; favorable sentiment toward education shown by number and excellence of new school-houses built ; on the whole, schools in a comparatively prosperous condi¬ tion, and the cause of education slowly but steadily advancing. Beaver County reports a growing conviction that in order to have good schools, teachers of experience and high qualifications must be secured. In Bedford County the year has been one of toil and trial on account of financial depression ; school interests have suffered in common with, others; many needed improvements were deferred, but others were made; teach¬ ers generally succeeded well ; new school-houses much needed. In Berks, progress was slow, but sure; obstacles are here which are not found in all the counties; many of the children speak German, and thus have the English language as well as the other branches to learn ; cooperation between parents and teachers is hearty ; value set on education higher than formerly. In Blair, educational progress is manifest in the erec¬ tion of superior school-houses. In Bucks, the operations of the year have been more satisfactory and full of encouragement than in any previous one; the county institute reflected its work more fully than ever before upon the schools of the county. In Butler the educational interests have been advancing gradually ; the people give more PENNSYLVANIA. 335 attention to the improvement of the schools, manifested in many localities by a desire to secure better teachers, schools, and school-houses. In Cambria, commendable prog¬ ress has, on the whole, been made ; obstacles are want of parental cooperation, of better salaries to competent teachers, of a uniform series of books, and of thorough classification, inexperience of teachers, irregular attendance, and inconvenient school- houses. In Cameron, educational interests are slowly but surely advancing; better teachers are demanded ; more patrons have visited the schools. In Carbon, obstacles are the employment of non-professional teachers, and apathy on the part of parents iu respect to visiting schools. In Centre, the sentiment of the people shows itself in the more suitable location and greater comfort of the schools, better attendance, and higher salaries to teachers, all resulting in the greater efficiency of school work. In Chester there has been no striking advance, but some progress. In Clearfield, a sub¬ stantial and encouraging progress in the schools, notwithstanding the stringency in financial affairs ; teachers were better qualified and labored more earnestly ; a greater number of educational meetings were held and they were better attended. In Clinton, some advancement has been made; better methods of instruction have been used ; ihe great want is better teachers. In Columbia, there was belter progress than was made in any of the three preceding years. In Crawford, an awakened public will no longer tolerate inferior teachers ; more have been dismissed for incompetency than ever before. In Cumberland, the obstacles are inefficient teachers, frequent changes, low salaries, and short terms. In Dauphin, a steady growth of enlightened views with regard to the schools and a rapid improvement in the curriculum of the school room. In Dela¬ ware, commendable progress in the building of school-houses ; the public schools are steadily improving in worth, and constantly advancing in popular favor. In Elk, educational advancement, earnestness of teachers and directors, and an intimate cooperation between teacher and parent. In Erie, schools were as progressive as could be expected ; hindrances to progress have received heavy blows during the year. In Fayette, educational interests were advancing slowly ; there is a general demand for better qualified teachers. In Forest, the cause is advancing, though not so rapidl;/ nor so universally over the county as is desirable. In Franklin, there are still 37 school- houses not worthy the name; only 43 (out of 215) have grounds of sufficient size, and one-half the entire number are without suitable outbuildings. In Fulton, no indica¬ tions of special improvement, but no abatement of educational interests, and school work generally accomplishing better results. In Greene, the cause is gaining as the teachers become more efficient. In Huntingdon, education, in common with other interests, has suffered from the general depression of business, yet there is unmistak¬ able evidence of progress, though results attained are not the most satisfactory. In Indiana, teachers are learning that, to remain in the profession, they must do good work, and, owing to the influence of institutes, better methods are being generally adopted ; there is less routine and more earnest work ; less reciting by the teacher and more by the pupil; less mechanical work, more original thinking; less whipping and better de¬ portment. In Jefferson, since the abandonment of township institutes 6 or 7 yeais ago, there has been an apparent retrogression in many of the first requisites of good schools. In Juniata, citizens manifest an active cooperative interest in the schools ; t c 1 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 fund.s. Brown University. .. 16 3 0 219 $1,500, 000 $718, 753 $46. 094 $27, 629 $0 $83, 816 46, 000 SCHOOL OF SCIENCE. AgricultuPcil cind. sci- (a) 0 32 50, 000 3, 000 entific department, (BrownU Diversity.) a Reported witli classical department. RHODE ISLAND. 359 SPECIAL INSTRUCTION. PROVIDENCE REFORM SCHOOL. This is an institution under municipal management for the literary, moral, and in¬ dustrial training of children who need restraint and reformation as well as instruction. The number of inmates at the close of 1876 was 218, of whom 182 were boys and 36 girls. During the year 120 were committed and 134 discharged. The school hours are from 5 to 7, morning and evening, and the studies are reading, writing, spelling, arithmetic, geography, and history. In the industrial department the boys are taught cane seating and the girls sewing, and about one-eighth of the annual expense of the institution is paid by the work done. There is a library of about 2,000 volumes, with an increase of some 50 volumes a year. About 75 per cent, of those discharged are believed to have become useful mem¬ bers of the community. — (Report for 1875 and return for 1876.) EDUCATIONAL CONVENTIONS. RHODE ISLAND INSTITUTE OF INSTRUCTION. The annual meeting of the Rhode Island Institute of Instruction was held at Provi¬ dence January 13, 14, 15, 1876. On the morning of the 13th the city schools and the State normal school were thrown open for the inspection of teachers and friends of education from abroad, affording an unusually good opportunity for observation and examination of methods and results. Papers were read and addresses delivered by Prof. J. L. Dinman, of Brown Univer¬ sity, on “Spanish artists;” by Mrs. Maria T. Richards, on “Milton;” by President Chadbourne, of Williams, on “ The school room and the world ; ” by David W. Hoyt, president of the institute, congratulatory ; by Hon. T. B. Stoekwell, commissioner of public schools, on “The Centennial;” by William A. Mo wry, of Providence, insisting that the schools should teach the principles of our Government and the duties of Amer¬ ican citizenship ; by Rev. C. J. White, of Woonsocket, on “ The better education of the masses, and how to secure it ; ” and by J. Milton Hall, of Providence, on “What should be taught in geography.” Brief addresses were also delivered by his excellency Gov¬ ernor Lippitt, his honor Mayor Doyle of Providence, Rev. C. J. White of Woonsocket, Hon. N. Van Slyck, Rev. H. W. Rugg, president of the Providence school committee, , and by Hon. T. B. Stoekwell, commissioner of public schools. Governor Lippitt said that the education of the masses is necessary to the safety of the nation, and lies at the foundation of the prosperity of the country ; and that every boy and girl should have the means of a good common school education, and he further expressed himself as in favor of the enactment of a compulsory school law. The papers and addresses were followed generally by interesting discussions, and the exercises were varied by singing and the reading of selections. In the primary department exercises were given in object teaching, and in methods of teaching read¬ ing, arithmetic, and other studies, all of them conducted by women. This session of the institute was the largest, best attended, and moat interesting one ever held in the State. — (New-England Journal of Education, January 23 and 29, 1876.) MEETINGS OF SCHOOL SUPERINTENDENTS. The regular quarterly meetings of the town superintendents of public schools were held in January, March, June, and September, 1876, at the office of the State commis¬ sioner of public schools. Providence. Some of the questions discussed at these meet¬ ings related to language and grammar, the indispensable qualifications of a teacher, what can be done for the moral and religious condition of our common schools, and what means can be adopted to secure a better observance of the laws of this State relating to the employment and schooling of children. — (New-England Journal of Edu¬ cation for January 15, June 24, March 25, and September 16, 1876.) LIST OF SCHOOL OFFICIALS IN RHODE ISLAND. Hon. Thomas B. Stockwell, commissioner of public schools, Providence. STATE BOABD OP EDUCATION AND TRUSTEES OF STATE NORMAL SCHOOL. Name. Term expires. Post-office. His excellency Henry Lippitt, governor, ex oflBcio, president.. Henry T. Sisson, lieutenant-governor, ex officio . Samuel H. Cross . June, 1879 .... June, 1879 . Providence. Little Compton. Westerly. Newport. North Scituate. Bristol. Providence. Summit. Providence. Thomas H. Clarke . Charles H. Fisher, M. D . .Time 1878 Eev. George L. Locke . June, 1878 .... June, 1877. ... June 1877 Rev. Daniel Leach . . . Ezra K. Parker . Thomas B. Stoekwell, commissioner of public schools, ex officio secretary. 360 REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Rhode Island — Continued. SUPERINTENDENTS OF SCHOOLS. {Term, 1876-’77.j Town. Superintendent. Post-oflace. Salary. Providence .. . $2, 500 00 Newport . Thomas H. Clarke . Newport . 2i 000 00 Barrington Centre. . . . 25 00 Bristol . 400 00 Borrillvillft _ _ 200 00 Shfl.nnop.k Mills _ 50 OO Summit . . ... Cranston . 165 CO W oonsocket . . *3 OO East Greenwich 30 OO W atchemoket 150 00 'Exeter . . . . . Robert B. Richmond . 'W'yominp' _ Not fixed. Foster . Richard G. Stone.. . Foster Centre . Glocester . Rev. Mowry Phillips . Harmony . 90 CO Hopkinton . Rev. S. S. Griswold . Hopkinton . . . . . 12 50' Jamestown . . William H. Gardner . J amestown . . 5 00 .Tohnston . . . . . William A. Phillips _ Olneyville . 200 05 T.ineoln _ _ _ _ Rev. James H. Lyon . Central Falls . . 100 05 Tjittle rinTnptoTi _ Isaac B. Cowen, M. D . Little Compton _ 40 05 Middletown . . . John Gould . Newport . None. New Shoreham . . . Giles H. Peabody . New Shorehani . 25 00 North Kingstown . . . Daniel G. Allen . tlast Greenwich . 100 OO N or th Pro viden ce... . William W. Wright . Centredale . 50 05 North Smithfield . . Rev. Stephen Phillips . Woonsocket . 100 00 Pflwtneket _ _ _ Andrew Jencks . . Pawtucket . 1, 000 OO Pnrtsmnnth _ _ George Manchester Newport . 25 OO Richmond _ _ _ _ Rev. Gilbert Tillinghast . . Wyoming . 100 00 Scitnate . . . . . William H. Bowen, M. D . . Rockland . 140 00 -South Kingstown . . Azel Noyes . Kingston . . t3 00 Smithfield . . . . . Samuel W. Farnum . Georgiaville . . 50 00 Ti vertnu _ _ _ _ _ _ John F. Chase . . Fall River, Mass _ ... "WarwieV _ .. . . . . . John F. Brown . Natick . 200 00 Warren . . . . Rev. S. K. Dexter . Warren . 200 00 Westerly . . David Smith . Westerly . 200 00 West Greenwich . _ _ Charles F. Carpenter . Summit . 25 00 Woonsocket _ _ _ _ Rev. C. J. White . . Woonsocket . . 500 00 * Per diem and expenses. i Per diem. SOUTH CAROLINA. 361 SOUTH CAHOJLIIVA. SUMMARY OF STATISTICS. 1874 -’75. 1875-’76. SCHOOL POPULATION AND ATTENDANCE. White youth, (6-16) . . Colored youth, (6-16) . . . Total of school age _ ■Whites attending school . . Colored attending school . Total number attending 85, 566 85, 678 153, 698 152, 293 239, 264 237, 971 47,001 52,283 63, 415 70, 802 110,416 123, 085 TEACHERS AND THEIR PAY. Teachers: men, 1,773; women, 1,082 Teachers ; men, 1,914 ; women, 1,154 White teachers . Colored teachers . Average monthly pay of men . Average monthly pay of women _ 2,855 1,876 979 |31 64 29 21 3,068 1,981 1,087 |30 40 28 86 SCHOOL DISTRICTS AND SCHOOLS. School districts . . Public schools . . . . Average length of school in days . . . . Public school-houses . 1 _ Erected during the year . - _ Valuation of school-houses, (about) 428 2,580 100 2, 347 118 $313, 290 , 427 2, 776 90 2, 465 118 $326, 063 INCOME AND EXPENDITURE. Beceipts, State school appropriation .... Poll tax . Local or school district taxes - $240, 000 63, 443 130, 721 Peabody educational fund Other sources . . 55, 378 $202, 662 62, 250 146, 494 ^3, 850 42, 004 Total Expenditures. 489, 542 457, 260 For teachers’ salaries . . For building and repairing school-houses.. For other purposes . Total . $369, 685 15, 863 40, 915 $377, 920 17, 506 28, 445 426, 463 423, 871 Increase. 112 5, 282 7,387 12, 669 213 105 108 196 118 $12, 773 $15, 773 3, 850 $8, 235 1,643 Decrease. 1,405 1,293 $1 24 35 1 io $37, 338 1, 193 13, 374 31, 282 $12, 470 2, 592 * No appro]priation from that fund appears to have been made for 1874-’75. The figures in the Pea¬ body report for 1876 indicate an allowance for the year of $5,000 to this State, but all may not have been paid over at the date of this report. (Reports for 1874-75 and 1875-’76 of Hon. J. K. Jillson, State superintendent of edu¬ cation, pp. 5-12, with return for 1874-75.) 362 REPORT OF THE COMMISSIONER OF EDUCATION. HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Barnard’s Common Schools and Public Instruction, 1873 ; Cooper’s Statutes of South Carolina, vol. 2, pp. 342-346, 389-396 ; vol. 5, pp. 639-641 ; McCord’s continuation of the same work, vol. 6, pp. 50, 197, 225-229, 378, 529-530; Constitution of 1868; Reports and School Laws from 1870. COLONIAL BEGINNINGS. As early as the 8th of April, 1710, “An act for the founding and erecting a free school for the use of the inhabitants of South Carolina” was passed by the colonial assembly. This act provided for a board of commissioners to carry it into effect, to be a body politic and corporate with perpetual succession, and with power to hold property, to take up lands by grant for such a school, or purchase them, at their discretion, “for the use and conveniency of the several masters and teachers ;” to build ujion the same a school-house, dwelling houses, and outbuildings; to appoint a master under the title of “ preceptor and teacher of grammar and other the arts and sciences to be taught in the school for the province of South Carolina;” to prescribe rules for the school, and to have power to visit and inspect it, redressing all disorders, and dismissing or suspending, for due cause, any one employed in it. An usher might be appointed to assist the master, if the commissioners thought fit, and a fit person to teach writing, arithmetic, and merchants’ accounts. All gifts and legacies formerly bestowed for the use of a free school for the province were by the act given to the school thus prepared for, and, with the lands and buildings secured for it, were to go toward its support. December 12, 1712, this act was repealed, and another, making essentially the same provisions, with some additional ones, was passed, locating the school at Charleston, and assigning a master to it, but giving the commissioners power to nominate and appoint his successors, with only the limitations that they must be members of the Church of England, competent to teach Latin and Greek, and to instruct youth in the principles of religion as professed in the church of which they must be members. Persons contributing within seven years £20 toward the founding of the school were to have power to nominate a pupil to be “ taught free” in it for the space of five years after such gift, and every additional £20 up to £400 carried with it the same privi¬ lege. In consideration of having the use of the lands and buildings, and a salary of £100 per annum, the master was to teach freely and without any manner of fee or reward whatever over and above the free scholars on the £20 basis, any number of scholars, not exceeding twelve, to be nominated and appointed by the commissioners. For any scholar beyond the free ones thus provided for the master was to have £4 per annum from the parent or guardian. In case of need, the commissioners might appoint an usher at a salary of £50 per annum, with 30 shillings per annum additional out of the master’s £4 for every pay scholar he might have to teach. A teacher of writing, arithmetic, and accounts was again provided for, but with the addition that he must also be able to teach naviga¬ tion, surveying, and other mathematical branches. He, too, was to have £50 a year, with additional fees for each pay scholar taught, these rising, according to the branches of instruction, from 30 shillings to £6 a year. As a further encouragement to general education, the same act authorized the payment from the public treasury of £10 annually toward the support of any teacher settled or to be settled in any parish of the province, and approved by the vestry of” the same, together with £12 towards the building of a school-house. On this slender basis several schools similar to the above, but probably of smaller proportions, are said to have been established. EARLY STATE FREE SCHOOLS. On the 21st of December, 1811, the general assembly of the State enacted that imme¬ diately after the passage of the act there should be established in each election district of the State a number of free schools equal to the number of members which such dis¬ trict was entitled to send to the house of representatives in the State legislature. In each of these schools were to be always taught the primary elements of learning, read¬ ing, writing, and arithmetic, with such other branches of education as should be from time to time directed. Any citizen of the State was to be entitled to send child or children, ward or wards, to any such tree school in the district where he or she might reside, free from any expense whatever, on account of tuition. But where more children should apply for admission than could be accommodated in a school, preference was always to be given to poor orphans and the children of indigent parents. For the support of each of these free schools $300 annually was to be paid out of the State treasury till other sufficient funds should be by law provided. For their man¬ agement there were to be appointed by the legislature from 3 to 13 commissioners in each election district, to continue iu office for 3 years or till their successors should be SOUTH CAROLINA. 363 appointed. The commissioners were to designate each school by name or number, and to give their orders for the public money according to such designation ; were to keep them open for an annual session of 12 months if possible; if not, for as long a session as the funds allowed them would permit; might make them peripatetic if circum¬ stances should require it ; and might unite them with any already established schools within their district, if that would better promote the purposes of the act. An annual report respecting them was to be made to the legislature. In 1815, $37,000 were appropriated for the support of these free schools, and commis¬ sioners were authorized to draw on unexpended balances, an authority renewed in 1816. But in 1819 this liberty was restricted to such as should have made returns to the legislature according to law. Still further guards were added in the years 1822 and 1823, when a fine of $50 was imposed on all members of boards of commissioners who should fail to make returns, while they were also made liable, individually and collectively, for any sums of money not accounted for in their returns. In the same year $37,000 again appear as appropriated to free schools, with authority to draw on unexpended balances ; but finally such balances were ordered to be retained in the State treasury if not drawn upon within two years from the time of appropriation. December 19, 1835, commissioners who should refuse to serve were ordered to be fined $20 for such refusal, and any who should neglect to meet their fellow commissioners without sufficient reason or excuse were to be fined $5 for each offence, such fines in all cases to go to the free schools of their districts. At the same date a division of their duties was provided for, one commissioner being given the superintendence of a school division in his district or parish, with $20 to $50 penalty for neglect of duty or abuse of powers, the same penalty being imposed on each member of a board that should as a board neglect the duties imposed on it by the State. They were also at this time forbidden to appoint teachers without such examination as should give assurance of their qualification. And each board was directed to appoint 3 trustees for each school in its district or parish, such trustees to aid the commissioner in supervision of the school and to recommend applicants for admission. These enactments in their succession plainly show that the State was among the earliest to establish really free schools, that she was ready to do her duty as to the support of them, and that she meant to have the officers whom she appointed for the care of them do their duty also in the premises. The amount which appears to have been appropriated for them shows, however, that not more than 123 of them could have existed unless other than State funds were allotted to their maintenance, v/hile concur¬ rent statements from various quarters make it pretty sure that they were few, and that their influence on the white population, for whom alone they were intended, was comparatively circumscribed. This probably was due in some degree to the large¬ ness of the estates in all the low country and to the consequent sparseness of the white population there ; in some degree also to the fact that family schools on the planta¬ tions could be generally afforded by the planters, and were hence generally kept and made quite good. But the main reason seems to have been that the fact of the free schools having primary reference to the education of the poor kept others very much from entering them, and confined them largely to the whites of lower class. STEPS TOWARD A BETTER SYSTEM. In 1843, and again in 1846, and subsequently, Mr. Henry Barnard, of Connecticut at the request of Governor Allston and others, set forth a scheme for public schools avowedly open to all classes, and meant for the children both of rich and poor, having all the recommendations of good school-houses, classified studies, and intelligent and constant supervision. The scheme was received with favor by the gentlemen to whom it was addressed, but was too far in advance of public feeling at that time for adoption by the State at large. Under the lead, however, of Hon. C. C. Memminger and Jef¬ ferson Bennett, two large minded citizens of Charleston, a public school on this basis was opened in that city July 4, 1856, was followed by another of higher grade, and this by a normal school for female teachers for the State. These schools, by their pleasant buildings, excellent equipment, classified arrangement, and skilful instruc¬ tion under teachers brought in from the North, were fast revolutionizing public senti¬ ment in South Carolina when the fires of another revolution burst upon the State, De¬ cember, 1860, and for the time swept schools and school laws quite away. POST BELLUM SCHOOLS FOR ALL. When the flames of war had been extinguished, and the reception of the Southern States again into the Union was proposed, a system of free education for all children, not only rich and poor, but also white and black, was made an indispensable prerequi¬ site. South Carolina accepted the condition, and in her constitution of 1868 directed that the general assembly should as soon as practicable provide for a liberal and uniform system of free public schools throughout the State, making provision also for the division of the State into suitable school districts, one or more schools to be kept open at least six months in each year in every school district. The supervision of the 364 * REPORT OF THE COMMISSIONER OF EDUCATION. schools was directed to he given to a State superintendent of education, to he elected hy the qualified voters of the State, and to a school commissioner to he chosen biennially hy the people in each county, these county commissioners to constitute a State hoard of education, of which the State superintendent should, ex officio, he chairman. The means for supporting the school system were to come from an annual State tax on all taxable property in the State for school purposes, from a tax of $1 yearly on each head, and from the interest on a State school fund. A State normal school was to be established within 5 years, and provision was to he made for the support of institu¬ tions for the blind, for the deaf and dumb, and for juvenile offenders, as well as for an agricultural college and the State university. And all the public schools, colleges, and universities of the State, supported in whole or in part by public funds, were to be free and open to all the children of the State without regard to race or color.* In accordance with these provisions, a school law was passed February 16, 1870, and somewhat modified March 6, 1871. This provided for the school officers directed in the constitution, and added to them a county board of examiners for each county, to be com¬ posed of the county school commissioner and of two other persons appointed by him. This board was to examine and license teachers for the county, and without a certifi¬ cate from it or from the State superintendent no one was to be employed as a teacher in the public schools. It was also to appoint 3 trustees for every school district, to hold office for two years, assume the management of local educational interests, employ teachers, open schools, levy the needful district taxes for them, and make once in two years a census of the school population. Under these laws, which have been since but little ehanged, the State school system was put in thorough operation, preliminary steps having been taken in 1869. In the first report of it, presented November 15, 1870, there were said to have been 630 public schools, with 734 teachers, 23,441 pupils, and $57,320 income from the State for the year ended October 31, 1869; while for 1870 there were, up to June 24th, 769 public schools, with 30,448 scholars, four counties not reporting. They have gone on increas¬ ing since to such an extent that the latest report gives 2,776 schools, with 123,085 chil¬ dren in them under 3,068 teachers, and an income of $457,260 from State tax, local taxes, the Peabody fund, and other sources. The several State institutions provided for have also been put in more or less suc¬ cessful operation, with the exception of the reform school, and there appears to be a prospect of a fair school future for the State. STATE SUPERVISION. From 1868 till 1876 the Hon. J. K. Jillson has been State superintendent of educa¬ tion under the new system, and has shown himself a faithful and efficient officer. His first successor was Hon. John R. Tolbert, who claimed to have been elected in Novem¬ ber, 1876. In the early part of 1877 he was succeeded by Hon. S. R. Thompson, to whom the position was adjudged. ELEMENTARY INSTRUCTION. STUDIES PURSUED. From the political agitations in the State at the time of the preparation of Mr. Jillson’s last report, we are left ignorant of some things we should have liked to be informed about. We have, however, the following clear intelligence as to the studies in the public schools and the numbers engaged in each : Alphabet, 15,185 ; spelling, 94,157; reading, 71,368 ; writing, 47,438 ; mental arithmetic, 35,445; written arith¬ metic, 33,037 ; geography, 30,482 ; English grammar, 17,433 ; history of the United States, 13,587 ; higher branches, 3,138. — (State report for 1875-76, p. 10.) SCHOOL-HOUSES. Of the 2,465 school-houses reported, 819 are said to have been owned by school dis¬ tricts and 1,646 by other parties. During the year 1875-76 there were 118 new ones erected, all which may be presumed to be in good condition. Including these, there were 1,445 reported good, 565 fair, 455 bad. Only 346 had grounds inclosed; 1,400 were of logs; 1,045 were frame ; 19 of brick, and 1 of stone. — (State report for 1875-76, p. 11.) AID FROM PEABODY FUND. From this most benevolent and admirably managed agency for encouraging and helping education at the South, $3,850 are said to have been received, the aid being dis¬ tributed among 6 schools — 1 at Aiken, 1 at Greenville, 2 at Columbia, 1 at Sumter, and 1 at Yorkville. The amounts distributed indicate, according to the rules governing such distributions, schools regularly graded with from 100 to 450 pupils each, and these averaging 85 per cent. — (State report, p. 58.) * Separate schools for white .and colored children, though not apparently made obligatory hy law, have yet been the rule, under the influence of a very general public sentiment, since the institution of the new system thus provided for. SOUTH CAROLINA. 365 DEFICIENT PAYMENTS TO SCHOOL OFFICERS. As in 1875, the report of the State treasurer for the year ended October 81, 1876, showed a balance due on account of salaries of county school commissioners, this time amounting to $17,313.69 against $20,332.96 the preceding year. Out of an appropriation of $90,000 for payment of similar deficiencies due prior to November 1, 1873, there is still an unpaid balance of $8,226.75, although $5,234.12 in excess of the appropriation were received from a special tax for it. — (State report for 1875-76, pp. 57, 58.) KINDERGARTEN. A Kindergarten at Williamston, a department of the Williamston Female College, reports an attendance of 20 children taught by a principal and one assistant. The children are admitted between 5 and 10 years of age, and are kept in school 2 hours each day. There was also a school of this kind maintained in 1876 in connection with the Holy Communion Church Institute in Charleston. — (Returns for 1876.) CITY SCHOOL SYSTEM. CHARLESTON. Organization. — A board of school commissioners, one from each ward, with a city superintendent of schools appointed by it. Statistics. — Population of the city in 1870, 48,956; children of school age in the year past, 12,727, of these 5,873 being white, and 6,854 colored ; number of public schools, 5 ; attendance in these, 6,142, almost an equal number of white and colored. Teachers, all southerners except one, 89, of whom 10 were colored and 5 were males ; third grade 12, second grade 53, first grade 24 ; average monthly pay of teachers, males, $121.66; females, $39.23 ; total amount of salaries paid them during the year, $46,291.55. Aver¬ age number of months schools were in session, 10 ; receipts for school purposes in the year, $60,184.99 ; expenditures, $59,348.57. Notes. — The school-houses, all owned by the city, and all having inclosed grounds, are 5 brick structures and 1 frame with brick basement. The valuation of them is $125,000. Of the 6,142 students in them, 617 were in the alphabet ; from 3,760 to 5,525 in other primary branches ; from 2,526 to 5,525 in those of grammar grades, and 353 in higher studies. The sources from which the city school funds were derived were a State appropriation and poll tax, amounting together to $11,621.70 ; a city tax of 1^ mills, yielding $42,000 ; an unexpended balance from last year of $1,954.15, and $4,609.14 from other unmentioned sources. — (Report of Rev. Joseph B. Seabrook, city sui3eritend- ent, in State report for 1875-76, pp. 15-17.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The state normal school, at Columbia, organized in 1874, reports 2 resident instruc¬ tors, 4 non-resident, and a course of study covering 4 years. Graduates who receive certificates here are authorized by law to teach in the common schools of the State without further examination. Tuition is free. Number of students not given. — (Re¬ turn, 1876.) NORMAL INSTITUTE. The Avery Normal Institute, at Charleston, organized in 1865, reports for 1876 an attendance of 116 students in its normal department ; graduates, 17. The course of study covers 3 years. Drawing and vocal music are taught. — (Special return, 1876.) teacher’s INSTITUTES. Four of these means for improving teachers, held in as many different counties, are reported by the superintendent for the year. At one held in Spartanburg County, 42 teachers were present. Of the attendance at the others no return was made. — (Report of State superintendent for 1875-76, p. 20.) SCHOOL JOURNAL. The Carolina Teacher, a useful monthly, devoted to the educational interests of the State, was started in March, 1876, with the approbation of the State superintendent and the governor, and ran through nine numbers under the editorship of M. A. Warren, of Columbia ; it then failed for want of due support. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent, in his annual report for 1875-’76, gives no information in respect to public high schools except the statement that 3,138 pupils in the public 366 KEPORT OF TtlE COMMISSIONER OF EDUCATION. schools were pursuing higher branches of knowledge. It appears from the Charleston report, included in the other, that of this number 353 were in the high school of that city. Whether any of the county high schools recommended in 1875 to be established have been put in operation is not stated. — (State report for 1875-76, pp. 10-16.) PRIVATE SECONDARY SCHOOLS. In 4 schools for girls, and 6 for both sexes, outside of the public school system, there have been reported to this Bureau 1,102 pupils under 38 teachers. Of these, 137 are in classical studies, 15 in modern languages, and 97 preparing for a classical course in col¬ lege. Drawing is taught in 2 of these schools, vocal music in 6, and instrumental music in 6. Chemical laboratories are reported by 2, philosophical apparatus by 1, and libraries of 50 to 1,000 volumes by 5, the aggregate number of volumes being 2,114. — (Returns for 1876.) PREPARATORY SCHOOL AND DEPARTMENTS. Four preparatory departments and I preparatory school report a total of 8 teachers and 211 students, of whom 100 were preparing for a classical and 86 for a scientific course. — (Returns for 1876.) HOLY COMMUNION CHURCH INSTITUTE. This school was opened in Charleston, in 1868, by the efforts of Rev. A. T. Porter, for the purpose of affording a good education, combined with careful moral and religious training, to white male children who by the war have been deprived of the means of obtaining such education, either through the loss or the impoverishment of parents. It has been sustained largely by the liberality of Christian friends in the Northern States. Though under the influence of the Protestant Episcopal Church, the school is open to all denominations. There is a full classical course, an English course, and a primary class. — (Catalogue, 1874-’75 and 1875-76.) SUPERIOR INSTRUCTION. UNIVERSITY OF SOUTH CAROLINA. The university includes a law school, college classes, a preparatory school, and special classes. There are 124 beneficiary scholarships, established by the State in 1873-74, which yield an income of $200 a year each. They are apportioned to the counties according to the number of representatives each county is entitled to in the general assembly, and are open for general competitive examination. When once assigned, the scholarships hold good for 4 years, or until graduation, unless forfeited through misconduct, an inferior grade of scholarship, or habitual neglect of duty. This law was framed to encourage higher education throughout the State by giving judicious help to worthy and ambitious scholars. — (Catalogue of university, 1875-76.) OTHER COLLEGES. College of Charleston (non-sectarian) includes in its regular collegiate course the Greek, Latin, French, and German languages. Students not vishing to pursue the regular course are received for such special subjects as they may select, provided that not less than 3 be taken in any academic term. — (Circular.) ErsJcine College, Due West, (Associate Reformed Presbyterian,) includes preparatory and collegiate departments, the former covering 2, the latter 4 years. — (Catalogue, 1874-75.) Furman University, Greenville, (Baptist,) comprises in its curriculum 9 separate schools, viz, (1) Roman language and literature; (2) Greek language and literature; (3),mathematic8 and mechanical philosophy ; (4) natural philosophy ; (5) chemistry and natural history; (6) logic, rhetoric, and the evidences of Christianity; (7) meta¬ physics ; (8) English language and literature ; and (9) modern languages. Tuition is free. — (Catalogue, 1875-7’6.) Newherry College, Walhalla, (Lutheran,) includes collegiate and preparatory depart¬ ments. Latin, Greek, and German form part of the college course. The degree of A. M. is conferred in course on bachelors of 3 years’ standing who have sustained them¬ selves honorably in scholastic pursuits. — (Catalogue, ]875-’76.) Wofford College, Spartanburg, (M. E. South,) includes collegiate and preparatory departments. The degree of A. M. is conferred on any A. B. who has been engaged in literary occupations since graduating. — (Circular, 1876.) COLLEGES FOR WOMEN. Three institutions for the superior instruction of women report a total of 27 instruc¬ tors and 364 students, of whom 103 were in preparatory departments, 180 in regular studies, 2 in partial and 2 in graduate courses covering a period of 4 to 8 years. Vocal and instrumental music, French, and drawing are taught in all; 2 teach painting and 1 German. The libraries of these institutions number 750 volumes. SOUTH CAROLINA. 3G7 Statistics of imiversities and colleges, 1876. Names of universities and colleges. 1 Corps of instruction. j 1 Endowed professorships. j Number of students. Property, income, &c. Number of volumes in library. Preparatory. Collegiate. Yalue 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. Coll6g6 of Cliflirlostoii 5 1 36 $30, 000 $170, 000 $12, 000 $800 $30, 000 8, 000 Erskine College . 5 0 14 44 35, 000 40, 000 3, 000 140 $0 60. 000 5, 500 Furman University . . 5 0 73 75, OCO 200, 000 14, 000 0 10, OvO a% 700 Newberry College. . . . 6 66 35 10, 000 300 2, 700 0 a6, 200 University of South 13 "o’ 95 89 500, 000 61, 200 0 42, 100 cl 5, 000 a30, 000 Carolina. 8 36 74 100, 000 «4, 500 « Includes society libraries. i> Kents from land. c Appropriated by State. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The Agricultural College and Mechanics’ Institute, commonly known as Claflin Univer¬ sity, Orangeburg, furnishes common English, agricultural and scientific, and classical courses. The agricultural and scientific course embraces, in addition to the higher English branches, mechanical drawing, plane trigonometry, chemistry, physiology, elocution, and declamation, mensuration, surveying, meteorology, chemistry ui soils, zoology, and rural architecture. — (Report of the college, 1876- 77.) THEOLOGY. The Theological Seminary of the Synod of Soiith Carolina and Georgia, at Columbia under the care of the general assembly of the Presbyterian Church, provides a course of study extending over 3 years, which covers the several departments of theological education. A fourth year’s course is arranged for those who wish to extend their studies beyond the regular course. — (Catalogue of seminary, 1875-’76.) The Southern Baptist Theological Seminary, at Greenville, has an elective course of study, to complete which requires always 3 and sometimes 4 or 5 years. There are 8 distinct and independent schools, the studies in each of which are completed in 1 year, with the exception of the Hebrew and Greek. — (Catalogue of seminary, 1875-76.) LAW. The law department of the Univei'sity of Smith Carolina has a 2-years’ course of study of 9 months each. Tuition is free. Of the 12 students attending in 1876, 4 had received degrees in letters or science. — (Return, 1876.) MEDICINE. The Medical College of the State of South Carolina requires for graduation attendance upon 2 courses of lectures in addition to 1 year’s previous study. The clinical advan¬ tages of the school are greater than ever before. — (Announcement, 1875-’76, and special return, 1876.) 368 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of schools for scientific and professional instruction, 1876. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The South Carolina Institution for the Education of the Deaf and Dumb and the Blind, at Spartanburg Court-House, temporarily suspended for lack of funds, resumed its exercises September 6, 1876, and reports an attendance of 25 pupils taught by 4 instructors. The average number of years spent by pupils in the institution is 6. The State appropriation for the support of the institution for the fiscal year ended October 31, 1876, was $5,000, of which only $3,000 were received. An appropriation of $15,000 for it is recommended.— (State report, p. 21, and return for 1876.) EDUCATIONAL CONVENTION. STATE BOARD OF EDUCATION. The annual meeting of this board was to have begun, according to law, Wednesday, October 4, 1876, but a quorum of members not appearing no meeting of the board was held. The State superintendent evidently attributes the non-appearance of members to the fact that no appropriation for travelling expenses of these gentlemen had been made by the preceding general assembly.— (State rejicrt, p. 21.) CHIEF SCHOOL OFFICIAL. Hon. S. E,. Thompson, State swperintendent of education, Columbia. [Under the decision of the General Government to recognize the Hampton State government as the one legally elected in 1876, Hon. S. R. Thompson occupies the position of State superintendent of edu¬ cation, instead of Hon. John K. Tolbert, who claimed that he had been elected. No list of other schoo officers has been received.] TENNESSEE. 369 SUMMARY OF STATISTICS. 1874-75. 1875-76. Increase. Decrease. POPULATION" AND ATTENDANCE. Children of school age, (6-18) . Enrolled in public schools . . ...... Average daily attendance . Per cent, of this on school population. Per cent, of this on enrolment . Enrolled in private schools in 66 coun- 426, 612 199, 058 136, 805 32 69 ties. Average attendance on these 434, 131 194, 180 125, 908 28.87 65.50 31,416 7,519 4,878 10, 897 3. 13 3. 50 17, 820 TEACHERS ANTD THEIR PAY. White teachers in public schools . Colored teachers in public schools . Whole number of teachers . Average monthly pay of males . Average monthly pay of females . . Teachers in private schools, (66 coun¬ ties.) 4,210 $30 85 30 85 SCHOOLS. Public schools . . Number of these graded . Consolidated schools . School-houses . . . . Average duration of schools in days . . Private schools in 66 counties . 3,942 *'174 '“ioo' 3,396 . 814 . 4,210 . $32 18 $1 33 32 18 1 33 1,251 . 3,897 152 156 3, 156 71.9 1,083 45 18 28.4 COST OP TUITION. Monthly per capita on enrolment in public schools, private schools. Monthly per capita on enrolment in Monthly excess of cost in private schools. $0 86 1 79 93 INCOME AND EXPENDITURE. Income. From State tax and permanent fund.. From local tax . From other sources indicated . From others not indicated . Total income . Expenditures. $212, 841 360, 370 152, 187 14, 918 740, 316 838, 735 98, 719 For sites, buildings, furniture, &c .... For salaries of superintendents . For salaries of teachers . . . For miscellaneous expenses, itemized.. For miscellaneous expenses, not item¬ ized. $44, 406 19, 385 582, 918 42, 420 14, 230 *$47, 015 19, 342 558, 518 47, 596 8, 369 2, 609 5, 176 43 24, 400 ’ "5,*86i Total expenditures. 703, 359 t680, 840 22, 519 * Includes libraries and apparatus, $5,121. tTbe superintendent’s total, doubtless including some things not specified in the return, is $698,220. (Report of Hon. Leon. Trousdale, State superintendent of public schools, for 1875-76, and returns for 1874-75 and 1875-76.) 24 E 370 REPORT OF THE COMMISSIONER OF EDUCATION. HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. U. S. Statutes at Large, vol. 1, pp. 491-92, 617 ; vol. 2, pp. 382-83 ; Laws of Tennes¬ see, Haywood & Cobb’s Digest, vol. 1, pp. 3, 4, 295-300; Acts of Tennessee, 1866-’67, 1869-’70 ; School Laws of 1873 and 1875, and school reports from 1869. FOUNDATION OF A SCHOOL FUND. Settled from North Carolina in 1756, and closely linked with it for many of its earlier years, Tennessee had for some time a controversy with the parent State as to the title to large lands which lay between them. Unwilling to yield these to the young State in the West, North Carolina ceded finally to the United States the whole territory on her western border to the Mississippi, and out of this was formed in 1794 the Territory and in 1796 the State of Tennessee. To settle the question as to the region in debate, Congress passed, April 18, 1806, an act to authorize the new State to issue grants and perfect land titles in that region. This act required her to appropriate 100,000 acres of the land, in one tract, for the use of two colleges, to be established by the legislature, one in East and the other in West Tennessee.* * * § Another 100,000 acres, in one tract, was required to be appropriated to the use of academies, one in each county, to be also established by the legislature.! And further, Tennessee was to locate 640 acres to every six miles square of the territory given to her by the act, where existing claims would allow the same, for the use of schools for the instruction of children forever. These reservations were the original foundation of a college fund, an academy fund, and a common school fund for the State, all evidently looking to a correlated system of primary, secondary, and superior education for the people.! It is with the school fund only we have now to deal. The lands to form the basis of it were by successive acts allowed to be disposed of for miserably small sums, such as 1 cent and 12^ cents an acre in some cases, and the proceeds of the sale or lease of them invested for the benefit of schools by commissioners appointed for the purpose. In 1823 it was enacted that these proceeds should “remain and constitute a perpetual fund for the establishment and promotion of common schools in each and every county of the State.” In 1827, December 12, there were added to these proceeds a large share of the capital and inter¬ est of “ the now State bank,” the proceeds of all the lands in the region previously referred to, as well as of all the vacant and unappropriated lands within the limits of the State, donations and bequests made to the State and not otherwise appropriated, 400 shares in the old bank of the State at Knoxville, and all property falling to the State by escheat. The school moneys already in the new State bank, and all accru¬ ing from the new sources here provided, were to go into the capital of the new State bank, and be invested in it for the use, support, and encouragement of common schools forever. This fund, with its accretions, past and to come, the amended State constitution of 1835 said should remain a perpetual fund, the principal of which should never be diminished by legislative appropriation, and the interest whereof should be inviolably appropriated to the support and encouragement of common schools throughout the State for the equal benefit of all the people. STEPS TOWARD A SCHOOL SYSTEM. Th«6 funds accrued from the school lands and other sources were by 1830 believed to be suflScient for the initiation of a school system for the State, and on January 14 in that year an act for the institution of such a system passed the final tests and became a law.$ This act provided for the choice by the county courts, at their first or second term after January 1, 1830, of “ one commissioner in each captain’s company in each county,” and made it the duty of these commissioners “ to meet at their respective regimental muster grounds for the purpose of dividing said regiment into school districts.” They were also to make a list of the householders and heads of families within each district, * An act to establish the college for West Tennessee, and give it the lands of Davidson Academy, Nashville, on which it was placed by request of the trustees, was passed September 11, 1606. One to establish that for East Tennessee was passed October 26, 1807. It was subsequently authorized to absorb Blount College, Knoxville, and take its place. — (Scott’s edition of the Laws of Tennessee, pp. 929-31, 1047, 1059-62.) 1 An act to establish academies in the several counties of the State, and appoint trustees for them, was pas.sed September 13, 1806.— (Scott’s Laws of Tennessee, pp, 931-36 ) JThis idea was in some measure recognized in an act of October 20, 1817, which set forth that “ Whereas institutions of learning, both academies and colleges, should ever be under the fostering care of the legislature, and in their conn<^ction form a complete system of education, ne it enacted that all the academies of this State shall be considered schools preparatory to the introduction of students into the colleges,” &c. § Haywood & Cobb s Digest says 1829, but the foregoing is the date given in the annual volume of the laws. TENNESSEE. 371 and commit this to a justice of the peace in or near the district, who, after ten days' notice, should open and hold an election for 5 trustees to hold office for 12 months or till their successors should be elected. These trustees of districts, after being elected and sworn, were to organize themselves into a board, and choose from among them¬ selves a chairman, clerk, and treasurer ; and then the chairmen of the several districts in each county were to meet at the court house on the first Saturday in June, in each and every year, for the purpose of choosing not less than 5 nor more than 7 discreet and intelligent citizens for common school commissioners for said county. These county school commissioners were to have charge of all the school moneys for their respective counties, their chairman being the one in whose name notes, bonds, &c., were receivable, and their clerk, who should also act as treasurer, being responsible under bond for the safe keeping and due payment of all funds committed to him. The interest coming to the county from the school fund, the tax to be added to this on the school lands sold, and any other tax or fine directed by law to be paid to the commissioners, were together to constitute a fund for annual distribution among the school districts for school purposes. And when the trustees of a district should satisfy the commissioners that they had provided a comfortable school-house, and should give bond for the faithful application of all school funds received by them to the support of a free school in their district, the commissioners were to apportion to the district a share of the annual school fund according to the number of children in it between the ages of 5 and 15 years.* The funds thus received were to be supplemented by donations which each trustee was to solicit from his neighbors for fuller support aud continu¬ ance of the school. These additional sums were to be kept account of by a district clerk, and to be annually and specifically reported to the commissioners, as well as those received from the, commissioners. To the schools thus provided for the district trustees were to have the full and sole power of appointing teachers, and of judging of their qualifications, capacity, and character ; and in case of neglect of duty, proven incapacity, or tyranny, they had also power to dismiss such teachers, two-thirds of their number agreeing thereto. They were also to endeavor to induce all children in the district under the age of 15 to be sent to school, and no distinction should be made between rich and poor, but said school should be open and free to all. Full power was given the trustees to guard the morals and manners of the children, and it was made their duty to suspend or expel any scholar when, in their opinion, the good of the school required it. If they could not keep the school open the whole year, they were to arrange to have it open at the season when the children would be most at leisure and when it would be most conven¬ ient for them to attend. They were to report annually to the common school commissioners the condition of the school, the wages paid the teacher, the number of months it was kept up, the number of children instructed, the branches of instruction taught, and ‘‘ the average price given for tuition each month per scholar.” For the proper supervision of the schools, beyond that committed to the district trustees, the county school commissioners were to “ number the school district in each county, and divide said district into five equal parts, or as nearly so as practicable^ and assign to each one of their own body one of said divisions.” The one to whom a division was assigned was to visit each school in it at least once a year, and examine into the situation and condition of said schools, the progress the scholars were making, and the branches taught. And annually before the first day of September in each year they were to report to the secretary of state the receipts and disbursements of school moneys by them, the number of schools kept up and of scholars in each, the whole number in the county, the length of time each was kept up, the amount paid each teacher, the branches taught and the number of scholars iu each branch, the average price of tuition throughout the county, what districts had failed, and what one had especially excelled all others. In the last case, they were to report the names of the trustees and the points in which especial excellence had been attained. In reviewing these provisions of the law of 1830, one cannot but be struck with their fulness aud completeness for the region and the time, and cannot but feel that if good free schools were not secured, it was not for want of fair arrangements for them by the law makers. How far the arrangements made proved actually efficient, there ‘are no means at hand at present for determining, except the census returns of the United States. These showed in 1840, in addition to 8 colleges and 152 academies and grammar schools, 983 primary schools, with 25,090 scholars, of whom 6,907 were at public charge. In 1850, the public schools reported were 2,667, with 2,804 teachers and 103,651 pupils; the income being $8,912 from endowments, $4,500 from taxes, $97,738 from public funds, and $84,293 from other sources. In 1860, no great difference appears except in income, the schools being 2,965, the teachers 3,064, and the pupils 138,809 ; while the income had risen to $5,343 from endowments, $22,297 from taxation, $196,351 from public funds, and $178,913 from other sources. Into Che law of 1830 considerable modifications were subsequently introduced, such *Tlielaw does not say “white children,” though it is to he presumed that these alone were meant in a southern and slaveholding State. 372 REPORT OF THE COMMISSIONER OF EDUCATION. as the establishment of a State board of commissioners for the care of the school fund, the substitution of the State treasurer for the State secretary as the acting head of the school system, the appointment by the county courts of a county officer for examining teachers, and the giving to the district clerk the power of , employing teachers; but the distinctions of State, county, and district school officers substantially remained until the war. REORGANIZATION OF THE SYSTEM. When the war for secession, waged by the Southern States, was brought to a conclu¬ sion in 1865 the whole slave system of the South at once collapsed. The former slaves wore quickly declared citizens, and the question of the education of their children and of the connection this should have with that of whites, had to be taken up and settled. While this was in agitation, the opportunity for reorganizing the framework of the school system and introducing more efficient supervision and more sure support seemed too good to be lost. Accordingly, on March 5, 1867, a law was passed which included in its purview schools for colored children; made each civil district a school district and each several school district of the old system a subdistrict ; officered these with 3 directors for subdistricts and a board of education for a civil district composed of the clerks of the subdistricts ; and set over all for counties a county superintendent and for the State a State superintendent of common schools, the latter to be elected by the people every two years, the former by a triennial convention of the boards of education of the civil districts in each county on the first Monday in March, 1868, and on the same day in each third year thereafter. For due care of the school fund the State board of commissioners was continued, with the addition to it of the State super¬ intendent of common schools, and for the increase of its annual proceeds to an amount sufficient for free education of all the youth of the State there was directed to be a yearly levy of 2 mills on the dollar of all taxable property, an addition of 25 cents annually to the tax on each poll, and, after June 30, 1867, a quarter of a cent a mile for every paying passenger transported on the railroads of the State. The directors of subdistricts were to have the care of the local common schools, and the civil district boards of education the control and management of high schools in their districts. The county superintendent was to examine and license teachers, act as treas¬ urer of the school moneys of his county, visit the schools frequently, forward yearly to the State superintendent an enumeration of the children of school age in each dis¬ trict of his county, and make annual report also of the condition of the schools, as observed by him in his visits to them and reported to him by school boards. The State superintendent was to give his time to the care and improvement of the whole school system ; was to spend at least ten days of his term in each judicial district of the State, encouraging county superintendents and teachers, conferring with district boards, and otherwise promoting the interests of education. The schools were to be regularly taught 5 months in every year, and for prolongation of the session beyond that time directors were authorized, on a vote of their district in favor of it, to have a tax levied and col¬ lected for such a prolongation. For colored children, special schools were to be opened when the whole number in a district or subdistrict should exceed twenty-five. RETROGRESSION. The system above sketched, a well rounded and complete one for the time, was a great advance on any preceding one, and under it, up to 1869, there were 3,903 schools opened, 848 of them for two terms ; in these 4,614 different teachers were employed, and 185,845 scholars enrolled. But the very features which to a people familiar with ad¬ vanced school systems would have recommended themselves as improvements, to those unused to such systems seemed intolerable innovations, while in their then impover¬ ished condition the additional tax for schools appeared oppressive. So the legislature of 1869-’70^ under the influence of clamors for economy and county rights, swept away the mam elements of improvement, and went back to some of the worst parts of the old system. Instead of a State superintendent entirely devoted to the schools and in¬ fusing life into them by frequent visits, the treasurer of the State was again made superintendent ; and instead of schools to be established everywhere for all, it was left to the courts and people of each county to determine whether they should tax themselves for schools or not. The result of this, notwithstanding the engagement of an assistant State superintendent through aid from the Peabody fund, was such a rapid running down of the school machinery that, in March, 1873, there came a law with A RETURN TO SEPARATE STATE SUPERINTENDENCY, ETC. Under this new law, passed March 5, 1873, and approved March 15, the State super¬ intendent, instead of being elected by the people, as under that of 1867, was to be nominated by the governor and confirmed by the senate ; and, though the office had been abolished as a separate one “ for the purpose of economy,” the salary, on its res¬ toration, was made larger than it had been. The county superintendents, too, under a growing sense of the value of their services, were very generally allowed higher TENNESSEE. 373 salaries. The tax for school purposes was made 1 mill on the dollar, instead of the 2 mills of 1867 ; hut to compensate for this in some degree tiie interest on the State school fund, which had been for several years accumulating and had not been paid over by the State, was reconsecrated to its proper use and added to the principal, making the whole fund |2,512,500. For this a State certificate of indebtedness was directed to be issued, which should bear interest at 6 per cent., and this interest was to be semi-annually paid over. For purchasing school sites, for building school-houses, for prolonging schools, and for payment of necessary school expenses, the inhabitants of districts were authorized to levy, through their school directors, a tax not to exceed 3 mills on the dollar. In 1875 this last power was taken away, but in most other respects the substance of the former law was left to operate, and still continues. Normal instruction is provided for in a State normal college, established in 1875, at Nashville ; agricultural and scientific instruction in the Tennessee Agricultural College, organized in 1869, at Knoxville, as a department of the East Tennessee University ; special instruction in the Tennessee School for the Blind, at Nashville, organized in 1844, and in the Tennessee School for the Deaf and Dumb, at the same place, organized in 1845. STATE SUPERINTENDENTS. No list of the gentlemen who as secretaries of state or treasurers performed the office duties, of State superintendents of schools is now at hand. The first one solely devoted to the supervision of schools was Gen. John Eaton, 1867- 69. His successor, 1869-70, was Hon. Mr. Tipton. Hon. William Morrow, State treasurer, served as superintendent, with J. B. Killibrew as his visiting assistant, 1870-’73 ; he was succeeded by Hon. John M. Fleming, again wholly devoted to the schools, 1873-’75, and he bj the present incumbent, Hon. Leon. Trousdale, 1875-77. ELEMENTARY INSTRUCTION. CONDITION OF THE PUBLIC SCHOOLS. There is encouragement as to the success of the public school system throughou t most of the counties of the State, especially in those which have levied a sufficient sup¬ plemental tax to continue their schools from 5 to 7 months, and have provided wise and intelligent supervision of them. In a very large number of public schools, however, as appears from county superintendents’ reports, the terms were too short to be of much real service, ranging as they did from 2 to 5 months. In a few counties, reports show that no organization of the system has taken effect, so as to develop a solid public sentiment in its favor, that no tax has been levied, and no effort made to encourage tbe county superintendent to labor zealously and efficiently. But in a greatly larger number of counties the work has gone on vigorously, and a system of education has been organized which promises a progressive development equal to the best wishes of its friends and of the people at large. Success is no longer a problem, but a fixed fact. There is a slight deficiency in the enrolment and average attendance of pupils as compared with 1875, arising mainly from the instructions given to school officers by a circular issued from the superintendent’s office June 1, 1875, which resulted in a sus¬ pension of schools in some districts 'where the directors had made an overestimate of the accruing school revenue, and had thereby incurred a considerable indebtedness to teachers. It was judged better to suspend" the schools in such districts until the indebtedness could be cancelled. The enrolment in the 66 counties reporting private schools would indicate that there are about 45,000 pupils in private schools in the 94 counties, which, added to the numbers in public schools, makes a total of 239,180 in public and private schools, or about 55 per cent, of the school population. — (Report of State superintendent, 1875-76, pp. 5-9, 13.) AID FROM THE PEABODY FUND. From this excellent aid to southern education $6,000 were allowed in 1876 for the State Normal College at Nashville, $1,500 for an agency in Tennessee, $600 for teachers’ institutes, $4,100 to cities and towns, and $200 each to 12 different institutions; total for the State, $14,600. — (Report of the trustees and agent for 1876.) PUBLIC AND PRIVATE SCHOOLS. The State superintendent has, within the past two years, endeavored earnestly to collect all the available statistics respecting private schools in order to compare them with the public schools in the matters of enrolment, attendance, and cost. In 1875 he issued instructions to county superintendents to furnish the facts from their counties, and received complete or partial returns from 26. These showed that the average monthly cost of tuition was $2.84 for each pupil. The returns for 1876 are fuller, embracing 66 counties, and have been gathered with more care. They show that the 374 EEPORT OF THE COMMISSIONER OF EDUCATION. average monthly rate of tuition in 1,083 private schools, having an enrolment of 31,416 pupils, is $1.79 for each pupil, or a fraction over 93 cents a month for each in excess of the rate in the public schools. These figures, moreover, represent only the cost of tuition in private schools, while they represent the entire cost of the free schools, except for improvements, school-houses, sites, &c. There is thus, it will be seen, a saving to the public of $180,587.40 each month on the cost for tuition of children attending public schools, a sum which would be increased by $29,216.88 if the chil¬ dren attending private were transferred to public schools, in which case the whole sum thus saved would be $209,804.28. In addition to this showing, it appears that the com¬ petition of public schools has reduced in one year the cost of tuition in private schools from $2.84 a month to $1.79. — (Report of State superintendent, 1875-76, pp. 10-12.) CITY SCHOOL SYSTEMS. CHATTANOOGA. Officers. — A board of education of 10 members, with a president, vice-president, treas¬ urer, and secretary, who is also city superintendent of schools. Statistics. — Population of city, (in 1870,) 6,093 ; youth, 6-18 years of age, 2,317 ; en¬ rolment in public schools, 1,630; estimated enrolment in private and parochial schools, 250; per cent, of average daily attendance en average number belonging, 92.47. The number of regular teachers employed is 25, of whom 7 are men, (two of them in the high school,) and 18 women. The monthly salaries of teachers range from $40 paid to assistants in primary, to $120 paid to principals in high schools. Receipts for school purposes, $16,960.57 ; expenditures, $17,620.25. Average expenses per capita, $17.53, Estimated value of school property, $16,363.79. Remarks. — The year 1875-’76 was a prosperous one for the schools, except financially. They felt the stringency of the times, and many needed improvements were deferred. The monthly enrolment increased 83 over any previous year and the average belong¬ ing 105, a long step in the right direction. There are yet many errors to correct and abuses to reform in regard to absence and irregularities, but during the four years of the existence of the system improvement has been marked. — (Report of State superin¬ tendent, lS75-’76, p. 98, and special return to the United States Bureau of Education, 1875-76.) KNOXVILLE. Officers. — A board of education of 5 members, elected for terms of 5 years, 1 member going out of office each year, and a city superintendent of schools. Statistics. — Estimated population, 13,000 ; youth from 6 to 18 years of age, 2,000 ; total enrolment in schools, 1,500; average number belonging, 959; average number in daily attendance, 849. Number of school rooms, 22 ; number of sittings, 959. Cost of tuition per capita of pupils attending, $15.20. Number of teachers, including 3 in evening schools, 24 ; salaries, $40 to $65 a month. Total annual expenditures for pub¬ lic schools, $13,124.92 ; receipts, $13,222.51. Remarks. — The progress of the scholars in scholarship, discipline, and attendance is very gratifying. There has been a decided improvement in public sentiment toward the schools. The increase of 660 in enrolment during the year came from those who had attended private schools or had been absent altogether. The schools are graded as primary, intermediate, grammar, and high. The last claims to offer as thorough a preparation for college or for business as can be obtained in the best private or select schools. — (Report of Superintendent H. T. Morton for 1875-76; statistics from return to Bureau of Education, 1875-76.) MEMPHIS. Officers. — A board of education of 20 members, 2 from each ward, who hold office 2 years, one-half going out each year. The officers of the board are president, vice- president, secretary, treasurer, and city superintendent of schools. Statistics. — Population at the last census, 40,226; children of school age: white, 6,598; colored, 3,821; total, 10,419. Number enrolled: whites, about 4,200; colored, about 1,300 ; total, about 5,500. Average daily attendance: white children, 1,810 ; col¬ ored, 582; total, 2,392. Average number belonging, 2,660. Total expenditures for school purposes, including interest on previous indebtedness, $49,481.92. Cost per cap¬ ita, based on average daily attendance, $20.69. Remarks. — The schools were unusually successful during the year 1875-76, excelling in point of efficiency any former year. To meet the requirements of legislation some changes had to be made at the beginning of the year, most notable of which was the in¬ troduction of the half-day system in the lower grades, and the reduction of the number of principals. The result of the year’s work has proven the efficiency of the half-day system ; which, while securing an equal progress on the part of the children, saved to the city not less than $10,000 during the year. The labor, however, was too great for the principals retained, and a slight increase in their number is recommended. — (Memphis city report, 1875-76, A. Pickett, superintendent.) TENNESSEE. 375 NASHVILLE. Officers. — A board of education of 9 members, one-third, of the number going out of office each year, and. a city superintendent of schools. Statistics. — Population, 27,500; youth from 6 to 18 years of age, 9,114 ; pupils enrolled, 4,159; average attendance, 2,943. Approximate number in private schools, 500. Teachers in the public schools, 74. Average salary paid, teachers, |675.44. Cost of tuition per capita of pupils belonging, $17.20 ; on average daily attendance, $22.63. Total school expenditures for the year, $81,291.34. Value of school property, $169,000. Remarks. — Under the revised rules of the board permitting corporal punishment to 1)6 used in the schools only as a last resort, most satisfactory results were attained in diminishing the number of cases requiring such discipline ; the per cent, of these on attendance being 0.47 against 0.78 of the previous year. There has also been propor¬ tionally as great a decrease in suspensions as in punishments, the per cent, being 0.03 is against 0.14. An equally encouraging indication is the increase in the number of ■visitors to the schools, there being in all 7,868, or 1,646 more than for the previous ession. The average per cent, of scholarship was 69, which is an advance of 1 per ent., and is based on the results of written examinations alone. The schools are divided iito 11 grades, which occupy as many years ; the studies of the last three appearing to hdicate the existence of a high school department. — (Report of S. Y. Caldwell, super- utendent of Nashville public schools, for 1875-76, and return to tJnited States Bureau «f Education, 1875-76.) TRAINING OF TEACHERS. STATE NORMAL COLLEGE. The State Normal College of the University of Nashville owes its existence to the efforts the State. These have, in every case, had a healthful and encouraging influence on pul- lic sentiment, and have aroused the enthusiasm and quickened the intelligence of tb large numbers that attended them. The superintendent has thus been encouraged t> devise a more systematic plan for extending their advantages into every portion (f the State. He has issued circulars addressed to county superintendents providing ft holding one or more general institutes in each congressional district. He asks tbe legi|- lature to sanction the plan, with the view of giving higher authority to it and enlistiuf more full cooperation from school officers and teachers. — (State report, 1875-’76, p. 1^ SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There is no statement in Mr. Trousdale’s report of the number of public high school; or of the course of study in them. In Table 111 of the report there appear 152 gradei schools, but without intimation as to how many of them extend to high schoc grades. High schools certainly exist, not only in the chief cities of the State, but i several smaller places also. The State forms of inquiry respecting schools do nol however, include these, and even those of the Bureau of Education, which do includ them, often fail to elicit full information respecting them. A return from Chattanoogi for 1876 shows at least 2 teachers in a high school there, but gives no hint as to th( number of pupils. In those from Memphis and Nashville appear 7 teachers, with 461 high school pupils. In the 23 cities and institutions aided from the Peabody fund appear 4 institutions called high schools, in addition to the above, but this does not always, at the South, indicate a public school. PRIVATE SECONDARY SCHOOLS. In 2 schools for boys, 9 schools for girls, and 36 for both sexes, outside of the public school system, there have been reported to this Bureau 4,009 pupils under 146 teachers. Of these 535 are in classical studies, 244 in modern languages, 267 preparing for a classical course in college, and 198 for a scientific course. Mechanical drawing is taught in 8 of these schools, free hand drawing in 10, and vocal and instrumental music in 28. Chemical laboratories are reported by 6, philosophical apparatus by 8, and libraries of 50 to 3,000 volumes by 15, the aggregate number of volumes being 13,735.— (Re¬ turns for 1876.) PREPARATORY DEPARTMENTS. Eighteen preparatory departments of colleges and universities report for 187.5-’76, 37 teachers and 1,934 pupils, of whom 435 were preparing for classical courses and 379 for scientific. — (Returns for 1876.) BUSINESS COLLEGES. Two business colleges, one located at Memphis, the other at Nashville, report a total of 7 teachers and 298 pupils. One of these schools teaches the common English branches and correspondence, and both teach penmanship, book-keeping, commercial law and political economy. One has a librarv numbering 470 volumes. — (Returns for 1876.) TENNESSEE. 377 SUPERIOR INSTRUCTION. COLLEGES AND UNIVERSITIES. Beech Grove College, Beech Grove, for both sexes, embraces primary, intermediate, preparatory, and collegiate departments. The school is strictly anti-sectarian. Vocal and instrumental music is taught, the former without extra charge. — (Catalogue, 1874- ’75.) Bethel College, McKenzie, (Cumberland Presbyterian,) for both sexes, has preparatory, collegiate, art, music, and scientific departments. There is a separate course for young women, which, like that for young men, covers four years. — (Catalogue, 1875-’76.) Burritt College, Spencer, is for both sexes, and embraces primary, preparatory, and collegiate departments. Special attention is given to physical development. There is a thorough course in gymnastic and calisthenic instruction under the supervision of a professor of gymnastics. — (Catalogue, 1876-’77.) Central Tennessee College, Nashville, (Methodist Episcopal,) embraces preparatory, collegiate, normal and theological departments. There are classical and scientific courses, the latter including all the studies of the regular course except the languages. — (Catalogue, 1875-76.) Christian Brothers* College, Memphis, (Roman Catholic,) provides preparatory, com¬ mercial, collegiate, literary, and scientific courses. The degree of A. M. is conferred on graduates after two years spent in some literary or liberal pursuit. — (Circular.) Cmiberland Umrmity, Lebanon, (Cumberland Presbyterian,) embraces preparatory, collegiate, law, theological, and commercial departments. The collegiate provides courses of study for the degrees of A. B., B. S., and C. E. There are also two post graduate courses leading to the degrees of A. M. and Ph. D. — (Catalogue, 1875-76.) East Tennessee University, Knoxville, (non-sectarian,) embraces collegiate and pre¬ paratory departments, the former including a classical course, a course in agriculture, and one in mechanics. Free tuition is given to students nominated by members ol the State legislature, each senator having the right to nominate 2 and each representa¬ tive 3. — (Catalogue, 1876-77.) East Tennessee Wesleyan University, Athens, (Methodist Episcopal,) has collegiate, pre¬ paratory, and academic departments, the first embracing classical and scientific courses. Both sexes are admitted, and music is taught. — (Catalogue, 1874-75.) Fish University, Nashville, (non-sectarian,) has preparatory, collegiate, normal, and theological courses. Graduates of the classical course will receive the degree of A. M. after three years spent in some scholarly occupation. Both sexes are admitted. — (Cata¬ logue, 1876.) Greeneville and, Tusculam College, Home, (non-sectarian,) has preparatory and collegi¬ ate departments, the latter with classical and scientific courses. — (Catalogue, 1875-76.) Hkvassee College, near Sweetwater, (Methodist Episcopal South,) has preparatory and collegiate departments, the latter with a course in science, formed by omitting the languages from the classical course. A law department has also been organized. — (Biennial catalogue of the college, 1874-76.) King College, Bristol, (Presbyterian,) has preparatory and collegiate departments. It was commenced in 18^, without regular classes, with a partial faculty, no endowment, and almost no buildings, and has now more than 30 alumni, respectable college build¬ ings, an endowment of about $37,000, and some valuable real estate. — (Catalogue, 1876.) Manchester College, Manchester, (non-sectarian,) embraces primary, academic, and collegiate departments, the academic not including languages, unless they be French and German by special choice. Both sexes are admitted. — (Circular.) Maryville College, Maryville, (Presbyterian,) is for both sexes, and provides prepara¬ tory and collegiate departments, and ladies’ English and normal courses. — (Catalogue, 1875- 76.) Mosheim Male and Female Institute, Mosheim, (Lutheran,) has preparatory and col¬ legiate courses of study, and a select course for those who do not wish to pursue the regular curriculum. Both sexes are admitted. — (Catalogue, 1875-’76.) Mossy Creek College, Mossy Creek, (Baptist,) has primary and preparatory classes and a collegiate department. A. M. is conferred on graduates who have successfully pur¬ sued literary studies for a term of 2 or more years. — (Catalogue, 1875-’76.) Neophogen Male and Female College, Gallatin, (non-sectarian,) embraces 5 schools, viz, humanities, ancient languages, mathematics, philosophy and history, and moral sciesce. A scientific course is formed by excluding from this list the ancient languages. Music, penmanship, phonography, mnemonics, Anglo-Saxon, Italian, Spanish, French, Ger¬ man, and comparative philology are optional studies. — (Catalogue, 1875.) ^Southwestern Baptist University, Jackson, embraces an academic department and a department of literature and science, the latter embracing 7 schools, viz, Latin, Greek, mathematics, natural science, moral science, English, and German and French. The degree of A. M. is conferred on students who graduate in all the schools. — (Catalogue, 1875-’76.) 378 REPORT OF THE COMMISSIONER OF EDUCATION. Soufhveslern Presiyterian University, Clarksville, formerly Stewart CoJ’ege, was char¬ tered as a university in 1875, and 's under the control of the synods of Alabama, Mis¬ sissippi, Arkansas, Nashville and Memphis, and Texas. It was resolved by the synods that the institution sh.^uld be a university in two senses : first, (^at it ofler the largest facilities for thorough culture and for a high standard of graduation ; and secondly, that the organization be on the plan of separate and coordinate schools and elective courses. The departments in operation at present are preparatory and collegiate. A biblical coiirse extends through all the collegiate classes. — (Catalogue, 1875-76.) Univei'sity of the South, Sewanee, (Protestant Episcopal,) has a course of study ar¬ ranged on the plan of independent schools. Those already organized are (1) ancient languages, (2) mathematics, (3) civil engineering and physics, (4) metaphysics and English literature, (5) political economy and history, (6) geology and mineralogy, (7) theoretical and experimental chemistry, (8) moral science and evidences of Christian¬ ity, (9) modern languages and literature, (10) commerce and trade, (11) theology. The degree of bachelor of letters embraces nothing in mathematics beyond the junior course, and avoids the domain of science and natural philosophy. That of B. S. em¬ braces a full course of mathematics with political science, history, chemistry, geology, and mineralogy, and some Latin, omitting Greek. — (Catalogue, 1876-77.) Vanderbilt University, Nashville, (Methodist Episcopal South,) is organized with 4 distinct departments, viz, (1) philosophy, science, and literature, (2) biblical, (S) law, and (4) medical. In the department of philosophy, science, and literature the course of study is divided into 10 distinct schools, from which are arranged a collegiate course of 2 years and a university course of 3. The studies of the schools are so arranged that a student of average capacity and of commendable diligence, after having, com¬ pleted the college course of 2 years, may obtain the degree of A. B. in 2 additional years, and that of A. M. in 3. The quality and extent of attainments, and not the time consumed in making them, will be the test of fitness for the honors of the institution. — (Catalogue, 1876-77.) COLLEGES FOR WOMEN. Seventeen institutions for the superior instruction of women report a total of 214 teachers and 2,130 students, of whom 468 were in preparatory, 1,084 in regular, 144 in partial, and 30 in post graduate courses. All these schools teach music, 16 specifying vocal and 15 instrumental ; all teach French, 14 German, 15 drawing, and 14 painting. Nine report apparatus for the illustration of chemistry and 8 that for natural philoso¬ phy ; 2 have natural history museums and 4 art galleries. The libraries aggregate 28,000 volumes. The courses of instruction cover from 4 to 7 years. Statistics of univ&i'sities and colleges, 1876. Names of universities and Beech Grove College Bethel College . Brady ville College... Burritt College . Central Tennessee College Christian Brothers’ Coll’ge Cumberland University .. East Tennessee U niversity East Tennessee Wesleyan Univeisity. Fisk University . GreenevilleandTasculum College. Hiwassee College . King College . McKenzie College . Manchester College . Maryville College . Mosiieim Male and Fe¬ male Institute. a Society libraries. Number of students. Property, income, &c. 'C cS a p, p p. $5, OPO 12, 000 60, 000 45,000 6, 000 135, 000 12, 000 175, 000 10, 000 15, 000 18, 000 12, 000 10, 000 60, 000 2,500 0 12, 000 25, 000 0 0 13, 300 0 720 1,500 0 0 ■5.2 I’l £ a $2, 000 3, 000 843 7, 000 3, 000 2, 579 2, 500 1, 500 2, 500 J,000 600 ^ ft »C3 ^ S Cl 0 1, 800 cl, 000 0 12, 000 0 0 0 0 2,000 &4, 000 3,000 64, 814 61,300 1, 300 68, COO 1,522 al, 000 520 0 3, 000 250 6 Includes society libraries. c Annually. TENNESSEE. 379 StaiuUcs of universities and colleges, 1876 — Continued. Names 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. Keceipts for the last year from tuition fees. Eeceipts for the last year from State appropriation. Aggregate amount of scholarship funds. Mossv Creek Baptist Col¬ 5 124 40 $50, 000 $2, 500 al, 000 lege. Neophogen Male and Fe- 16 210 20, 000 bl,600 male College. People’s Colle<^e . . . Southwest’n, Baptist Uni¬ 9 147 79 50, 000 $44, 000 $2, 600 4,500 $0 versity. South Western Presbyte¬ 7 0 66 65 75, 000 100, 000 6,000 4, 000 0 $0 &3, 000 rian University. University of the South.. 15 65 cl40 100, 000 50, 000 2,500 16, 500 6, 000 Vanderbilt University . .. 13 13 0 175 450, 000 600, 000 42, 000 6, 549 0 30, 000 6, 500 Woodbury College . 2 .... 72 5, 000 0 0 700 0 0 a Society libraries. h Includes society libraries. c Also 10 graduate students. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The State Agricultural College, a department of East Tennessee University, at Knox¬ ville, gives instruction in the theory and practice of agriculture and horticulture and in the principles of mechanics and their application to the arts. A beautiful farm, admirably adapted to its intended uses, has been provided in order that agriculture may be taught practically as well as theoretically. In the mechanical course, drawing, engineering, and chemistry are prominent features. Both courses include, in addition to the technical studies belonging to them, the French and German languages, English literature, and the higher mathematics. Each leads to the degree of B. S. — (Cata¬ logue, 1875-’76.) Scientific courses, schools, or departments also exist in connection with Bethel College, Central Tennessee College, Christian Brothers’ College, Cumberland University, East Tennessee Wesleyan University, Greeneville and Tusculum College, Neophogen College, Southwestern Baptist University, South Western Presbyterian University, University of the South, and Vanderbilt University; for which see the statement of the courses of these colleges in the matter under Superior Instruction. THEOLOGY. Instruction in theology is given in departments connected with Cumberland University, Central Tennessee College, Vanderbilt University, and Fisk University. A department of theology has been organized in connection with the University of the South, but it is nob yet in full operation. The course of instruction in Central Tennessee College and in Fisk University covers 3 years, in Cumberland University 2. The length of course in Vanderbilt University for college graduates is not stated, but the English course, established for the benefit of those who do not wish to study Latin and Greek, lasts 2 years. — (College catalogues and special returns.) LAW. Schools of law exist in connection with Cumberland University and Vanderbilt Uni¬ versity. The course of study in Vanderbilt covers 2 years, in Cumberland University 1. A law department has also been organized in connection with Hiwassee College. Length of course not given. MEDICINE. The Medical Department of the University of Tennessee, Nashville, is continued, though the collegiate department is merged in the Normal College. It is the purpose of the faculty to make the teaching thorough and practical. Five didactic lectures will be delivered daily in the college halls, upon the different subjects of the course, and dur- 380 EEPORT OF THE COMMISSIONER OF EDUCATION ing the week the students will hear 4 lectures on each branch of medicine. ] ^aily examinations will be held by each professor at the beginning of his lecture hour, that the facts of the preceding lecture may be impressed upon the minds of students. ’ The lectures, too, will be illustrated by experiments, dissections, surgical operations, din ics, models, and anatomical, botanical, and chemical specimens. — (Announcement for 1876-77.) The Medical Department of VanderUlt University, Nashville, makes precisely the same statement of its purpose as that above given. — (Announcement for 1876-77.) The Tennessee College of Pharmacy, Nashville, organized in 1872, reports a 2 years^ course of study, embracing general chemistry, materia medica, pharmacy, toxif,ology, practical botany, and microscopy. — (Announcement, 1876.) Statistics of schools for scientific and professional instruction, 1876. Property, income, &c. Schools for professional instruction. Corps of instruction. Endowed profesorships. Number of students. Number of years in course Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Ineome from productive funds. 1 Receipts for the last yeat ' from tuition fees. Number of volumes in librj SCHOOL OF SCIENCE. Tennessee Agricultural College, (East Ten¬ nessee University.) 17 300 4 (a) $396, 000 $11, 880 (a) (a) SCHOOLS OF THEOLOGY. Theological department of Central Tennes¬ see College. Theological department, University of the South. 6 Theological department of Vanderbilt Uni- vertfity. Theological school of Cumberland Univer¬ sity. 4 0 30 3 3 4, 000 4 4 58 120,000 7,200 1, 000 2 1 12 2 $15, 000 3, 000 SCHOOLS OF LAW. Law department of Cumberland University. Law department of Vanderbilt University. . Nenpbogen Law School* _ _ _ 2 30 1 10, 000 $5, 000 1, 600 500 3 25 2 150 4 13 1 SCHOOLS OF MEDICINE. Medical department, Vanderbilt University. Tennessee College of Pharmacy . I. 12 115 2 6 7 2 310 * From Eeport of Commissioner of Education for 1875. a Eeported ivitli. classical department. h ifot yet fully organized. SPEGIAL INSTRUCTION. TENNESSEE SCHOOL FOR THE DEAF AND DUMB, KNOXVILLE. This school was organized in 1845, and is under the control of a board of trustees. The number of pupils attending in 1876 was 122, of whom 79 were males and 43 females. The branches of study are the same as those taught in the common schools. — (Return, 1876.) TENNESSEE SCHOOL FOR THE BLIND, NASHVILLE. This school was founded in 1844, and has had since that time a total attendance of 251. The branches studied are arithmetic, algebra, spelling, reading, writing, gram¬ mar, history, geography, physiology, elementary geometry, and natural philosophy. The employments taught are broom making, beadwork, hand and machine sewing, crocheting, telegraphing, knitting, and piano tuning. Special attention is given to music. The use of the piano, church and reed organ, flute, clarinet, and of the various kinds of brass instruments, with class and solo singing, harmony, and the history of music, is thoroughly and scientifically taught. Attendance in 1876, 51. — (Printed report and special return, 1876.) TENNESSEE. 381 OBITUARY RECORD. HON. SAMUEL WATSON. Samuel Watson, born at Barrington, Rhode Island, July 16, 1807, was graduated at Brown University in 1825 ; he studied law at Litchfield, Conn., and soon after settled in Nashville, Tenn., where he died September 26, 1876. At the time of his death he was a member of the State board of education, a member of the board of trustees of the University of Nashville, and a member of the board of trustees of the Peabody fund. He was an earnest, strong, and wise friend of the measures calculated to improve the material, intellectual, and moral interests of the community in which he lived. In the late war he adhered to the Union, and when the war was over sought in every way to restore prosperity to his State. An able financier and political economist, ho greatly aided the several legislative measures which have resulted in the present edu¬ cational progress in Tennessee. LIST OF SCHOOL OFFICIALS IN TENNESSEE. Hon. Leon. TeousUale, State superintendent of public schools, Nashville. STATE board OF EDUCATION. Members. Term. Post-office. His excellency James D. Porter, governor, ex-officio president - ,T HftrHftTi Lindaley, secretary . . . . Nashville. Nashville. Nashville. Nashville. Nashville. N ashville. 1875-1881 . E FT. Ewing _ _ _ _ _ 1875-1879 . E. W TVTitchell . . . . . . 1875-1883. . . T.enn. Trensfiale _ _ _ _ 1876-1881 . .T. W. TTnyt _ _ _ _ _ 1876-1879 . . . TT. Preanell _ _ _ _ _ _ _ 1877-1883 . COUNTY SUPERINTENDENTS. [Term, 1877-’78.] County. Superintendent. Post-office. Anderson . K. N. Baker . Clinton. Bedford . J. R. Dean . Shelbyville. Benton . J. M. Castile . Camden. Bledsoe . T. 0. Brown . Pikeville. Blount . J. A. Goddard . Maryville. Bradley . G. W. Ford . Cleveland. Campbell . J. E. Johnson . Fincastle. Cannon . J. P. Hipp . Woodbury. Carroll . J. W. Brewer . . Buena Vista. Carter . . A. J. F. Hvder . Cave Spring. Cheatham . . . G. F. Murff . Ashland City. Claiborne . . D. F. Sharp _ _ Old Town. Clay . George W. Stephens.. . ... _ Celina. Cocke . A. A. Vinson . . . . . . Newport. Coffee . T. J. Wilson . . . . . Manchester. Crockett . R. S. Thompson _ A la, mo. Cumberland . W. A. Ham ley . . . . . Crossville. Davidson . . . R. W. Weakley . . . . . Nashville. Decatur . . . G. W. Walters . Decaturville. De Kalb . J. T. Trapp . Smithville. Dickson . . Dr. T. F. McCreery . . . Dickson Station. Dver . William Harrison... . . . Dyersburg. Fayette . . . William Maris . . . . Somerville. Fentress . E G. Smith . . . Travisville. Franklin . H. G. Hampton . . . . Cowan. Gibson . A. S. Cnrrey _ _ _ _ Trenton. GOes . R. T*. Vancey _ _ Pulaski. Grainger . •T. Tj. a cnff _ _ Rutledge. Greene . H. W. Farnsworth . Greenville. Grundy . John Scrn ggs . . Altamont. Hamblen . H. M. Sherwood . . . .. Russelville. Hamilton . H. F. Rop'ers _ _ _ Chattanooga. Hancock . Ti. Tj. Li vesay . . . . . Kyle’s Ford. Hardeman . « . W. R. Hall . Middleton Station. Haroin . . William L. Owry . Savannah. Hawkins . L. W. Brown . Roeersville. 382 EEPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Tennessee — Coutinued. County. Superintendent. Post-office. W. T. Byara . Brownsville. Lexington. Vernon. Tennessee Eidgo. Gould’s Swi;ch. Gainesboio’. Ooltowah. Dandridge. Taylorsville. Knoxville. 3. P. Haile . . T olrft Tiptonville. Ripley. Lawrenceburg. Kewburg. Chestnut Pledge. Lenoir’s. La Fayette. Jackson. Jasper. Lewisburg. Columbia. Athens. IVTp.’N^fiiry . . - . T. F. Saunders . Purdy. Decatur. Madisonville. Clarksville. Meigs . . Monrofi _ _ _ _ V.C. Allen . . W". H. Pimbrongh . Montgomery . . . M. Gr. Carney . Moore . . . . W. W. Gordon . Lynchburg. Wartburg. Troy Station. "W est Fork. Morgan . . . . . E. H. Booth . W. F. Shropshire . . . Overton . . . E. S. Ferril . Tj. C. Wap'P'oner _ _ _ Farmer’s Valley. Benton. Polk . . J. L. Milburn . Putnam . . . . . . A. S. Anderson . Cookeville. Phea . . . . . . J. L. Miiler . Washington. Kingston. Springfield. Murfreesboro’. Huntsville. Dunlap. Cattlesville. Memphis. Rome. Poane . . . . . . L. P. Mathis . Pobertson . . . . . . W. C. Denson . Putherford . . . . . G. H. Baskette _ _ _ Soott . . . tT. Q. Cross _ _ Sequatchie _ _ _ _ A. D. Stewart _ _ _ _ Sevier . . . ,T. F. Tiea.Tr _ _ _ _ Shelby . G. P. Foute . Smith. . . . . . . Lorenno Stow . . . Stewart . . . . . . .1 . R. Dawr en ce . . . . . Indian Mound. Sullivan . . . . . W. H. Gisler _ _ Union Depot. Gallatin. Covington. Hartsville. Okolona. Sharp’s Chapel. Spencer. McMinnville. Sumner . . . W. D. Corkran _ Tipton . . . . . William Page _ _ Troufidale . . . TVTr.s. E. B. Barksdale . _ TTnicoi _ _ _ _ _ W . G. And er.son . . _ Union . A. L. Miller . V an Buren . . . . . J. K. Hillis . "W art'en . . . . 3. 3. Womack _ "Washington . . . . . "H". Presnell _ _ Jonesboro’. Waynesboro’. Dresden. "Wayne _ _ _ _ _ •T. Morris _ _ . _ Weakley . A. E. Dnke . . . "White . . . .Tames .Johnson . . Darkey Springs. Franklin. Williamson . . . C. P. Berry _ ...I _ Wilson . "FT. T.. Pickett. _ _ Lebanon. TEXAS. 383 TEXAS. HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Laws of Texas from 1839; Paschal’s Digest of these, 1870, pp. 569-583; the same, 1873, pp. 1347-1359; Constitutions of 1845, 1866, 1869, and 1876 ; Statistics of United States Census for 1850 and 1860 ; State Reports from 1871. ACTION BEFORE UNION WITH THE UNITED STATES. When hardly more than fairly out from the struggle for an independent life, January 26, 1839, the legislature of the then republic of Texas made provision for future free schools by giving each organized county 3 leagues of land, divided into tracts of 160 acres each, for ihe purpose of establishing a primary school or academy in the county. The following year a further donation of one league was made to each county.* The lauds thus granted were to be located in the county if good ones could be found vacant. If lands proper for this use did not exist in the county, they might be sur¬ veyed upon any vacant part of the domain of the republic at the expense of the county. These provisions were closely akin to those which, from the year 1787. have prevailed in the United States for giving in each township of new States or Territories one or more sections of land “ for the use of schools” — the 16th section up to 1848, the 16th and 36th since that time — or lands equivalent to them.t An act of February 5, 1840, made the chief justice and two associated justices of each county ex othcio a board of school commissioners for the county, with power to hold and dispose of all property given or granted in any way for the benefit of schools or academies within it, provided that no act of theirs should be valid unless it should have for its object the establishment, benefit, or support of schools in that particular county. It was made their duty to organize any parts of their county into school dis¬ tricts whenever in their judgment the interest! of education required it. They were to be inspectors of schools, and by themselves or others were to examine teachers, giv¬ ing certificates of character and qualification to such as they might find deserving of them ; and without such a certificate no teacher of any public school could be enti¬ tled to compensation for services. Teachers for academies were required to be gradu¬ ates of colleges or universities, and teachers of common schools to be competent to teach reading, writing, English grammar, arithmetic, and geography. Ou the basis thus established the more settled counties seem to have set up schools, the census of 1850 showing 349 reported as public schools, with 360 teachers and 7,946 scholars, although no State funds or district taxes are reported as going toward their support. ACTION AT THE TIME OF ENTERING. The constitution under which Texas entered the Union in 1845 declared it to be the duty of the legislature to make suitable provision for maintenance of public schools. It also said: ‘‘The legislature shall, as early as practicable, establish free schools throughout the State, and shall furnish means for their support by taxation on prop¬ erty ; and it shall be the duty of the legislature to set apart not less than one-tenth of the annual revenue of the State derived from taxation as a perpetual fund, which fund shall be appropriated to the support of free public schools, and no law shall ever be made diverting said fund to any other use ; and until such time as the legislature shall provide for the establishment of such schools in the several districts of the State, the fund thus created shall remain as a charge against the State, passed to the credit of the free common school fund.” The same instrument went on to provide against the alienation, except by temporary lease, of public lands granted for public schools, and to assure to each county its fair and equal share for such purpose. INSTITUTION OF A SYSTEM. For some time after the admission of the State the sparseness of the population and the disorders growing out of the war with Mexico hindered the carrying out of the excellent provisions of the constitution. But on the 13th of January, 1854, when the confusion of that war was at an end, and population was beginning to fill up the waste places of the State, an act to establish a system of schools was approved. By this act * An act of January 16, 1850, extended to counties organized subsequently to these others the grant of the same amount of 4 leagues of land “for purposes of education.” t Apparently following again the example of the United States, Texas, in the same act, devoted a tract of 50 leagues of land to the establishment and endowment of 2 colleges or universities thereafter to b© created, the cost of surveying this tract to come out of the general treasury. 384 REPORT OF THE COMMISSIONER OF EDUCATION. $2,000,000 were set apart for a school fund in 5 per cent, bonds of the United States, the interest of this only to be annually used, and to be distributed among the counties for the support of schools, on the basis of the free white population in each county from 6 to 16 years of age. With a view to the establishment of schools to be supported from this fund the chief justice and county commissioners of each county were to be a board of school commissioners for the county, to lay it off into school districts, number these, and order an election of 3 trustees of schools in each district. The trustees elected were to hold an election in their districts for the location of school-houses, no change of such location to be made afterward without a new election ; and until a good and substantial school-house with the necessary seats and other fixtures should be pro¬ vided, no money for school purposes was to be drawn from the county treasury. The trustees were also to call together in due time the persons having children to be edu¬ cated, and get from them an indication of the length of the school term and kind of teacher they desired, and the amount of salary they were willing to pay such teacher. They were then, observing these instructions, to employ teachers of suitable character and qualifications, and from time to time visit the schools and exercise a general super¬ vision over them. If the funds from the State and from subscribers should not be suf¬ ficient to pay the salary of the teacher for the term agreed upon, the trustees were authorized to levy rate bills for the supplementing of that salary. Deficiencies from non-payment of these rates were to be made good for persons unable to pay them from the State taxes for schools, on the statement of the facts by the chief justice of the county. To determine the rates of the State apportionment of its school funds, the assessors and collectors of taxes were to send up to the State treasurer each year a statement of the number of children of school age in each school district, and to file a like state¬ ment in the office of the county clerk. The State treasurer was to be ex officio State superintendent of the public schools, and as such was to make record of the population of school age, as returned by the assessors and collectors, and make to the county treasurer an apportionment based on this record. The trustees of districts were to report to him annually by the first Mon¬ day in September, and he to report to the governor by the first day of October, the condition of the schools. Nothing in this act, it was stated at the close, was to prevent the trustees of any distri t from employing the teacher of a primary department in any college or academy, or from converting such primary department into a common school for their district, if instructed to do so by the patrons of schools in it. This provision has since largely affected the public school system of the State, leading, in many instances, to the en¬ grafting of public schools on private or incorporated ones. The system thus instituted continued to be that of the State until the war of seces¬ sion threw things again into confusion, and under it there was reported in the census of 1860 a total of 1,218 public schools, with 1,274 teachers, 34,611 pupils, and an income of $414,168; of this, $6,743 were from endowments, $15,847 from taxation, and $58,394 from public funds,* far the largest portion, about four-fifths, coming apparently from tuition fees. Plainly enough, the schools were not yet in any proper sense free schools, when less than one-fifth of the cost of their support came from the State in aid of the payment of the teachers, and the remaining four-fifths from those who sent their children to them ; this, too, although from May 13, 1846, one-tenth of the annual revenues of the State, in addition to the interest of the school fund, was said to have been appropriated for school purposes, according to the constitution. THE SYSTEM FOLLOWING THE WAR. On coming out of the war of the secession the State found its resources crippled, its school fund wasted, and its schools generally closed. Waiting a little to remedy the first evil, it undertook in its new constitution of 1866 to remedy the other two. This instrument, repeating in its article on education much of the phraseology of that of 1845, rededicated to the school fund, as a basis for the endowment and support of the free school system, “all the funds, lands, and other property heretofore set apart and appropriated for the support and maintenance of public schools,” as well as any that might subsequently be set apart and appropriated. It further devoted to that fund all the alternate sections of land reserved out of grants to railroad companies or other corporations, together with one-half of the proceeds of all future sales of public lands. It took from the legislature the power to loan any portion of the school fund, and re¬ quired the investment of its moneyed principal in bonds of the United States or of the *It is evident from this statement (if the census returns are correct) that the interest of the .$2,000,000 devoted to school fund by the law of 1854 was not at this time distributed according to that law. Perhaps an explan tion may be found in the fact that in a law passed August 13, 1856, and approved on the 29th, the State authorized the putting of the school fund out of its own hands by loaning it to rail¬ way companies, most of whose roads were still incomplete, and whose capacity to fulfil pecuniary con¬ tracts Tvas thus quite uncertain. Large losses from such risks very probably occuired at this tiino, as they certainly did afterward. TEXAS. 385 state of Texas, or in sucli bonds as the State might guarantee. It put under the control of the legislature lands granted or to be granted to the counties for public schools, requiring that the proceeds of the sale of them should be added to the school fund of the State and the interest arising be granted to the counties for their schools. And while giving to the legislature authority to levy a tax for educational purposes, to be distributed from year to year as it should be collected, it specially provided for a hitherto neglected class by directing that all the funds which should in such taxation be collected from Africans, or persons of African descent, should be exclusively appro¬ priated to the maintenance of a system of schools for Africans and their children. Eenewed provision was made for the university* or universities before contemplated, as well as for four special schools; for the supervision of the new school system the governor, with the advice and consent of the senate, was directed to appoint an officer to be styled the superintendent of public instruction, whose term of office should be 4 years, and who, with the governor and comptroller, should constitute a State board of education, and have the general management and control of the common school fund and of common schools, under such regulations as the legislature might prescribe. The constitution of 1869 did not materially alter these provisions, with one marked exception, save by additions to them. Thus it added that the superintendent of pub¬ lic instruction should, after the first term of office, be elected by the people ; and while providing, like the former ones, for the institution of a uniform system of public free schools, it directed that the legislature should make attendance on these schools com¬ pulsory on all the scholastic population for at least 4 months yearly, unless the children should be instructed for that time elsewhere. It also added the remaining half of the proceeds of the sale of public lands to the half which had been previously devoted to the school fund. Tbo exceptional change noted was significant : the appropriation of the taxes of colored persons to schools for their children was omitted, but the schools were made free to all. Under these constitutional provisions a law was passed August 13, 1870, directing that a State superintendent of public instruction should be appointed by the governor to serve until the next general election, and then and thenceforward be elected by the people for the term of 4 years. Each organized county was made a school district, and each county court a board of school directors for it, with the duty of dividing it into subdistricts and of appointing annually boards of school trustees for these, as well as county examiners for teachers. The boards of school directors were to be subject to the direction of the State superintendent, and the boards of school trustees to be under that of the school directors, to aid them in locating and building school-houses and in employing and settling with teachers ; no teacher, however, was to be employed or paid unless examined and certified by the county examiners. Private teachers were to be allowed to participate, as before, in the benefits of the school fund, when there was no public school in the district, but must, in order to do this, be examined and certi¬ fied by the county examiners like others. The public schools were to be taught at least 4 months each year, and the directors were to see that all children between 6 and 16 years of age were sent to them for that period, unless instructed elsewhere. For the support of them there was to be set apart one-fourth of the annual State revenue from taxation, the annual poll tax of $1, and the interest of the permanent school fund ; but this was to go only for the payment of teachers’ salaries and the expenses of the educational bureau, each county or district providing for the other expenses of the schools. Acts of April 24, 1871, and of November 29 in the same year, amended this law, the former increasing the salary of the State superintendent, somewhat simplifying his duties, and directing him to appoint for each judicial district a supervisor of education ; the latter directing the board of education, (now composed of the governor. State superintendent, and attorney-general,) to apportion anew the territory of the State into convenient educational districts, not to exceed 12 in number. And, when such division should be made, the superintendent, with the approval of the governor, was to retire all existing supervisors of education and appoint one for each of the 12 dis¬ tricts, he to hold office for 4 years, to act as an examiner of teachers, to subdivide the counties in his jurisdiction into convenient school districts, appointing for each, with the approval of the State superintendent, 5 school directors. These directors might levy taxes, not exceeding 1 per cent., for building school-houses and supplementing the State funds for sustaining schools. They were also to require the attendance on them of all the scholastic population of their districts for a term of at least 4 months each year, the penalty for non-attendance to be $25 and costs, to be collected from parents and guardians of non-attending childreu. The first report of the superintendent under this system, to December, 1871, showed 1,324 schools existent, with 1,578 teachers, and an attendance of 63,504 out of 229,568 given as of school age in the census of 1870 ; the schools being supervised by 615 school directors in 123 counties, and by 35 district supervisors in as many judicial districts. * The University of Texas had been established by law in 1858, and $100,000, with the 50 leagnes of land set apart by act of 1839, had been appropriated to it for establishment and maintenance. 25 E 386 REPORT OF THE COMMISSIONER OF EDUCATION. Of the schools, 1,107 were said to have been graded. The next report, for 1871-72, showed 127,672 enrolled scholars, under 2,233 teachers, in 2,000 schools. That for 1872-73 made the enrolment 129,542, under 2,297 teachers, the superintendent stating that private schools had been largely absorbed into the i)ublic school system. NEW SYSTEMS UNDER NEW LAWS. Under a law passed May 22, 1873, and amended May 2, 1874, and March 15, 1875, the State superintendency and county boards of directors were retained; the State board of education, the sui^ervisors of the large districts, and the county examiners were dropped ; the chairman of the county board was made ex officio county superintend¬ ent, with the duty of examining teachers ; and the trustees of school districts, 3 in number, were now ordered to be elected by the voters of the district, instead of being appointed by the county directors as before. The compulsory feature of former laws was retained, but with larger exceptions as to the enforcement of it, and with a change of penalty for non-attendance from $25 and costs to a forfeiture of interest in the public school fund for the time of failure to attend, unless there was evidence of being taught for that time by a private school teacher with a public school certificate of competency. Schools for both white and colored children were provided for, and the previously allowed engrafting of public schools on private institutions was made more explicit and distinct. Under this system there were reported, for 1873-74, in private and public schools, 102,689 pupils under 2,491 teachers, The schools numbering 2,261; while for 1874-75 the enrolment was, in 97 counties reporting out of 139 in all, 124,567 pupils under 3,100 teachers in 2,924 schools. Still further change was made under the new constitution of 1875; a law being en¬ acted in August, 1876, which dropped the State superintendency, county superin¬ tendency, and county boards of directors; threw the county school lands again into the hands of the counties ; and substantially put the whole school system under the con¬ trol of a revived State board of education and of voluntary school communities to be organized throughout the State. The school age was made 8 to 14, and the power of local taxation for school purposes abolished. The effect of these last changes seems to have been temporarily disastrous to the State school system ; so much so, that no detailed report of it has been ventured on or possible since the autumn of 1875. A bright future, however, is predicted by the late superintendent, now secretary of the State board of education. SUPERVISION. The names of the State treasurers who, under the law of 1854, acted as State super¬ intendents of the public schools have not been learned as this matter goes to press. Those who, under the constitution of 1866 and laws of 1871 and 1873 were State super¬ intendents of public instruction were (1) J. C. De Gress, who, amid many difficulties, organized the new system under the former law ; and (2) O. N. Hollingsworth, who brought it to its highest point under the latter law. He still, as secretary of the State board of education, watches over what is left of the school system he served from January, 1874, to April, 1876. The changes among minor supervising officers have been sufficiently noticed in the preceding sketch of the school history. ELEMENTARY INSTRUCTION. CONDITION OF THE STATE SCHOOL SYSTEM. A letter from the secretary of the board of education states : (1) There was no report made of the public school affairs of this State for the scho¬ lastic year ending August 31, 1876. (2) This hiatus in our public school affairs was caused by the action of our late con¬ stitutional convention in abolishing the office of superintendent of public instruction. The convention assembled on September 6, 1875, and it was known early in October that the terms of the new constitution would work a radical change in our public school system. The failure of the framers of the constitution to x^rovide for future legislation for payment of teachers and school officers, under the then existing school law, for service performed after January 1, 1876, and prior to August 31, 1876, had the effect, in a great measure, .to suspend public schools after the former date. On the 18th April, 1876, the new constitution went into effect and became the organic law of the State, and from that time to the Ist September, 1876, public schools were suspended. In fact, the schools were generally closed as early as January 1, 1876. (3) The result of this complete revolution in our school affairs was general confusion, a failure upon the part of teachers to report to county superintendents, and a conse¬ quent failure of county superintendents and other school officers to report to tne State department of public instruction while it was in existence. (4) Under our former constitution the scholastic age embraced all between 6 and 18; TEXAS. 387 ■under the present all between 8 and 14. Under the former constitution and laws, a legal tax for school purposes was authorized in addition to one-fourth of the general revenue ; under the present constitution and laws no local tax is authorized, hut one- fourth of the general revenue and the entire interest on school bonds are set apart for school purposes. The present school law determines a school community or district by the individual citizenship thereof, rather than by geographical lines, as was formerly the case. It is giving better satisfaction than any school law we have ever had. Eeports so far received indicate a large increase in enrolment in our public schools. Some counties report 3,000 pupils within scholastic age enrolled in public schools. The reduction of the scholastic age necessitated the blending of our private and public schools under one supervision. The trustees of the public schools, appointed by the county judge, are authorized to contract for the instruction of pupils over and under the scholastic age, as well as those within the scholastic age. Parents, however, are required to pay the tuition of pupils over and under scholastic age. (5) Between 6 and 18 years of age we have a population of about 500,000, and between 8 and 14 about 250,000. (6) Our school year begins September 1 of each year, and ends August 31. (7) Public schools are maintained under the present law on an average about 3 months. Some counties have run their schools 5 months. Trustees are limited in the payment of teachers to |1.50 per month for each pupil within the scholastic age. (8) Five hundred thousand dollars were apportioned by the board of education to the various counties of the State for the support of public schools for the year begin¬ ning September 1, 1876. (9j Each county has, of its own right, 4 leagues of land donated by the State to the counties for the benefit of public schools. Many of these lands are now being put upon the market and being taken at good prices on long interest payable annually, which interest is applied to the support of the schools. This will enable such counties as make sales this year to extend their school term next year to six months. ' (10) I am confident I shall be able to make a good report in time for your next annual statement. \ (11) I will be able this year to get a full and complete census, and hope to receive also satisfactory reports from county j udges. Our public school system is upon a better basis, in many respects, than it has ever been, and I am hopeful of the future. TRAINING OF TEACHERS. NORMAL DEPARTMENT. The normal department of Wiley University, at Marshall, in connection with aca¬ demic studies, teaches normal methods, keeping of school records, and the school laws of Texas. The course covers a period of 2 years. — (Circular of university.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No information respecting public high schools in this State for 1876 has been re¬ ceived by this Bureau. Their place is probably largely occupied by private academies and seminaries under a provision of the school law which permits the blending of public free with private pay schools. PRIVATE SECONDARY SCHOOLS. In 1 school for boys, 7 for girls, and 10 for both sexes, outside of the public school system, there have been reported to this Bureau 996 pupils under 51 teachers. Of these 118 are in classical studies, 227 in modern languages, 39 preparing for a classical course in college, and 84 for a scientific course. Mechanical drawing is taught in 2 of these schools, free hand drawing in 3, and vocal and instrumental music in 4. A chemical laboratory is reported by 1, philosophical apparatus by 2, and libraries of 130 to 1,200 volumes by 7, the aggregate number of volumes being 4,360. PREPARATORY SCHOOLS AND DEPARTMENTS. Four preparatory departments and 1 preparatory school report a total of 10 teachers and 703 pupils, of whom 63 were preparing for classical and 65 for scientific courses. The school had a library of 1,200 volumes. SUPERIOR INSTRUCTION. COLLEGES. Baylor University, Independence, (Baptist,) gives instruction, to males only, in all the branches of academic and collegiate education. — (Circular, 1876-77.) Salado College, Salado, (non-sectarian,) is for both sexes and embraces collegiate and preparatory departments — (Catalogue, 1875.) 388 REPORT OF THE COMMISSIONER OF EDUCATION. Souihvesfern University, Georgetown, (Methodist Episcopal South,) embraces in its curriculum 12 separate schools, viz, (1) mental and moral philosophy, (2) Latin, (3) Greek, (4) pure mathematics, (5) applied mathematics, (6) German, (7) Spanish, (8) English language and literature, (9) history and political economy, (10) chemistry and geology, (11) a commercial and (12) a preparatory school. The course is elective. — (Catalogue, 1876-77.) Texas Military Institute, Austin, (non-sectarian,) is modelled, as to discipline, after the United States Military Academy at West Point. The course of instruction, however, is widely different, embracing those branches of study usually taught in the best literary and scientific institutions. The military feature of the institute is entirely subordinate to the academic, having been adopted solely for the purpose of government and dis¬ cipline and of affording the students physical exercise. — (Catalogue, 1875-76.) Trinity University, Tehuacana, (Cumberland Presbyterian, ) embraces preparatory and collegiate departments, (the latter with a separate course for women ; ) also a law school, a school of modem languages, a commercial school, and music and ornamental depart¬ ments. — (Catalogue, 1874-75.) Waco University, Waco, (Baptist,) has primary, preparatory, and collegiate depart¬ ments, with classes in music, art, French, German, and Spanish. Both sexes are admitted. — (Catalogue, 1876-77.) Wil^ University, Marshall, (Methodist Episcopal,) was established in 1873 for the especial benefit of the freedmen, though it is open to all races. It does not seem to have advanced beyond the condition of a preparatory school, and its statistics may be found in Table VI, Part 3. — (Circular.) COLLEGES FOR WOMEN. Six institutions for the s uperior instruction of women report a total of 40 teachers and 353 students. Of the students, 123 were in preparatory departments, 158 in regu¬ lar, 9 in partial, and 17 in post graduate courses. All these colleges teach vocal and instrumental music and painting ; 4 teach French and German, 1 Italian, and 1 Span¬ ish. Two have apparatus for the illustration of chemistry and 3 that for natural philosophy. The volumes in libraries aggregate 1,150 volumes.— (Returns, 1876.) Statistics of universities ayid colleges, 1876. Names of universities and colleges. Number of students. Property, income, &c. 'S ® Austin College . Baylor University . Henderson Male and Fe¬ male College. Marvin College . St. Joseph’s College . Sal ado College . Southwestern University. Texas Military Institute. Trinity University . University of St. Mary’’' . Waco University . .$30, 000 10, 000 |16, 000 0 $1, 600 0 $2, 000 4, 000 20, 000 12, 000 35, 000 75, 000 45, 000 25, 000 33, 000 0 13, 000 3, 000 3, 200 6, 000 7,200 5, 000 11, 000 000 200 al, 600 1, 000 300 1,200 * From Report of the Commissioner of Education for 1875. a Includes society libraries. 6 Also 70 graduate students. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. State Agricultural and Mechanical College, at Bryan, chartered in 1871, was organized in October, 1876. Out of the 90 students attending in 1876, 60 were pursuing a regular and 30 a partial course. Tuition is free. — (Return for 1876.) TEXAS. 389 LAW. The law school of Trinity University furnishes a course of study including Blackstone's and Kent’s Commentaries, Stephen (with Sayles) on Pleading, Parsons on Contracts, Greenleaf on Evidence, Story’s Equity Jurisprudence, Washburn on Real Estate, and Spanish Law of Real Estate.— (Catalogue, 1874-’75.) MEDICINE. The Texas Medical College and Hospital, at Galveston, chartered in 1871, had its first session in 1873-’74. Twelve graduates received the degree of M. D. in 1876. — (Return, Statistics of schools for scientific and prof essional instruction, 1876. EDUCATION OF THE BLIND. The Texas Institution for the Blind, at Austin, reports an attendance of 60 pupils. The studies pursued during 1875-’76 were orthography, etymology, reading, writing, arithmetic, algebra, English grammar, geography, ancient and modern history, natural philosophy, natural history, Spanish, music, and telegraphy. The employments taught are broom, mattress, and pillow making, chair seating, sewing, beadwork, and knit¬ ting. In the fall of 1874 an appropriation was made by the legislature of the State for the appointment of an oculist for the institution. The result has been that a number of skilful operations have been performed, thereby improving the sight of many and restoring sight to several who were in total darkness. — (Report of trustees and special return, 1875-’76.) EDUCATION OP THE DEAF AND DUMB. The Institution for the Education of the Deaf and Dumb, Austin, reports an attend¬ ance of 47, of whom 30 were males and 17 females. The studies pursued in it are “ the ordinary branches of a plain English education.” The only provision for mechanical employment is a printing office, in which 5 of the boys have been employed, and have made rapid progress in learning the art of printing. — (Report of superintendent and special return, 1875-’76.) LIST OF SCHOOL OFFICIALS IN TEXAS. STATE BOARD OF EDUCATION. Members. Term expires. Post-office. His excellency Kichard Coke, governor . Hon. S. H. Darden, comptroller . January, 1878 . .. ,...do . Austin. Do. Do. Do. Hon. A. W. De Berry, secretary of state . _ do _ Hon. 0. N. Hollingsworth, secretary of board . 390 KEPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF STATISTICS. 1 1875. 1 1876. Increase. Decrease. SCHOOL POPULATION AND ATTENDANCE. Youth of legal school age, (5 to 20) . Of said age attending public schools . Total attendance . . - . 87, 451 72, 093 74, 069 43, 717^^ 17.61 5, 888 92, 577 69, 013 71, 325 39, 474’^ 5, 126 3, 080 2, 744 4, 243 Average daily attendance . . . Average daily attendance on each school.. Youth of school age attending other schools. TEACHERS. Men teaching . . . 6, 175 671 3, 688 $37 24 22 48 2, 371 206 2, 519 120.9 $6 97 445, 965 34, 193 287 Women teaching . Monthly salary of men . . . . Monthly salary of women . . . DISTRICTS AND SCHOOLS. School districts . . . . . . . Fractional districts . . . Common schools . . 2, 545 121.9 $7 23 476, 107 40, 145 26 1. $0 26 30, 142 5, 952 Average length of schools in days . Average weekly cost of schools . INCOME AND EXPENDITURE. Beceipts. From local tax _ _ _ _ _ _ _ _ _ _ Interest on permanent funds, including rent of school lands. Total . 516, 252 480, 158 36, 094 Expenditures. Teachers’ wages, including board . Fuel and incidentals . . . |417, 236 58, 145 124, 117 $437, 471 60, 562 67, 011 $20, 235 2, 417 Building and repairs _ _ _ _ _ _ _ $57, 106 Total cost of schools . 599, 498 565, 044 . . . 34, 454 *The average daily attendance for 1875 is not given as a total in the report, but it is here made out hy multiplying together the number of schools reported and the average daily attendance in each. That for 1876 is said hy the superintendent to he too small for the entire State by reason of omissions in some of the returns. — (Note on p. 2 of appendix to State report.) (Report for 1875 and 1876, and special return of Hon. Edward Conant, State superin¬ tendent of education, for 1876.) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. State Reports, especially of 1874 and 1876 ; Barnard’s Common Schools and Public Instruction; Letter from Superintendent Conant; Laws of Vermont from 1782 1 Williams’s Compiled Statutes, pp. 140-158 ; General Statutes, Article Education. VERMONT. 391 THE ERxi OP INDEPENDENT SCHOOLS. Settled early by a people accustomed to the State school systems of New Hampshire, Massachusetts, and Connecticut, Vermont had schools before she had school laws to call for them. Feeling the want of education for their children, the first inhabitants, as soon as organized into communities, seem generally to have instituted such means of literary training as were practicable. An appendix to the State report for 1876 shows a steady succession of town actions looking to this end from 1761 to 1787. Instead of waiting, as in many of the States, for teachers to establish schools and invite the chil¬ dren to them, the people here set up the schools and then invited teachers. This early independency of action left its impress for some time on the system introduced, which was that of town or district schools controlled almost entirely by the communities that had established them. The first school law that appears upon the statute books, passed October 22, 1782, gave legal sanction to this system by authorizing towns too large for one school to divide' themselves into convenient school districts, appoint trustees for the care of schools, and provide for establishing and supporting these schools, partly by rates and partly by taxes or subscriptions. The constitution of 1793, two years after the admission of Vermont as a State, finding this system already in existence, only gave further sanction to it by aiming to extend and perfect it, declaring that “ a com¬ petent number of schools should be maintained in each town for the instruction of youths, and that one or more grammar schools should be incorporated and supported in each county in this State.’^ A law of October 20, 1795, only enlarged the powers of districts and gave them a share of public school moneys proportioned to their number of children of school age. THE ERA OF STATE SUPERVISION. The first show of State control over the previously independent town and district schools was in 1797, when the legislature, October 31, undertook a little mild direction of them by enacting that each town should keep and support a school or schools for the instruction of youth in English reading, writing, and arithmetic,^ and by requiring that a district failing to support a school for the whole year should not receive its portion of the town school tax. In 1825 legal provision for forming a State fund to aid the schools was made, and having shown that much regard for these literary nurseries of her children, though the contemplated bounty never reached the schools, the State ventured on a somewhat larger exercise of directive and supervising power by providing, November 9, 1827, (1) for a board of State commissioners of common schools, to recommend text books for them and to examine and report concerning them ; (2) for superintending school committees in each town, to have general charge and supervision of town schools ; and (3) for a collection and report of school statistics by the secretary of state. This law, however, going too far beyond the prevailing public sentiment of that time to meeli with favor, proved unpopular and ineffective, and, except the superintending school committees, little of it long remained. Still, the idea of State supervision, as a necessity toward thorough schools and general interest in them, gradually grew and strengthened, and November 5, 1845, a law was passed creating a State, county, and town superintendency of schools ; the first for supervising all school interests, the second for stirring up a stronger feeling in favor of them in the counties, and the third for improving the efficiency of the instruction in the towns. This, also, as respected the two first named officers, went against the prevailingpartiality for town independency in such affairs, and November 5, 1849, the county superintendency was abolished ; the State superintendency was dropped in 1851, and only town superintendence, which towns might have or not as they should choose, was left to survive. November 18, 1856, the State again asserted her right to supervise the schools by creating a State board of education for general direction of public schools with a secretary, to whom were assigned most of the duties of a State superintendent. This system lasted until November 18, 1874, when the State board was abolished and the State superintendency resumed. It still continues. Not now to name the members of the State board of school commissioners under the act of 1827 or of the State board of education under that of 1856, the representatives of State supervision have been: As superintendents of common schools, Horace Eaton, 1845-’50 ; Charles G. Burnham, 1850-’51. As secretaries of the State board of educa¬ tion, John S. Adams, 1856-’67 ; Andrew E. Rankin, 1867-’70 ; John H. French, 1870-74. As State superintendent of education, Edward Conant, from 1874 to the present time. Dining the service of the first State superintendents the power of districts to raise money by rate bills on pupils attending schools was limited to the two purposes of providing fuel for the schools and of paying for the board of teachers. Provision was also made for the holding of teachers’ institutes. During that of the secretaries of the "In section 19 of chapter 22 of tlie General Statutes these studies are increased by the addition of English grammar, geography, history, and Constitution of the United States, with special instruction in the geography and history, constitution and principles of government of the State of Vermont. 392 REPORT OF THE COMMISSIONER OF EDUCATION. State board of education the proper grading of ecliools received attention, rate bills were abolished, normal schools established, and State certificates to teachers, avoiding the necessity for continual reexamination, were provided for. During that of Mr. Conant provision has been made for county examination and licensing of teachers, for a renewal at the normal schools of State licenses to teach, and for the establishment of training schools in connection with graded schools. ESTABLISHMENT OF NORMAL SCHOOLS. The earliest school for the training of teachers of which record is made was a “ select school” taught at Danby during the years 1785 to 1788 by Jacob Eddy, the Quaker town clerk, it being “ expressly for the purpose of training young men for the vocation of teaching.” A similar work, and a most influential one, was done for ladies by Mrs. Emma Willard, in her school at Middlebury, commenced in 1814. In 1823 Rev. S. E, Hall established the Concord Academy, in which was instituted, in 1824, a regular normal school course, which was continued for six years. In 1840 we find a teachePs department with a three years’ course of study in Craftsbury Academy, also organized by Mr. Hall. In 1847 a normal school and teachers’ institute was begun, and continued two years, at Brattleboro’, by Rev. Addison Brown, then county superintendent of common schools for Windham County. At this time the formation of teachers’ classes in the academies had become very general; it has been continued in the best of them to the present time, with good results. In 1861 a school for teachers was established in the Orange County Grammar School at Randolph, the school for several years retaining its classical department, while giv¬ ing primary importance to the preparation of teachers. In 1866 the classical depart¬ ment was given ujp, and the school was entirely devoted to the preparation of teachers. In the following year it became a State normal school, in accordance with a law passed by the legislature of 1866 providing for the establishment of three State normal schools. The Lamoille County Grammar School, at Johnson, through the joint action of its trustees and the board of education, became a State normal school, and began opera¬ tions as such on the same day with the Randolph school. In the course of the same year a third normal school was established at Castleton, in connection with the Castleton Seminary. What is peculiar in the normal school system of Vermont is the mode of attempting to utilize, direct, and supplement local forces for the purpose of training teachers for the common schools of the State. — (State report for 1875-’76, pp. 33-36.) SCHOOL FUNDS. The funds employed for the support of the common schools are mostly derived from four sources : the rent of school lands, income from the United States deposit fund, taxes on the grand list of the towns, and taxes on the grand list of the districts. The money accruing from the first three of these sources in the towns having school dis¬ tricts constitutes the public money which is divided among the districts. This public money is about one-sixth part of the whole sum expended for the support of schools, and in most towns is largely derived from a tax on the grand list of the town known as the State school tax. This public money, from whatever source derived, is the property of the town, which is held accountable by the State for the right use of it in the support of schools. The State school tax varies from a certain number of mills to 9 cents on the dollar of the grand list. In some towns a town school tax is voted in addition to the State school tax and in others to the exclusion of the State school tax, carrying the tax on the grand list of the town in some cases up to 20 cents on the dol¬ lar. Th^e number of towns having school districts and not reported as raising a school tax on the grand list of the town is small. We have, then, remarks the superintend¬ ent, 241 republics organized as pure democracies, possessed of large municipal powers, each voluntarily accepting the support of schools as a part of its duty, and each acting upon the principle that the school is of benefit to every citizen and that every citizen is bound to contribute to its support. — (State report for 1875 and 1876, pp. 36-38.) ELEMENTARY INSTRUCTION. ATTENDANCE. There are few towns in the State that do not report the number of children of school age and the number attending school. Taking those that report both items it appears that not quite 77 per cent, of the children of school age are attending the common schools. Taking those towns that report both the number attending and the average daily attendance, it appears that the latter is less than 60 x)er cent, of the whole num¬ ber attending, or only about 48 per cent, of the number of children of school age. It should, however, be remembered that a few thousand children are attending schools other than the common schools ; that the school age extends to 20 years, and that many complete the course offered in the common schools before reaching that age. But after making all reasonable allowances the percentage of attendance is regarded VERMONT. 393 as quite too small. Although the State has provided schools for the accommodation of all the school population, it is found that less than half that population is in average daily attendance. How to secure a larger enrolment and a larger average attendance is felt to he among the most important of questions. — (State report for 1875 and 1876, pp. 45-47.) COMPULSORY LAW. The question being settled that provision for the education of all must be free to all, that all the property and that every poll must contribute to the support of schools, the next step is to the assertion that all children must be taught in the schools. This assertion has already been made. The compulsory acts of 1867 and 1870 have this idea as their foundation, but it is a question whether these laws have yet had any perceptible effect on school attendance. One of the prime needs of the educational system is felt to be a compulsory law that shall be effective, but that shall not infringe upon the citizen’s sense of personal freedom. How to construct a law that shall send every delinquent child to school and yet increase rather than lessen his and his par¬ ents’ feeling of independence, is a problem that presses for solution. V In the mean time it is believed that with improvements in the construction and fur¬ nishing of school-houses, and with skilful teachers in them all, a large improvement in attendance might reasonably be expected. A larger attendance of the older children might be secured in many towns and neighborhoods by the maintenance of a higher school, which would also direct and stimulate the labor of the lower schools. More¬ over, a profitable division of the time for the school terms might be made in many districts ; for instance, the substitution of a fall for a winter term where the children are small. ) Finally, it is suggested that when the period for constitutional amendment arrives, a strong inducement to school their children might be placed before many citizens by the introduction of an educational test as a qualification for voting and holding office. — (State report for 1875 and 1876, pp. 44-49.) GRADED SCHOOLS. The first enactment in the State looking toward a gradation of the common schools was passed in 1841, and the first act making complete provision for such gradation was passed in 1844. There are now 33 graded schools reported, while several others not reported are known to exist. These schools are established by the people of the towns or school districts in which they are, and (except the high school department in one case) are free to all the children of the town or school district. Thus, in 28 villages of the State, the child of the poorest citizen can be fitted to enter the best scientific schools, and in 25 villages he can be prepared to enter college or any department of the university. That such facilities have been created in so many places within the period of one generation, by the silent and voluntary action of the people of the local¬ ities, gives assurance that the school system is well founded, and that further progress will certainly be made. But the opening of facilities for higher education to all is not the only, perhaps not the chief, advantage of the graded school. It is believed to be a better school for instruction in the common branches, throughout the whole course in them, and a better school in its social and moral training than the ungraded school is or can be. Attention is called to a table showing the rate per cent, of taxation in the graded school districts, from which it appears that not only is the rate low in proportion to the advantages secured in comparison with other districts, but that in a majority of the towns where there are graded schools the highest school tax is not paid by the inhabitants of the graded school district. — (State report for 1875 and 1876, pp. 25-29.) CENTRAL SCHOOLS. The law provides for the establishment of a central school or schools by the town, without disturbing any existing district arrangements. Under this plan a moderate tuition fee is charged to each pupil and the income so derived is applied to defray the expenses of the school, and any expense not so iirovided for is assessed on the grand list of the central school district. The advantage of this plan over the select school or the unfunded academy is that the grand list furnishes a sure basis of support for the school, while the charge for tuition may be reduced to a merely nominal sum, making the school essentially free. — (State report for 1875 and 1876, p. 29.) LENGTH OF SCHOOL YEAR. The several school districts of a town are each required to maintain a school for 20 weeks during a school year in order to be entitled to draw any part of the public money for that year. The average number of weeks of school for the year ending March, 1875, was 24.38 ; for that ending March, 1876, it was 24.18 ; while for this last year 109 districts reported having less than 20 weeks of school, and 71 districts paying the high¬ est school tax in town, and 46 paying the lowest, had but 20 weeks of school. The 394 REPORT OF THE COMMISSIOKER OF EDUCATION. question as to whether this amount of schoolinoj is sufficient has been discussed, and the opinion of town superintendents obtained in respect to it, 180 of the 240 superin¬ tendents declaring themselves in favor of an increase. Three-fourths of the whole number, and a majority in each county, think the sessions are too short. The obstacles in the way of requiring a longer school term may be removed, it is suggested, (1) by a union of districts, in consequence of which not only will the longer school be supported without increase of taxes, but a better school will be secured because of the added in¬ terest arising from a greater number of pupils ; (2) by the adoption of the town system, under which the taxes for the support of schools are made equal throughout the town. — (State report for 1875 and 1876, pp. 42-44.) SCHOOL LANDS. In most towns of the State are found school lands. These are lands the rent of which is devoted to the support of the common schools, the county grammar schools, the State university, and particular institutions designated by the donors. Of the lands whose rent is devoted to the support of the common schools some were set apart for that purpose in the original charter of the town, some were set apart in the charter as glebe lands and afterward were by an act of the legislature devoted to the support of schools, and others were given by individuals or by corporations for that purpose. The annual income from the lands rented for the support of common schools, accord¬ ing to the returns of 1875, which were obtained as the result of much correspondence with town superintendents and town clerks and are probably correct, is $15,165.29. — (State report for 1875 and 1876, pp. 40, 41.) CITY SCHOOL SYSTEMS. BURLINGTON. Officers. — A board of school commissioners of 5 members, 1 from each ward, with the city superintendent, who is president. Statistics. — Estimated population, 15,000 ; children of school age, (5-20 years,) 3,207; enrolled in public schools in winter term, 898 ; average daily attendance, 727 ; in spring term, 862, average daily attendance, 758 ; in fall term, 1,002, average daily attendance, 820. In private schools there was an estimated average attendance of 1,045 pupils, making a total enrolment of about 2,500 children, and an average daily attendance of 1,870 in public and private schools, leaving 707 children apparently not attending any school. Teachers, 30; salaries of these, $180 to $2,000 ; salary of super¬ intendent, $1,000. Receipts for public schools, $20,001.46; expenditures, $20,502.90. Value of school property, $87,775. Memarks. — The public schools of the city embrace primary, mixed, intermediate, grammar, and high. They are not yet perfectly graded, and the importance of regular attendance is not properly appreciated, but progress is being made as rapidly as can be expected. Methods of instruction have been greatly improved. The buildings are commodious enough to accommodate 40 per cent, more pupils than at present attend. The teachers are the best that fair salaries can secure, and men of wealth, instead of opposing the public schools as formerly, give them their cordial support. The high school is in excellent condition. Music is successfully taught in all the schools. — (Return to Bureau of Education and Burlington report, 1875-’76, Charles J. Alger, superintendent.) RUTLAND. Officers. — A board of school trustees of 9 members, including the president and secretary. Statistics. — Population, 7,000; children of school age, (5-20 years,) 1,513; enrolled in public schools, excluding duplicate enrolments, 675 ; estimated enrolment in pri¬ vate and parochial schools, 300 ; average attendance not given. Teachers in public schools, 20 ; pay of these, $362 to $1,800. Receipts for public schools, $9,400 ; expendi¬ tures, $10,873.50. Estimated value of school property, $25,000. Remarks. — The schools are graded into primary, secondary, intermediate, grammar, and high. Th’e high school provides two courses, English and classical. There were engaged in classical studies, 44 pupils ; in French, 19 ; in German, 6. — (Report of Rut¬ land graded schools, 1875-76, and return to Bureau of Education.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The State superintendent reports that the three normal schools have gone quietly forward with their accustomed work and have accomplished as much as, wuth their facilities, could have been expected. The faithful labor performed in them has been rewarded with increased confidence and patronage; and while some of the graduates VERMONT. 395 have entirely failed in their attempts to teach and govern the schools, continually in¬ creasing numbers of them are found in important positions. It is noticed that in those towns where normal graduates have been employed as teachers for the longest time and in the largest numbers both the school officers and the people are most desirous to secure the same or other normal graduates. The normal school in the first district has suffered from a too frequent change of teachers, and from the attempt to carry on two schools with means not more than sufficient to sustain one. The latter evil has now disappeared, the trustees having decided to dispense with the Castleton Seminary and to use aU their resources for the maintenance and development of the normal school. The trustees of the normal school in the second district have within two years secured a small endowment fund, enlarged their school building, and added a model school. They look confidently forward to a prosperous future. In the third district the trustees of the normal school have diminished and nearly extinguished the debt of the corporation, while at the same time the school has in¬ creased in numbers, and has secured in a larger degree the confidence of the community around it. The whole number of graduates from the three schools for the two years 1875 and 1876 is 188, of whom 154 were from the first course and 34 from the second. In the Randolph School the aggregate attendance was 449 in 1875 ; in 1876 it was 579. Of the latter aggregate, 68 were connected with the model school. The total number of gradu¬ ates at this school since its commencement is 408, of whom 132 were men and 276 women. The attendance at the Johnson School in 1875 was 46; during the spring and summer terms of 1876 it was 52. The total number of graduates from the com¬ mencement of the school was 161. At the Castleton School the number of different pupils present in 1875 was 66 ; average attendance, 49. In 1876 the number of differ¬ ent pupils was 62 ; average attendance, 37. Number of graduates since organization, 114. The annual appropriation to these schools is $1,500 to each, of which $500 are to be expended in aiding the schools and $1,000 in assisting pupils attending. The $500 have in each normal school been applied to the payment of teachers’ salaries. The $1,000 have been used, wholly or in part, for scholarships. — (State report for 1875 and 1876, pp. 10-12, 63-90.) TEACHISES’ INSTITUTES. These have been held in 13 counties of the State, the total enrolment of teachers being 761, which number is estimated as about one-third of the attendance. It was the aim of the State superintendent in these meetings to show what the school system of the State really is ; what instruction it provides for and requires to be given ; to offer suggestions relative to the same and to the government and organization of schools ; and to awaken an increased interest in education among the people. In this endeavor he was heartily and ably seconded by those assisting him. In addition to the institutes, several educational meetings were held for a day and an evening, the work of which was similar to that of the institutes. It is the opinion of the superintendent that such a modification of the law as would authorize him to hold two or three similar meetings each year in the counties not calling for an institute would serve to promote the cause of education. — (State report for 1875 and 1876, pp. 4-7.) SECONDARY INSTRUCTION. PUBLIC HIGH OR GRADED SCHOOLS. The State superintendent gives a table embracing statistics of 33 graded schools which reported to him. Several others, he remarks, entitled to a place in that table do not report to him. Of those reporting, 9 have, during the school year 1875--’76, graduated students from their college preparatory course, the total number of gradu¬ ates being 37 ; 20 report students in preparation for college ; 28 report that Latin is taught, and 29 that the higher English branches are taught. In 28 of these schools the student is prepared to enter the best scientific schools, and in 25 to enter college. — (State report for 1875 and 1876, p. 25.) PRIVATE SECONDARY SCHOOLS. In 3 schools for boys, 4 for girls, and 21 for both sexes, outside of the public school system, there have been reported to this Bureau 2,849 pupils, under 114 teachers. Of these, 644 are in classical studies, 334 in modern languages, 278 preparing for a classical course in college, and 28 for a scientific course. Mechanical drawing is taught in 10, and free hand in 13, of these schools ; vocal music in 19, and instrumental music in 25. Chemical laboratories are reported by 17 ; philosophical apparatus by 17 ; libra¬ ries of 50 to 3,160 volumes by 18, the aggregate number being 13,471. 396 REPORT OF THE COMMISSIONER OF EDUCATION. PREPARATORY SCHOOL. Burr and Burton Seminary, Manchester, reports 71 pupils engaged in studies pre¬ paratory for college, of whom 60 are preparing for a classical and 11 for a scientific course. Ten of its pupils entered college and five entered scientific schools at the close of the academic year 1874-75. The school has apparatus for the illustration of chem¬ istry and natural philosophy, and a library of 1,000 volumes. — (Return, 1875-76.) SUPERIOR INSTRUCTION. UNIVERSITY OF VERMONT. This university, located at Burlington, comprises in its curriculum a department of arts, embracing the usual academical course in languages, mathematics, physical sciences, philosophy, rhetoric, literature, and history; a department of applied science; and the department of medicine. Students may elect their courses, but beyond this options are not allowed to those who may be candidates for a degree except that, to a limited extent, equivalent substitutions may be made by express permission of the faculty. Both sexes are admitted. — (Catalogue of university, 1875-76.) OTHER COLLEGES. Middlebury College, Middlebury, (Congregational,) has the usual academic course of 4 years. During the winter and spring terms of the junior year prominence is given to the study of German. A permanent fund for the enlargement of the library has been established by recent action of the corporation. — (Catalogue, 1876-77.) Norwich University, Northfield, (Protestant Episcopal,) has a classical and scientific course, each of 4 years, and a special course in philosophy of 3 years, meant to meet the wants of those who wish to enter the profession of medicine or of law. — (Catalogue, 1874-75.) COLLEGE FOR WOMEN. The Vermont Methodist Seminary and Female College, at Montpelier, reports 10 teachers and 99 students, of whom 58 were in regular and 41 in partial courses. The course of instruction covers 4 years, and includes vocal and instrumental music, draw¬ ing, painting, French, and German. The institution has apparatus for the illustration of chemistry and natural philosophy, a gymnasium, and a library of 775 volumes. — (Return, 1875-76.) Statistics of a college and universities, 1876. a Includes .society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The Agricultural and Scientific Department of the University of Vermont embraces 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 which coincides substantially with the regular academic course save that Greek is omitted and its place supplied by substitutions from the department of science. These courses cover a period of 4 years, and lead to the degrees of B. P., C. E., and M. E. Annual charge to each student for VERMONT. 397 tuition, $45. Number of free scholarships, 15. Both sexes are admitted. — (Catalogue of university, 1875-’76, and special return.) In the Scientific Department of Norwich University there is a course of 4 years, leading to the degree of B. S. The course includes, besides mathematics and higher English studies, Latin and German. — (Catalogue, 1874-75.) MEDICINE. The Medical Department of the University of Vermont requires for graduation 3 years, study of medicine with a regular practitioner, and 2 full courses of lectures in some medical school recognized by the American Medical Association, the last course in this institution. — (University catalogue, 1875-76.) SPECIAL INSTRUCTION. VERMONT REFORM SCHOOL. This school, established in 1865 and located at Vergennes, reports, for 1875-76, 138 inmates, of whom 125 were boys and 13 girls. Of the whole number, 133 were white and 5 colored, 102 foreign and 36 native born. The age of commitment is between 10 and 12. The studies taught are reading, writing, spelling, arithmetic, geometry, and geography. The employments are caning chairs, shoemaking, farming, and house¬ work. — (Return, 1876.) EDUCATION OP DEAF MUTES AND THE BLIND. Having no institution of her own for the instruction of these classes of pupils, Ver¬ mont provides for the training of such as need her care in the institutions of other States. EDUCATIONAL CONVENTION. STATE teachers’ ASSOCIATION. A notice of the meeting of this association, February 3, 1876, was included in the report of the Commissioner of Education for 1875, page 419. No information of any other meeting for that year is in hand. OBITUARY RECORD. HON. JOHN S. ADAMS. The New-England Journal of Education for May 13, 1876, contained the following notice of this gentleman, said to be from the pen of President Buckham, of the Uni¬ versity of Vermont : “ Died, in Florida, of consumption, John Sullivan Adams, for many years secretary of the board of education of Vermont. Mr. Adams was a remarkable man. He inher¬ ited strong qualities from his father, a rough courage, impetuous zeal, deep loves and hatreds. He was a ready and apt speaker, could gather and interest larger audiences than any man of his time in Vermont, and was capable, on occasion, of a real eloquence which few public men can approach. He knew the people of Vermont thoroughly — knew how to manage them for their own good. He could argue, flatter, scold, ridicule, according as the needs were, and rarely failed to make his hearers seo as he saw, feel as he felt. On the organization of the board of education, in 1856, Mr. Adams was ap¬ pointed secretary j he threw himself into the pioneer work which was then most needed, and for which he was admirably , fitted, with all the ardor of an enthusiast. In this work he labored eleven years, with the greatest energy and the most useful results to the school system of Vermont. The State owes to few of the public men who have devoted themselves to her highest interests a greater debt of gratitude than to Mr. Adams. The city of Burlington, which was his residence for most of his life, has named one of its public schools after him.” CHIEF SCHOOL OFFICIAL. Hon. EDV7ARD CON/NT, State superintendent of education, Randolph. 398 REPORT OF THE COMMISSIONER OF EDUCATION. TIKOil^IA. SUMMARY OF STATISTICS. 1874-75. 1875-76. Increase. Decrease. POPULATION AND ATTENDANCE. White youth 5 to 21 years of age . Colored youth 5 to 21 years of age .... Total of legal school age . Whites of said age enrolled in public schools. Colored of said age enrolled in public schools. Total enrolled . . Average daily attendance, (whites)... Average daily attendance, (colored)... Total attendance. . Pupils over 21 . Pupils studying higher branches . Per cent, of school population enrolled. Per cent, of school population in aver¬ age daily attendance. TEACHEKS. White teachers in public schools . Colored teachers in public schools .... Men teaching in the public schools .... Women teaching in the public schools. Monthly salary of men . Monthly salary of women . SCHOOLS. Schools for whites . Schools for colored children . Length of school in days . Graded schools . School-houses used . Owned by districts . Having good furniture . Built during the year . Value of school property . INCOME AND EXPENDITURE. 280, 149 202, 640 482, 789 129, 545 54, 941 184, 486 74, 056 29, 871 103, 927 581 6, 794 38.2 21.5 3, 723 539 2,711 1,551 |33 52 28 71 3,121 1,064 112 155 4,561 1, 256 676 292 $757, 181 280, 149 202, 640 482,789 137, 678 62, 178 8, 133 7, 237 199, 856 80, 521 34, 722 115, 243 721 7, 382 41.4 23.9 15, 370 6, 465 4, 851 11,316 140 588 3.2 2.4 3, 984 636 2, 913 1,707 $34 95 30 37 261 97 202 156 $1 43 1 66 3, 357 1, 181 113 161 5, 825 1,499 1,750 333 $851, 731 236 117 1 6 1,264 243 1,074 41 $94, 550 Eeceipts. State tax... . Local tax . . Interest on permanent fund Other sources . Total . Expenditures. $452, 220* 620, 41U 65, 491 77,232 $426, 000 663, 529t 48, 596 77, 200 $43, 118 $26,220 ”i6,’895 32 1, 215, 354 1, 215, 325 29 Sites, buildings, and furniture Libraries and apparatus . . Salaries of superintendents. ... Salaries of teachers . . Miscellaneous or contingent... $94, 582 2, 696 48, 668 726, 300 151, 150 $83, 013 1,008 46, 800 783, 025 155, 833 $56, 725 4,683 $11,569 1,688 1,868 1,023, 398 1, 069, 679 46, 283 Total VIRGINIA. 399 Summary of statistics — Continued, 1874-’75. 1875-’76. Increase. Decrease. PER CAPITA EXPENDITURE — On school population . . Oo 0iiroliii0D $1 93 5 05 8 96 1, 430, 645 $2 05 4 95 8 59 1,430, 645 $0 12 $0 10 0 37 On average attendance - . - . . . . SCHOOL FUND. Amount of sclmnl fnrid- _ _ * Includes unexpended balance from last year of 129,220.33. t Includes unexpended balance of $146,433.85. t Includes unexpended balance of $172,130.18. (Reports for 1874-75 and 1875-76 of Hon. W. H. Ruffner, State superintendent of public instruction, and special returns to the Bureau of Education, 1875 and 1876.) HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Laws of Virginia from 1796 ; Shepherd’s Statutes at Large, vol. 2, pp. 3-5 ; Tate’s Digest, 1841, pp. 659-676 ; Code of Virginia, 1849, pp. 371-381 ; 1860, pp. 413-429 ; 1873, pp. 92, 93, 678-704 ; Reports of Hon. W. H. RufPner, from 1871 to 1876 ; Barnard’s Com¬ mon Schools and Public Education ; Census Returns. FIRST GENERAL SCHOOL LAW. The early settlers in Virginia brought with them from England no such ideas with respect to public education as the Pilgrims of the Mayflower had imbibed in Leyden,* and as the climate and the soil of the more southern State led to a broader and quite difterent style of agriculture, the dispersion of the people over large plantations made any education, save in family schools, quite difficult for long years, outside of James¬ town. The settlers thus became accustomed, far too soon, to the habit of training their children in their homes by private tutors and of leaving those of their overseers and poor white laborers to grow up as illiterate and uncared for serfs ; this, too, while schools for Indians were thought of, and various efforts made to bring these woodland savages under some literary and Christian culture. It was not until 1779, a hundred and seventy-two years after the settlement of James¬ town, that a bill to provide education for this long neglected class, as well as others, was introduced into the general assembly. It had been framed by Wythe and Jeffer¬ son, and was backed by their great influence, but it failed to pass; partly, perhaps, because of the then threatening aspect of the war, and partly from a cause wffiich Jefferson himself explains.* The idea, however, was not abandoned by its originators, and on December 22, 1796, when the country had become quiet, and prosperity had returned after the war, the main features of the former bill were passed, and on Janu¬ ary 1, 1797, became law. This “ act to establish public schools ” provided (1) that in every county there should be chosen annually, at the regular State election, by the electors qualified to vote for delegates, three of the most honest and able men of the county, to be called aldermen ; (2) that said aldermen, on the second Monday of May, should meet at the court house of their county and consider the expediency of carrying the provisions of the act into execution; (3) that if it seemed expedient to do so, they should proceed to divide their county into sections of convenient size for school districts, and on the first Monday of September following were to have the household¬ ers in these sections assembled by previous notice at a fixed place to determine the most * Writing to Dr. Priestley, January 27, 1800, Mr. Jefferson thus sketched his plan and its failure: “About twenty years ago I drew a hill for our legislature which proposed to lay off every county into hundreds or townships of five or six miles square. In the centre of each of them was to be a free Eng¬ lish school. The whole State was to he laid off into ten districts, in each of which was to he a college for teaching the languages, geography, surveying, and other useful things of that grade ; and then a single university for the sciences. It was received with enthusiasm, but, as I had proposed that Will¬ iam and Mary, under an improved form, should he the university, and as that was at that time pretty highly Episcopal, the dissenters after a while began to apprehend some secret design of a preference for that sect. About three years ago they enacted that part of my bill which related to English schools, except that, instead of obliging, they left it optional in the court of every county to carry it into exe¬ cution or not.” 400 REPORT OF THE COMMISSIONER OP EDUCATION. favorable location for a school-house ; (4) that, on this determination being reached, the aldermen were to forthwith proceed to have a school-house built, and subsequently to see that it was kept in repair ; (5) that at every of these schools” should be taught reading, writing, and common arithmetic, and that all the free children, male and female, resident within the respective sections should be entitled to receive tuition gratis for the term of three years, and as much longer at their private expense as their parents, guardians, and friends should think proper ; (C) that the aldermen should from time to time appoint a teacher to each school, and remove him as they should see cause ; (7) that they, or some one of them, should visit every school once in six months at least, examine the scholars, and superintend the conduct of the teacher in everything relating to his school ; (8) that the salary of the teacher, with the expense of building and repairing a school-house, should be defrayed by a tax on the inhabitants of the county, to be collected by the sheriff as other taxes were, and to be paid to the aider- men at the time appointed for the payment of county levies by the sheriff. The mayor, aldermen, and common council of the several boroughs and corporations within the State were to have power to adopt and carry into effect in their respective corporations the principles and provisions of this act, as to them should seem expedi¬ ent, distinct from the counties in which they were comprehended. The force of this act — in general most excellent and wise for that day — was greatly weakened, not only by leaving it to the aldermen to determine whether a school organ¬ ization for their counties should be undertaken, but also by a concluding proviso which left it to the court of each county to determine in what year the first election of aider- men should be made, and said that until the courts had so determined no such election should be held. How far the discretion thus allowed was exercised, or what number of schools was put in operation under the act, does not appear from any documents accessible ; but, whatever may have been effected, this first law, so generally good in its provisions, was before very long replaced by a more objectionable SECOND LAW. A literary fund, intended, like the school funds of other sections, to aid education in the State, was created February 2, 1810, and to it were given all escheats, fines, for¬ feitures, and derelict rights in property. The charge of this fund was put into the hands of a board of trustees or directors composed of the governor and two chief offi¬ cers of the State ; in 1816 they were called on by the legislature to present a report on a system of education for the State. A bill kindred in most points to the preceding law, but without its weakening discretionary features, was presented, and passed the assembly February 21, 1818, becoming a law March 1. This law provided that in coun¬ ties, cities, and towns represented in the legislature, and in the borough of Norfolk, the courts should appoint from 5 to 15 discreet persons to serve as school commission¬ ers for a year, or till their successors should meet and organize. These commissioners were to meet at the court house, the first day of the first session of the court after their appointment, to choose a clerk and treasurer for their body, the former to keep record of proceedings, the latter to hold and disburse the quota of the literary fund assigned to the commissioners. This quota being for a school or schools in the county, town, or city, they were to determine among themselves how many poor children they would educate and what sum should be paid for the education of them. Then, each com¬ missioner having power to select a certain number of such children, these were, with the consent of their parents or guardians, to be sent to the most convenient school, to be taught reading, writing, and arithmetic. There were changes in the law made subsequently, at one time, February 24, 1821, allowing colleges, academies, and intermediate schools to share the benefits of the lit¬ erary fund by having poor scholars paid for from it after primary schools had been pro¬ vided for ; at another, February 25, 1829, providing for the defrayment from this fund of two-fifths of the expense of building a school-house in any commissioner’s district where the inhabitants should become responsible for the remaining three-fifths, as also for employing only teachers that had been examined and approved ; but whatever changes were enacted up to 1846, these prime points of objection still remained: (1) The law did not constitute a public school system, sustained by general taxation and wholly under county and State control, but only one for utilizing private schools as means for educating public pupils ; (2) that instead of opening a free education to all the free children of the State, as did the former one, it only opened it to “ indigent children,” who, as unable to pay their own way through the schools, were to have it paid for them as a State charity. A sense of self-respect was thus crushed out of the recipients of the benefit, a distinction of “ poor scholar ” and “ pay scholar ” was intro¬ duced, and few children could well brave the former designation. Of the whole school system under this law. Governor McDowell, in his message to the legislature, January, 1843, said that after having existed for thirty years it gave VIRGINIA. 401 only 60 clays’ tuition to one-half the “indigent” children of the State as its grand result; and" that it was, therefore, little more than a costly and delusive nullity which ought to he abolished, and another and better system established in its place. THIRD LAW. March 5, 1846, there was, in connection with an amendment of the “poor school system,” a law passed to establish a “ district public system.” This provided, like the amended former law, for boards of school commissioners, to be appointed by the county courts, who should lay off the county into school districts of convenient size, each of which districts should be under the charge of 3 trustees, serving for one year terms, 2 of them chosen by the people and 1 by the commissioners. But, unlike the last law, it went on to enact that “ in each district a school shall be established in which shall be thoroughly taught reading, writing, and arithmetic, and (where it is practicable) English grammar, geography, history, (especially of the State of Virginia and of the United States.) and the elements of physical science, and such other and higher branches as the school commissioners may direct ; and all the white children, male and female, above the age of 6 years, resident within the respective districts, shall be entitled to receive tuition at said schools free of charge.” Provision was also made for the purchase of school sites, for the erection and furnishing of buildings, for the appointment of examined teachers, and for keeping of registers and making of returns by them, with visitation and examination of the schools by both the commissioners and trustees ; while for meeting all expenses additional to what might be defrayed from each county’s quota of the literary fund, there was to be a uniform rate of increased taxation on all existing subjects of the revenue tax and county levy. This was a vast improvement, and had it been made mandatory upon every county and only optional with cities and incorporated towns, it might have changed immensely the educational condition of the old State. But unfortunately, as with the law of 1796, it was left optional with counties to adopt it or reject it, and the result was a failure to secure any State system, as before. The census of 1850 showed, three years after the enactment of the law, only 67,438 pupils, in 2,937 public schools, (so called, though many were but private schools in which some public fund pupils were instructed.) And that the greater part of these were not free scholars is evident from the fact that more than half the income of the schools was from other sources than endowments, taxes, aud public funds. It was not greatly better in 1860, when the returns of the census reported 3,778 schools, with 85,443 pupils ; for though the income from taxation and from public funds was larger than before, that from other sources was now more than three- fifths of the whole, so that probably not more than two-fifths of the pupils, or 34,176, were at public charge. FINALLY A STATE SYSTEM. When, after the civil war of 1861-’65, Virginia came again into the Union, her amended constitution of 1870 provided for a uniform system of public free schools, and for its gradual, equal, and full introduction into all the counties of the State by the year 1876, or as much earlier as practicable. In this system normal schools were to have a place and agricultural and graded schools were authorized. For supervision of the whole, there was to be a superintendent of public instruction elected by joint ballot of the general assembly within thirty days after its organization under this con¬ stitution and every fourth year thereafter, with a board of education, to be composed of the governor, superintendent of public instruction, and attorney general. There was also provision for county superintendents and district trustees of schools, for aid from the literary fund and from State taxes for the whole system, and for supplementing this aid through county and district taxation not to exceed 5 mills on the dollar. In accordance with these constitutional provisions, an excellent school law was ap¬ proved July 11, 1870, and under it the system was at once inaugurated by Hon. W. H. Ruffiier, appointed in March preceding State superintendent of public instruction, with the aid of the other members of the State board. It met, in general, a cordial welcome, as better than any one possessed before, and has gone on increasing in efficiency and favor from the outset until now. Dr. Ruffuer’s first report, for the year ended August 31, 1871, showed an enrolment in public schools of 130,496 pupils, and in all schools of 157,841 — an immense advance on any previous year. In 1873 the enrolment in public schook had reached 160,859, and in 1876 was reported to be 199,856. The schools, too, are now open and free to every person of school age residing in the districts where they are maintained, although, as in the other Southern States, a still strong public senti¬ ment requires the instruction of colored and white pupils in separate schools. Dr. Ruffher continues to administer the system as State superintendent. No normal school has yet been established by the State, but things are tending toward one, and the instruction of teachers for the colored population is indirectly furthered by the State, through its giviug to the Hampton Institute, where many such teachers are in training, a portion of the revenue from the agricultural college fund. There is a State institution for the instruction of deaf-mutes and blind, at Staunton, 26 E 402 REPORT OF THE COMMISSIONER OF EDUCATION. founded in 1839, and a State Agricultural and Mechanical College, at Blacksburg, founded in 1872, besides an agricultural department in the Hampton Institute, near Norfolk, which dates from the same period. The University of Virginia, near Char¬ lottesville, (a successor to the Central College of Albemarle^) chartered in 1819 and organized in 1825, is not strictly a State university, though always favored and fostered by the State. ELEMENTARY INSTRUCTION. THE PUBLIC SCHOOLS. Primary education has entered a higher sphere in Virginia. This is generally ad¬ mitted with respect to the schools in many of the larger towns and cities. Teaching in these schools is a science reduced to successful practice. But while this cannot be denied, objectors pronounce the country schools a failure. “ If they are a failure,” says the superintendent, “ how are we to account for the fact that they are increasing in number and in popularity and that competition is dying out, especially in the rural districts ? ” He thinks that if the Virginia legislature, like the English department of education, were to order a universal competitive examination of all the primary schools of the State, public, private, and denominational, the result would be, as it was in Eng¬ land, to stop adverse criticism of the public schools. As will be seen from the summary, the gain in enrolment for 1875-’76 was 15,370. In 1874- 75 it was 10,611 over the previous year, making in two years a gain of nearly 26,000. There are now almost 200,000 children in the public schools, which, with those attending private schools, shows an educational progress that augurs favorably for the future development of the State. Besides the gain in enrolment, there was an improve¬ ment of 2 to 3 per cent, in regularity of attendance. The cost of instruction was 69 cents a month for each pupil enrolled, against 70 cents last year, a fact, however, which does not imply a reduction in the pay of teachers, for this has somewhat increased. 'The colored pupils, though not yet equal, have gained, relatively, on the whites in en¬ rolment, and also in average attendance. About oue-third of the school-houses used are now owned by the districts. The school funds, it is believed, have been honestly, economically, and, in most cases, judiciously administered. — (State report for 1875-76, pp. 9-12.) TEACHERS. Increased attention has been given to the improvement of teachers as well as of school appliances. Public misfortunes have enabled the school system to command the services as teachers of large numbers of cultivated men and women such as in former times were rarely found in this occupation. In the beginning of the school system, nearly all the primary teachers then acting applied to the school authorities for license to teach in the public schools, and while all who were qualified were gladly received, a large portion, and some of them old teachers, were rejected on account of incompetency or bad character. The selected teachers have from that time up to the present been under training, and it is believed that in every county where there has lieen. a zealous superintendent the style of teaching has advanced year by year. — (Sta,te report, 1875-76, p. 16.) PRESENT STATUS OF PUBLIC SCHOOLS. The school system was never so prosperous, so well managed, or so strong in public favor as at present, notwithstanding that during the year covered by the report an organized movement was made for its overthrow. Writers of ability attacked it virulently and an attempt was made to assemble a convention of opponents. The State superintendent, under the authority of the law which imposes upon him the “ general supervision of the public free school interests of the State,” entered freely into the discussion, circulating a large number of educational tracts. He expresses the belief that while a small class of worthy opponents have been led by the debate to be more open and decided in their opposition to the school system than before, far more has been gained than lost by the discussion. — (State report, 1875-76, p. 25.) CITY SCHOOL SYSTEMS. ALEXANDRIA. Officers. — The school board is composed of 3 members from each ward, 1 of whom goes out of ofiice each year, a president being chosen from the members of the board and a clerk from other citizens. A superintendent of schools for the city and county is appointed by the State board. Statistics. — Estimated population of the city, 16,000 ; school population 5 to 21 years of age, 4,447. Enrolment in public schools, 1,137 ; estimated enrolment in private and parochial schools, 725. Average daily attendance in public schools, 774. Average num¬ ber of teachers in public schools, 18; in private and parochial schools corresponding with public schools in scope, 36. Annual salaries of teachers in public schools, $150 to VIRGINIA. 403 $900. Receipts for public school purposes, $12,915.54 ; expenditures, $11,514.09. — (Re¬ urn to Bureau of Education, 1876, and printed report.) JRemarks. — In the last report of this Bureau (for 1875) there occurred this paragraph respecting Alexandria : “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, proportionally lessening the burdens of the taxpayers.” It appears from later information that this statement was partly erroneous, one only of these schools being Protestant Episcopal, the other Roman Catholic. LYNCHBURG. Officers. — The school board is composed of 9 members, 3 for each ward, one-third going out each year, and a superintendent of city schools, who is also clerk of the board. Statistics. — Estimated present population of the city, 14,000 ; number of school popu¬ lation, (5-21 years of age,) 4,093. Enrolment in public schools: white children, 874 j colored, 451 ; total, 1,325. Average daily attendance, 781 ; per cent, of attendance of white children, 82 ; of colored children, 77. Per cent, of school population enrolled, (white, 44, colored, 21,) 32. Number of teachers, 25. Cost of public education for the year, $16,922.52. EemarJcs. — The schools are graded as primary, grammar, and high, the latter having an enrolment for the year of 115, (75 girls and 40 boys,) with an average daily attend¬ ance of 84. There is a normal class connected with it, which supplies teachers for the lower schools. A noticeable improvement in the character of the instruction given in the schools and in the discipline for 1875-’76 is claimed, as also a decided improvement in the teachers. Their average experience in the public school system is now 3.6 years. — (Report, 1876-76, of City Superintendent A. F. Biggers.) NORFOLK. Organization. — The school board is composed of 6 members, 3 from each school district of the city, who hold office for three years, one-third going out of office each year. There is a city superintendent of schools. Sfaiistics. — Estimated population of the city, 25,000; school population, (5-21 years of age,) 6,244. Enrolment in public schools, 1,344 ; in private and parochial schools, 1,052. Average daily attendance, 915. Teachers in public schools, 24 ; in private and parochial schools, 47. Annual salaries of teachers from $500 to $1,000. Receipts for public school purposes, $22,603 ; expenditures, $19,412.08. — (Report for 1874-75, and return for 187 5-76.) RICHMOND. Officers. — A school board composed of 9 members, 3 from each district into which the city is divided, has general control of the city schools. The board elects from among^ its members a secretary and supervisor of school property, while from without a super¬ intendent of city schools is appointed by the State board of education. The mayor of the city is ex officio president. One-third of the elected members of the board are changed each year. Statistics. — Estimated population of the city, 73,000 ; youth of legal school age, (5-21 years,) 20,754. Enrolment in public schools, 5,239 ; in private and parochial schools, 3,825. Average daily attendance in public schools, 4,410. Number of teachers in pub¬ lic schools, 125. Salaries of teachers range from $180 to $1,350 per annum. Receipts for public school purposes, $76,658.15; expenditures, $76,668.15. — (Return for 1875-76.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent says there were never before so many scholars pursuing the higher branches in Virginia as during the year covered by his last report. There were in operation during that year 161 graded public schools, an increase of 6 over the previous year, and 7,382 students in public schools pursuing the higher branches of knowledge, an increase of 588. — (State report, 1875-76, p. 17.) PRIVATE SECONDARY SCHOOLS. In 11 schools for boys, 9 for girls, and 5 for both sexes, outside of the public school system, there have been reported to this Bureau 1,422 pupils under 104 teachers. Of these, 434 are in classical studies, 291 in modern languages, 143 preparing for a classical course in college, and 65 for a scientific course. Mechanical drawing is taught in 5 of these schools, free hand in 7, vocal music in 12, and instrumental music in 13. Chemical laboratories are reported by 2, philosophical apparatus by 7, and libraries of 50 to 500 volumes by 9, the aggregate of volumes comprised being 11,000. — (Special reports. 404 REPORT OF THE COMMISSIONER OF EDUCATION. PKEPAEATORY SCHOOLS AND DEPARTMENTS. Four preparatory schools and 3 departments report for 1875-’76 a total of 16 teachers and 301 pupils, of whom 173 were preparing for classical and 21 for scientific courses. Of the preparatory schools, 3 have apparatus for the illustration of chemistry and 2 for natural philosophy. All have gymnasiums, and 3 have libraries of from 400 to 2,500 volumes, aggregating 3,775. — (Special returns, 1875-’76.) BUSINESS COLLEGE. A business college at Richmond reports an attendance of 42 students. The common English branches, with cori'tspondence, penmanship, and book-keeping, are taught. There is a library of 512 volumes. — (Special return, 1875-’76.) SUPERIOR INSTRUCTION. THE UNIVERSITY OF VIRGINIA. This university is in Albemarle County, near Charlottesville, hut it has its own post-office. It has no curriculum or prescribed course of study to be pursued by every student, whatever his previous preparation or special aims, but instruction is given in independent elective schools in all the chief branches of learning, while, at the same time, the courses of academic study are so arranged as to provide for the systematic prosecution of a complete plan of general education. There are now, in addition to the professional departments, 12 of these independent schools, viz: (1) Latin; (2) Greek; (3) modern languages; (4) philosophy; (5) history, general literature, and rhetoric; f 6) mathematics ; (7) natural philosophy ; (8) mineralogy and geology; (9) general and applied chemistry ; (10) applied mathematics and civil engineering; (11) analytical and agricultural chemistry ; and (12) natural history, experimental and practical agriculture. The professional departments are those of medicine, law, and agriculture. No honorary degrees are conferred by the university. — (Catalogue of the university, 1875-76.) OTHER COLLEGES. Emory and Henry College, Emory, (Methodist Episcopal South,) embraces collegiate and preparatory departments, and scientific and business courses. — (Catalogue of the college, 1874-75.) Randolph Macon College, Ashland, (Methodist Episcopal South,) embraces in its course of study 11 separate schools, viz : (1) Latin ; (2) Greek ; (3) English ; (4) mod¬ ern languages; (5) pure mathematics ; (6) applied mathematics ; (7) natural science ; (8) chemistry ; (9) physiology and hygiene; (10) moral philosophy and metaphysics ; and (11) biblical literature and Oriental languages. The degrees conferred are : Gradu¬ ate in a school ; distinguished graduate ; B. S. ; B. A., and A. M. — (Catalogue of the college, 1875-76.) Richmond College, Richmond, (Baptist,) is composed of 8 independent schools, viz : Latin, Greek, modern languages, English, mathematics, physics, chemistry, and phil¬ osophy. The degrees conferred are B. L., B. S., B. A., and A. M. — (Catalogue, 1875-76.) Roanoke College, Salem, (Lutheran,) embraces preparatory, collegiate, and normal departments, which last is under the immediate supervision of the president. — (Cata¬ logue, 1876-77.) Washington and Lee University, Lexington, (non-sectarian,) embraces in its organiza¬ tion three essential features: the arrangement of the course of study into distinct elective schools or departments ; the adaptation of the several departments to certain courses of study, to each of which is attached a corresponding degree, and a system of honors and prizes for the encouragement of general scholarship as well as of distin¬ guished proficiency in particular branches. There is a summer school organized to enable students to make up special deficiencies or to enter advanced classes at the beginning of the next session. The degrees of the college are, Ph. B., B. S., A. B., and A. M. The degree of Ph. D. is conferred on graduates after two years' special and successful study in certain prescribed lines. — (Catalogue, 1874-75.) COLLEGES FOR WOMEN. Twelve institutions for the superior instruction of women report a total of 1,172 students and 108 teachers. Of the students, 189 were in preparatory departments, 483 in regular, 24 in partial, and 4 in post graduate courses. All teach vocal and instru¬ mental music and drawing ; 11, French and German ; 10, painting; and 3, Italian and Spanish. Niue report apparatus for the illustration of chemistry and natural philoso¬ phy ; 3, art galleries ; and 1 a gymnasium. Seven report libraries aggregating 5,300 volumes. — (Special returns, 1876.) VIRGINIA. 405 Statistics of universities and colleges, 1876. Names of universities and colleges. College of William and Mary. Emory and Henry College* Hampden Sidney College.. Eandolpli Macon College.. Richmond College . Roanoke College . University of Virginia . Washington and Lee Uni¬ versity. Number of students. Property, income, &c. s ^ o iS "g i ® bfi c a $75, 000 130, 000 65, 000 100, 000 100, 000 75, 000 520, 000 150, 000 $50, 000 0 91, 000 93, 000 0 125, 000 $3, 500 0 5, 400 3, 000 0 8, 750 $800 9, 628 11, 830 6, 000 8, 000 4, 997 0 0 30, 000 bXi <1 $10, 000 3, 000 5, 000 al3, 580 a8, 000 10, 000 ftB, 000 cl I, 500 40, 000 cl 6, 000 * From Report of Commissioner of Education for 1875. a Includes society libraries. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. Hampton Normal and Agricultural Institute, Hampton, is an agricultural as well as a literary and normal school for colored students. The statistics of this institution em¬ braced in the following table include only the agricultural department, which has 140 acres of land under cultivation, gives instruction in practical farming, and offers tui¬ tion and room rent free to 100 students from the free schools of Virginia. The whole number of teachers is 17, of whom 12 are females ; whole number of students in academic department,* 211 for year 1876 ; course of study, 3 years, embracing all the ordinary studies of good schools, with Bible lessons and methods of teaching, as well as instruc¬ tion in agriculture, horticulture, sewing, cooking, household work, and printing. Both sexes are admitted, but not under 14 or over 25 years. — (Catalogue for 1876.) The Virginia Agricultural and Mechanical College, Blacksburg, was organized in 1872, receiving a part of the proceeds of the congressional grant for the benefit of agricult¬ ure and the mechanic arts. The course of instruction is strictly confined to what is believed to fit men best for success as farmers and mechanics. Greek is not taught, and Latin is not required, but students under 21 years of age must study either Ger¬ man or French. Daily instruction is given in practical agriculture and mechanics to sections of students working on the farm or in shops. The law provides free scholar¬ ships in this college for as many students as there are members in the house of dele¬ gates, such students to be selected, by school trustees in the different counties, with reference to the highest efficiency and good character. — (Catalogue and report of col¬ lege, 1875-76.) The Virginia Military Institute, Lexington, was organized in 1839 as a State military and scientific school, upon the plan of the United States Military Academy at West Point. The State makes an annual appropriation to the institute of $15,000, which is expended in the support and instruction of the State cadets. Of these there were 50 in 1875-76, while of pay cadets there were 500. The course of studies in the academic school comprises, in addition to scientific and higher English branches, Latin, French, and German. There is a special school of applied science, in which graduates of the academic course may prosecute the various professional studies embraced in the applications of science. This special school includes 7 courses, viz : architecture, civil engineering, machines, mining, metallurgy, analytical and applied chemistry, and agriculture. — (Official register, 1875-76.) New MarTcet Polytechnic Institute, New Market, provides courses leading to the degrees of A. B., M. E., C. E., and practical chemist. Chemistry is taught thoroughly and ‘This is exclusive of the Butler School, which is a free county school on the grounds of the institute serves as a preparatory school for it, and had on its roll 230 children in 1876, with a class of 31 on the normal school roll. — (Catalogue, p. 1^) 406 REPORT OF THE COMMISSIONER OF EDUCATION. practically, with its application to agriculture, the arts, and the every-day affairs of life. Telegraphy is taught with first class instruments. — (Catalogue, lH75-’76.) The University of Virginia provides scientific instruction in a school of mathematics and civil engineering, and one of analytical and agricultural chemistry, and in an agri¬ cultural department, the last having been established by funds contributed for the purpose by the late Samuel Miller, of Lynchburg. Washington and Lee University also gives scientific instruction in the school of civil and mining engineering, which embraces all the studies usually pursued in mining en¬ gineering and civil engineering courses, and leads to tlie degrees of C. E. and M. E. THEOLOGY. Bichmond Institute, Richmond, (Baptist,) is one of 7 institutions sustained by the American Baptist Home Mission Society for the education of teachers and preachers among the freedmen of the South. — (Catalogue, 1875-76.) Theological Seminary of the Diocese of Virginia, Fairfax County, (Protestant Episco¬ pal,) requires that candidates for admission be either graduates from some college or university or that they pass examinations showing equivalent attainments. The full course of study lasts 3 years. — (Catalogue, 1875-76.) Union Theological Seminary, Hampden Sidney, (Presbyterian,) offers free tuition to members of any evangelical church who desire to study for the ministry and who have had a collegiate or equivalent scholastic training. Course of study, 3 years. — (Cata¬ logue, 1875-76.) In Randolph Macon College, (Methodist Episcopal Church South,) there is instruction in biblical literature and Oriental languages for the benefit of students fitting for the ministry. — (Catalogue, 1875-76.) LAW. The Law Department of the University of Virginia comprises a school of common and statute law and a school of equity, mercantile and internation..!, constitutional and civil law, and government. The instruction is given by means of text books, lectures, and moot courts. The course, designed for two sessions, is sometimes completed in one, although students are advised as a general rule not to attempt this. If, however, the required standard in the graduating examination is attained, the student receives his degree, whatever be the length of time he has devoted to preparation. — (Catalogue of law department, 1875-76.) The School of Law and Equity of Washington and Lee University furnishes full instruc¬ tion in the principles of the law of real and personal property, in equity jurisprudence, and in the forms and practice of the courts of law and equity. There are two classes, junior and senior, and in each class 6 recitations or lectures a week. Students who are well prepared may attend both classes each day, and thus complete the entire course in one year. — (Catalogue of university, 1874-75.) .MEDICINE. The Medical College of Virginia, at Richmond, has a course of instruction comprising lectures on anatomy, physiology, pathology, chemistry, and pharmacy, materia medica and therapeutics, practice of medicin e, surgery, obstetrics, diseases of women and chil¬ dren, and medical jurisprudence. Two full courses of lectures and a year’s previous study are required of candidates for the degree of M. D. — (Catalogue, 1875-76.) The Medical Department of the University of Virginia is organized on the same general plan as the other departments of the university, the distinctive features of which are comprehensiveness and thoroughness of instruction, and the graduation of the student only upon satisfactory evidence of attainments without regard to the length of time he may have been attending the lectures. The sessions last nine months, and many intelligent and diligent students graduate after having studied during one session. — (University catalogue, 1875-’76.) VIRGINIA. 407 Statistical summary of schools for scientific and professional instruction, 1876. Schools for professional instruction. SCHOOLS OF SCIENCE. Hampton Normal and Agricultural Insti¬ tute. a New Market Polytechnic Institute . Schools of Industrial Chemistry, Civil and Mining Engineering, and Agriculture, (University of Virginia.) School of Civil and Mining Engineering, (Washington and Lee University.) b Virginia Agricultural and Mechanical Col¬ lege. Virginia Military Institute . SCHOOLS OF THEOLOGY. Eichmond Institute . . . . St. John’s Theological Seminary . Theological Seminary of the Evangelical Lutheran Church. Theological Seminary of the Protestant Episcopal Church. Union Theological Seminary . SCHOOLS OF LAW. Law School, (University of Virginia) . School of Law and Equity, (Washington and Lee University.) SCHOOLS OF MEDICINE. Medical College of Virginia . Medical School, University of Virginia. . . . Corps of instruction. Endowed professorships. Number of students. Number of years in course. Property, income, &c. Number of volumes in library. Valueof grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Eeceipts for the last year from tuition fees. 2 44 4 o o o o $115, 000 $12, 000 $0 3 3 2 7 7 255 3 95, 000 172, 000 20, 658 c920 d759 10 195 4 350, 000 40, 000 2, 400 el7, 000 d6, 200 3 56 7 50, 000 2, 000 2 3 6, 000 500 6 4 40 3 200, 000 205, 000 12, 500 10, 000 4 4 62 3 40, 000 220, 000 13, 000 10,000 2 89 2 0 0 6, 000 3, 000 g 20 2 640 14 42 3 50, 000 3, 000 1,000 5 49 a For statistics of normal department, see c Also $15,000 State appropriation. Table III. d Includes society library. b Eeported with classical department. e Also $25,000 State appropriation. SPECIAL INSTRUCTION. VIRGINIA INSTITUTION FOR THE DEAF AND DUMB AND THE BLIND, STAUNTON. This institution has since its foundation, in 1839, given instruction to 446 deaf and dumb and 214 blind pupils. The number attending in 1875-’76 was 37 blind and 96 deaf and dumb. The branches taught the deaf mutes are all those embraced in a common school course. The employments in which the blind appear to be especially engaged are mattress making, broom making, cane seating, and worsted and bead work. The report also indicates tailoring, carpentering, printing, and book binding as carried on, probably by the deaf mute pupils. Value of grounds, buildings, and apparatus, $175,000. The State appropriation for 1875-’76 was $40,000, and was for both classes, the deaf and dumb and the blind. Instruction in articulation, which was begun as an experiment, has proved so suc¬ cessful and has accomplished so much for many of the semi-mutes that it is now an established part of the course. The class in articulation has contained also 2 or 3 con¬ genital mutes, but not one in fifty of such, it is believed, can derive benefit from this instruction. — (Annual report of the institution, 1875-76, and special return, 1876.) 408 EEPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL CONVENTION. VIRGINIA EDUCATIONAL ASSOCIATION. The eleventh annual session of the Educational Association of Virginia was held at Richmond, July 5, 1876. Notwithstanding the small attendance, resulting from finan¬ cial distress and hot weather, the meeting was an interesting and instructive one, and among those present were many of the best teachers in the State. Dr. Ruffner opened the exercises with an interesting and striking paper on the neces¬ sity of teaching morals in the schools. Governor Kemper followed, referring particularly in his remarks to the power which the educational association wields, and should wield, in all matters pertaining to the educational interests of the State. He looked upon the State association as a body of experts, the only body competent to advise the legislature and the executive as to" the delicate and involved problems relating to education which now demand solution. During the sessions papers were read and addresses delivered upon various subjects of importance, but that which aroused the greatest interest was a paper read by Prof. H. H. Harris upon the relations between the secondary school and the primary school and college. This paper elicited a long and earnest discussion, and led to the adoption by the association of a resolution reciting the importance of securing harmony and cooperation among the various educational forces of the State, and resolving that friends of learning in the State be requested to consider earnestly whether some plan cannot be devised through which this cooperation may be secured. — (Educational Journal of Virginia, August, 1876.) OBITUARY RECORD. CITY SUPERINTENDENT J. H. BINFORD. A notice emanating from the State department of public instruction, published in the Educational Journal of Virginia, and dated at Richmond, August 21, 1876, says of this excellent gentleman : “ Our readers have no doubt heard of the great loss sustained by our school system in the death of Capt. James H. Binfoid, superintendent of the Richmond city schools. Mr. Binford was first elected by the city council in the fall of 1870, one year and a half after the council had put in operation a public free school system, with Andrew Wash- burne, of Massachusetts, as superintendent. In April, 1871, Mr. Binford received a com¬ mission from the State board of education, and at the same time the city schools became merged into the State system. For several years after his appointment, accompanied in one instance by the mayor and other trustees, he was sent North and West on tours of observation by the city school board ; and distinguished educators were specially induced to visit Richmond and assist in the organization of the schools. To this wise and liberal policy Mr. Binford attributed much of his early success in managing the schools and in falling upon the best methods of teaching. “ But he was himself admirably adapted to his position. He had a clear, vigorous, cultivated mind, good practical sense, a talent for organization and control, firmness and decision, great quickness of perception, a ready tongue, and untiring industry. He was also genial and cheerful, and had great prudence and tact. Altogether, he was a remarkably able, faithful, and successful superintendent, and his death is universally regarded as a serious loss. He died at the Red Sulphur Springs of rheumatism of the heart, from which his health had been declining for two years.” At a meeting held in Richmond, October 7, 1876, Mr. W. F. Fox, principal of the city high school, said of Mr. Binford, whom he had known intimately: “The controlling principle of his life was the interest of the public schools. They seemed ever present to his mind; all else was subservient to them ; health, private interests, pleasure, were all sacrificed to their advancement. He never went into any assembly, or into the com¬ pany of any teachers, that he did not ask ‘ How can I use this for the benefit of my schools ? ’ He never read a book or periodical that he did not, if possible, cull some thought from it which could be made advantageous to them.” It was this intense and conscientious devotion to his work which, with a clear head, a cool judgment, and a persevering determination to succeed, made him one of the most popular and useful superintendents in our country. COUNTY SUPERINTENDENT JONATHAN LYONS. The Educational Journal of Virginia for July, 1876, announcing the death of this gentleman, who had been long superintendent of the Tazewell County schools, says it occurred on the 11th instant, and goes on to tell that “ Mr. Lyons was a most faith¬ ful and successful school officer, who left no part of his duty unperformed, so far as his strength would allow ; who worked in the cause of popular education because he loved it, and hence reached the hearts of the people and commanded universal respect — a VIEGINIA. 409 man of clear, sound mind, fine character, and good scholarship, whose place it would he difficult to find a man worthy to occupy.” Such men deserve a record, and may well have grateful place in human memory. PRESIDENT BITTLE, OF ROANOKE COLLEGE. Eev. David F. Bittle, D. D., was horn November 19, 1811, in Frederick County^ Maryland. His youth was spent in labor and study on his father’s farm. In his nine¬ teenth year he entered the preparatory department of Pennsylvania College, Gettys¬ burg, and proceeded to graduation in 1835 among companions some of whom have since been eminent. After graduating he entered the theological seminary at Gettys¬ burg and remained till 1837, when he married and entered on the pastoral charge of St. John’s Lutheran Church, Augusta County, Virginia. Here amid active ministerial labor he made time for close and systematic study, and aided in the establishment of the Virginia Collegiate Institute, near Middlebrook, the germ of the subsequent Eoan- oke College, Salem. Eight years of faithful pastoral service in Virginia were followed by 7 more in a church at Middletown, Md., near his early home, and this by 2 years’ travelling agency for the Lutheran Home Missionary Society and the Hagerstown Female Seminary. From this work he Was called to the presidency of the institution he had helped to found, now grown into Eoanoke College, accepted the position, and entered on its duties in August, 1853. Thenceforth his history was that of the college, known and read of all. He labored incessantly and most successfully to build up the yet infant institution and make it an educational power in the section it was meant to influence. And he had the pleasure of seeing it grow beneath his hands into an important and effective college, presided over by an able faculty, and gathering its students from about twenty Statps and Territories. His powers as a financial agent, as a college disciplinarian, as an interesting preacher, and as a genial scholar, contrib¬ uted much to its success, and when he passed away, September 25, 1876, he left it, an influential and largely completed institution, as his monument. — (Eoanoke Collegian, October, 1876, and letter from Professor T. C. Bittle.) LIST OF SCHOOL OFFICIALS IN VIEGINIA. Hon. W. H. Euffnee, State superintendent of public instruction, Richmond. STATE BOARD OF EDUCATION. Name. Term. Post-office. His excellency James L. Kemper, governor, president . January 1, 1874-’78 January 1, 1874-’78 March 15, 1874-’78 Eichmond. Hon. E. T. Dani’ 1, attorney-general . Eichmond. Hon. W. H. Euffner, State superintendent of public instruction. Eichmond. SUPERINTENDENTS OF COUNTIES AND CITIES. [Term, 4 years from July 1, 1877.]* County or city. Superintendent. Post-office. Accomao . Albemarle . Alexandria, (county and city) .... Alleghany and Craig . Amelia . Amherst . Appomattox . Augusta . Bath and Highland . Bedford . Bland . Botetourt . Brunswick . Buchanan . Buckingham . Campbell . . Caroline . . . Carroll . Charles City and New Kent . James C. Weaver . . D. P. Powers . Kichard L. Came . Z.F. Nutter . . . M. F. T. Evans . Samuel M. Garland - Chapman H. Chilton _ Ko. S. Hamilton . J. Kenny Campbell . Sidney L. Dunton . William Hicks . G. Gray . B. B. Wilkes . Thomas W. Eatliff . William Merry Perkins. E T. Lemmon . Thomas E. Dew . D. B. Brown . Sam. P. Christian . Onancock. Scottsviile. Alexandria. Newcastle. Paineville. Amherst Court House.. Spout Spring. Staunton. Spruce Hill. Liberty. Bland Court House. Fincastle. Charlie Hope. Grundy. Buckingham Court House, Castle Craig. Eappahannock. Hillsville. Providence Forge. *The terms of superintendents in the following cities and counties expire January 1,1878: AlexanUria City, Bedford, Buckingham, Campbell, Caroline, Fairfax, Fauquier, Giles, Halifax, King William, Lynchburg, Norfolk County, Norfolk City, Northampton, Orange, Patrick, Petersburg, Portsmouth, Scott, Shenandoah, Wise, and Manchester City. 410 REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Virginia — Continued. County or city. S uperintendent. Post-ofiBce. Charlotte . Chesterfield . Clarke . Culpeper . Cumberland . Dinwiddie . Elizabeth City and Warwick . Essex . Fairfax . Fauquier . Floyd . . Fluvanna . Franklin . Frederick . Giles . Gloucester . Goochland . Grayson . Greene and Madison . Greenville and Sussex . Halifax . Hanover . Henrico . Henry . Isle of Wight . . -Tames City and York . Eling and Queen and Middlesex. . King George . King William . Lancaster and Northumberland.. Lee . Loudoun . Louisa . Lunenburg . Lynchburg . Matthews . Mecklenburg . Montgomery . Nansemond . Nelson . Norfolk County . Norfolk City . Northampton . Nottoway . Orange . Page. . Patrick . Petersburg . Pittsylvania . Portsmouth . Powhatan . . . Prince Edward . Prince George and Surry . Princess Anne . Prince William . Pulaski . Rappahannock . Richmond and W estmoreland .... Richmond City . Roanoke . Rockbridge . Rockingham . Russell . Scott . Shenandoah . Smyth . Southampton . Spottsylvania . Stafford . Staunton City . Tazewell . Warren . Washington . Wise . Wythe . William W. Read . .. W. A. Blankenship, William N. Nelson.. J. A. Holtzman . Richard P. Walton . . Roger P. Atkinson.. George M. Peek _ Henry Gresham .... D. Mc’Chichester _ L. L. Lomax . C. M. Stigleman . P. J. Winn . W. A. GriflBth . W. H. Gold . George W. Hines . . . W. Ap W. Jones _ O. W. Kean . Fielding R. Cornett. William A. Hill . W. H. Briggs . Henry E. Coleman . . J. B. Brown . Daniel E. Gardner . . G. T. Griggs . E. M. Morrison . James H. Allen . J. Mason Evans . William E. Baker _ John Lewis . . Meriwether Lewis.., J ames H. Graham . . , John W. Wildman .. L. J. Haley . Robert M. Williams A. F. Biggers . Thomas B. Lane _ Edward L. Baptist . . George G. Juukin . . . , R. L. Brewer . Patrick H. Cabell — John T. West. . R. L. Page . John S. Parker . T. W. Sydnor . Jaq. P. Taliaferro _ E. J. Armstrong _ James A. Taylor _ F. P. Leavenworth . . , G. W. Dame . James F. Crocker — P. S. Dance . B. M. Smith . W. H. Harrison . Edgar B. Macon . W. W. Thornton _ W. W. Wysor . Henry Turner . . W. N. Brown . James H. Peav . W. W. Ballard . . J. L. Campbell . Joseph S. Loose . E. D. Miller . Robert E. Wolfe _ John H. GrabiU . D. C. Miller . James F. Bryant . John Howison . R. L. Cooper . J. J.Ladd . (Vacancy) . M. P. Marshall . A. L. Hogshead . Joseph Phipps . James D. Thomas - Charlotte Court House. Millwood. Jefferson ton. Cartersville. Dinwiddie Court House. Hampton. Tappahannock. Fairfax Court House. Warrenton. Floyd Court House. Fork Union. Rocky Mount. Winchester. Newport. Gloucester Court House. Northside. Elk Creek. Rapid an Station. Hicksford. South Boston. Goodall’s. Richmond. Martinsville. Smithfleld. Burnt Ordinary. Church View. Shiloh. King William Court House, Litwalton. Jonesville. Leesburg. Harris. Lunenburg Court House. Lynchburg. Matthews Court House. Boydton. Christiansburg. Belleville. Variety Mills. Lake Drummond. Norfolk. Eastville. BeUefont. Orange Court House. Luray. Patrick Court House. Petersburg. Danville. Portsmouth. Powhatan Court House. Hampden Sidney College. Gareysville. London Bridge. Brentsville. Newbern. Woodville. Hague. Richmond. Salem. Lexington. Harrisonburg. New Garden. Rye Cove. Woodstock. Marion. Franklin Depot. Fredericksburg. Stafford’s Store. Staunton. Tazewell Court House. Front Royal. Osceola. Osborn’s Gap. Wytheville. WEST VIRGINIA. 411 WEST VIRGINIA. SUMMARY OF STATISTICS. 1874-’75. 1875-’r6. Decrease. POPULATION AND ATTENDANCE. Youth of school age, (6 to 21 years) . . Enrolled in public schools . Avei age daily attendance . Average age of pupils . 179, 897 115, 300 76, 468 10. 96 184, 760 123, 504 72, 278 11.32 4,863 8, 204 .36 4,190 TEACHEES. Men teaching . Women teaching . Teachers who had certificates . Average monthly salary of men . Average monthly salary of women.... 2, 677 784 3,582 $35 03 30 77 2,797 120 896 112 3,817 $34 89 32 09 235 SCHOOLS. Public schools . . Graded schools . High schools . School-houses . Built during the year . Value of school property . INCOME AND EXPENDITURE. Beceipts. 3, 231 3, 341 110 78 67 8 3 2, 959 3, 127 168 117 141 24 $1,605, 627 $1,660,468 $54, 841 State tax . Local tax . . Interest on permanent fund Other sources . . $194, 791 541, 090 17, 596 $196, 798 578, 966 21, 844 63, 036 $2, 007 37, 876 4,248 63, 035 Total . Expenditures. 753, 477 860, 644 107, 167 Sites, buildings, and furniture . . . . Libraries and apparatus . Salaries of superintendents . Salaries of teachers . Miscellaneous or contingent . Total . PER CAPITA EXPENDITURE — $121, 047 $123,211 $2, 164 2,797 3, 478 681 2,500 14, 096 11,596 541,359 531, 545 47, 457 120, 942 73,485 , 9, 814 715, 160 793,272 78, 112 On enrolment, (annual) . . On daily average attendance. $6 80 $6 65 7 72 $0 15 SCHOOL FUND. Amount of available school fund . Total school fund . Increase during the year . . . $293, 270 325,243 9, 691 $340, 411 340, 411 15, 168 $47, 141 15, 168 5,477 (Report for 1875 and 1876 of Hon. B. H. Byrne, State superintendent of free schools, and special returns for 1875 and 1876.) 412 REPORT OF THE COMMISSIONER OF EDUCATION. HISTORICAL SILETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Constitutions of 1863 and 1872; Laws of West Virginia from 1863; Barnard’s Com¬ mon Schools and Public Instruction; United States Statutes at Large, 1862; Reports of State Superintendents from 1869. FORMATION OF A SYSTEM. Up to 1861 the history of the eastern and western portions of Virginia was the same. They formed one State beneath one government, though dilfering greatly in physi¬ cal characteristics, in origin of population, and in the forms of social life. But when the great wave of secession swept the region east of the mountains away from the Union and into the Confederacy of the South, the connection between the two sections of the State was broken. The people west of the Aileghanies, separated by mountain barriers from those east of them, and closely linked with Pennsylvania and Ohio, from which they had in many cases come, refused to be severed from the Government of the United States. Meeting in convention at Wheeling June 11, 1861, they resolv^ to form a provisional State government, to continue their connection with the Union, and to let their future course be shaped by circumstances as these might arise. Those cir¬ cumstances drifted them eventually into the position of a separate State, Congress, on the 31st of December, 1862, passing an act to allow them to form one, and the Pres¬ ident, by proclamation, on the 20th of April following, declaring that the thing was done. Coming thus into a position for free action with respect to schools, the people, in their constitution of 1861, amended 1863, threw off the old poor school system of the parent State, provided for the formation of a fund to aid free schools, and directed the legislature to provide as soon as practicable a thorough and efficient system of such schools, to be sustained partly by the revenue from the school fund, partly from for¬ feitures and fines, partly from general State taxation, and partly from local tax. Legal provision for the supervision of these schools by elected State and county superintend¬ ents and township officers was also authorized, as well as the organization of such in¬ stitutions of learning as the best interests of general education in the State might demand. In accordance with these constitutional provisions a State school system was in¬ stituted under a law passed December 10, lb63, and amended February 25, 1865, and February 26, 1866. This system embraced the officers before mentioned, with township boards of education, and, after 1866, district trustees appointed by these boards. ~ There was also a State board for care of the school fund. The earlier reports of the working of the system are not at hand, but the one for 1869 showed the existence of 2,198 schools and 2,283 teachers, with 36,684 pupils in attendance out of a total en¬ rolment of 59,028 youths of school age, (6-21.) Seven of the schools were high schools and 38 were graded schools. The school year was, as a rule, 4 months. The receipts for school purposes during the year had been $281,058, besides $258,386 for building, mak¬ ing a total of $539,444 ; about ten times as much n,s the old State had been accustomed to expend annually for the tuition of poor children throughout her undivided territory. A State normal school had been established in connection with Marshall College and had had 106 pupils during the year, while a branch school at Fairmount had had 30 students in its normal department. Things were thus in quite fair working order for the beginning of a new system in a new State. Three years later, 1872, the State report showed that out of a school population of 170,035 there had been 85,765 enrolled in 2,479 public schools, with an average attend¬ ance of 56,317. A second branch of the State normal school had been established, a third was organized, and two others had received legislative authority to organize, while a State university, with 53 State cadets attendant on its classes, was said to be doing good work. Nor had special instruction been neglected; an institution for the training of deaf-mute and blind pupils in useful learning and productive means of self support had been established in 1870 at Romney, and reported in this year 67 in its halls. MODIFICATIONS OF THE SYSTEM. An amended constitution having been adopted in 1872, providing for some slight changes in the school system, a law conforming to its requirements was passed April 12, 1873 ; this law continues to be, in its main features, the school law of the State. The law retained the State and county superintendency of free schools, with the town¬ ship boards of education, but as embarrassments had grown out of having 3 trustees in the districts into which townships had been divided, only 1 trustee for these was now allowed, and he to be elected by the people of the district instead of being ap¬ pointed by the township board. The township, too, was now again made the one school district, as it had originally been under the laws of 1863 and 1865, and former WEST VIRGINIA. 413 districts were made subdistricts. Separate instruction of white and colored pupils was required, but to afford to colored children, as far as practicable, the benefit of free school education, schools were to be established for them in every subdistrict in which were 25 colored youth of school age. And as complaints of partial and incomplete examinations by county superintendents had been sometimes made, the exclusive examination of teachers was taken out of their hands and given to a county board of examiners, in which two experienced teachers, to be appointed by the presidents of the district boards of education, were associated with the superintendent. Under this law the school system seems to have been worked successfully, the enrol¬ ment in 3,341 public schools reaching 123,504 pupils in 1876, though the average attend¬ ance for that year was somewhat less than in the year preceding. The income, too, had come up to $860,644, while $793,272 had been expended on the public schools. The average school terms had been considerably increased, and greater efficiency in the instruction in the schools was reported to have been secured, while the State univer¬ sity, State agricultural department of the same, and State school ior the deaf and dumb and the blind are all spoken of as flourishing. At only two points does there seem to have been an exception to this reported gen¬ eral advance. The number of high schools and of graded schools appears to have diminished, while the efficiency of the State normal school and its 5 branches is said to have been impaired by slow and apparently reluctant appropriations for them by the legislature. SUPERINTENDENTS . The general superintendents have been; W. R. White, 1864-’65; A. D. Williams, 1865-’69; Henry A, G. Ziegler, 1869-’70, then dying in the midst of his term; C. S. Lewis, 1870-’72; W. K. Pendleton, 1872-73, filling a vacancy made by Mr. Lewis’s resignation ; B. W. Byrne, 1873-77. W. K. Pendleton was elected in the autumn of 1876 to succeed Mr. Byrne at the expiration of his term, March, 1877. ELEMENTARY INSTRUCTION. PROGRESS. The State superintendent, in his biennial report for the years 1875 and 1876, notes a marked progress in all the departments of the free school system. Since the commence¬ ment of his term of office, four years ago, he finds that the teachers are much better qualified, the attendance at school has been mnch larger, and the number of schools taught and the length of term have considerably increased. Much greater efficiency has been observed in the discharge of their duties by the school officers generally, and particularly by county superintendents. The finances of the schools have been dis¬ bursed more efficiently and accounted for much more closely. — (State report for 1875 and 1876, p. 26.) SCHOOL FINANCES. The school taxes have from the beginning of the system been about the same as at present, though the levy for the building fund has been for the last few years about one-third less than formerly. But the State levy has from the commencement been 10 cents on the $100 valuation of all property, real and personal, and the local tax for teachers’ fund has not varied much from the beginning ; yet the discrepancy in the amount raised has been great in different periods of the existence of schools, there hav¬ ing been received during the last 3 years $717,749 more than during the 3 years pre¬ vious to that period. True, there has been considerable increase in the value of property subject to taxation during the last 3 years, but not a sufficient increase, in the opin¬ ion of the superintendent, to account for the difference in amount raised. The whole financial system of the State relating to schools, says the State superintendent, is rad¬ ically wrong ; it should be reorganized, and placed on the same basis as is the State financial system, both as to State and local levies and collections. As an example of the looseness with which the school finances are managed, it is stated that numerous complaints are made by many of the counties that the sheriffs fail to pay to the teachers, as it becomes due, the money that is placed in their hands semi-annually for that purpose, using it for speculation and for the payment of their own debts. If the sheriff of a county is in debt to the State on account of revenues due to the State, when the general school fund becomes due the auditor withholds the pay¬ ment of the school money until such indebtedness is discharged. Thus, if the sheriff is indebted to the State when he gets his orders from the county superintendent, he takes the money due to the school teachers and pays his own debts, forcing them to wait for their money until the sheriff can collect from the slow taxpayers of his county suffi¬ cient to replace the teachers’ money ; thus making the school fund, as now managed, a reserve fund of actual cash in bank, upon which the sheriff can draw to pay any deficit in his accounts with the State that does not exceed the amount due to his county from the general school fund. The superintendent urges upon the legislature the import¬ ance of ameudiug the law so as to make such practices impossible. — (Report of State fiuperintendcut for 1875 and 1876, pp. 14-19.) 414 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATION AT THE CENTENNIAL. West Virginia’s exhibition of school work at the Centennial was creditable to her free schools as far as the specimens presented are concerned, but it might have been much more so had all portions of the State responded to the efforts of the Centennial committee on school work. There were exhibited about 25 volumes of specimens of school work, handsomely bound in cloth ; the work of the pupils compared favorably with similiar presentations from other States. — (State report, pp. 24-26.) PEABODY FUND. The aid derived from the Peabody fund by the better class of graded schools in the State has been of much benefit to such schools, in enabling them to continue in ses¬ sion much longer each year than they would have otherwise been able to do. During the year ending August 31, 1876, the sum of $12,000 was expended by the agent of this fund in aid of schools in the State, and $200 in aid of the Educational Monthly of West Virginia. — (State report, p. 20.) CITY SCHOOL SYSTEM. WHEELING. Officers. — A city school board and a superintendent of public schools, who must have had at least 3 years’ practice as a teacher before his appointment. Statistics. — Estimated present population, 30,000; school population, 9,501 ; total en¬ rolment in all public day schools, 4,490 ; in evening schools, 677. Total receipts for all public school purposes, $83,783.39; expenditures, $79,89ff84. Number of regular teachers in public schools, 97 ; teachers of German, 6 ; average number of pupils per teacher, 40. EemarJcs. — These figures show an increase during the year in the average monthly enrolment of 225, and in the average daily attendance of 198. There were 7 evening schools, with an enrolment of 677 pupils, and an average monthly enrolment of 491 ; per cent, of attendance, 73 ; number of teachers, 19. The day schools remained in session 10 months, the evening schools 3. The expense for tuition in the evening schools amounted to $1,710. During the past two years there were expended in building and enlarging school houses $44,658.95, of which $24,917.24 were used in the erection of a new building, which is one of the finest in the city. — (Report of State superintendent, appendix, pp. 99-103.) TRAINING OP TEACHERS. NORMAL SCHOOLS. The six normal schools of the State, owing to the want of timely aid by the legisla¬ ture, have been much crippled in their efficiency. For the past several years the appropriation for the payment of teachers’ salaries has not been made till late in the session of the schools, and as there is known to be considerable opposition to them in several portions of the State there are always some fears that such appropriations may not be made; an uncertainty that works great injury to the schools. The appropria¬ tions should be made every year before the commencement of the schools, so as to enable the board of regents to make contracts with the teachers with a certainty that the salaries will be paid as the services are rendered. Returns from the State normal school at Marshall College, and from its branches at Fairmont, Glenville, Shepherdstown, and West Liberty, with one from Storer College, Harper’s Ferry, report a total attendance of 385 pupils in normal studies, of whom 222 were men and 163 women. The number of graduates for the year was 77. The normal course in all but Storer College covers 2 years ; in that, three years. Graduates of the State schools are authorized to teach in public schools in the State without further examination. There is no report from the new school at Concord. — (Returns to Bureau of Education and State report for 1875 and 1876, p. 21.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent reports 3 public high schools in 1876, against 8 the previous year, but gives no statement as to their location or the number of pupils attending. The law contains ample provision for the establishment of such schools in either a township district, or two or more adjoining districts, in case the inhabitants, after four weeks’ previous notice, should vote at their biennial election in favor of having them. The number of them reported has varied greatly in different years, indicating either lack of regular information respecting them or a somewhat fitful use and abandon¬ ment of their advantages. WEST VIRGINIA. 415 PRIVATE SECONDARY SCHOOLS. In 2 schools for girls and 1 for both sexes, outside of the public school system, there have been reported to this Bureau 526 pupils, under 15 teachers. Of these, 4 are in classical studies and 430 in modern languages. Drawing is taught in 1 of these schools, painting in 2, and vocal and instrumental music in 2. Two report libraries, numbering 700 and 360 volumes respectively. PREPARATORY DEPARTMENTS. Two preparatory departments report 5 teachers and 56 pupils, of whom 18 were pre¬ paring for a classical and 16 for a scientific course.'^ — (Returns, 1876.) BUSINESS COLLEGES. Business colleges are in successful operation in Parkersburg, Charleston, and Wheel¬ ing. The National Business College in Wheeling is designed for the practical educa¬ tion of ladies, young men, and boys in business affairs, and embraces instruction in all departments of book-keeping, penmanship, arithmetic, spelling, commercial law, and correspondence. — (Report for 1875 and 1876 of State superintendent, p. 23.) SUPERIOR INSTRUCTION. WEST VIRGINIA UNIVERSITY. This institution, located by the State legislature at Morgantown, in 1867, was designed to stand at the head of the State literary schools. The buildings, consisting of a university hall, an armory, and a new central hall, are new, tasteful, spacious, and well adapted to their purpose. The permanent fund, derived largely from the con¬ gressional grant to agricultural and mechanical colleges, is at present about $10,000, the income of which, together with special appropriations from the legislature, goes to meet the current expenses. From the outset, the plan of the institution was made broad and liberal, assuming the features of a university. The various departments as at present arranged are as follows : (1) Philosophy and English literature ; (2) astronomy and physics ; (3) mathe¬ matics and engineering ; (4) military science and tactics ; (5) modern languages and literature; (6) history, political economy, and belles lettres ; (7) chemistry, natural his¬ tory and agriculture. The university possesses the apparatus requisite for illustrating chemistry and physics, and its museum contains extensive mineralogical, geological, and conchological cabinets, together with many specimens in other departments of natural history. The library, numbering about 4,000 volumes, includes not only valuable books of reference, but also standard works in the various departments. — (Report of State superintendent 1875 and 1876, pp. 23, 24.) OTHER COLLEGES. Bethany College, Bethany, (Christian,) has 3 separate complete courses, the classical, the scientific, and the ministerial, leading respectively to the degrees of A. B., B. S. and B. L. There are also three special courses in engineering, physics, and chemistry, There is a preparatory course of one year. — (Catalogue, 1875-’76.) The West Virginia College, Flemington, (Free Will Baptist,) is for both sexes, and provides preparatory, commercial, academic, normal, and collegiate courses of study. — (Circular of college.) COLLEGE FOR WOMEN. The Wheeling Female College, an undenominational institution, chartered in 1849, reports 10 teachers and 107 pupils, of whom 22 are in preparatory, 81 in regular, and 4 in post graduate courses. Drawing, painting, vocal and instrumental music, and modern languages are taught. The institution has a chemical laboratory and a gym¬ nasium. SCIENTIFIC INSTRUCTION. WEST VIRGINIA UNIVERSITY. The agricultural department of West Virginia University provides a 2 years’ course of instruction, comprising 6 schools, viz : (1) agriculture, chemistry, and natural history ; (2) astronomy and physics ; (3) mathematics and engineering ; (4) history, political economy, and belles lettres ; (5) modern languages, and (6) philosophy and English literature. Military science is also included, and for this the United States furnishes arms and equipments, besides detailing an officer from the Regular Army to act as in¬ structor. — (State report for 1875 and 1876, p. 23, and catalogue of university, 1874-’75.) 416 REPORT OF THE COMMISSIONER OP EDUCATION. Statistics of a university and colleges and a school of science, 1876. Names of nniversity and collefies and school of science. Bethany College . West Virginia College . West Virginia University. SCHOOL OF SCIENCB. Number of students. Property, income, &c. $150, 000 15, 000 125, 000 $37, 000 0 108, 778 $3, 300 0 6, 500 $3, 000 i,*266 $0 0 26, 125 a5, 000 574 a4, 600 Agricultural department of West Virginia Uni¬ versity 6 . a Includes society libraries. 6 Reported with classical department. SPECIAL INSTRUCTION. WEST VIRGINIA INSTITUTION FOR THE DEAF AND DUMB AND THE BLIND, ROMNEY. This institution has given instruction to 35 blind and 108 deaf and dumb pupils since its foundation, in 1870, and had, in 1876, an attendance of 24 blind and 65 deaf and dumb. Four shops were in successful operation during the 2 years ending October 1, 1876, in which were taught carpentering, shoemaking, tailoring, mattress making, liroom making, cane seating, and sewing. The employments taught blind pupils are cane seating, broom making, and mattress making. The literary branches taught are Eng¬ lish language, grammar, geography, arithmetic, history, algebra, Latin, and drawing. — (Biennial report, 1875’-76, of the institution, and special return, 1876.) EDUCATIONAL CONVENTION. STATE EDUCATIONAL ASSOCIATION. The Educational Association of West Virginia met at Moundsville August 26, 1876. Tbe address of welcome was delivered by Hanson Criswell, and was responded to by Prof. Joseph McMurran, of Shepherd College. The rolloall on the first day showed only 9 members present, but 17 new ones were immediately admitted, making a busi¬ ness quorum present. Addresses and papers wore presented by Prof. Joseph McMurran on “ What to teach and how to teach it;” by Prof. T. Marcellus Marshall, of the State Normal School, at Glenville, on “ Normal schools ; ” by Prof. Samuel R. Haven, on “ The former and pres¬ ent condition of schools in Marshall County;” by Miss Cora Myers, on “What we should read ; ” and by Prof. H. N. Mertz, on “ Geology in West Virginia.” A paper of Dr. J. G. Blair was read by Professor Miller, on “ Culture and religion in some of their relations.” Recitations were given by Prof. L. Eskey and Prof. F. H. Crago, and after the passage of a number of resolutions, among which was one to meet next year at Mar- tinsburg, the association adjourned. — (Educational Monthly of West Virginia, January, 1877, pp. 19-33.) WEST VIRGINIA, 417 LIST OF SCHOOL OFFICIALS IN WEST VIRGINIA. Hon. W. K. Pendleton, State superintendent of free schools, Wheeling. [Term, March 4, 1877, to March 3, 1881.] COUNTY SUPERINTENDENTS. [Term, September 1, 1675, to August 30, 1877.] County. Superintendent. Perry Marteney _ _ _ _ _ E. M. Walker . . . Cary Toney . . . J. W. Humphreys . J. W. Hough . . D. L. Duncan . . . D. W. Knight . . . . E. E. Le Sueur . J. V. Blair . . . 0. W. Hughart . . Levi Johnson . C. M. Babb . W. H. Lewis . . . . . . A. M. Alverson . . . . H. C. Shepherd . . . . G. T. Williams . . . . . J. E. Adams . .Ta,ckaoTi _ _ _ Lewis Vonng _ _ _ _ _ Jefferson . . . John Hess . Kanawha . . Martin Hill . Lewis . . . . G. W. Crook . . . Lincoln . . . . F. M. Vickers . . TiOgau _ _ _ J. W. Staiford _ .. Marion . . . . . . J. M. S.atterfield _ _ _ Marshall _ _ W. M. Wirt. _ _ _ Mason . . . . . C. E. Hogg . . . McDowell _ J. F. Gamble _ _ _ Mercer _ A. B. Phipps _ _ - . . Mineral . . . . J. A. Sharpless . . . Monongalia . . A. L. Wade . Monroe . . . . . J. D. Beckett _ _ _ _ Morgan _ _ _ George Bnck _ _ N icholas . . J. H. Eobinson . . . Ohio _ _ _ _ _ J. C. Fa.rris _ _ _ Pendleton _ William McQnain _ _ Pleasants _ C.C. Davis _ _ _ Pocahont.as _ J. W. Warwick _ _ Preston . . . J. H. Feather _ _ Putnam . . . M. S. Kirtley _ Ealeigh . C. W. Cook . Eandolph . J. W. Price . . . . Eitchie . . ....... J. N. Kendall . Eoane . Buenos Ayres . . . Summers . C. L. Ellison . . . . . Taylor . S. E. Powell . Tucker . W. B. Maxwell _ _ _ _ _ Tyjer . T. N. Parks . TTpahnr _ _ _ George E. T.atha.m . _ Wayne . J. H. Napier . W ehster _ _ _ C. W^. Benednm . . .. _ _ Wetzel . W. A. Newman .... _ _ _ _ _ _ _ Wirt . D. C. Casto . - . Wood . S. T. Stapleton _ _ ..... _ Wyoming . . . . . Albert Shannon _ _ _ _ Wheeling City. _ _ _ J. C. TTervey _ _ _ Post-office. Burnersville. Martin sburg. Mouth Short Creek. Braxton Court House. Bethany. Thorndike. Grantsville. Big Sycamore. New Milton. Look Out. Glenville. Greenland. Palestine. Capon Bridge. New Cumberland. Moor efi eld. Clarksburg. Jackson Court House. Duffield. Charleston. "Weston. Hamlin. Logan Court House. Fairmont. Dallas. Point Pleasant. Perryvillo. Princeton. Piedmont. Morgantown. Union. Berkeley Springs. Nicholas Court House. W est Liberty. Franklin. St. Mary’s. Buckeye Cove. Valley Point. Hurricane Depot. Ealeigh Court House. Mingo Flats. Harrisville. Three Forks Keedy. Eollin sburg. Prnntytown. St. George. Conaway. Sand Eun. Adkins Mills. Webster Court House. Knob Fork. Wirt Court House. Parkersburg. Sun Hill. Wheeling. 27 E 418 REPORT OF THE COMMISSIONER OF EDUCATION. wi§coKsm. SUMMARY OF STATISTICS. POPULATION AND ATTENDANCE. Youth 4 to 20 years of age . Of said age enrolled in public schools . Total enrolment . Attending private schools only . In public, private, and charitable schools, and in colleges. TEACHERS. Teachers in public schools . Pay of men teaching in counties.... Pay of men teaching in cities . Pay of women teaching in counties . Pay of women teaching in cities .... SCHOOLS. Graded schools . Length of schools in cities, (days) .. Length of schools in counties, (days). Sdhool-houses . Having outhouses in good condition. Value of school property . INCOME AND EXPENDITURE. Receipts. From taxation . Interest on permanent fund . Other funds . Other sources . Total . Expenditures. Sites, buildings, and furniture.. . Libraries and apparatus . Salaries of superintendents . Salaries of teachers . Miscellaneous or contingent . Total . PER CAPITA EXPENDITURE — On school population . On enrolment . SCHOOL FUND. Permanent fund . 1874-75. 1875-76. Increase. Decrease. 461,829 474, 811 12, 982 277, 884 280, 153 2, 269 279, 854 282, 186 2, 332 16, 200 24, 028 7,828 299, 3.55 309, 227 9,872 9, 451 8, 630 721 $43 50 $42 95 $0 55 109 40 105 10 4 30 27 13 27 16 $0 03 39 40 37 20 2 20 382 375 7 195 193 2 149 152i 3^ 5,260 5, 299 39 3, 320 3, 543 223 $4, 979, 169 $4, 875, 618 $104,551 $1, 879, 499 $1, 952, 163 $72, 664 178, 072 50, 000 200, 616 173, 063 $5, 009 50, 000 202, 468 1,852 2, 308, 187 2, 327, 694 19, 507 $344, 273 $291,901 ' $52, 372 27, 223 17, 481 9,742 50, 000 64, 500 $14, .500 1, 350, 884 1, 462, 326 111,442 241, 777 290, 433 48, 656 2, 014, 157 2, 126, 641 112, 484 $3 64 $4 48 $0 84 6 05 7 53 1 48 $2, 624,2:9 $2, 625, 798 1,559 (Reports of Hon. Edward Searing, State superintendent of public instruction, for 1874--’75 and 1875-76, with special returns to Bureau of Education.) WISCONSIN. 419 Notes on the statistics. — The statistical summary for 1876 embraces returns from all the school districts of the State, whereas in that for 1875 the returns from Chippewa County are not included ; the increase, consequently, where increase is indicated, is not so great as appears to be the case. The number of private school pupils who also attend the public schools some part of the year is given but partially for the cities. If given fully, and if the proper deduc¬ tion were made for children twice counted, the actual aggregate attendance upon all schools would be reduced about fifteen hundred for 1875 and sixteen hundred for 1876. Of 8,634 teachers’ certificates issued, 7,712 were of the third grade, 633 of the second, and 289 of the first. Of the 375 graded schools, 183 have only 2 departments, and 189 have 3 or more. — (State report, 1875-76, pp. 3-5.) It may also be mentioned that the total receipts for school purposes given in the printed State reports considerably exceed the sums above given from written returns, because the former include balances from preceding years, |469,870 in 1874 and $461,961 in 1875. HISTORICAL SKETCH OF THE STATE SCHOOL SYSTEM. AUTHORITIES. Common Schools and Public Education, by Dr. Henry Barnard ; Education in Wis¬ consin, by President W. C. Whitford, of Milton College; Laws of Wisconsin and of Michigan; Constitution of 1848; Revised Statutes of 1849. A BARE EARLY BEGINNING. Originally a part of the Northwest Territory, Wisconsin was in 1809 included in the Territory of Illinois ; in 1818 it was attached to Michigan Territory, and continued in this connection till 1836 ; was then itself organized as a Territory, including for a time the upper peninsula of Michigan and the region constituting now the States of Iowa and Minnesota ; and, finally, in 1848, was admitted as a State with its present bounda¬ ries. It was not until after its inclusion in Michigan that population began to flow in, and not until 1827 that there was sufficient concentration of this population for the sup¬ port of public schools in even a few localities. Of course, to these localities the Mich¬ igan school law of that year applied. This, following closely the old Massachusetts law, ordained that the citizens of any township with 50 householders should engage a school¬ master of good morals to teach the children to read and write, and that any one with 200 householders should have a schoolmaster who could teach Latin, French, and English. As gentlemen who were subsequently identified with educational movements in the State came with the early settlers, it might seem likely that the provisions of such a law would be carried out wherever practicable. But settlers in new regions in those days took long to get their homes and farms in order ; troubles with the old Indian owners of the soil arose, and before these troubles were so quieted as to make the people feel entirely safe, the law above referred to was superseded, April 13, 1833, by one less man¬ datory, which left them free to do comparatively as they pleased respecting schools. So, at the close of the connection with Michigan, we learn of only 8 small private schools, with 275 pupils, and of one incipient public school at Milwaukee organized under the Michigan school law. THE TERRITORIAL PERIOD. When Michigan was admitted into the Union conditionally, in 1836, Wisconsin, on the supposition of an early actual admission, was organized into a Territory by itself. Under the ordinance of 1787, she came into territorial existence with a claim on the sixteenth section lands in every surveyed township for the use of schools,” and one of the first movements of her first territorial legislature was “ to prohibit persons from trespassing on the school lands by cutting and destroying timber.” At the second session of the legislature, a bill was passed, November 7, 1837, to regu¬ late the sale of these school lands, and in immediate connection with this, “ to provide for organizing, regulating, and perfecting common schools.” This was substantially a reenactment of the Michigan laws of 1827 and 1833, with modifications meant to secure greater efficiency. Thus, instead of waiting for 50 families in a township before establishing a school, it was required that as soon as 20 electors should reside in a sur¬ veyed township, they should choose 3 commissioners of common schools, to hold office for 3 years, to lay off districts, to call school meetings, and to apply to the payment of teachers’ wages the proceeds of the leases of the township school lands. Each district was to elect 3 directors to hold office for a year, to locate school-houses, levy taxes for support of schools, and engage teachers for at least 3 months annually. Five inspectors, instead of the Michigan 10, were also to be annually elected for the township, to exam¬ ine and license teachers, and look into the methods of conducting schools. The tax 420 REPORT OF THE COMMISSIONER OF EDUCATION. levied in the districts was to be pro rata on the attendance of the pupils, and children whose parents or guardians could not pay the tax were to have it paid for them by a levy on all the inhabitants. Two years later, 1839, the provisions of this law were modified, every township with not less than 10 families being required to become a school district and provide a com¬ petent teacher; and every one with more than 10 families to form 2 or more districts, each with its school. The 3 township commissioners dispensed with, their duties were transferred to the township inspectors, with the additional ones of caring for the school-houses, protecting and leasing the school lands, discharging incompetent teachers, and reporting to the county commissioners the number of scholars in the town. These county commissioners were to appoint inspectors for townships neglect¬ ing to elect them. In districts the school officers were termed trustees instead of directors, and were, for their districts, to have the inspectors’ powers of caring for the school-houses and determining complaints against teachers. A teacher who should neglect to procure a certificate from the inspectors before entering on his work was made liable to a fine of $50. The district rate bill system was superseded by a county tax to bo levied by the county commissioners for building school-iiouses and sustaining schools, this tax not to exceed one-fourth of 1 per cent. In 1840 and 1841 the law was again altered, the town inspectors dropped, the town commissioners restored, a clerk and collector added to the three trustees of districts, the right of voting at school meetings restricted to male freeholders or householders over 21 years of age, the fine of $50 for neglect on the part of a teacher to secure a certifi¬ cate changed to a forfeiture of a sum tnat should not exceed his wages, a district tax for building school-houses (additional to or in lieu of the county tax) allowed, and the duties of each school officer more specifically defined. By this time the people were getting weary of such frequent change of laws, and so much confusion grew out of the substitution of one set of officers for another back and forth that no further important change was allowed until the Territory was about to become a State. Then a convention, called to prepare a constitution under which a State organization might be reached, inserted in 1846 at the suggestion of Dr. Henry Barnard, of Rhode Island, in the constitution proposed by it these educational provis¬ ions : (1) That there should be a general supervision of all public schools by a State superintendent of instruction and such other officers as the legislature might direct ; (2) that there should be for the support of public schools a State school fund, the capi¬ tal of which should be preserved inviolate, the income to be distributed in some just ratio to the attendance in the schools ; (3) that — with a view to the avoidance of rate bills, which were still often levied, and to the making of the State schools truly free — there should be legal provision for raising in the towns and cities a sufficient local tax, additional to the State apportionment, to enable the people fully to sustain their schools. Uniformity in the schools of the State system, and libraries for towns and cities, were also provided for. These propositions failed to pass at that time, though they found great favor with the chief friends of common schools. But in the constitu¬ tion under which the State entered the Union in 1848, essentially the same educational provisions were inserted, except that abackward step was taken in making the distribu¬ tion of the income of the school fund according to the number of youth of school age, instead of according to attendance. A STATE SCHOOL SYSTEM. For nearly two years after the adoption of the constitution there was some confusion from conflict between old and new school laws and from defects in the provisions of the latter, passed in August, 1848. But on the 1st of January, 1850, a revised code, known as that of 1849, went into operation, and thenceforward a true State system was established. Its officers from that time have been: (1) A State superintendent of public instruction, holding office for two years, and having general supervision of the common schools ; (2) town superintendents, elected annually, until 1861, for arrange¬ ment of districts, examination of teachers, visitation of schools, and apportionment of school moneys, but superseded January 1, 1862, by county superintendents, with terms of two years, counties having more than 15,000 inhabitants being allowed two ; (3) district school boards, consisting of a director, treasurer, and clerk, for care of school moneys and school property, for erection of buildings, hiring of teachers, prescription of text books, and for such special supervision of the schools as may enable them to secure the full efficiency of the same. The clerk of each district board is to make an annual report of the condition of the schools. The main features of the system, as may be seen, have been derived from Michigan, as was natural from the early connection referred to, but the wide awake teachers and officers of it have had every improvement introduced in other States in view, and have brought in others of their own origination. Of the former class are effective arrange¬ ments for teachers’ institutes, school district libraries, an optional township system of school government, and a linking of graded and high schools with the university. Of the latter, is the endowment of a system of State normal schools, to make them meas- WISCONSIN. 421 orably independent of the whims of legislators as well as to secure them larger advan¬ tages for their great work. Four of these schools now exist, and do effective service. A State university, with colleges of arts, of letters, and of law, and with an agricult¬ ural department of moderate extent, completes the State system. There is also an institution for the blind, at Janesville, and one for the deaf and dumb, at Delavan. STATE SUPERVISION. Since the organization of the State system in 1849, ten gentlemen have presided over it as superintendents of public instruction. Eleazar Root, of Waukesha, had the honor of being the first chosen, by consent of both the chief political parties, without any opposition, one year after the other State officers, and of being reelected next year for the full official term of two years, serving thus from 1849 to 1852. He greatly improved the school statistics, which at first were exceedingly imperfect, and urged the formation of teachers’ institutes and schools for training teachers, as well as of graded schools and high schools. ^ His successor, 1852-’54, was Dr. Azel P. Ladd, of Shullsburg, who recommended the first uniform series of text books, originated the plan of holding normal institutes in counties, drew attention to the fund which could be created from swamp lands, did much to improve the comfort and healthfulness of school-houses, and brought together the teachers in a State association. The third superintendent was the Hon. H. A. Wright, a lawyer, of Prairie du Chien, who had served as county judge. From January, 1854, to May 27, 1855, he devoted him¬ self to popularizing the school system and to advocating, like his predecessor, the archi¬ tectural improvement of the schools. He also recommended a new series of text books, and had the pleasure of securing for each school a copy of Webster’s Unabridged Dic¬ tionary. He died May 27, 1855, before the expiration of his term of office. Rev. A. Constantine Barry, of Racine, appointed to fill Judge Wright’s incompleted term to January, 1856, went then by election through another term to January, 1858, advocating scientific and physical training as well as literary in the schools, and ob¬ taining legal sanction and legislative appropriation for teachers’ institutes and normal departments in academies and colleges. Under him the Wisconsin Educational Jour¬ nal, established about a year before by Hon. James Sutherland and George S. Dodge, became, in March, 1856, the organ of the State teachers’ association and of the depart¬ ment of public instruction, as the Wisconsin Journal of Education, a name it has since retained and under which it has done noble service. Lyman C. Draper, of Madison, succeeded Mr. Barry, serving from January, 1858, to 1860, improving very much, with the aid of Dr. Henry Barnard, the conduct of teachers’ institutes, and obtaining, in 1859, the passage of a law for the establishment of town school libraries, with 10 per cent, from the income of the school fund and a special tax of of a mill for their foundation and support. Next came one since well known as superintendent of the schools of Chicago, J. L. Pickard, for fourteen years preceding principal of the Platteville Academy. Under him arrangements were made for more thorough examination of teachers, and for dis¬ tinguishing them by three grades of certificates ,* while the law for creating the county superintendency was secured in 1861. But, partly through his influence, the portion of the school fund which had gone into the township library fund was restored to the school fund in 1862, and the remainder of the fund went in the same direction, though this last was contrary to his advice. He served through two full terms, January, 1860, to January, 1864, retiring September 30 of the latter year, in the first half of a third term, to enter on the superintendency of the Chicago schools. Col. John G. McMynn, of Racine, served by appointment from September 30, 1864, to January, 1866, and then by election till January, 1868. He had been the chief organizer of the first graded schools in the State, had aided in the formation of the State teachers’ association, and had been a prominent member of it from the outset. His superintendency was marked by the passage of the present normal school law, by the establishment of the first State normal school at Platteville, by the location of the second one at Whitewater, by the incorporation of the State agricultural college with tlie university, and by the embodiment in the State report of returns for academies and colleges. Hon. A. J. Craig, of Palmyra, who had been an editor of the Journal of Education, a member of the State legislature, and an assistant State superintendent under the two last named, succeeded to the superintendency January, 1868, served through one term and into the first year of another, and was cut off by death July 3, 1870. The law for an optional township school system in place of the old district system was passed in his first term in 1869, and opens the door for large improvement in the schools if it should be extensively adopted. He also put in operation the plan of granting to teachers who stand a successful examination for them perpetual State certificates of qualification. The Whitewater Normal School was opened under him. Rev. Samuel Fallows, of Milwaukee, was appointed to fill Mr. Craig’s unexpired term to January, 1872, and then was elected for a second term to January, 1874. He se- 422 REPORT OF THE COMMISSIONER OF EDUCATION. cured the passagfe of a law establishing normal institutes of four weeks’ duration and appropriating $2,000 yearly to them from the State school fund. He also increased the number of the short term institutes, aided in opening the third normal school, at Osh¬ kosh, and in locating a fourth at River Falls, and brought the high schools into closer relations with the university by the selection of a course of study preparatory to its freshman or subfreshman class, with arrangements for the admission on diploma of such as should have prosecuted this successfully. The present superintendent. Prof. Edward Searing, of Milton College, entered on duty for his first term January, 1874, and was elected to a second in the autumn of 1875. He had been for ten years professor of Latin and Greek at Milton, had published an annotated edition of the .Slneid, and was engaged when elected in preparing a kindred one of the Iliad. He has labored to improve the condition of the graded schools, to encourage the formation of town high schools, to have the text books in the schools made free, to prevent corruption in the system of supplying these, and to have the taxation for the support of schools uniform in the State, dispensing with a varying local tax. He has also succeeded in having women made eligible to all school o&ces below the State superintendency. Besides the above State superintendents. President Whitford makes deserved men¬ tion of the three assistant superintendents who have served since 1858 : Prof. S. H. Carpenter, of the State University, under Mr. Draper; Mr. Craig, subsequently State superintendent, under Messrs. Pickard and McMynn ; and Rev. J. B. Pradt, under Messrs. Craig, Fallows, and Searing. These gentlemen are said to have aided greatly in securing uniformity of annual reports, correctness in school statistics, and intelligent decisions on questions in dispute. ELEMENTARY INSTRUCTION. THE LOWER SCHOOLS. While speaking highly of the collegiate, normal, and high school systems of the State, in which he thinks her well in the advance, Superintendent Searing goes on to say that in her lower schools, where, after all, the great mass of her population must be trained, there is still much requiring remedy. “ Here are too many young, inexperienced, and untrained teachers. Here are too many inconvenient, ill ventilated, unattractive school-houses. Here, too often, are no fixed terms, no defined courses of study, no edu¬ cational apparatus, no uniformity of books, no adequate supervision. Here the faults of a generation ago are reproduced and perpetuated. Indeed, but for the corrective influence of institutes and the system of county supervision the district schools of to¬ day would be inferior to those of thirty years ago.” It may be observed that it is of the district schools in the rural regions that the superintendent thus speaks. In several of the cities, and especially in Milwaukee, the lower public schools are among the excellent of their class. — (State report for 1875-’76, p. 48.) UNINCORPORATED PRIVATE SCHOOLS. At the time when the school system in the State was organized, a large number of unincorporated private schools were in operation. During the territorial period many of the most competent teachers had been employed in these. It was natural that schools of this character should be continued for a season, in even some of the older settled places, after the State school system was established. To such an extent were they retained that Superintendent Ladd complained in one of his reports of their deleterious influence upon the public schools. Quite large num¬ bers of them have been maintained each year since the formation of the State. The attendance of pupils upon them has been annually reported to be from 4,000 to 18,000. Greater numbers than these, however, have been taught in them. Some of the re¬ ligious denominations in the State sustain in connection with a portion of their churches schools with primary, intermediate, and grammar departments. In these schools special religious instruction is usually given. Select schools for more advanced pupils are still kept in cities and villages, under the impression that more careful in¬ struction is imparted and a higher moral tone maintained in them than in the public schools. — (President Whitford, in State report, pp. 383, 384.) A STATE SCHOOL TAX. Superintendent Searing has called attention in previous reports to the fact that the public schools of the State are too largely dependent for their support upon local and very unequal taxation, and has recommended that a State tax should supplement the scanty income of the school fund. He repeats this recommendation in the present report, giving the main points upon which it was based, as follows: (1) That the income of the school fund is less than one-twelfth of the annual cost of the schools ; (2) that taxation for the ordinary support of schools is enormously un¬ equal, varying from 1.35 mills on the dollar in Milwaukee to 10 per cent, in some of WISCONSIN. 423 the newer portions of the State; (3) that, in consequence, many schools in country districts are necessarily short in duration and poor in character ; and (4) that the State has now very scanty means of easily and cheaply enforcing such requirements as the good of the school system may demand ; hut the income of a State tax might be made a powerful, means of increasing attendance and of securing many other conditions on which the welfare of the school system depends, since it could be distributed on such conditions as the legislature might see fit to impose. The principle of “ payment according to results” is one which ought to be more fully incorporated into the school system of the State, as it is in those of the most advanced countries of the old world. — (State report, 1875-76, pp. 31-34.) CHANGES RECOMMENDED. Superintendent Searing renews the following recommendations, previously made by him to the legislature, believing them to be essential to the more rapid and satisfactory development of educational interests and results : (1) A radical change in the system of supervision, which will add to it greater intel¬ ligence, permanence, uniformity, and efficiency ; (2) a partial change from the pres¬ ent extreme dependence of the school system on local and irregular taxation to the firmer and better basis of the State tax; and (3) a change from the present inefficient district system of school government to the stronger, more intelligent, and more eco¬ nomical township) system. — (State report, 1875-76, pp. 2, 3.) THE TEXT BOOK PROBLEM. Knowing that there was much popular discontent with the lack of economy and system in the supply and use of school books, the State superintendent has, since assuming the duties of his office in January, 1874, given much consideration to the subject. The result has been to confirm his opposition to a system of State uniformity of text books, as being impracticable, unsuccessful in other States, unsuitable to the various needs of the people, not economical, and unnecessary ; also, to deepen his con¬ viction of the superiority of the plan of puchase by school boards. This plan, he says, has been successful wherever fairly tried, is fully in accord with the system of local government, economical, sure to result at once in local uniformity, and is, in other ways, conducive to the welfare of the schools. He favors, above all, the free text book system, believing that from it is obtained a larger number of satisfactory results to the schools and the people than from any other plan of text book supply adopted or suggested. Although the law authorizing district purchase of books has been known to the people of the State but little over one year, 267 districts have been reported to the superintendent as having purchased under its authority. Of this number, 137 loaned the books freely to the pupils, and 72 sold them. The remaining districts do not specify. Upward of 1,400 districts have adopted a list of text books. — (State super¬ intendent’s report, 1875-76, pp. 9, 14-17.) KINDERGARTEN. Four Kindergarten, located in Milwaukee, report a total of 11 teachers, including the principals, and 193 pupils. One of them keeps the children employed in Kindergarten plays and studies 3 hours during 5 days of the week; another, from 4 to 5 hours, 6 days of the week; another, 5^ hours, 6 days ; and the last, 5 hours, 6 days. The age of ad¬ mission in all but one of these schools is from 3 to 7; in that, it is 3 to 8. — (Special returns, 1876.) CITY SCHOOL SYSTEM. FOND DU LAC. Officers. — A board of education, composed of 16 members, 2 from each ward of the city, one-half the number going out of office each year, and a city superintendent of schools. Statistics. — Number of children from 4 to 20 years of age in the city, 5,993; total enrolment, 2,967. Number of teachers employed, 49. Numberofschool rooms, 50. Num¬ ber of pupils the school-houses will accommodate, 2,800. Total expenditures for school purposes, $32,085.47. EemarJcs. — The schools, primary, grammar, and high, are divided into 12 grades, the studies of each grade occupying one year. Examinations of pupils for promotion are held annually, but those who are found qualified to enter the grade above them may be promoted at any time. The high school offers both English and classical courses. The total enrolment of pupils in it was 180; per cent, of attendance, 95. — (Report of public schools for 1875-76, C. A. Hutchins, superintendent.) 424 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. One of the strongest features in the public school system of Wisconsin is her well planned, well endowed, and vigorous normal schools. These are endowed with a per¬ manent fund, amounting to nearly a million of dollars, the income of which in 1876 was $81,400.63. From a single school, at Platteville, in 1866, with 6 teachers, and an aggregate enrolment of 219 pupils, the work has grown to 4 schools, with 980 students in normal departments. Three of these report for 1876 a total of 19 graduates in the higher and 39 in the elementary course. The elementary course covers a period of 2 years ; the higher of 4 years. The Platteville school had an attendance in its normal department of 204 pupils, of whom 103 were men and 101 women, and graduated 7 in the senior and 16 in the elementary class, 4 of those in the higher class, and 8 in the elementary being women. The Whitewater school had in its normal department 95 men and 190 women, and graduated from its higher course 9 students, all but one of them women, and from its elementary course 13, of whom 11 were women. The Oshkosh school reports an enrolment of 323 students, with 3 graduates, 2 of them women, in its advanced course, and in the elementary course 13, of whom 8 were women. The school at River Falls, commenced in September, 1875, had an attendance during its first year of 168 students in its normal department. — (State report, 1875-76, pp. 231-261.) teachers’ institutes. In 52 different counties, or superintendents’ districts, 65 institutes were held during 1876, and were attended by 4,660 teachers, of whom 1,302 were men and 3,358 women. This is a greater number of institutes than has been held during any previous year. The increase in attendance, too, has been marked, being nearly 1,000 over that in 1875. — (State report, pp. 10, 428.) EDUCATIONAL JOURNAL. The Wisconsin Journal of Education, organ of the State teachers’ association and of the State department of public instruction, continued its useful work through 1876, and did not yield to the centralizing tendency which drew many of the school journals of the Northwest into the Educational Weekly, of Chicago, in January, 1877. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Twenty free high schools were organized, under the high school law, during the year 1875- 76. They reported as required, and received aid from the State to the amount, in the aggregate, of $7,466.50. The beneficial results of the law are already to be seen in the systematic and comparatively uniform courses of study in the various schools organized, in a higher average grade of teachers, in increased attendance of non-resi¬ dent pupils, in the greater number of students preparing for the university, and, in several localities, in new or enlarged buildings expressly erected for the purposes of more advanced instruction. The number of pupils attending high schools during the year 1875-76 was 1,284 ; average daily attendance, 895^. Teachers employed, 37. The number of pupils study¬ ing only the higher branches was 620; studying algebra or geometry, 443; natural sciences, 561 ; modern languages, 194 ; ancient languages, 167. — (State report, 1875-76, pp. 5, 27, 449.) PRIVATE SECONDARY SCHOOLS. In 1 school for boys, 6 for girls, and 11 for both sexes, outside of the public school system, there have been reported to this Bureau 1,976 pupils, under 134 teachers. Of these, 208 were in classical studies, 646 in modern languages, and 3 were preparing for a classical course in college. Mechanical drawing is taught in 6 of these schools and free hand in 8 ; vocal music in 9, and instrumental music in 10. Chemical laboratories are reported by 6, philosophical apparatus by 8, and libraries of 40 to 2,000 volumes by 10, the total number of such volumes being 7,005. — (Returns for 1876.) PREPARATORY SCHOOLS AND DEPARTMENTS. Two preparatory schools and 10 preparatory departments report 43 teachers and 1,220 students. Of the latter, 422 are preparing for a classical course and 496 for a scientific. One of the schools has apparatus for the illustration of natural philosophy, and 1 a gymnasium. — (Returns for 1876.) WISCONSIN. 425 BUSINESS COLLEGES. Eight business colleges report 1,391 students and 24 teachers. Of the pupils, 33 were studying phonography, 19 telegraphy, 28 German, and 9 French. Seven of the schools teach the common elementary branches and correspondence, penmanship, and book¬ keeping; 4, the higher mathematics; 1, surveying; 3, banking and phonography; and 2, political economy, life insurance, and telegraphy. — (Special returns, 1876.) SUPERIOR INSTRUCTION. UNIVERSITY OP WISCONSIN. The State University at Madison embraces a college of arts, one of letters, and a law school. The year which closed September 30, 1876, is reported to have been one of unusual prosperity to the university, not only in respect to its external and financial interests, but also as to the instruction given and the number and progress of its students. One of the most important events of the year in its bearing on the external pros¬ perity of the university was the appropriation to it by the legislature of an income tax of one-tenth of a mill on the valuation of the State. This was accompanied by the repeal of the previous yearly appropriations of $17,303.76, but the new tax will increase the income of the university by about $20,000. The year was also marked by the bestowment of the first scholarships. Hon. John A. Johnson, of Madison, established ten annual ones of $50 each. This aid is for stu¬ dents who have attended the common school or the university at least one year ; and, until the year 1900, it is limited to those who can read or speak reasonably well one of the Scandinavian languages. The chief points of interest in the internal progress of the university during the year 1875-’76 were free tuition to all within the State ; ipore systematic "and thorough ex¬ aminations for admission ; a reduction in the number of transient students ; a more complete separation of departments in instruction, and a representation in the Centen¬ nial Exhibition of sufficient merit to secure an award. The results of the experiment of coeducation of the sexes in this institution are such as strongly to recommend its continuance. The examinations in all the classes were as creditable to the young women as to the young men. About one-fourth of the num¬ ber attending the university in 1875-76 were young women. — (Annual report of board of regents, 1875-76.) OTHER COLLEGES. Beloit College, Beloit, (Congregational and Presbyterian,) embraces preparatory and collegiate departments, the latter with classical and philosophical courses. The ob¬ ject is to provide for the thorough, liberal, Christian education of young men. Its main course of study corresponds with that found in the best New England colleges, known as “the American college course.” — (Catalogue, 1876-77.) Galesville University, Galesville, (Methodist Episcopal,) is for both sexes, and has pre¬ paratory and collegiate departments, the latter with classical and scientific courses. The degrees conferred are A. B., B. S., and Mistress of English Literature, the last be¬ ing given to young women who complete the scientific course. — (Catalogue, 1875-76.) Lawrence University, Appleton, (Methodist Episcopal,) embraces preparatory and col¬ legiate departments, the latter having a classical course, a scientific course, and a course in civil engineering, each covering 4 years. — (Catalogue, 1876-77.) Milton College, Milton, (Seventh Day Baptist,) admits both sexes to its classical, scientific, and teachers’ courses. The classical course embraces 1 year of preparatory and 4 years of collegiate studies. — (Circular, 1876-77.) Eacine College, Racine, (Protestant Episcopal,) embraces preparatory and collegiate departments, the latter comprising a school of letters and a school of science. In the school of letters the usual classical curriculum is pursued, while in the school of science a more extended course in English, mathematics, and modern languages is substituted for the study of Latin and Greek. — (Catalogue of Racine College, 1876-77.) Eipon College, Ripon, (Congregational,) admits both sexes to the same classes and the same degrees. There is a preparatory department covering 3 years, and a collegiate department with classical and scientific courses of study, each extending over 4 years. — (Catalogue, 1875-76.) COLLEGES FOR WOMEN. Three institutions for the superior instruction of women report a total of 24 teachers and 368 students, of whom 157 were in preparatory, 84 in regular, 36 in partial, and 1 in post graduate studies. The courses of instruction cover from 4 to 8 years. All these schools teach vocal and instrumental music, drawing, painting, French, and German, and 1 teaches Italian. All have apparatus for the illustration of chemistry and natural philosophy ; 1 has a natural history museum ; 1 an art gallery, and 1 a gymnasium. One reports a library of 1,400 volumes.-— (Returns, 1876.) 426 REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of universities and colleges, 1876. Number of students. Property, income, &c. (D > Names of universities and colleges. Beloit College . Galesville University . Lawrence University . Milton College . Northwestern University. . . Pio Nono C ollege and Teach¬ ers’ Seminary* . . Bacine College . Bipon College . St. John’s College . University of Wisconsin. . . . 10 6 4 0 li .... 9 0 8 .... 19 ... . 14 0 12 .... 20 0 110 65 65 173 184 80 626 84 61 43 $75, 000 20, 000 50, 000 40, 05C 50, OOC ^135, 000 15, 000 60, 000 6, 000 $11, 000 1,200 4, 000 400 $3, 792 1,300 3, 350 3,614 2, 300 $0 0 $15, 000 0 a9, 500 4, 000 8, 000 a2, 000 a2, 050 104 126 62 80 72 33 49 80 227 80, OOC 155, 000 65, 000 80, 000 350, 000 30, 000 57, 000 0 358, 389 2, 700 4, 475 0 32, 000 20, 000 c52, 197 3, 0.50 10,000 8, 000 0 17, 303 500 1, 000 4, 000 a6, 500 a8, 300 * From Beport of Commissioner of Education for 1875. fs Includes society libraries. 6 Also 25 students unclassified. c Board and tuition. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENCE. The department of agriculture of the State university is one of several scientific courses comprised in the college of arts. The design is to give in this department a thorough and extensive course of scientific instruction, in which the leading studies shall be those relating to agriculture. The university farm is used to aid in conduct¬ ing experiments in agriculture and horticulture. The other scientific courses comprised in the college of arts are the following : (1) general science, (2) civil engineering, (3) mechanical engineering, (4) mining and metallurgy, and (5) military science. All except the last of these have courses of study covering 4 years and leading to appropriate degrees. The aim is to provide a sound education in the elements of science, and at the same time to allow great free¬ dom in the selection of studies. — (University catalogue, 1876-’77.) THEOLOGY. Nasliotali Souse, Waukesha County, a theological school of the Protestant Episcopal Church, provides a 3 years’ regular course of study, with a voluntary post senior year. The studies are biblical history and literature, church history and polity, systematic divinity, pastoral theology, sacred rhetoric, and Hebrew. — (Circular, 1875- 76.) Seminary of St. Francis of Sales, near Milwaukee, (Roman Catholic,) embraces 3 courses, viz, classical, philosophical, and theological. The theological studies are dog¬ matic, moral, and pastoral theology ; canon law, liturgy, exegesis, with an introduction into the Old and New Testaments, church history, and homiletics. — (Circular.) LAW. The law department of the University of Wisconsin provides a 2 years’ course of instruc¬ tion, given by lectures and by reading under the direction of the professors, with moot court practice. Graduates of this department are admitted to practice in all the courts of the State.— (University catalogue, 1876-77.) WISCONSIN. 427 Siatisiics of schools for scientifiG and professional instritction, 1876. SPECIAL INSTEUCTION. WISCONSIN INSTITUTE FOR THE EDUCATION OF THE DEAF AND DUMB. This institution, located at Delavan, Walworth County, is a school for children who, on account of deafness, cannot he educated in the common schools. The proper age for admission is 12 years, the course of instruction lasting 5. English language, arith¬ metic, geography, history, and the elements of the sciences are the branches taught. Articulation has been taught with gratifying results to those who could speak before becoming deaf. The number of pupils under instruction during the year 1876 was 190. — (Report, 1875-76, and special return, 1876.) WISCONSIN INSTITUTION FOR THE EDUCATION OF THE BLIND. This school for the blind, located at Janesville, has, since its foundation in 1850, had 255 pupils under instruction. The number reported for 1876 was 86. Broom making, cane-seating, fancy work, sewing, and knitting are the employments taught. The library numbers 650 volumes in raised print, and 550 in common print. — (Special re¬ turn, 1876.) WISCONSIN INDUSTRIAL SCHOOL FOR BOYS. The state industrial school for boys, located in the village of Waukesha, was opened in 1860 as a house of refuge. Its name was afterward changed to that of State Reform School, and, last, to the Wisconsin Industrial School for Boys. The institution is purely a school. The inmates are learners, and the overseers are all instructors in the fami¬ lies and the shops, on the farm and the playgrounds, as well as in the schools. There are now two graded schools, one, as formerly, of 5 departments or grades, and a new one of 3. A majority of the pupils are making commendable progress, and a few are excelling in penmanship, arithmetical calculations, and general knowledge. — (State report, pp. 315, 316.) EDUCATIONAL CONVENTIONS. STATE TEACHERS’ ASSOCIATION. The twenty-fourth annual session of the Wisconsin State Teachers’ Association was held at Milwaukee July 5, 1876. After the annual address of the president, H. C. Howland, was presented and referred to a committee for consideration, papers were read and addresses delivered by the fol¬ lowing persons ; W. H. Beach, of Beloit, on “ What shall we teach ? ” Miss S. A. Stewart, of Milwaukee, on “ Normal school work ; ” Hon. J. L. Pickard, of Chicago, giving many interesting reminiscences of the early days of the school system ; Michael Kirwan, of Manitowoc, on ‘‘Teachers’ examinations;” President W. C. Whitford, of Milton College, on“ The early history of Milton College; ” Professor Emerson, of Beloit, 428 REPORT OF THE COMMISSIONER OF EDUCATION. on “The early days of Beloit ; ” President J. B. Angell, of the University of Michigan, on “ The philosophic study of literature ; ” W. M. Lawrence, of Portage, on “ The higher education a function of the State;” W. A. Kellerman, of Oshkosh, on “Natu¬ ral sciences in the schools;” Miss Mary Walker, of Fort Atkinson, on “Our true inheritance;” L. Dow Harvey, of Sheboygan, on “Examinations in graded schools;” A. Earthman, of River Falls, on “The eye and the hand;” Miss Mary A. Brayman, of Platteville, on “ Fountains of knowledge ; ” Dwight Kinney, of Darlington, on “ Small colleges ; ” and Rev. C. E. Gordon, on “ Education a reciprocal right.” The proceedings comprised, also, singing, the discussion of the reports of committees, and other interesting exercises. The committee on that portion of the president’s ad¬ dress relating to the education of imbecile children reported in favor of the adoption by the State of immediate steps toward the establishment of a school for the instruc¬ tion of imbecile youth. The report was adopted, members of the association pledging themselves to bring the enterprise to the attention of the people, and to advocate its favorable consideration by the legislature. — (State report, 1875-76, pp. 299-306.) CONVENTION OF SCHOOL SUPERINTENDENTS. In response to the call of Superintendent Searing, thirty-two of the county and city superintendents of the State convened at Madison December 29, 1875. The first topic chosen by the convention for consideration was, “ More effective and permanent supervision,” and its discussion elicited the following expressions of sen¬ timent ; That the system of county superintendency is in danger of abolition, and should be impi^ved; that among its defects are meagreness of beneficial results, incompetent incumbents, uncertain tenure of office, meagreness of salary, and too great an amount of work. After the adoption of a resolution proposing remedies for the faults complained of, the subject of “Irregular attendance” was considered, a number of superintendents participating in the discussion. — (State report, 1875-”76, pp. 306-314.) OBITUARY RECORD. REV. J. LLOYD BRECK, D. D. This active missionary educator, who passed to his final rest at Benicia, Cal., in April, 1876, laid the foundation of his high reputation in Wisconsin from 1841 to 1850. Born of a family that had known for generations the highest refinements of culti¬ vated social life, a master of arts of the University of Pennsylvania, and a graduate of the General Theological Seminary of the Protestant Episcopal Church in 1841, he devoted himself from the outset with beautiful self-sacrifice to the then arduous work of Christian education in the West. Landing in the September following his ordina¬ tion at Milwaukee, he penetrated, with two clerical companions, the just opening wil¬ derness beyond, commenced his work at Prairieville, now Waukesha, and subsequently founded, further west in the same county, the “ Nashotah House,” which grew under him and his associates into one of the most successful theological schools of all the West. In 1850, still eager to be on the border and to build for a population yet to come, he removed first to St. Paul and then to Faribault, Minn. Here, also, while engaged with his usual intense activity in missionary work, he, with like minded companions, laid the foundations of the educational institutions which have since grown into the Shattuck School for Boys and the Bishop Seabury Divinity School of Faribault. Serving for a year as rector of the former to bring it into thorough work¬ ing order, he, in 1867, with the same aim of laying foundations on the border, removed to California, and established in 1868 the Missionary College of St. Augustine, Beni¬ cia, and in 1871 a church school for girls, called St. Mary of the Pacific, at the same place. It was while still watching from his neighboring church the growth of these last trees of his planting that the eager missionary, ardent educator, and gracious gen¬ tleman was called to rest, when probably not more than 58. WISCONSIN 429 LIST OF SCHOOL OFFICIALS IN WISCONSIN. Hon. Edward Searing, State superintendent of public instruction, Madison. [Second term, January, 1876, to January, 1878.] Eev. J. B. Pradt, assistant State superintendent, Madison. COUNTY SUPERINTENDENTS. [Terms expire January 1, 1878.] County. Superintendent. Post-office. Plainville. La Pointe. Eice Lake. Bayfield. West Depere. Alma. Grantsburg. Chilton. Chippewa Falls. KeiUsville. Eio. G. L. Mi'ller . De Soto. Door Creek. Black Earth. Watertown. Hustisford. Sturgeon Bay. Superior. Menomonee. Eau Claire. Fond du Eac, (1st district) .... _ W. L. O’Connor ... _ _ _ Eosendale. fi-rant _ _ _ G. M. Guernsey . . Platteville. fi-roen _ _ Thomas C. Eichmond _ ........ _ Bern. Green Bake. _ _ _ _ _ A. A. Spencer. ....................... Berlin. Albert W^atkins .................. _ Mineral Point. Jackson . . T. P. Marsh _ _ Hixton. Jefferson . . . . . . . . . C. T. Collier _ _ Pome. Juneau . . . . . J. W. Wightman ....... _ ... _ Werner. Xenosha . . . . . . . David H. Flett _ _ _ _ _ _ _ Kenosha. Kewaunee . . John M. Eead........ . . Kewaunee. La Crosse . .* . S. M. TiCete _ _ _ West Salem. La Fayette . Henry J ane . . . . . Shullsburg. Lincoln . David Finn . . . . . Jenny. Manitowoc . . . W. A. Walker . . ............ Manitowoc. Marathon _ _ _ _ Thomas Greene _ _ _ _ W^ausau. Marquette . . . . H. M. Older . Packwaukee. Milwankee, (1st distriet) _ _ _ Thoma,s O’TTerrin _ _ _ Oak Creek. Milwaukee, (2d distriet) . . . .Tames T.. Foley _ _ Butler. Monroe _ _ _ _ “N". TT. TTolden . . . Sparta. Oconto _ _ - . . Maggie M. Comstock _ Oconto. Outagamie _ _ Patrick Fln,na.ga,n _ _ _ Appleton. Ozaukee _ _ _ _ _ S. A . TTooper . . . Port Washington. Pepin . . . .T TT. Pounds _ _ _ Durand. Pierce . . . TT. S. Pa.ker _ Eiver Falls. Polk . .Tames W. Dean _ Black Brook. Portage . . . .T. O. Morrison _ _ Amherst. Eacine . . . M. J. Smith . Sylvania. Eichland . . . David D. Parsons . . . Eichland Centre. Eock, (Ist district) . .Tohn W. West . . . Footville. Eock, (2d district) . .T. R. Tra.cey _ _ _ _ _ Milton. St. Croix . Frank P. Chapman _ _ New Eichmond. Sauk . •Tames T. Tainn _ Ironton. Shawano . . . Miss C. A. Magee . . . Belle Plaine. Sheboygan . George W. Weedeu . . . . Sheboygan City. Taylor . 0. N. Lee . Medford. Trempealeau . Amos Whiting . . Trempealeau. Vernon . O.B. Wyman _ _ _ _ ....... Viroqua. Walworth . Frederick W. Isham . . . Elkhorn. Washington . . . S. S. Ramey _ _ _ West Bend. Waukesha . John Howitt. .. . .. ................... Waukesha. Waupaca . C. M. Rright . . . .. .. W^aupaca. Waushara . William T. Williams . . W^automa. Winnebago . F. A. Morgan . . Oshkosh. Wood . C. R. Garrison _ _ _ Central! a. 430 REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Wisconsin — Continued. CITY SUPERINTENDENTS. Appleton . . : . Beaver Dam . Beloit . Berlin . Columbus . Bond du Lac . . . . Bort Howard . . . . Grand Eapids . . . Green Bay . Hudson . Janesville . Kenosha .... - La Crosse . Madison . Menasha . Milwaukee . Mineral Point . . . Keenah . ... Oconomowoo .... Oconto . Oshkosh . Portage . Prairie du Chien Racine . Sheboygan . Watertown . Wausau . Cities. Name. A. H. Conkey. James J. Dick. T. L. Wright. N. M. Dodson. S. O. Barrington. C. A. Hutchins. E. Chappell. Henry Hayden. J.D. Williams. S. C. Simmonds. E. W. Burton. H. M. Simmons. J.W. Weston. Samuel Shaw. W.H. Lull. . J ames Mac AUster. Thomas Priestly. T. T. Moulton. A. E. Tracy. H. W. Gilkey. Charles W. Belker. N. K. Shattuck. Joshua Sutter. George Skewes. W. C. Tillson. William Bieber. W. C. Silverthorn. ARIZONA. 431 AUmONA, SUMMARY OF STATISTICS. 1874-75. 1875-76. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age, (6 to 21) _ _ 2, 508 2, 955 447 Enrolled in public schools . 1,213 645 Average daily attendance . 419 900 481 TEACHERS. 6 15 9 Women teaching _ _ _ _ _ 8 6 2 Average monthly pay of men . $100 $110 ' $10 Average monthly pay of women .... 100 90 10 SCHOOLS. School rooms . . . . . 14 21 7 Average duration in days . 180 INCOME AND EXPENDITURE. Eeceijpta, State tax . . . . $4, 690 Local tax . 9,232 Other funds _ _ _ 14, 837 Total . . 28, 760 $31. 449 $2, 689 Expenditures. Building school-houses (mostly) $17, 655 Salaries of superintendents _ _ ... 1,050 Salaries of teachers _ _ 10, 039 Total . . . . . . $24, 152 28, 744 $4, 592 (Special returns for 1874-’75 and 1875-76 from Gov. A. P. K. Safford, ex oflQcio super- int/Ondent and president of the territorial board of education.) HISTORICAL SKETCH OF THE TERRITORIAL SCHOOL SYSTEM. ADMINISTRATION OF GOV. A. P. K. SAFFORD. In answer to a request for information relative to the organization of the public school system in Arizona, Governor Safford writes as follows, under date of December 14, 1876 : Upon assuming the duties of the office of governor in the year 1869, I found that several previous legislatures had enacted school laws, but in none had any positive provisions been made to sustain public schools, it having been left optional with school trustees and county boards of supervisors to levy a school tax or not. The result was that no means were provided, and no schools were organized. I saw clearly that the first and most important measure to adopt was to provide the means by making the tax compulsory and as certain as the revenue for carrying on the machinery of the government. I at once, after assuming the duties of my office, began to agitate the subject. The first legislature convened in 1871. I prepared a school bill and presented 432 EEPORT OF THE COMMISSIONER OF EDUCATION. it to the members as soon as they assembled. Scarcely a member looked upon it with favor. They argued that the Apaches were overrunning the country; that through murder and robbery the people were in poverty and distress ; that repeated attempts had been made to organize schools, and that failure had always ensued. To these objections I replied that the American people could and ultimately would subdue the Apaches ; that unless we educated the rising generation we should raise up a popula¬ tion no more capable of self-government than the Apaches themselves ; and that the failure to establish schools had been the result of imperfect statutes during the entire session. “ Finally, on the last day of the session, they passed the bill, after striking out nearly all the revenue which had been provided. The measure was the best that could be secured, and had to be accepted as it was. As soon as the legislature adjourned every part of the Territory was visited, and appeals to aid in establishing schools under the law, which constituted the governor ex officio superintendent, were everywhere made. A desire for schools soon began to appear among the people. We had no books nor teachers ; all had to be procured in the older States. In the course of the follow¬ ing year, several schools were in successful operation, and by the time the legislature met again, in 1873, the sentiment had grown so strong that members came generally fully instructed to strengthen the school sys tern to the extent of their power. The law was then amended, making it obligatory to levy a tax of twenty -five cents on each |100 of taxable property in counties, and also a like territorial tax, the fund accruing from the latter to be divided upon the basis of the whole number of children of school age. The next two years the school system flourished to the entire satisfaction of all interested in it. When the legislature of 1875 met, a change in the division of the school fund to a basis of those actually attending school was recommended. This amendment was adopted, and has proved very beneficial to the school interest. At this session an attempt was made to divide the school fund for the benefit of sectarian schools. The measure, ardently supported by the then chief justice of the Territory, was defeated by a large majority in the legislature. A law was also passed by this legislature making education compulsory. “ Since that time the schools have greatly increased in number and usefulness. Among those whose influence has greatly aided in organizing and successfully main¬ taining the school system may be mentioned Hon. T. J. Bidwell, who contributed his influence in the legislature, and was afterward, by virtue of his office as probate judge, ex officio superintendent of schools for the county of Yuma; also, C. H. Brinly, who held a like position in the legislature and the county of Yuma ; Hon. J. T. Alsop, for services in the legislature and as ex officio superintendent of schools for Maricopa County ; H. N. Alexander, superintendent of schools for Yuma County, and Hon. Estevan Ochoa, for services as a member of the legislature and as school trustee of the Tucson school district. Being a Mexican by birth, his devotion to the school system, and his clear, practical intelligence, have been of invaluable service in stimulating his people to sus¬ tain the public school system. There are also many others who have been of great assistance.” THE SCHOOLS IN THEIR FOURTH YEAR. The education of the youth in Arizona has kept steady pace with the increase of population and wealth. Of the 2,955 children of school age, 1,474 were reported in 1876 as able to read and write, making an increase over the number who could read and write reported the previous year of 566. It will be seen that very nearly 50 per cent, of the children in the Territory can now read and write. Every district in which there are sufficient children is supplied with a good free school. Many school-houses have been erected that would do credit to the older States. Considering the short time schools have been established and the many obstacles they have had to overcome, the situation, it is thought, is very encouraging, and ofi'ers the best argument that can be presented in favor of the public school system. The present school law. Governor Safibrd thinks, meets in the main the wants of the Territory as well as any law that can be devised. He therefore recommends no changes in it. — (Reports of Governor Safibrd for 1875 and lt76 and fourth biennial mes¬ sage to the legislature.) SCHOOL-HOUSES. A two-story brick school-house was erected in 1876 at Prescott, costing, completely furnished, $17,339.30, and seating 200 pupils. One was built at Tucson, the capital of the Territory, in 1875, at a cost of $9,781.96, and paid for by donations from the people. It has three rooms, one for girls, the other two for boys in different grades. These are the only two specifically described. ARIZONA. 433 LIST OF SCHOOL OFFICIALS IN ARIZONA. TEKEITORIAL BOARD OF EDUCATION. [Term, January 1, 1877, to December 31, 1878.] Name. Post-office. Hon. John P. Hoyt, governor and ex officio superintendent of public instruction . Tucson. Hon. John J. Gasper, secretary of the Territory . . Hon. Pinckney K. Tully, territorial treasurer . . Tucson. Tucson. COUNTY SUPERINTENDENTS.* [Term, January 1, 1877, to December 31, 1878.] County. Superintendent. Post-office. ATnTicnpa _ _ William A. Hancock . . . Phoenix. IVTnhavft _ _ Charles Atchison . Cerbat. John S. Wood . Tucson. Piiial _ _ _ _ John D. Walker . Sanford. Yavapai . . H. H. Cartter . Prescott. H. N. Alexander . . . . . . . Yuma. * Tbe probate judge of each county is ex officio county superintendent of schools 28 E 434 REPOET OF THE COMMISSIONER OF EDUCATION. DAKOTA. SUMMARY OF STATISTICS. 1874-75. 1875-76. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age, (5-21) . Enrolled in public schools . 8, 343 4,423 3,915 10, 396 5,410 5, 049 85 181 266 2, 053 982 1,134 TEACHERS. Men teaching . Women teaching . Total number of teachers . Pay of men a month . 208 $35 25 296 58 Pay of women a month . SCHOOL DISTRICTS AND SCHOOLS. Organized districts . . . . 328 215 $41, 784 $13, 026 19, 396 19,586 32 School-houses reported . Value of school property . INCOME AND EXPENDITURE. Eeceipis. From county tax . . . . $24, 926 • $13,138 15, 513 $16, 858 $112 From local tax . . . . . $3, 883 19, 586 Yankton city receipts . . Private subscriptions . . . . 3, 952 3, 952 Total . . . . . 32, 603 52, 008 19,405 Expenditures. For teachers’ pay _ _ _ _ _ _ $18, 046 9,985 4, 572 For building, repair, rent, &c . Incidentals . . . . . . Yankton City expenditure . $17, 198 32, 804 Territorial expenditure _ _ _ _ 32, 603 50, 002 $17, 399 (Biennial report for lh75 and 1876 of Hon. J. J. Mclntire, territorial superintendent of public instruction, and statistics of city of Yankton.) HISTORICAL SKETCH OF THE TERRITORIAL SCHOOL SYSTEM. AUTHORITIES. Laws of Dakota and Reports of Territorial Superintendents. LEGISLATIVE ACTION. Organized as a separate Territory in 1861, Dakota tken embraced the whole vast region extending from Minnesota on the east to the Rocky Mountains on the west, and from the Niobrara River on the south to the British Possessions on the north, compris¬ ing more than 350,000 square miles. A large part of it was still occupied an'd roamed over by the red men, and the population of the portions settled by the whites was small and sparse. Yet at the first session of its legislature, May 13, 1862, an act for the regulation and support of common schools met the approval of the governor and went at once into effect. It provided for the division of each organized county by the county commissioners into school districts ; for the election in these of district school boards, composed of a director, clerk, and treasurer ; for schools in each district, to be kept open at least three months in the year, to be sustained and furnished by an annual district tax, and to be free to all white children of school age (5-21) residing in the district. For the supervision of these schools county superintendents of public instruction were to be appointed by the county commissioners of each county ; to ap¬ portion the school moneys according to the school population, visit the schools at least once in every term, see that the reports of them were regularly made, and examine annually all persons offering themselves as teachers. Graded schools and union schools were also provided for. Further action in the same directions was taken in the session of 1865-’66, but the alterations made are not accessible. January 11, 1867, the law was amended by adding to the previously mentioned ofib- DAKOTA. 435 cers a territorial superintendent of public instruction, to hold ofSce for a year from January 1 preceding, and subsequently to be elected for terms of 2 years, with the usual duties belonging to that office. In the same Jaw appears a county tax for schools, additional to the preceding district taxes, and consisting of $1 on each elector and 2 mills on the dollar of all taxable property paid, a rate which has been since continued though district taxes have been increased. Successive acts of January 3, 1868, January 5, 1869, January 13, 1871, January 15, 1875, have recognized and provided for the same territorial, county, and district school officers, with some modification of their powers and duties. Thus the duty of the county superintendent to visit the schools of his county once in each term has been changed to once a year. The duty of the territorial superintendent to hold each year a territorial teachers’ institute was modified in 1873 by a permission to hold annually an institute in such counties as he should deem advisable, at which institute teachers of the county were “ expected to be present ; ” while in 1875 this phraseology was dropped, and the old mandatory style of requiring him to hold a territorial teachers’ institute from 4 to 10 days annually was restored. His duty of selecting, with the county superintendent, a set of text books for recommendation in each county was, after 1867, changed to the duty of recommending them for the Territory, and of endeavoring to secure a uniformity of them throughout. His pay of $3 daily for all time actually occupied in his official duties was made, in 1868, $4 daily ; in 1873 it was changed to a fixed salary of $600 per annum, again going back to a daily pay, but of $5 instead of $4, in 1875. Since 1871 a deputy superintendent for the northern portion of the Terri¬ tory has been allowed, with the same pay for the same service. SCHOOL REPORTS. The first published reports are not accessible, and are said to have been quite imper¬ fect from defective school returns, but the census of 1870 showed 1,144 children in at¬ tendance on all schools, of whom 136 were foreign born. The report of 1873, though still complaining of imperfect returns, gave the number of enrolled pupils in the 100 reported public schools as 2,006 out of a school popula¬ tion of 5,312, while the income from taxation for support of sehools was $16,673, and the expenditure on them the same. In 1875 the number of children in the schools had increased to 4,428, gaining considerably on the reported population, while the income and expenditure for schools were each $32,603. In 1876 the enrolment was 982 beyond that of the preceding year, with an increase of 32 organized districts and of 58 teachers in public schools. SUPERINTENDENTS. The first territorial superintendent was James S. Foster, by choice of the legislature for two successive terms of one year each, in 1867 and 1868, and by election of the people for a two years’ term from January, 1869, to January, 1871. He then became deputy superintendent for the northern portion of the Territory. His successors have been J. M. Turner, 1871-’73 ; E. W. Miller, 1873-’75 ; J. J. Mclntire, 1875-’77. In No¬ vember, 1876, William E. Caton was elected to succeed Mr. Mclntire January 1, 1877. GENERAL CONDITION OF EDUCATION. PROGRESS OF THE SCHOOLS. Since the organization of the school system steady progress has attended the efforts of the friends of education. The people of the Territory are gradually rising above the very serious obstacles with which they at first had to contend, such as sparsely settled communities, mixed population, inexperience in school matters, and want of pecuniary means. Nearly every settled portion of the Territory has been organized into school districts, in which schools are taught during some part of the year. In the organized communities there is one school district to every 30 children of legal school age. In the unorganized counties, where there are but few inhabitants, private schools, supported by subscription, have in some instances been taught. Of these schools, how¬ ever, the superintendent has not been able to collect reliable statistics. — (Report for 1875 and 1876.) GRADED SCHOOLS. Elk Point, Vermillion, and Sioux Falls have introduced the graded school system, and are conducting their schools under the supervision of good and experienced teach¬ ers. Canton, Gayville, Bon Homme, and Springfield are partially introducing and rapidly approaching the graded system. — (Report for 1875 and 1876, p. 19.) SCHOOL-HOUSES AND FURNITURE. The number of school-houses built during the year could not be ascertained from the imperfect reports received, but from personal inquiry and observation the superin¬ tendent is satisfied that there were more erected during 1875-’76 than in any previous year. The houses recently built, too, are more substantial and of better material than the old ones. The log house of the river valleys and the sod house of the prairie have given way to the more elegant and commodious wood or brick building. — (Report of superintendent for 1875 and 1876, p. 19.) 436 REPORT OF THE COMMISSIONER OF EDUCATION. PROGRESS AMID DIFFICULTIES. In a letter dated February 21, 1876, the superintendent gives the following general view : “ Our educational interests are in a state of formation. The masses who are rushing here from all parts of our country and the Old World, forming settlements in remote and, in many instances, in widely separated parts, have to be brought together and trained in the line of order and harmony. The work is difficult and slow, yet it pro¬ gresses. Our school laws are mostly copied after those of the older States which have been most successful in the educational field. We have no regularly formed school associations except in some of the older counties, which are beginning to organize county teachers’ associations. The graded system has been introduced in some of the larger villages, and Yankton has a prosperous academy, the only school of higher grade in the Territory; all others are carried forward under the common school system.” CITY SCHOOL SYSTEM. YANKTON. Officers. — A board of education consisting of 8 members elected for terms of 4 years, 2 going out of office each year. The secretary of the board is ex officio superintendent of the city schools. Statistics.— ’Number of children of school age, 5-21 years, 867 ; number of pupils en¬ rolled, 626 ; average number belonging, 352 ; average daily attendance, 313 ; number of days the schools were taught, 185 ; number of school rooms used for both study and recitation, in charge of one teacher, 7 ; total number of school rooms, 9 ; number of teach¬ ers employed, 8. Total receipts for school purposes, $19,585.29 ; expenditures, $17,198.15. Eemarks. — The report is the first one issued by the board, which was organized in February, 1875, and covers a period of 19 months. During this period large gains have been made in the efficiency of the schools and in the number of pupils attending, so many private schools being closed that it was difficult to provide school accommodations for all who needed them. The schools are divided into 9 separate grades, including the high. The first four of these are classed as primary, the 5th, 6th, 7th, and 8th as grammar schools. The enrolment in the high school was 67 ; average number belong¬ ing, 44. These include the 8th-grade pupils, who are to form a part of the high school until it shall be filled with pupils who have passed that grade. Good progress has been made during the year 1875-76 in building up this school. — (Report for 1875-’76 of board of education and Secretary Wm. M. Bristol!.) LIST OF SCHOOL OFFICIALS IN DAKOTA. Hon. W. E. Caton, territorial superintendent of -public instruction, Elk Point. [Term, January 1, 1877, to January 1, 1879.] COUNTY SUPERINTENDENTS. [Term, January 1, 1877, to January 1, 1879.] County. / Superintendent. Arm strong . . W. H. Curtis . Bon TTomme _ _ _ _ Sanjuel Hitchcock . . . Brookings _ _ _ .... J. S. Cummins . . BrfilA ,T. B,. TiOwo _ _ Bnrlfiigb . _ _ _ Mrs. Linda W. Slaughter . . . . J. S. Campbell . Clay . C. C. Bridgman . . Davison _ _ John Morris . . . . . Grand Forks . . . . George H. Wheeler . TTanson . . _ J. M. McBride _ _ _ Hutchinson . . . S. M. Daboll . . . Lake . J. H. Law . Lawrence . C. H. McKinnis . Lincoln . B. F. Jacobs . Minnehaha . . . F. Bice . Moody . P. A. Vannice . Pembina . H. B. Vaughn . Kicbland . J. M. Buggies . . Stutsman _ _ _ _ W. A. Coe . Traill . James Paton . . . Turner . S. F. Andrews . . . . . . Union . W. H. H. Fa.te . . . . . . Yankton _ _ A. W. Barher _ _ Milltown. Springfield Medary. Brtil6 City. Bismarck. Fargo. Vermillion. Firesteel. Grand Forks. Bock port. Olivet. Madison. Deadwood. Canton. Sioux Falls. Flandreau. Pembina. Wahpeton. Jamestown. Caledonia. Swan Lake. Elk Point. Yankton. DISTRICT OF COLUMBIA. 437 DISTRICT OF COI^CxTIBIA. SUMMARY OF STATISTICS. 1874-75. 1875-76. Increase. Decrease. SCHOOL POPULATION AND ATTENDANCE. 31,671 31,671 18, 785 19, 629 844 14, 417 15, 646 1,229 13, 494 14, 907 1,413 Attendance in private schools below 5,534 5,774 240 high. Attendance in private high schools... 1,727 1,918 191 TEACHERS. 22 26 4 271 281 10 Average monthly pay of men . $113 $120 $7 Average monthly pay of women . 75 80 5 SCHOOLS. Public school rooms for study _ _ 274 289 15 Avf'Tao’f'' tliiru.fiimi in flays _ . _ 191 191 Estimated value of school property. .. $1,114,162 $1, 164, 606 $50, 444 INCOME AND EXPENDITURE. Eeceipts. Local tax ..... .. ...... _ _ _ _ $410, 678 $201, 310 $209, 368 Other sources _ _ _ _ _ _ 106, 932 22, 062 84, 870 Total _ _ _ _ 517, 610 223, 372 294, 238 Expenditures. Sites, buildings, and furniture _ .... $61, 123 $56, 785 $4, 338 Salaries of superintendents. _ _ _ _ 9, 520 9,925 $405 Salaries of teachers _ _ _ _ _ "'^209, 368 *163, 646 *45, 722 Miscellaneous or contingent . 86,569 175, 472 88, 903 Total . 366, 580 405, 828 39, 248 PER CAPITA EXPENDITURE — On school population _ _ _ ...... _ $9 76 $11 12 $1 36 On pupils enrolled. . . . . . 16 90 17 95 1 05 On average daily attendance . 22 90 23 64 74 * The decrease in the amount paid for teachers’ wages here indicated is only apparent, as an exami¬ nation of other items in the table wiU show ; the amount for 1874-’5 mcludes a balance due on account of the preceding year. (Special returns for 1874-75 and 1875-76, from Hon. J. Ormond Wilson, city super¬ intendent of schools for whites.) HISTORICAL SKETCH OF THE DISTRICT SCHOOL SYSTEM. AUTHORITIES. History of the Public Schools of Washington City, by Samuel York At Lee; History of the Public Schools of the City of Georgetown, by the same ; Historical Sketch of the Colored Schools, by Superintendent George F. T. Cook ; Historical Sketch of the County Schools, by C. B. Smith — all in Report of the Board of Trustees of Public Schools of the District of Columbia for 1874-75. 438 REPORT OF THE COMMISSIONER OF EDUCATION. A GREAT EARLY PLAN. The municipal government ofWashiogton was authorized by an amended charter in 1804 to provide for the establishment and superintendence of schools. Accordingly, the city council passed, December 5, of that year, “ An act to establish and endow a permanent institution for the instruction of youth.” The idea, as subsequently expanded and explained, was to have this institution embrace “ three great depart¬ ments,” schools for teaching the rudiments of knowledge ; a college in which the higher branches should be taught ; and a university for the acquisition of the highest range of studies. The schools alone were to be first instituted, the college and uni¬ versity to wait for favoring circumstances, which never yet have come. The whole were to be under the superintendence of a board of 13 trustees, 7 appointed by the city council and 6 chosen by the persons contributing to establish aud maintain the schools. A MODEST BEGINNING. A board selected on this plan was chosen in July, and organized in August, 1805, with Mr. Jefferson, then President, as its selected chairman. At subsequent meetings in September, the above mentioned scheme was, presented and adopted ; it was re¬ solved to begin with 2 schools; one east of the Capitol and one west of it. In these ‘‘poor children” were to be taught reading, writing, grammar, and arithmetic, and such branches of the mathematics as might qualify them for occupations they were meant to follow ; while pay pupils were to be instructed, also, in geography and Latin. For tuition of the “ poor children ” there was appropriated by the city council so much as might be necessary of the net proceeds of taxes on slaves and dogs, and on licenses for carriages and hacks, for ordinaries and taverns, for retailing wines and spirits, for billiard tables, for theatrical and other amusements, and for hawkers and peddlers. This appropriation paying the expenses of the poor, they were to be held free scholars in the schools. Others were to pay $5 a quarter for tuition. The arrange¬ ments for instruction and supervision were good. On this basis teachers were appointed and the schools apparently commenced in 1806 ; but in 1809 the city council withdrew its appropriation of the taxes on slaves, &c., for poor scholars, and substituted a fixed sum of |800 a ^ear, which was $700 less than the former had amounted to. The result was a merging of the two schools in one, from inability, with the reduced appropriation, to meet the salaries of two com¬ petent principal teachers. And as a larger range of studies was provided for, a higher charge for pay pupils was determined on for such as should go forward into the more advanced branches. The limit of instruction for poor pupils was at the same time made 2 years. A LANCASTERIAN SCHOOL. Even with the above economical arrangements there was embarrassment from lack of funds, and in 1812 a further change to the still more economical Lancasterian plan of instruction was resolved on. A teacher sent out by Mr. Lancaster from England was engaged, a school on the monitorial system commenced, and an effort made to secure from the city council a renewal of its first appropriation for all schools and aid in erecting a building for the Lancasterian school, with another to accommodate the overflow from it and the increase of school population. The council refused the appro¬ priations asked for ; but Congress authorized, in November, 1812, a lottery to raise |l0,000 for two Lancasterian schools. What was realized from this does not appear, but probably very little, for in August, 1815, we find that the Lancasterian school first opened had been for some time discontinued for want of a room, and the suspension evidently continued till the close of the following year. The other two schools — the eastern one having been reopened, and both allowed to sustain themselves as they best could from the fees of pay scholars and a small allowance from subscriptions for free pupils — were in evident embarrassment. The council, in 1816, on an earnest and un¬ answerable appeal from the trustees, renewed its appropriation of $1,500 annually for the schools, and added to it a temporary one of $600 more, dividing the city at the same time into two school districts, each with its own board of trustees. But two years later the appropriation was again withdrawn, and $1,000 to the western school alone for the education of poor children substituted for it.* From this time on we read of no additional appropriation of any moment from the council till 1841, when “ two fe¬ male charity schools ” on Capitol Hill received something from it. The other schools worked on as before on what came in from tuition fees and subscription, till, through the lotteries authorized for their relief, a fund of $40,000 was secured, on the interest of which they subsisted till 1844, the Lancasterian one continuing at least till 1827, when the reports from it drop out of view. * Of the shifts to which this parsimony of the city connciis drove the school hoard we have an illus¬ tration in the fact of their occupying, in 1821, evidently with great gladness, for their Lancasterian school what had been the old stable of the President, corner of 14th and G streets. The building still remains as a relic of those times and was used as a public school until 1876. DISTRICT OF COLUMBIA. 439 A BETTER ERA. In 1841 an agitation for the improvement of the school system was comTuenced and resulted in a reorganization of it at the close of 1844 and the establishment, January 1, 1845, of a combined free and pay plan under a consolidated board composed of 3 trustees from each of the 4 wards. An appropriation of $3,650 was made by council for erecting school-houses and securing rooms, and about $5,000 annually for support of schools for several following years, from a poll tax of $1 on each free white male citizen. In 1848, under this spirit of improvement, tuition fees were abolished and the public schoois made free. In 1860 a tax of 10 cents on every $100 was authorized to be raised for their support. In 1859 a superintendency of schools was created, and from that time until now there has been continual and great advance, tirst under Mr. Zalmon Richards, superintendent of white schools, 1869-70, and next under Mr. J. Ormond Wilson, who still holds the position, with Mr. G. F. T. Cook as superintendent of col¬ ored schools. In 1874 all the public schools of Washington, Georgetown, and the county were put under the charge of a consolidated board of 19 trustees, 11 to be residents of Washing¬ ton, 3 of Georgetown, and 5 of the county. Of this board, Messrs. Wilson and Cook are the executive officers. The schools of Georgetown, beginning with a Lancasterian one in 1810, experienced in their early days the same embarrassments from lack of funds with those of Washing¬ ton ; but after 1815 they had an annual appropriation of $1,000. In 1855 a revival and improvement of them was begun which advanced with steadily increasing momentum until 1874, when the school guardians of the earlier times and the trustees of 1871 yielded to the one board of 19 trustees for the whole District, constituted in 1874. Since then it has had erected for it one of the most spacious and commodious school buildings of the District, and now numbers 17 public schools in at least 4 different buildings, with about 1,500 pupils in them, having also the advantages of the Peabody free library, and of the Linthicum Institute, a free evening school. The county schools, embracing in their territory all the District outside of the cities of Washington and Georgetown, were first organized as a portion of the public school system under an act of Congress approved June 25, 1864. In the first year following 4 school-houses were erected and 5 rented. At the close of 1866 there were 10 school- houses, 13 schools in operation, and 635 pupils; under the guardianship of the 5 mem¬ bers of the District school board, since 1874, they have gone on increasing till at the close of the year 1874-75 they numbered 18 school buildings, 32 schools, and 1,876 pupils. The colored schools, as public schools, took their rise from an act of Congress passed May 21, 1862, requiring that 10 per centum of the taxes collected from persons of color in Washington and Georgetown should be set apart for the initiation of primary schools for colored children residing in these cities. The small amount resulting from this did not permit of the opening of any school till 1864, when one was set on foot. Another act of June, 1864, gave the colored children their full proportion of all school funds raised in the two cities; and from 1866, when this law went into operation, their schools have increased from 5 to 75 within the District, their teachers from 7 to 88, and the pupils from 450 to 5,489 to tbe close of the school year 1874-’75. A normal school for the instruction and preparation of female teachers for the white schools of the District has existed since 1873, and in the Sumner colored school there is also some training of teachers for the colored schools. There is no central high school yet established, though one was authorized as far back as 1848. High school studies are, however, pursued in different schools. ELEMENTARY INSTRUCTION. PUBLIC SCHOOLS IN THE DISTRICT OF COLUMBIA. The District of Columbia has an area of about sixty -four square miles, and is divided into the cities of Washington and Georgetown and an aojacent 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. The races are separated in the public schools, but like advantages are afforded each. The white schools are taught exclusively by white teachers. The establishment of schools for colored children was a happy sequence of the great rebellion, and their history there¬ fore extends back but little beyond a decade. In their beginning the employment of white teachers, to a great extent, w'as quite necessary. As their schools have advanced they have furnished competent, and in many cases excelleiit, teachers, until very few white teachers are now found in these schools. About one-eleventh of the school population of the District of Columbia is found in the county. Tbe schools for these children are similar to country and village schools elsewhere ; those in the small villages near the boundaries of the city being partly graded, and those in localities having a sparse population being ungraded. All of the public schools of the District of 440 REPORT OF THE COMMISSIONER OF EDUCATION. Columbia are under the control of one board of trustees, cotnposed of 19 members, 14 white and 5 colored ; 14 from the cities and 5 from the county. The board of trus¬ tees 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 1. 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. There are two superintendents, one having charge of the white schools in the cities and both classes of schools in the county, and the other having charge of the colored schools in the cities. The members of the board and the superintendents are appointed to their offices by the Commissioners of the District of Columbia, and the term of office is subject to their pleasure.— (Report for 1875-’76 of Hon. J. O. Wilson, superintendent, p. 21.) WHITE SCHOOLS OP WASHINGTON AND GEORGETOWN. The whole number of white children enrolled during the year 1875-’76 was 12,083; the average number enrolled was 9,831 ; and the average daily attendance was 9,343. The per cent, of the entire white school population enrolled in the public schools was 62.9. Taking all the schools, the normal school included, for the whole year, we find the average number of pupils enrolled for each teacher to have been 55 — one more than for the previous year. The percentage of attendance based upon the average number enrolled was 95.1, showing a gain of .6 over the past year. The largest number of pupils enrolled on the last day of any month is found in November, when it was 10,026. The number of pupils on the rolls at the close of the schools in June was 9,025, a larger proportion than usual having continued in school to the end of the year. The attendance in the public schools of these cities is now limited by the accommoda¬ tions furnished. The lack of these has caused the assignment of too many pupils to a teacher. An average enrolment of 55 pupils to each is quite too large, larger than will be found in other cities. Almost the entire school population would attend the public schools if they were prepared to receive and properly instruct so many pupils. It was found necessary at the beginning of the year to increase the number of half¬ day schools. There are twenty in operation at this time, all of the first and second grades. The children in these half-day schools are making as good progress as those who attend all day. Continued experience and observation confirm the opinion ex¬ pressed in former reports, that the daily school session for children during the first tw'o years of the course should not exceed from three to four hours. ARRANGEMENT OF STUDIES. The course of study is divided into nine grades, each including a year’s work. The first eight grades comprise the course ordinarily prescribed for elementary schools. In the ninth, high school work is begun ; some of the studies of the eighth are con¬ tinued, and the following, in addition thereto, are permitted : astronomy, book-keeping, botany, English literature, geometry, general history, physics, physiology, and rhet¬ oric. Pupils of these highest two grades were seated in the same school room and instructed by the same teacher until the beginning of the present school year, when the several small advanced classes of girls were consolidated and organized into a separate school called the advanced grammar school for girls. There is now abundant material in our schools, and urgent demand for a large high school. The best interests of these cities require that the provisions for public education shall be as good and extensive as can be found in other places. At the beginning of the year, the course of study in drawing was revised and adapted to the present w^anfcs of the schools. Each year finds the higher grades further ad¬ vanced in this study, and will continue to do so until the pupils in the lowest grade where Walter Smith’s system was introduced, in 1873, have passed through all the grades up to the highest, receiving the instruction prescribed for each. During each of the past three years all the teachers have regularly attended a cour.se of normal lessons given by the teacher of drawing on Saturdays, and in this way have made themselves competent to teach drawing well.* — (Report for 1875-76 of Superintendent Wilson, pp. 24,27,32, 34,40.) SCHOOL BUILDINGS. Superintendent Wilson, in his report of the white schools for 1875-’70, says: “At the present time the lack of suitable buildings for the white schools of Wash¬ ington is the most important subject to which the attention of the board can be called. The number of these schools is 166 ; the whole number of pupils enrolled in them during the last school year was 10,967, and during the past four years the average annual in- * So well, indeed, that naore than one observer, after a visit to the educational exhibit at the Centen¬ nial, thought the work upon the blackboards in the chief schools of "Washington and Georgetown might well challenge comparison with that of rJmoot any city schools. DISTRICT OF COLUMBIA. 441 crease in the enrolment has been about 700 pupils. Each school by itself occupies a. room for both study and recitation, and thus 166 school rooms are required. Fourteen buildings, owned by the District of Columbia and designed and erected expressly for school purposes, furnish 94 schools with very good rooms, and the remaining 72 schools, which are attended by about 4,500 children, are occupying such tenements as can be rented for their use : basements of churches, wooden barracks left by the late war, spare rooms in market houses, and edifices originally designed for private residences, and so constructed that they can readily bo changed into residences in the event of their abandonment by the schools. In the construction of these rented rooms na thought of providing an abundant supply of light and pure air for 60 children entered into the design of the architect or builder. Such improvements as were feasible have been made at the expense of our school fund, and yet, in some instances, these rooms have been condemned by the board of health, and in many more by the parents whose children are obliged to occupy them or remain out of school. They are a constant source of annoyance to the school officers, upon whom is imposed the duty of assign¬ ing the pupils to the various schools, as all parents desire to have their children placed in the better buildings, however distant from these may be their residences. The ine¬ quality of the accommodations furnished by these two classes of buildings is manifest. “At the same time the District government is paying for the inferior rented rooms about $25,000 per annum, a sum sufficient to purchase a site and erect a substantial building, with eight or ten good school rooms, in which could be seated a number of pupils equal to the average annual increase in the enrolment. The amount paid for rent per annum averages fully 10 per cent, of the value of the property rented, and so much of the school fund is absorbed in this way that all hope of purchasing sites and erecting buildings seems to be precluded from the future, unless there is a radical change from the present policy. A change is certainly advisable. “At the prices now ruling for ground and materials and labor for building, it is esti¬ mated that $225,000, economically and judiciously expended in sites and plain, well arranged buildings, would furnish all the accommodations supplied by the rooms now rented. If this sum were borrowed the annual interest at 6 per cent, would amount to but $13,500, thus leaving of the sum now paid for rent and repairs $11,500 to be ap¬ plied to the payment of the principal. “ The evil of paying out so large a portion of the school fund for rents and repairs has been and is growing rapidly, keeping pace with the increase of attendance in the schools, and very little has been done to check it during the past five years. The Jef¬ ferson school building was completed in the summer of 1872, and since that time there has been erected for the white schools of Washington but one school building, and this gave them only six additional school rooms. “ The accommodations for the other schools in the District of Columbia are more sat¬ isfactory. In Georgetown and the county the buildings occupied by the schools are all owned by the District government, and are in good condition. Prior to the recent destruction by fire of the John F. Cook building, which contained twelve school rooms, only seven school rooms were rented for the use of the colored schools of Washington and Georgetown. All the other rooms occupied by these schools were in buildings owned by the District government.” Superintendent Wilson recommends that the fund to endow the white schools of Washington, which was created under acts of Congress approved in 1812 and 1820, be invested in school sites and buildings. It is now invested in corporation stock, which pays only 6 per cent, interest, while the District government is renting buildings for the use of the schools to which it belongs at an annual cost of from 10 to 15 per cent, of their value. — (Report for 1875-’76 of Superintendent Wilson, pp. 21-23.) SCHOOLS FOR COLORED CHILDREN. These schools are graded as primary, grammar, and high, the primary covering the first, and the grammar the last 4 years of the course. Of the schools in operation during the year, 62 were primary, 13 grammar, and 1 high. Of the primary schools, 4 were of mixed classification, having each a class pursuing studies of the lowest grammar grade; 6 of the grammar schools, also, had each a class pursuing studies of the highest primary grade. In the organization of these schools one year was required for the completion of a grade, as in the white public schools of Washington. The constant fluctuations in attendance showed that the adherence to the grade of a year’s length presented many disadvantages. It was found, shortly after the opening of the schools in each year, that vacant seats increased monthly from the frequent withdrawals on account of the adverse circumstances of very many of the population. A choice between two evils, under the circumstances, was presented, viz, a large number of vacant seats, to maintain fair grading, or the abandonment of good grading in promiscuous admission. A large number of vacant seats, in the face of thousands of children without other school provision, seemed vio¬ lative of the act of establishment and subversive of its ends ; while admission to the vacant seats, irrespective of attainments, or without adaptation to the progress of the grade, favored such multiplicity of classes as to make efficient instruction very slow 442 REPORT OF THE COMMISSIONER OF EDUCATION. and uncertain. In the consideration of snch disadvantages it was seen that relief, to some extent, could be had in such divisions of the course of instruction as would require less time for the completion of each division, and thereby afford more frequent oppor¬ tunities for beginning the grade ; therefore the grade of one year’s length was divided into two grades of one half year each. Such action has greatly enhanced the admis¬ sions. The whole number of pupils enrolled was 5,454, or about 50 per cent, of the school population. The average number in daily attendance was 4,354, which was 98.1 per cent, of the average enrolment. The entire enrolment was 35 less, while the number in daily attendance was 430 greater than in the previous year, thus showing a very positive and favorable increase in regular attendance. In the study of music, results generally were excellent. The classes organized the previous year among the corps of regular teachers were continued with increased benefit to the schools. In music, as in drawing, colored children show the greatest aptitude, and the ease with which they learn to read music, even of very difficult character, is almost wonderful. This ready acquisition is confined to no one grade, but is quite general in all. — (Report of Superintendent G. F. T. Cook, pp. 172-175, 180.) KEXDERG4RTEN. Six private schools of the above class report an aggregate attendance of 163 pupils taught by 6 assistants and the principals. All these schools were kept open 5 days of the week. In two of them the sessions lasted 4^ hours ; in one, 3^ ; in one, 3 ; in an¬ other, 4 ; and in another, 5. In 3 of these schools the age of admission was from 3 to 7 ; in the others it was from 3 to 8, 3 to 9, and 3 to 10. — (Special returns, 1875-76.) TRAINING OF TEACHERS. NORMAL CLASSES. The normal school of Washington — though not yet supplied with half the facilities it needs, its course limited to a single year, its teaching force too small, and both the age and the qualifications of its pupils on entering below the desirable standard — has amply demonstrated the potent and beneficent influence of a training school as a part of a city system. Since its establishment, in September, 1873, it has graduated 56 teachers ; of which number one, an excellent teacher, died, one is now teaching in a private school, and 53 are teaching in the public schools of the city : 21 in the first grade, 18 in the second, 6 in the third, 5 in the fourth, and 3 in the fifth. A more intelligent, skilful, and zealous body of young teachers we venture to assert can nowhere be found. Since this new force entered the first grade — the first, and, perhaps, the most important year of the course — not only has the quality of the work been greatly improved, but the quantity has been well nigh doubled. Twenty young ladies were admitted into the Washington Normal School in Septem¬ ber, 1875. One of the number was compelled to withdraw in November on account of the death of her father. Nineteen completed the course of study, and received their certificates June 9, 1876. A normal department has been established in connection with the high school for colored children. The course of study is the same and covers the same time as that of the normal school. Graduates, if employed to teach, receive certificates as acting teachers, and after one year’s successful practice are given full certificates as teachers. A class of 12 was graduated from this department in 1876. — (Report of the board of trustees, 1875-’76, pp. 36, 182.) To the above must be added the normal departments of Howard University and of Wayland Seminary and Miner Normal School, all in Washington. The first 2 have a course of instruction covering 3 years ; the last has a course of 2 years. The normal students in Howard University during 1875-’76 numbered 27, of whom 12 were men and 15 women. The attendance at the other two schools is not given. — (Special returns and printed report.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The high school branches are studied in the higher grammar grades of the public schools for white children and in the high school for colored children. In the eighth grade of the schools for white children there were 144 pupils in 1875-’76, and in the ninth or advanced grade, 144. The high school for colored pupils numbered 75 students, including 12 in the normal department. — (Report of board of trustees, 1875-76.) PRIVATE SECONDARY SCHOOLS. In 5 schools for boys, 15 schools for girls, and 3 for both sexes, outside of the public school system, there have been reported to this Bureau 1,107 pupils under 108 teachers. Of these 191 are in classical studies, 197 in modern languages, 38 preparing for a classi¬ cal course in college, and 8 for a scientific course. Mechanical drawing is taught in 7 of these scliools, free hand in 15. and vocal and instrumental music in 13. Chemical laboratories are reported by 4, x)hi!osopbical apparatus by 5, and libraries aggregating 3,491 volumes by 11. DISTRICT OF COLUMBIA. 443 BUSINESS COLLEGE. The Spencerian Business College reports for 1875-76 an attendance of 150 students, of whom 25 were studying phonography. The studies taught are the common English and correspondence, penmanship, book-keeping, banking, commercial law, political economy, and phonography. — (Special return.) SUPERIOR INSTRUCTION. COLUMBIAN UNIVERSITY, WASHINGTON. This university embraces preparatory, collegiate, law, and medical departments. The course of instruction in the collegiate department is comprised in 7 schools, vi^ : (1) English; (2)(Ireek; (3) Latin; (4) modern languages; (5) mathematics; (6) nat¬ ural science ; and (7) philosophy. The denomination in control is Baptist. — (Catalogue, 1875-’76.') GEORGETOWN COLLEGE, GEORGETOWN. The departments here, under a university charter granted in 1815, are classical, medi¬ cal, and law. The classical, including a prep aratory course, covers a period of 7 years. Applicants for admission to the preparatory course must know how to read and write, and must bear a good moral character. The college is under the control q* the Roman Catholic Church. — (Catalogue, 1875-76.) HOWARD UNIVERSITY, WASHINGTON. This institution is non-sectarian, and admits both sexes and all races. The depart¬ ments of instruction are normal, preparatory, collegiate, medical, theological, and law. — (Catalogue, 1874-76.) NATIONAL DEAF-MUTE COLLEGE, WASHINGTON. This college, organized in 1864, is not sectarian. It provides for deaf-mutes a col¬ legiate education similar to that usually given in American colleges. The full course of 4 years leads to the degree of A. B. ; while a selected course of 2 years leads to that of B. S. There is also a preparatory department. — (Circular of college, 1874-75.) Statistics of universities and colleges, 1876. Names of universi¬ ties and colleges. 1 Corps of instruction. j Endowed professorships. | Number of students. Property, income, &c. Number of volumes in library. Preparatory. Collegiate. Value of grounds, buildings, and apparatus. 1 Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for the last year from tuition fees. Receipts for thelast year from State appropriation. A ggregate amount of scholarship funds. Columbian Univer¬ 17 89 44 $600, 000 $95, 000 $18, 000 a6, 500 sity. Georgetown College. 19 1 114 64 420, 000 0 $0 0 a34, 100 Gonzaga College. . . . Howard University. 6 3 25 18 50, 000 10, 000 $1, 200 10, 000 National Deaf-Mute 9 26 26 (&) ib) (b) (&) (&) 0 a2, 210 College. 1 ^ a Includes society libraries. 6 See Columbia Institution for Deaf and Dumb, Table XIX. PROFESSIONAL INSTRUCTION. THEOLOGY. The theological department of Howard University admits students of every Christian denomination, and provides a complete course of 3 years. Instruction and rent of rooms are free. Both sexes may be admitted to this, as to all other departments of the university. — (Catalogue, 1874-76.) Wayland Seminary is located on Meridian Hill, Washington, and is under the direc¬ tion of the American Baptist Home Mission Society. Its purpose is to assist in pro¬ viding preachers and teachers for the South, and at the same time to prepare the way for the mission work which, it is thought, must before long be undertaken for the millions in Africa. The departments of study are normal, academic, and theological.- (Catalogue, 1875 and 1876.) LAW. TheLaiv School of the Columbian University presents a course of study covering 2 years. The course is adapted to graduates of colleges and to others whose mental powers have received sufficient discipline. All, however, who desire, are admitted to the reci¬ tations and lectures of the school, it being understood that their graduation will depend on their success. The exercises of the school are held after usual office hours, 444 REPORT OF THE COMMISSIONER OF EDUCATION. which enables young men employed in Government departments to avail themselves of the facilities of the school. — (Catalogue, 1875-’76.) The law department of Howard University provides a 2 years’ course of study, which is open to all who possess the requisite qualifications. Students to be admitted must be well grounded in the common English branches, in rhetoric and in elementary natural science. These requirements will be increased after the summer term of 1877, and will then embrace algebra, geometry, Latin, logic, and mental science. — (Catalogue of university, 1874-’76.) The law school of Georgetown University provides a course of instruction covering a period of 2 years. Its plan embraces lectures, examinations, and recitations, with moot court proceedings. — (Catalogue, 1875-’76.) National University , Law Department, Washington, examines in advance those who enter as candidates for the degree of LL. B., and requires that candidates for the degree of D. C. L. shall have received the former one. It has 4 professors and a full legal course. — (Statement by vice-chancellor.) MEDICINE. The medical department of the Univei'sity of Georgetown requires of candidates for grad¬ uation that they shall have studied medicine not less than 3 years, including 2 full courses of instruction in some regular medical school, the last of which shall have been in this. — (Report of medical department, 1876-77.) The medical department of Howard University provides free instruction for all who wish to study medicine and are qualified to do so by good moral character, proper age, and suitable education. Among the requisitions for graduation are 3 years’ study of medicine with some regular practitioner, and 2 full courses of lectures at some regular medical college, the last of which must have been at this. — (Prospectus of medical de¬ partment, 1876-’77.) The National Medical College of Colmibian University, organized in 1825, offers a course of study comprising a complete course of lectures on the 7 essential branches of medi¬ cal science, viz : anatomy, physiology, materia medica, chemistry, surgery, obstetrics, and the theory and practice of medicine. Ample opportunities are afforded for bed¬ side instruction. For graduation, 3 years’ study of medicine is required under the direction of some regnlar practitioner, including two courses of lectures. — (Catalogue of college, 1876-77.) Statistics of schools for professional instruction, 1876. Schools for profess’onal instruction. Corps of instruction. j Endowed professorships. j Number of students. Number of years in course. Property, income, &c. Number of volumes in library. '6 11 P Pi S Pi C (S Sd'P *3 rt ® m p bD p.a t> > o P h Ojp fl p o a .> p -p o a p op ® a o o p is a ^ o .S‘'r 1 1 SCHOOLS OF THEOLOGY. Theological department of Howard 5 0 30 3 500 University. W ay land Seminary . . 6 44 3 |35, 000 1, 700 SCHOOLS OF LAW. Columbian University Law School . 5 106 2 25, 000 $7, 581 Howard University, law department . . 2 6 2 $10, 000 $600 820 301 Law school of Georgetown University 5 39 2 Law department of National Univer¬ 4 138 2 sity. SCHOOLS OF MEDICINE. Medical department of Georgetown 11 33 3 al, 000 0 0 University. Medical department of Howard Uni¬ 7 30 3 75, 000 0 0 400 versity. National Medical College, (medical de¬ 7 43 3 partment of Columbian University.). National College of Pharmacy _ _ 4 22 2 a500 0 0 1,200 50 a Apparatus. DISTRICT OF COLUMBIA. 445 SPECIAL INSTRUCTION. COLUMBIA INSTITUTION FOR THE DEAF AND DUMB. This institution, situated at Kendall Green, near Washington, was founded in 1857. A department of it, the National Deaf-Mute College, organized in 1864, has been noticed under Superior Instruction. Since the foundation of the institution, 328 pupils have received instruction here, and 24 graduates have become teachers in similar schools for the deaf and dumb. In the primary department the branches taught are reading, writing, arithmetic, grammar, geography, and history. The number of pupils under instruction in 1875-’76 was 100, of whom 85 were males and 15 females. — (Report of the institution, 1874-75, and special return, 1875-76.) SCHOOL OFFICIALS IN THE DISTRICT OF COLUMBIA. Hon. J. Obmond Wilson, superintendent of white schools of Washington and Georgetown and county schools, Washington. Hon. George F. T. Cook, superintendent of colored schools of Washington and Georgetown, Washington. 446 REPORT OF THE COMMISSIONER OF EDUCATION. IDAHO. SUMMARY OF STATISTICS. SCHOOL POPULATION AND ATTENDANCE. Youth 5 to 18 years of age . Attending public schools . SCHOOL DISTRICTS. Number of school districts . INCOME AND EXPENDITURE. Receipts. From Territory. County taxes . . . . District taxes . . . , Miscellaneous ... Balance on hand Total . . Expenditures. Teachers’ salaries . Buildings, repairs, and furniture Rent, fuel, and contingencies. ... Total . . 1874-’75.* 1875-76.t Increase. Decrease. 3, 852 2, 777 1,075 2,093 2, 724 631 81 77 4 $949 11,985 $16, 442 $4, 457 $949 3,950 646 3, 304 3, 688 2, 969 719 3, 162 16, 157 i2, 995 23, 734 36, 214 12, 480 |15, 973 $14, 376 $1,597 1,655 1,274 381 850 940 $90 18, 478 16, 590 1,888 * Idaho and Shoshone Counties noade no report, t Bear Lake, Alturas, and Idaho Counties failed to report. (Report for 1875 and 1876 of Hon. Joseph Perrault, superintendent of public instruc¬ tion, pp. 42, 43.) HISTORICAL SKETCH OF THE TERRITORIAL SCHOOL SYSTEM. AUTHORITIES. Laws of Idaho, ar d Reports of Territorial Superintendents from 1868. LEGISLATION RESPECTING SCHOOLS. The Territory of Idaho was organized by act of Congress approved March 3, 1863, the organic law reserving sections 16 and 36 in every surveyed township for the use of schools, with a title, under act of September 4, 1841, to 500,000 acres for public improve¬ ments on becoming a State. The first territorial school law, December 17, 1864, established a school fund from the proceeds of the school lands, with any money appropriated to school purposes by legacy or otherwise. The principal of this was to be irreducible and indivisible, and the intepst was to be annually divided among school districts on the basis of school population, together with 5 per cent, of all moneys paid into county treasuries and all fines arising from breach of penal laws. For supervision and management of school affairs there were to be (1) a territorial superintendent of schools ; (2) a territorial board of educa¬ tion, composed of the territorial superintendent, auditor, and treasurer; (3) county superintendents; and (4) district trustees; these trustees to employ teachers, furnish fuel for the school-house, have the custody of the same, and, with the county superin- IDAHO. 447 tendent, to examine persons proposing to teach in their district — no certificate to teach to be valid without their approval. They were also to visit the school from time to time, to see that it should conform in text books and system of teaching to the rules of the territorial board, and were annually to provide for enumerating the children of school age. Teachers were to keep a register and file it with the trustees, and from such tiles reports were to be made to the county superintendents, and thence to the territorial superintendent. The second school law, January 12, 1866, provided a special county tax for schools of 1^ to 2 mills on all taxable property, in place of the 5 per cent, above referred to, with the proceeds of the school fund and of fines as before. The unclaimed moneys of estates of deceased persons were added to the sources of the permanent school fund, and to the annual fund 1 per cent, of the proceeds of all franchises. The territorial board of education was made to consist of the governor, territorial superintendent, and controller, who had come into the place of the former territorial auditor. Provi¬ sion was made for choosing the territorial superintendent at the general election, to hold office for 2 years. County superintendents, also for 2 years, were again provided for, with copnty boards of education, to be composed of the superintendent and two persons associated with him, for the examination of teachers. Trustees of districts, 5 instead of 3, again appear, but with the above curtailment of their power as to teachers to be employed by them. Negroes, mulattoes, Mongolians, and Indians were excluded from the benefits of the public schools. A law of January 13, 1871, added to the former sources of the school fund 10 per cent, of ail moneys paid into the treasury of the Territory ; allowed the county school tax to go up to b mills ; made the territorial controller ex officio superintendent of public instruction ; continued the county superintendents and district trustees, reducing, however, the number of trustees from 5 to 2, with terms of 2 years, and making the county superintendent ex officio a member of each board of trustees in his county. The trustees were semi-annually to make report of their schools to the county superin¬ tendent, and he annually to the territorial superintendent. January 15, 1875, another law changed the school age from 5-21 to 5-18 ; made the min¬ imum county tax 2 mills, leaving 5 mills as its maximum ; continued the territorial con¬ troller as territorial superintendent of public instruction ; left the county superintendency, but made the county auditors ex officio superintendents, save in two counties where the probate judges were to act as such; dispensed with former county boards, as had the law of 1871 ; and made the number of district trustees 3 instead of 2, with one-year terms, and with the duty of reporting to the county superintendent annually instead of semi-annually. Up to the date covered by this report, no other school law had been enacted ; but action for the improvement of some points in this one was recommended by the superintendent. REPORTS RESPECTING SCHOOLS. The first available report of the working of the school system, that for 1867-68, gave the number of school districts as 24, of school-houses as 12, of schools as 15, school population, (age, 5-21,) 926; attendance in schools, 345 ; total expenditure for schools, $5,799. In 1873 the number of districts had increased to 54, the school-houses to 41, the schools to 51, the school population (age, still 5-21) to 3,233, the attendance to 2,196; the expenditure for schools to $27,181. In 1876, three connties failing to report, the number of districts is given as 77, but , no number of schools or school-houses is reported. The school population (the age being now only 5-18) appears diminished to 2,777, but the attendance has gone up to 2,724, and, with a considerable increase in the receipts for schools, the expenditure has been reduced to $16,590. SUPERINTENDENCE. No list of superintendents has been received from the Territory, but, from the reports at hand, the succession seems to have been : Daniel Cram, 1866-72 ; Joseph Perrault, 1872-’76. ELEMENTAEY INSTRUCTION. SCHOOL REPORTS. In all the larger towns and more densely settled localities of the Territory there are flourishing and well sustained public schools. Reports of county superintendents show a me.agre array of figures which by no means represent the flourishing condition of many schools in the Territory and the deep interest taken in education % the people. This paucity of reports is not the fault of the county superintendents, but that of the sys¬ tem under which they are compelled to act. The law makes the county superintend¬ encies ex officio appendages to other important and responsible county offices, which confine the incumbent to his place of business and to a routine of duties, thus render¬ ing the personal supervision of schools impossible. The county superintendent can 448 REPORT OF THE COMMISSIONER OF EDUCATION. ODly collate and report such information as he may receive from reports made to him by the trustees of the different school districts in his county. The law gives to the trus¬ tees of the various school districts the entire control and supervision of schools within their respective districts as regards the qualifications of teachers and all local matters pertaining to education. There is generally throughout the Territory a deep interest felt in education, and laudable efforts are made to maintain good schools; but the importance and necessity of promptly making accurate and full reports do not seem to be so fully appreciated. On the contrary, in this matter there is a sad degree of negligence and failure. The remedy must come from an increased zeal on the part of those who are rightfully supposed to have an immediate personal interest in the advancement of education, and who should be moved by a just pride to make the best possible truthful showing for the local communities in which they live. It must be the work of the school trustees of the various school districts. — (Report of territorial superintendent for 1875 and 1876, pp. 4, 5.) SCHOOL FUND. The sources from which a territorial school fund may be drawn are contingent and limited. There are at present no moneys in the hands of the territorial treasurer cred¬ ited to that fund. The change made in the law at the last session of the legislature,^ reserving to each county in the Territory the entire benefit and control of all moneys raised by taxation and fines within the county, meets with the approbation of the peo¬ ple ; but the amount of money thus far realized from these sources is found inadequate to the wants of schools. The superintendent, therefore, recommends that the rate of taxation for school purposes be made 5 to 10 mills on each dollar of taxable property, instead of the 2 to 5 mills of the law of 1875. — (Superintendent’s report for 1875 and 1876, p. 5.) TEACHERS. The want of a sufficient corps of competent teachers for the public schools is severely felt in Idaho, as elsewhere in newly settled regions. One cause of this lies in the mis¬ taken policy of letting out the contract for teaching school to the lowest bidder. An¬ other cause is the absence, in most cases, of any competent and responsible authority for the examination of those offering to teach. The present law authorizes the trustees of the school districts to examine and employ teachers. The first person who comes along wanting a situation who can gain the goodwill of the trustees and of the confiding and easily satisfied parents and guardians, need entertain no fears from any trying ordeal in the shape of an examination, more especially if she or he is willing to enter upon the task for a salary so small as to defy competition. The superintendent suggests that provision be made in the law for a board of exam¬ iners for each county, and that they be required to meet at the county seat at stated times, after due notice given, for the purpose of examining teachers and granting cer¬ tificates. A higher standard of excellence and of qualifications required for teachers would inspire them with the courage and ambition to meet and organize teachers’ institutes, where all would be benefited by an interchange of ideas and a comparison of methods. — (Superintendent’s report for 1875 and 1876, pp. 7, 8.) LIST OF SCHOOL OFFICIALS IN IDAHO. Hon. Joseph Peerault, superintendent of public instruction, Boise City. COUNTY SUPERINTENDENTS. County. Superintendent. Post-ofiico. N. M. Han thorn . Boi"6 City. Rocky Bar. Paris. A 1 turns . . . S. B. Dilley . Bear Lake . . . J. C. Rich . T. S. Hart . Idaho City. Idaho City. Salmon City. Lewiston. Idaho B. F. Morris . . . T.ftmhi J ohn Hogan . . . . . . "N^ez PerrAs _ _ _ Thomas Hudson . . . . .... Oneida. _ _ B. F. White . Malade City. Silver City. Pierce City. Owyhee _ _ .Tames Lyman _ _ _ _ Shoshone _ .. _ Franklin Ca.pps . . INDIAN TERRITORY. 449 SNBIAN TEISmTOfBY. STATISTICAL SUMMARY. SCHOOL POPULATION AND ATTENDANCE. 1875-’76. Youth 7 to 21 years of age, Cherokees . 4, 041 Youth 10 to 18 years of age, Creeks . 716 Youth 6 to 20 years of age, Choctaws . ^ 2, 300 Youth 6 to 18 years of age, Chickasaws, (not given.) Youth, (legal school age not given,) Seminoles . 471 Total school population in 4 nations reporting . 7, 528 Enrolment during the year ; Cherokees . 2,800 Creeks . 616 Choctaws . 1,133 Chickasaws . 400 Seminoles . 157 Total enrolment . 5, 106 Average daily attendance : Cherokees . 1,500 Creeks . 448 Choctaws . 745 Chickasaws . 350 Seminoles . 108 Total average daily attendance . 3, 151 SCHOOLS. School rooms used for study : ^ Cherokees . 83 Creeks . 28 Choctaws . 59 Chickasaws . 13 Seminoles . 5 Total school rooms . 188 SCHOOL TERM. Average school term in days : Cherokees . 200 Creeks, (not given.) Choctaws . . 168 Chickasaws . 213 Seminoles . 180 General average of 4 nations reporting . 190 J TEACHERS AND THEIR PAY. Number of teachers : Cherokees, (sex not specified) . 93 Creeks, (men, 10; women, 18) . 28 Choctaws, (sex not specified) . . . . . 57 Chickasaws, (men, 10 ; women ,3) . . ...... 13 Seminoles, (men, 4 ; 1 woman).. . . . . . . 5 Total number of teachers . . . 196 Salary of teachers : Cherokees . |42 80 Creeks . ” ”1! .1!. 1..] . 40 00 Choctaws . ly.'.y.y.l.'.'. . I.. 1 . 26 00 Chickasaws . . 50 00 Seminoles . .1' . *.11 . 50 00 General average . !! ”1! . 41 94 29 E 450 REPORT OF THE COMMISSIONER OF EDUCATION. IKCOME AND EXPENDITURE. Eeceijpts. Cherokees . $72,298 00 Creeks . 13,000 00 Choctaws . 29,022 50 Chickasaws . 43,000 00 Seminoles . 4,000 00 Total receipts for all school purposes . 161, 320 50 • Expenditures, Cherokees . $110, 110 00 Creeks . 13,000 00 Choctaws . 29, 022 50 Chickasaws . 43,000 00 Seminoles . 3,200 00 Total expenditures for all school purposes . . . 198, 332 50 PER CAPITA EXPENDITURE — On school population, reported by — Cherokees . - . $24 78 Choctaws . 12 62 On pupils enrolled, reported by — Cherokees . 35 76 Choctaws . 25 62 Chickasaws . *107 25 On average attendance : Cherokees . 62 76 Choctaws . 38 96 Chickasaws . *122 85 (From returns made to the United States Bureau of Education for 1875-76 by S. W. Marston, Indian agent.) J^ENERAL EDUCATIONAL CONDITION. SCHOOL REVENUES. The means for support of schools among these nations are received chiefly from inter¬ est on permanent funds held for them by the United States. Only two nations, the Cherokees and Seminoles, report $3,000 and $1,500, respectively, from other funds. — (Returns to Bureau of Education.) BOARDING AND HIGHER SCHOOLS. Besides 75 common schools reported, the Cherokees have, for the higher education of their young men and women, 2 commodious and well furnished seminaries, 1 for each sex, together with a manual labor school and an orphan asylum. All these build¬ ings are of excellent architecture, and are equipped with furniture and fixtures of the latest and best manufacture. The cost of the seminary for young men was $75,000 ; that for young women, the same ; that for orphans, $70,000. The Creeks have, with 28 public day schools, 2 manual labor schools ; the Tallahas¬ see Mission School, between the Arkansas and Verdigris Rivers, with accommodations for about eighty boarding pupils of both sexes ; and the Asbury Mission School, near Eufaula, with accommodations for the same number, males exclusively. These schools are under the care of the Presbyterian and Methodist denominations. The Muskogee Female Institute is a Baptist mission school of considerable note, with the Rev. Joseph Perryman, a native Creek, as principal. Appropriations have been made by the coun¬ cil for 2 other mission schools, which will probably be soon opened. One of them will be for the freedmen citizens of the nation, who share equally with others all tribal rights and privileges. Provision was made, too, at the last council for the support of 18 young men while obtaining an education in the States. They are now pursuing their studies at diflier- ent institutions. The Choctaws have 1 boarding and 1 manual labor school, besides 54 day schools, and several private institutions supported by tuition fees. The New Hope Seminary, a boarding school for girls, near Scullyville, has about 50 pupils, for whose board and other expenses the council annually appropriates $5,000, while the Methodist Board of Missions pays the salary of the teachers and such other expenses as the amount appro¬ priated by the council fails to meet. The Chickasaws, in addition to their 13 district common schools, scattered judiciously over the country, have established an academy or high school in each of the 4 coun- Includes board, &c., in high and orphan schools. INDIAN TERRITORY. 451 ties of the nation, where pupils may pursue studies beyond the primary branches. These high schools are let out by contract for a term of 5 years, the contractors furnish¬ ing the teachers, and in 3 of them supplying the pupils with everything but clothing at the rate of $175 per year ; in the other clothing and all are furnished for $200 a year.* The Seminoles, with 5 other schools, have 1 academy or boarding school, under the supervision of the Presbyterian board.— (Returns to Bureau of Education, and report of Agent S. W. Marston.) UNITED STATES INDIAN SERVICE — EDUCATIONAL STATISTICS, JULY, 1876. The schools of the Cherobees, Creeks, Chickasaws, Choctaws, and Seminoles of the Indian Territory are not included in the following tabulation, which comprises those only maintained by the United States Government. The statement is furnished by the Office of ludian Affairs. Number of scholars registered — Indian : male, 2,315 ; female, 1,703 \ Half-breed: male, 375 ; female, 341 5 . . . Freedmen : male, 61; female, 61 . . . Number of day schools . . . Average attendance — Indian : male, 788 ; female, 607 ^ Half-breed : male, 151; female, 144 5 . . Freedmen’s schools, day . - . . Average attendance : male, 39 ; female, 45 . . . Number of boarding schools . - . - . Boarders — Indian : male, 700 ; female, 482 \ Half-breed : male, 109 ; female, 72 5 . * . . . . Day scholars attending said boarding schools . . Average attendance at day schools . . . Average attendance at boarding schools . . . Number attending who can read and write English understandingly Indian : male, 794 ; female, 488 ( Half-breed : male, 180 ; female, 174 S . . . . Number who can work in first four rules of arithmetic — • Indian : male, 486 ; female, 246 ^ Half-breed: male, 97; female, 91 s . . Number of teachers employed in schools not under contract — Male . Female . Average annual salaries paid male teachers . . Average annual salaries paid female teachers . . Cost of other employes at boarding schools . . Number of schools carried on by contract . . Annual cost of same, not included in foregoing figures . . . SCHOOLS MAINTAINED BY RELIGIOUS DENOMINATIONS. 4,734 122 76 1,690 3 84 42 1,363 282 22 39 1,636 920 66 74 $695 465 19, 480 19 34, 136. 88 From the same authority the following statistics respecting schools maintained by religious denominations have also been obtained ; 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 Alleghany reservation, State of New York. .. 1 Aggregate attendance at same . 29 Number of scholars attending schools in State of New York not under con- 944 trol or care of the United States Government. LIST OF SCHOOL OFFICIALS IN INDIAN TERRITORY. The only names of school superintendents among the five nations that can be cer¬ tainly given are the following : E. McCustain, superintendent of Choctaw public schools, Red Oak. John Chupco, superintendent of Seminole public schools. Joshua Hightower, superintendent of Chickasaw public schools. * The freedmen of the Choctaw and Chickasaw Nations have had thus far no participation in the school fnnds of the Indians, and consequently no educational advantages except what are furnished them by the United States Government. There are at present 5 schools sustained for their benefit, but at. points accessible to only a small portion of them. 452 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMARY OF STATISTICS. 187^ 1875-’76. Increase. Decrease. SCHOOL POPULATION AND ATTENDANCE. Youth 4 to 21 years of age . Enrolled in public schools . Average monthly enrolment . . Average daily attendance . Attending private schools of all grades 3, 822 2, 21.5 1,875 1.710 240 4,238 416 2, 734 2, 200 5i9 325 2, obo 186 290 TEACIIl^RS. Men teaching . Women teaching. . . . Monthly salary of men.... Monthly salary of women General average . . 43 56 $65 57 64 46 $75 00 50 00 63 50 21 *$16' 10 ‘$7 SCHOOLS. School rooms used for study . . Schools taught . Average duration of school in days Graded schools . . Private schools reported . Value of school property . . 96 102 92 6 14 $60, 000 83 99 100 4 11 $56,080 13 3 2 3 $3, 920 INCOME AND EXPENDITURE. Meccifpts. Local tax . Other sources Total . . . Expenditures. $31,211 611 $45,049 $13,838 1, 223 612 31, 822 46, 272 14, 450 Sites, buildings, and furniture, Libraries and apparatus . . Miscellaneous or contingent... Salaries of superintendents.... Salaries of teachers . $28, 226 500 4,500 33, 921 $10, 647 500 1,000 2, 700 35, 287 $1, 000 1,366 $17, 579 1,800 Total . PER CAPITA EXPENDITURE — 67, 147 50, 134 17, 013 On school population On pupils enrolled .. $8 42 $9 08 14 38 16 00 $0 66 1 64 (Reports for 1874-75 and 1875-76 of Hon. Cornelius Hedges, superintendent of public instruction, and special returns to the United States Bureau of Education.) HISTORICAL SKETCH OF THE TERRITORIAL SCHOOL SYSTEM. AUTHORITY. Hon. Cornelius Hedges, Territorial Superintendent of Public Instruction. FIRST GENERAL SCHOOL LAW. In response to a request for a brief outline of the history of the public schools of Montana since the organization of the system, Mr. Hedges supplies the following: Our organic act was approved May 26, 1864. The first legislative assembly con- MONTANA. 453 vened December 12 of that year, and passed “An act establishing a common school sys¬ tem for the Territory,’’ which was approved February 7, 1865. The only school officers provided for were county superintendents, elected for three years, whose duty it was to divide their counties into districts, examine teachers, visit the schools, recommend a good and uniform system of text books, make out annual reports, to be filed in their offices, and published” in some newspaper if convenient, to apportion the school fund, and draw orders for the same on the county treasurer in favor of the clerks of the dis¬ trict. The district officers were to consist of three directors, one chosen each year, and a clerk, who was also to be district treasurer. These directors were authorized to assess a tax upon the residents of the district for the purpose of building school-houses, but not till after an effort had been made to secure the amount by private subscription. This law was so loosely drawn that it was set aside as insufficient to authorize a legal tax. The only fund provided by law for payment of teachers was a county tax of one mill, and certain fines. The residue was to be made up by rate bills. The law was very brief, and altogether inadequate for its professed purpose. The salary of county superintendents was fixed at $100, and might be increased to $300 ; but for all above $200 one-half was to come out of the school fund. The limits of school age were fixed at from 4 to 21 years. This law continued in force down to 1872. TERRITORIAL SUPERINTENDENCY. In 1866 the office of territorial superintendent of public instruction was provided for by a separate bill, and we find the names of Peter Ronan and A. M. S. Carpenter mentioned as holding the office, but there is nothing to show that either ever qualified or performed any official acts. In the same year, 1866, Rev. Thomas P. Campbell was appointed and qualified ; he discharged the duties of the office down to 1869. In Novem¬ ber, 1868, he published an>.official report, the only one that has come to our knowledge prior to the first biennial report of the present superintendent, published in 1874. Only 4 counties are mentioned as having reported in 1868. In these there were then 25 organized districts and 1,359 children of school age, about half of whom are reported as having attended school. The entire school fund from ail sources for that year is given at about twelve thousand dollars. There does not seem to have been any acting superintendent after the departure of Mr. Campbell, in 1869, down to the adoption of the new school law, to be mentioned below. Rev. S. G. Lathrop was appointed, but not confirmed, and does not appear to have actively discharged any of the duties of the office. SECOND GENERAL SCHOOL LAW. The new school law, adopted as above stated, was approved January 12, 1872. It was mainly modelled after that of California, with portions omitted that seemed too cumbersome for smaller and more scattered communities, and too expensive for the scantier resources of a young Territory. This law is a vast - improvement on the earlier one, and for the first time gave some¬ thing like a complete system, recognizing fully the duty of the property of the com¬ monwealth to provide for the education of all without resort to rate bills. It is made the duty of the county courts to levy a county tax of three to five mills upon all the property of the county. This is collected as are other county taxes, and remains in the county treasury. It is apportioned by the county superintendent, but not, as under the old law, drawn by the district clerks and frequently lost. It is only drawn out in payment of teachers’ wages on orders drawn by the district trustees, countersigned by the clerk. The several districts are amply empowered to levy special taxes for build¬ ing school-houses or extending their school term after the public money is exhausted. Every district mue.t keep a school three months at least to be entitled to a share of the public money. The system of supervision and accountability is well provided for; and the rapid growth of the schools, not only in number but in excellence, is the best possible com¬ mentary on the wisdom and improved character of the law. RESULTS. The present superintendent was appointed almost immediately after the new law went into effect, nearly five years ago. His first biennial report was made in Decem¬ ber, 1873, at which date there were 91 organized school districts, a school population of 3,517, and an average attendance of 50 per cent. The school revenue had increased from $12,000 to $33,000, and the value of school-houses from nothing to $21,192. Two years later, December, 1875, when the second biennial report was rendered, although these years were not prosperous for the Territory, the organized districts had increased to 96 and the school population to 3,837, while the attendance had increased 8 per cent. Although the school revenue had fallen off about twelve hundred dollars, the value of school-houses had doubled, and in many respects the character of the schools had improved. 454 KEPORT OF THE COMMISSIONER OF EDUCATION. Another year has since elapsed, during which substantial progress has been main¬ tained, although the general interests of the Territory have suffered more than in any previous year. Helena City has now a graded school that will compare favorably with the best in any eastern State or city. The school occupies a fine brick building, fur¬ nished with the latest improved desks, 7 department rooms besides an assembly room, a corps of 8 teachers, and an average daily attendance of 350 scholars. Deer Lodge and Virginia City are doing as well in proportion, and other places are but little behind. It was at first feared that the people would not accept public schools, to be sustained by a tax on property, without murmuring and dissatisfaction ; but, so far from these fears being realized, there has been everywhere a readiness to bear even heavier bur¬ dens in order to secure greater school facilities. There is a defect in the present system of granting teachers’ certificates by county superintendents alone, each of whom is a law unto himself. But this will probably be remedied. A still greater defect is the subdivision of districts, which necessitates a reduction of the school term to the minimum of 3 months. Time may remedy this also. With the return of prosperity and the completion of railroad connections, facilitating immigration and the development of our natural resources, it will not be difficult to raise the minimum school term up to 6 months. The school lands promised by the Government lie idle still, open to waste, yielding nothing to any one. If only some revenue could be derived from them in these days of our greatest weakness and necessity, it would do more good at the most vital point in our development than it can at any time hereafter. ELEMENTARY INSTRUCTION. PROGRESS OF THE SCHOOLS. Notwithstanding a reduction of the number of the voting population during several years past, the number of persons of school age has been steadily increasing. The number of school-houses is also increasing, and the character and condition of those in use have very greatly improved. The percentage of attendance, too, improves, and although the number returned as not attending any school seems greater than it has been, it is very largely made up of those who have not reached, or have already passed, the usual age of attending school. "Shis will probably contffine to be the case as long as the school age covers so wide a range as from 4 to 21 years, because of the difficulty of sending young children to dis¬ tant schools in an unsettled region, and the equal difficulty of keeping older ones from profitable work. There has been a large reduction in the number of pupils attending private schools. This occurred mostly in Lewis and Clarke County, where the advantages of the public schools have been improved and inducements to attend them have proportionately increased. — (Territorial report, 1875-76, p. 9.) LENGTH OF SCHOOL TERM. The superintendent urges the importance of increasing the length of the school term to at least six months. He says it is as important to have the term long enough to do some good as it is to have any public schools. If the length of the term were doubled, the expenses would not be increased one-third, while the advantages would be quad¬ rupled. One principal reason why teachers’ pay is so high here is that their employ¬ ment is so brief and uncertain. It is necessary that they receive enough for the time employed to support them during the year. When anything like steady employment can be offered, the immediate eft'ect will be to reduce the monthly rate of wages. If to the amount thus saved be added the amounts now expended in sustaining private schools or extending terms of public schools by private subscription, the sum will be found equal to what would be needed to make up the 6 months’ term. — (Territorial report, 1875-76, p. 10.) TRAINING OF TEACHERS. PROPOSED NORMAL CLASSES. No provisions have as yet been made in the Territory for securing a supply of com¬ petent teachers. The payment of sufficient wages to allure them from other places may partially suffice for a time; but they come with diverse training from communi¬ ties where different systems and standards of excellence exist, and introduce into the schools of the Territory the same diversities of discipline and instruction. The super¬ intendent suggests the plan of forming normal classes in connection with some of the principal high schools, and says that in Helena, Deer Lodge, and Virginia City such a beginning might be made with much promise of success. — (Territorial report, 1875-76, pp. 11, 12.) MONTANA. 455 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. From tlie report for 1875-76 of the territorial superintendent, p. 12, it appears that there are public high schools in Helena, Deer Lodge, and Virginia City, and possi¬ bly there may be some in other places; but no statistics respecting any of them are given. LIST OF SCHOOL OFFICIALS IN MONTANA. Hon. CosNELius Hedges, territorial superintendent of public instruction, Helena. COUNTY SUPERINTENDENTS. County. Superintendent. Post-oflBce. 'Rpa.T’Ar TTpn.d _ _ Winimn A . Carter . . . . . Watson. Fort Benton. Deer Lodge City. Bozeman City. Jefferson City. Helena. Virginia City. Diamond City. Stevensville City. Chotoau . . . . Joseph S. Hill . Deer Lodgo ............ ...... Addiaon Smith _ _ GallaUn . .................... George W. Monroe. . . . . . J efferson ...... .............. Henry Dildine . . . . Lewis and Clarke. ........... I. G. Donthm . Madison . . . Wil liam Morris . . Meagher . E. W. Finch . Misaou'a _ _ "WilliaTn A. TTflll . . _ _ .. _ _ j 456 KEPORT OF THE COMMISSIONER OF EDUCATION. NEW MEX5€^>, GENERAL EDUCATIONAL CONDITION. LETTER FROM SECRETARY RITCH. In the absence of any report of education in New Mexico for the year 1875-76, the following for the previous year, used in the report of this Office for 1875, is reproduced ; it is preceded by certain modifying statements for 1875-76 furnished by Hon. W. G. Ritch, secretary of the Territory and ex officio superintendent of schools. Secretary Ritch writes under date of March 28, 1877 : “A school report such as I have given heretofore would add nothing of special inter¬ est. The figures for Socorro County, not given for 1875, have been given me for 1876, and show 17 Spanish schools, with a reported attendance of 834. Teachers’ wages, $15 to $40, and an average of 3 months’ schooling in primary branches. “ Dona Ana, not fully reported last year, has 3 private English schools, with 5 teachers and 150 pupils attending; term, 10 months; 10 public schools — 9 Spanish, 1 English; average attendance, 300 ; teachers’ wages, from $10 to $40 per month ; and 8 months’ schooling in primary branches. “ In San Miguel County, as reported to me bv a former member of the school board, in consequence of the interference of priests, the public schools generally have been discontinued. The absence of school books, especially uniform school books, and com¬ petent teachers are among the greatest obstacles to anything like satisfactory schools. “An additional school-house and school have been added in Santa Fd County ; 2 private schools additional ; English attendance, 35. “ There were 8 schools in Colfax County in 1876, against 7 in 1875, the statistics of the former ones being about the same. There are also, I understand, 3 schools in Lincoln, say 2 English and 1 Spanish. “The balance of the counties maybe set down as without material change from 1875.” Mejport of the puUic schools in the Territory of New Mexico for the year ending December 31, 1875. NEW MEXICO. 457 •sasodind j9q.jo ao^j S § ;0 • w O CO Cl Cl 140 10 488 69 1,657 89 •sqooq xooqD9 puB ;uai jo j o o CO Cl 81 00 76 00 96 109 86 008 3 85 00 1, 800 94 •sqSb^ jSjeqoBaiX joj pasjnqsra; $1, 513 00 541 36 1, 500 00 460 15 1, 445 00 825 00 3, 665 95 3, 255 75 1, 094 00 1, 131 79 15, 432 00 •saojnos hb raoJj pnnj looqog a $5, 654 03 1,410 93 1, 598 29 1, 163 68 1, 623 71 1, 176 CO 4, 500 00 5, 099 62 1, 366 10 /I, 881 10 25, 473 46 27, 110 99 •^9UAV0 ji ‘osnoqqooqos jo 9rqB_^ O O o o 2, 500 00 1, 975 00 4, 975 00 o o o ■poiXagj JO pouAio osuoqqooqog T-* CO h •punj xooqos oix ■qnd JO jno piBd poB ‘sjopjo JO eoTjoioos suoiSixoj jopnii ifXJOOJip'oq oj ujiLoaq exooqog CO (71 • ^ : a ; ° •sjooqos poxij^ 1 £-• r- CO 02 la e3 i> 1- 2 7 E., 38 E. and S., 86 S. o. n: e fc c er pi 2 t i s . 1'® f •jqSuBj 8B^ Xooqos eqjaoai jo joqmnj^ CO . l£0 r- co to CO O O CO CO CO io •SJoqoBOj JOJ qjtioni jod S9Sba\. 93bj9ay t- 1 •9onB •paajjB ni uojpixqo jo joquin^ 765 147 S Si iSS • CO rH 00 So CO 1 5,151 4,694 •SX00TX9S oxxqnd jo jaqinn_tt CO 1- CO CO CO County. Bernalillo . • o : |3 i « • i;4 i1 • < ; _c : c 0 •s ' • < ^ I 'i 4 i g t f : u* : o o ! M it 3 :® c j V© Is'^l a el fl c S c3 C3 C QO2O20 H t : ni 5 c3 C 2H!? Total for 1875 . Total for same counties, report of 1874. a a .S a O II O;^ as 8'^ '^"'3 458 REPORT OF THE COMMISSIONER OF EDUCATION. UTAH. SUMMARY OF STATISTICS. 1874 -75. 1875-76. Increase. Decrease. SCHOOL POPULATION AND ATTENDANCE. Youth 4 to 16 years of age . Enrolled . . Average attendance . . Pupils in private elementary schools . In private secondary schools . TEACHERS AND THEIR PAY. Men teaching . Women teaching . Average salary of men ... Average salary of women . School rooms used for study . Average length of schools in days. Value of school property . . INCOME AND EXPENDITURE. Eeceijfts. Territorial tax . Local tax . Other sources... Total . Expenditures. Sites, buildings, and furniture. Salaries of superintendents. . . . Salaries of teachers . . Total . PER CAPITA EXPENDITURE — On school population .. On pupils enrolled . On average attendance. SCHOOL FUND. .Available school fund . 35, G9G 19, 278 13, 462 2, 950 592 220 238 |47 23 296 140 $438, 6C5 $15, 000 20, 267 95, 533 30, 900 •19, 886 13, C08 608 146 $20, 000 39, 081 70,717 $5, 000 18, 814 130, 800 129, 798 $49, 569 3,450 130, 800 $39, 081 4, 500 85,717 $1, 050 183, 819 129, 298 $5 15 9 53 13 69 15, 000 $3 05 4 73 6 92 20, 000 $5, 000 ,796 215 234 $54 $7 2G 3 310 14 143 3 $453, 515 $14,850 , $24, 816 1,002 $10, 488 '*45,*oS 54, 521 $2 10 4 80 6 77 (Biennial report for 1874-75 of Hon. O. H. Riggs, territorial superintendent of district schools^ and special returns to the United States Bureau of Education for 1875-76.) HISTpRICAL SKETCH OF THE TERRITORIAL SCHOOL SYSTEM. AUTHORITIES. Sketch by Territorial Superintendent O. H. Riggs, 1876, appended to report for lSIA-75^; Laws of Utah, and reports to the United States Bureau of Education. UTAH. 459 BEGINNINGS. Salt Lake Valley was settled by Brigham Young with his first hand of pioneers July, 1847. A provisional government was organized as soon as the main body of the Mor¬ mon people were established in their new homes, and a territorial one was granted by the United States September 9, 1850. February 28, of the latter year, the provisional government had passed an act to incorporate the University of Deseret, which act was ratified by the legislative assembly of the Territory October 4, 1851. At the first meet¬ ing of the regents of the university, March 13, 1850, a committee was appointed to select, in connection with the governor, a site for its buildings and locations for pri¬ mary schools, implying an idea that the university was as heading the common schools invested with some authority over them. A further implication of the same idea was presented in the fact that in November following its incorporation the preparatory department of the university was opened under the title of the “ parent school.” The legislature of the Territory seems to have sanctioned this conception by passing an act approved October 4, 1851, to authorize the chancellor and board of regents to appoint a superintendent of primary schools, to be under its supervision and control. Such a superintendent was appointed, but reports from him are wanting. December 11, 1854, Governor Brigham Young called the attention of the legislature to the need of more and longer district schools wherein every child might find admit¬ tance, as well as schools of higher grade in all the principal towns. Following this came, December 30, what appears to have been the first general school law. This pro¬ vided for the division of the counties into suitable school districts under the direction of the county courts ; for the election in each district of 3 school trustees ; for boards of examiners in counties, to be appointed by the county courts ; and for a territorial superintendent of common schools, to be appointed, as before, by the chancellor and regents of the university. The schools were to be sustained by district taxes levied by the trustees, at such rates as should be determined on by the district meeting. Teachers for them were to be examined by the county boards, and these boards, from the returns made to them, were to make annual report to the territorial superintendent and he to the board of regents of the number and condition of the common schools. The foundations of a school system for the Territory were thus laid. MODIFICATIONS. In 18G5 there was an act to consolidate and amend the school law. This was repealed January 19, 1866, by another that continued the 3 trustees of districts and distinctly defined their powers and duties ; it .also continued the county boards of examiners .and the territorial superintendent, but provided for the election of this Last officer annually by the legislature, instead of his appointment, as previously, by the regents. County superintendents, to be elected by the people every two years, were added to the other school officers. The sustenance of the schools by a district tax of 1 per cent, per annum was provided for, while for building and repairing school-houses a district tax of from one-fourth of 1 per cent, to 3 per cent, was allowed on the consent of the voters of the district. Certain funds due from corporations are referred to as to be added to the school funds, but it is not specifically said what corporations or what amounts. An act of February 21, 1868, defined common schools to be such as were or should be organized by the direction of the boards of trustees in the respective school districts, and under the supervision of said trustees ; but forbade such a construction of this as should give any portion of the public school funds to any private or other school not under the control and direction of these trustees. An act of February 20, 1874, required from county superintendents a yearly report of the number of children between 4 and 16 years of age in every district of their coun¬ ties, and from the territorial superintendent a yearly distribution of the school money to the districts in the proportion of such population thus reported to him. Schools were also required to be kept in the districts at least 3 months in each year, as a con¬ dition of receiving the district's share of the moneys thus distributed, which amounted in the whole to $15,000 annually from the territorial treasury. This appropriation and the conditions precedent to an enjoyment of its benefits are said to have produced an excellent effect. February 18, 1876, came another act amendsitory and in place of all preceding ones, respecting schools. This continued the various school offices, but provided for the election of the territorial superintendent as well as the other superintendents by the people, the courts being still left to appoint the county boards of examination. The title of the territorial superintendent was also changed to superintendent of the dis¬ trict schools, the terms common schools and public schools being discarded. For the support of the school system $25,000 annually, instead of the preceding $15,000, were ordered to be distributed — $20,000 to the district schools and $5,000 to the university, on condition of its instructing annually, free of charge for tuition, books, and apparatus, 40 pupils in a normal department ; these pupils to be selected by the territorial super¬ intendent from persons nominated by the county superintendents, and each to sign an 460 EEPOET OF THE COMMISSIONEE OF EDUCATION. obligation to tfeacb one year in the district schools in return for the one year’s free tuition, if required to do so. The proceeds of a tax on railroads were also added to the funds for distribution for the benefit of schools. FRUITS GATHERED. The earliest territorial report available is that for 1869, which showed 189 school districts, 243 schools, and 15,100 enrolled out of 24,138 children of school age; average attendance 10,618, reaching 44 per cent, of the school population. The expenditure for teachers’ wages had been 179,679.62, of which $7,011.33 seems to have come from the territorial treasury, while $35,142.70 had been raised for building school-houses. In 1873 the districts had reached 202; the schools, 251 ; the school population, 27,725 ; the enrolment, 16,070 ; the average attendance, 11,842 ; the expenditure for teachers’ wages, $82,895.91 ; the proportion of this from public taxes, $12,885.41 ; the sum for building purposes, $44,582.22. In 1876, as the preceding summary of statistics shows, there were reported 310 schools, with an enrolment of 19,886 pupils, and an average attend¬ ance of 13,608 out of 30,900 children of school age, the expenditure on teachers and superintendents being $90,217, and on buildings and furniture $39,081 — a gratifying showing for a particularly bad year. The university goes forward, but with only preparatory and normal students thus far. SUPERINTENDENTS. The territorial superintendents appointed by the chancellor and regents of the uni¬ versity were Elias Smith, 1852-56; William Willes, 1856-62; Eobert L. Campbell, 1862-’66, when, under the law of that year, he was chosen again by the legislature and served till 1874. In that year Mr. O. H. Eiggs was chosen by the legislature to succeed him, and, under the law for election of the superintendent by the people, seems to have been again elected to a second term in 1876. ELEMENTAEY INSTEIICTION. LACK OF REPORT. As the reports of the territorial superintendent are prepared for the meetings of the legislature, which are biennial, that for 1874-’75 is the latest issued. Consequently the statistical summary before given affords the only information respecting element¬ ary instruction to be looked for before the session of 1878. PRIVATE AND CHURCH SCHOOLS. In the historical sketch appended to his report for 1874-75, but prepared in 1876, Superintendent Eiggs says that “ there are many private and select schools established in different portions of the Territory.” Of the mission or church schools he says : “ The Catholics have one school, St. Mary’s Seminary, in Salt Lake City. The Episcopalians have 3, St. Mark’s Seminary, Salt Lake City, one in Ogden, and one in Logan. The Methodists have 6, the Eocky Mountain Seminary, Salt Lake City, and a school each at Ogden, Tooele City, Provo, Nephi, and Beaver. The Presbyterians have 3, the Salt Lake Collegiate Institute, Salt Lake City, the Wasatch Academy at Mount Pleasant, and a school at Bingham. There are about 1,250 pupils in these 13 schools, being bearly one-tenth of the number attending the common schools.” It may be mentioned, in addition, that the upper classes in these institutions are engaged in a higher range of studies than has yet been reached in the “ district schools.” TEAINING OF TEACHEES. NORMAL DEPARTMENT IN THE UNIVERSITY. A “ department of instruction” has been opened in connection with the University of Deseret, for the purpose of giving special training to such students as may design to teach in the common schools of this Territory. Eepresentative students will be admitted to this department free of tuition, and each one, on entering, will be required to present a certificate from the school superintendent of the county from which he is sent, indicating that he has been chosen by the proper authorities. He must also pledge himself to teach at least a year in the common schools of the county to which he belongs ; and if he fail to teach thus will be required to refund to the county court the amount paid for his tuition. On entering the department, students must have some knowledge of grammar, geog¬ raphy, arithmetic, reading, writing, and spelling. The course of instruction, running through 2 semesters and 4 terms, includes orthography, arithmetic, grammar, political economy, zoology, mental philosophy, physiology, geography, civil government, rhet¬ oric, elocution,' United States history, and theory and practice of teaching. — (Circular.) UTAH. 461 SECONDARY INSTRUCTION. ACADEMIES AND OTHER SCHOOLS. The Brigham Young Academy, at Provo, a branch of the territorial university, was opened on the 3d of January, 1876, and soon secured 70 students. No subsequent re¬ port has been received from it. The university itself affords, in its preparatory and commercial departments, such instruction as is usually given in academies and second¬ ary schools. In 8 of the private and church schools before spoken of as having second¬ ary classes there are reported for 1876 a total of 36 teachers and 1,365 pupils, of whom 56 were in classical courses, 35 in modern languages, 75 preparing for a classical course in college, and 89 for a scientific course. Drawing is taught in 3 of these schools, vocal music in 6 and instrumental in 3. Two report chemical laboratories, and the same num¬ ber philosophical apparatus, while 6 have libraries of 100 to 600 volumes. — (Report of Superintendent Riggs and returns to Bureau of Education.) Statistics of the University of Deseret, 1876. LIST OF SCHOOL OFFICIALS IN UTAH. Hon. O. H. Eiggs, territorial superintendent of district schools, Salt Ldk,e City. COUNTY SUPERINTENDENTS. County. Superintendent. Post-office. Beaver . .Tohn P. Lee . . . . Beaver. Box Elder . A. Chri.stenseTi . . . . Brigham City. Cache . Samuel Eoakelley _ Smithfleld. Davis . Chester Call . . . Sessions. Iron . Morgan Eicharda, jr _ _ _ Parowan. J nab . William E. May . . . . . . Hephi. Kane . W. D. .T ohnaon _ _ _ Kanab. Millard _ l.„ . Thomas C. C.a,lliater . . . . . . PiJlmore. Morgan . T. E. Gr. Welch . Morgan City. Pi Ute . Ho coTiTity aehnel orynTii7;afinn Eich . W. P. Nebeker . Laketown. Salt Lake . . . f). TT. Ei pro’s . - _ San Pete . W. T. Eei'd . Manti City. Sevier . H. P. Miller. . . Eichheld. Summit . C. T. Mills . . . Coalville. Tooele . D. T. Charles . _ _ . . Eush Lake. Utah . W. H. Dnaen berry _ _ Provo. Wasatch . . Thomas H. Ciles _ _ Heber City. Washington . .T. E. .Tohrsson _ St. George. Weber . . . L. P. Moneh . .. . _ _ Ogden. 462 EEPORT OF THE COMMISSIONER OF EDUCATION. TERRITORY. SUMMARY OF STATISTICS. 1874-75. 1875-76. Increase. Decrease. SCHOOL POPULATION AND ATTENDANCE. Youth 4 to 20 years of age. Enrolled in schools . TEACHERS. Men teaching . Women teaching . Total number of teachers . Average salary . SCHOOLS. School rooms . Average duration of school in days . . Districts in which schools were kept . INCOME AND EXPENDITURE. Receipts. Taxation . Total . Expenditures. Salaries of superintendents . Salaries of teachers . Total . 8, 350^ 6, 699 220 70 219 11, 000 7,500 120 100 220 |38 to $50 219 104 $54, 557 54,557 $54,720 $800 54, 720 54, 720 55, 520 801 34 * The school .age is given in the printed report for 1874-’75 as 4 to 21. (Report for 1874-75 of Hon. John P. Judson, territorial superintendent of schools, and special return for 1875-76.) HISTORICAL SKETCH OF THE TERRITORIAL SCHOOL SYSTEM. AUTHORITIES. Laws of Washington Territory from 1854, with organic act of March 2, 1853, and congressional enactment approved July 7, 1854. FIRST GENERAL SCHOOL LAW. Washington, previously a part of Oregon, was organized as a separate Territory under an act of Congress approved March 2, 1853, which made the reservation of the 16th and 36th sections in every surveyed township for common schools.* At the first session of the territorial legislature, April 12, 1854, an act to establish a common school system for the Territory was matured and passed. It devoted to the public schools the interest of the fund to be formed from sale of the school lands, with an annual tax of 2 mills on the dollar of all taxable property, and the proceeds of all fines for breach of penal laws, these funds to be distributed annually among the school *A further act of July 7, 1854, reserved for Washington, as well as Oregon, two townships of land of 36 sections each, to be selected in legal subdivisions, for university purposes, under direction of the legislature. WASHINGTON TERRITORY. 463 districts, in the proportion of the number of children of school age (then 4-21) in each, for the support of common schools and for no other purpose whatever. For supervision of these schools there were to be county superintendents chosen by the people every 3 years, who should divide their counties into school districts, examine teachers for the schools to be taught in these, visit such schools at least once in every year, receive reports of them from the district officers, and make an abstract of these reports for filing in their offices and for publication in some newspaper of the Territory. They were also to see to the collection of the county school moneys and to the appor¬ tionment of these and other moneys for the schools among the districts complying with the conditions of the law. These conditions were : (1) That they should have organ¬ ized by electing 3 district directors for visitation of schools and general care of school interests, with a district clerk for keeping of records, collection and care of school funds, taking of school census, and report of this to the county superintendent. (2) That they should have reported the school population annually 20 days before the first Friday in November. (3) That they should have raised by tax, or otherwise, an amount equal to their share of the county apportionment for building school-houses and supporting schools. (4) That they should have kept a school, with a qualified teacher, for at least a three months’ term. The districts failing to meet these condi¬ tions were not only to have their school money for the year withheld, but after 2 years’ failure were to lose it wholly and have it returned to the general county fund for distribution among complying districts. The schools sustained by these public funds were, from the first, to be open and free to all children of school age in the districts where they were taught. SECOND GENERAL SCHOOL LAW. November 29, 1871, another law was approved, to take effect January 1, 1872. This raised the annual tax for schools to 4 mills on the dollar ; continued the school officers before mentioned, but made the term of county superintendents 2 years instead of 3 ; provided for the choice by the legislature* of a territorial superintendent, to hold office for 2 years, with the usual duties and with a salary of $300 ; gave districts power to levy taxes for school purposes additional to the 4-mill tax ; exempted weak districts for two years from the operation of the above mentioned conditions of the old law, and required parents and guardians to send to school for at least three months in each year any child or children between the ages of 8 and 16 years under penalty of $100. Seventy- two days of school were made a quarter. THIRD GENERAL SCHOOL LAW. A law approved November 14, 1873, repealing all preceding acts in relation to com¬ mon schools, made only the changes following: (1) Made the previously absolute tax of 4 mills one “ not more than 4 mills.” (2) Cut down the school quarter from 72 to 60 days. (3) Restricted the power of district meetings to levy a district tax, “ for any purpose whatever connected with and for the benefit of schools and promotion of education in the district,” to ‘‘ a tax not exceeding 10 mills on a dollar for the purpose of building and repairing school-houses to which, however, might be added, as before, 5 per cent, for district clerk. (4) Required voters in districts to be taxpayers, as well as residents, and (5) omitted the compulsory feature of the former law. REPORTS OF SCHOOLS, The first territorial school report, covering the years 1871-72 and 1872-’73, gave the following summary of the condition of the school system in the latter year : School districts, 248; school-houses, 189 ; schools, 196; persons of school age, (4-21,) 9,949 ; attending school, 5,928 ; amount paid teachers, $44,007.94. Statistics for 1875-76 indicate 321 districts, 219 school rooms, 11,000 persons of school age, 7,500 enrolled in schools, and $54,720 as the amount paid teachers. SUPERINTENDENTS. The only territorial superintendents since the passage of the law creating the office have been Rev. Nelson Rounds, D. D., 1872-’74, and Dr. John P. Judson, 1874-’76. A letter from Dr. J udson, written after the commencement of a second term, indicated that he had been reelected for the years 1876 and 1877, as he was still in the discharge of the duties of his office. ELEMENTARY INSTRUCTION. LETTER FROM THE TERRITORIAL SUPERINTENDENT. A letter from Superintendent Judson, accompanying his special return of statistics for 1875-’76, says ; “ The return I make herewith to your schedule of inquiries is very imperfect, owing * This is the provision of both this and the following law, but an article from a respected correspond¬ ent of this Enreau in the Territory in January, 1876, states that “by special act of Congress” the terri¬ torial superintendent “is now appointed by the governor and confirmed by the council. ’ 464 REPORT OF THE COMMISSIONER OF EDUCATION. to the fact that county superintenflents have failed to send in their reports. It is the general complaint among county superintendents that they cannot get the clerks of school districts to report. Friends of education have been working hard to secure the passage of a new school law, compelling clerks, under a penalty, to report to county superintendents. “ I have called a convention of teachers and superintendents to meet on June 6, 1877, for the purpose of taking steps to secure the passage of a better school law. Much interest is taken in education. New school-houses are being built and new districts are daily forming, but owing to the carelessness of school officers I have no reports showing the extent of the improvements made.” SECONDARY INSTRUCTION. THE UNIVEKSITY PREPARATORY SCHOOL, SEATTLE. The University of Washington Territory has not yet been able to form collegiate classes. In a return for 1876 it reports 3 male instructors and 1 female, with 24 pupils, 10 male and 14 female. SUPERIOR INSTRUCTION. HOLY ANGELS’ COLLEGE. This institution, which reported 3 instructors and 56 collegiate students in 1875, presents no statistics for 1876. LIST OF SCHOOL OFFICIALS IN WASHINGTON TERRITORY. Hon. John P. Judson, territorial superintendent of common schools, Olympia. COUNTY SUPEEINTENDENTS. County. Superintendent. Post-office. Chehalis . . . Mrs. H. M. N ewton . . . . Oakville. Clallam . . . . . Smith Troy . . . . Eungeness. Clarke . . . •T. A . TCearna . . . . . . Y ancouver . Colninhia . . . . •T. E. Edmiaton . . . . . . Dayton, Cowl itz . . . C. L. Clady . Pekin. Tslaod . . . . . G. O’Eniller _ _ _ .. Coupville. Jefferson . . William Ryan . . . . . Port Discovery. King . E. S. Engraham . . Seattle. Kitsap . . . Alfred Snyder. . .......... _ _ _ _ _ Port Madison. Hlickitat ...... ...... _ _ _ P. E. Michell . Goldendale. H. N. Steam a _ _ _ _ Chehalis Station. VTaann _ _ _ H. C.Hall . Union City. Pur.ine _ _ _ G. W. Dolan _ _ _ _ Oysterville. Pieroft _ _ Tj. G. Shelton _ _ _ Steilacoom. San Juan . . . . "William Bell . . . . . San Juan. Skaniania _ S. B. Jones . . . . . . . Cascades. Snohomiah _ _ _ .Ta.mea Gonne _ _ Snohomish City. Steven a _ : _ TVToaea Dnpnia _ _ _ _ Port Colville. Thnraton _ .. .T. R. Thompaon _ _ _ _ _ Olympia. 'WatikiakiTm _ _ _ Era,nk Tllahy _ _ _ Cathlamet. ' "Walla, Walla _ A. W. Sweeny _ _ _ ....................... Walla WaUa. Whatfiom _ r _ D. E. Gape _ Whatcom. Whitman . . . . J. E. Biahop . . . . . . Colfax. Yakima _ J. P. Marka _ _ _ Yakima City. WYOMING. 465 WYOMING. HISTORICAL SKETCH OF THE TERRITORIAL SCHOOL SYSTEM. AUTHORITIES. Organic act of July Superintendents. 25, 1868 ; Laws of the Territory from 1869 ; Reports of Territorial FIRST SCHOOL LAW. The organic act for establishing the Territory of Wyoming, approved July 25, 1868, reserved, as usual, the 16th and 86th sections in each township for public schools. The first legislative assembly of the Territory convened at Cheyenne October 12, 1869. An act of this assembly, approved December 10 of that year, provided for the organiza¬ tion of school districts and of schools, and for territorial, county, and district ofiicers to look after these. The territorial auditor was made ex officio superintendent of public instruction for the Territory, with general supervision of all the district schools, and with the duty of seeing that the school system should be as early as practicable put into uniform operation. County superintendents, eligible yearly, were charged with the usual duties of such officers. District boards were to consist of a director, clerk, and treasurer for care of schools, keeping of records, custody of school funds, appoint¬ ment of teachers, and annual report of everything relating to the schools. The schools were to be visited by the county superintendents at least twice in each term, were to be free to residents in the district 5 to 21 years old, and were to be sustained from a county tax of not more than 2 mills on the dollar, from the interest on a permanent fund when formed, and from the proceeds of fines and forfeitures, the building of school-houses being provided for from a district tax. Separate schools for colored chil¬ dren might be provided where there were 15 or more such children in any school district. Schools of a higher grade than the ordinary common schools were also authorized, the question whether any such should be established being left to be decided by the con¬ current action of the county superintendent and district boards. SUBSEQUENT LEGISLATION. An act of December 14, 1871, abolished the territorial superintendency and required county superintendents to report annually to the governor, but made no other change. A law of December 12, 1873, amended at some points by one of December 11, 1875, renewed the territorial superintendency, giving the duties of the office to the territo¬ rial librarian ; required county superintendents to report to him by the first Monday in October of each year an abstract of the reports received from districts ; continued the district boards, consisting of a director, treasurer, and clerk, assigning them terms of 3 years, one member to be changed by election each year ; made the county tax for schools absolutely 2 mills on the dollar, instead of “ not more than 2 mills,” and allowed districts, as before, to tax themselves for a school-house fund, reserving all other school moneys for a teachers’ fund to be applied only in payment of the wages of school teachers in the district. No distinction in such payment was to be made on account of sex in case of persons equally qualified. So far as known this is the latest general legislation in respect to schools. The main features of the former law are retained in it, with the exceptions above noted. SUPERINTEND ENTS. The only territorial superintendents thus far have been the Hon. J. H. Hayfdrd, who as territorial auditor became ex officio superintendent of public instruction under the law of 1869, continuing to December, 1871, and Hon. John Slaughter, who as territo¬ rial librarian became superintendent under the law of 1873. 30 E 466 REPORT OF THE COMMISSIONER OF EDUCATION. EKUCATIONAI. CONfVEMTSOKS ANI> A§§OCIATIO]\§. NATIONAL EDUCATIONAL ASSOCIATION. The National Educational Association met in Baltimore July 10, 1876, and continued its sessions through the 11th and 12th. Although the attendance was not very large, and the heat of those three days was most oppressive, the meeting was one of great interest and importance. The ability and variety of the papers and addresses made up for the discomfort of the circumstances, while the presence of distinguished for¬ eigners added much to the interest of the occasion. The proceedings of the General Association opened with addresses of welcome from his excellency Governor John Lee Carroll and his honor F. C. Latrobe, the mayor of the city. The president of the association, Principal W. F. Phelps, of the Winona State normal school, Minnesota, then followed with his inaugural address. The other addresses and papers presented before the general association were as follows : “ The demands of the coming century on the American common school,” by Rev. A. D. Mayo, of Springfield, Mass. ; “The country school problem,” by Prof. Edward Olney, of the University of Michigan ; “ The moral element in primary education,” by Hon. W. H. Ruffner, of Virginia ; “ Education in Brazil,” by Dr. Da Motta, Centennial commis¬ sioner from that country ; “Education in Sweden,” by Dr. Meyerberg, of Stockholm; “ The normal schools of the United States : Their past, present, and future,” by Dr. Richard Edwards, of Illinois ; “ A course of study from primary school to university,” an important paper read by Dr. W. T. Harris, of St. Louis, as the report of a com¬ mittee appointed the preceding year; “Education in Japan,” by Dr. David Murray, of the department of education in that country; “Newspapers in Japan,” by Hon. Fuji- maro Tanaka, vice-minister of instruction in Japan; “Education in the Argentine Confederation,” by Senor Dorna, minister of education from that republic; and “The lacks and needs of the South educationally,” by Mr. Alex. Hogg, of Auburn, Alabama. Before the department of higher instruction the following papers and addresses were presented, or at least, according to the programme, were prepared for presentation, though possibly not all were really read to the meeting: “A notice of the history of the South Carolina College,” by Prof. W. J. Rivers, of Washington College, Maryland ; “ The political economy of higher and technical education,” by Hon. H. A. M. Hender¬ son, superintendent of public instruction in Kentucky ; “ The position of the modern, languages in higher education,” by Prof. Edward S. Joynes, of Vanderbilt Univer¬ sity ; “ Position of modern mathematical theories in our higher course of mathematics,” by Prof. Wm. M. Thornton, of the University of Virginia ; “ Phonetic reform,” by Rev. E. Jones, of Liverpool, England ; “ The study of the Anglo-Saxon language and litera¬ ture,” by Dr. J. M. Garnett, of St. John’s College; and “The terms Anglo-Saxon and English,” by Prof. Henry E. Shepherd, superintendent of public schools in Baltimore. The department of normal schools listened to the following addresses and papers : “ Centennial thoughts on normal schools,” by the president of the department. Dr. Ed¬ ward Brooks, of Millersville, Pa. ; “ What is a school ? ” &c., by Dr. J. H. Hoose, of Cortland, N. Y. ; “ What may schools do to form right habits of thought and study in their pupils,” by Prof. C. A. Morey, Winona, Minn. ; “ Personal and acquired gifts of teaching,” by H. B. Buckham, Buffalo, N. Y. ; “A professional course of study for nor¬ mal schools,” by John Ogden, of the Ohio Central Normal School, was not read on account of Mr. Ogden’s absence. Papers were presented to the department of elementary instruction as follows : “ Characteristics of Frobel’s method,” &c., by Mrs. John Kraus-Boelte, of New York, and “ Esthetics of education,” by Miss Minnie Swayze. Before the industrial department were presented an address by its president. Prof. S. R. Thompson, of Nebraska ; “The industrial education of women,” by Hon. Ezra S. Carr, State superintendent of public instruction, California ; “ Instruction in manual arts in connection with scientific studies,” by Prof. Manly Miles, of the Illinois Indus¬ trial University ; “ What can be done to secure a larger proportion of educated labor among our producing and manufacturing classes?” by Prof. Wm. C. Russel, of Cor¬ nell University ; “What are the legitimate duties of an agricultural professor ?” by Prof. E. M. Pendleton, of the University of Georgia ; “ Drawing as an element of ad¬ vanced industrial education,” by C. B. Stetson, of Boston, Mass., and “Required ad¬ justments in scientific education, with especial reference to instrumental drawing as one of its elements,” by S. Edward Warren, formerly of the Troy Polytechnic Institute. At the meeting of the department of superintendence a resolution was passed in favor of holding an international educational congress in Philadelphia on the following Monday. It was also resolved to hold a meeting of the department in Washington, D. C., early in the coming winter. EDUCATIONAL CONVENTIONS AND ASSOCIATIONS. 467 Among other work of the association may he mentioned the adoption of resolutions relating” to the United States Bureau of Education. The following was moved hy Dr. C. K. Nelson, of St. John’s College, Annapolis, and its necessity argued at length by Rev. Alex. Shiras, D.D., of Washington, D. C.: ‘^Eesolved, That a committee of seven members of the National Teachers’ Association be appointed by the president, to proceed at once to Washington, and to use their best endeavors in behalf of the National Bureau of Education, which is now under con¬ sideration by committees of both houses of the Congress of the United States.” The following resolutions, presented by the chairman of the committee on resolu¬ tions, Hon. E. E. White, were also adopted; “Eesolved, That the National Bureau of Education, established by Congress, in response to the petition of this association, has more than met the expectation of the teachers of the United States. “ResoZred, That the publications issued by the Bureau have been instrumental in awakening a more general interest in the subject of universal education. ^‘Eesolved, That as a connecting link between the various State systems of public schools, the Bureau is exerting an influence appreciated and acknowledged throughout the Union. ^^Eesolved, That no other department of the General Government (considering the small amount appropriated for its support) has done so much for the best interests of society. ^‘Eesolved, That all the teachers and friends of education in the United States should generously aid the Commissioner of Education by promptly responding to all his calls for information, and by disseminating among the people the information furnished by the Bureau over which he presides.” A resolution offered by Major Rollins, of Missouri, expressing the sentiment of the association in favor of appropriating the proceeds of the public lands in aid of educa¬ tion, was also adopted. — (Report of the committee on publication, 1876.) INTERNATIONAL EDUCATIONAL CONFERENCE. This meeting was held July 17 and 18, 1876, in Philadelphia, on the Centennial grounds. After the opening prayer by Dr. Laws, president of the University of Missouri, Hon. John Eaton, National Commissioner of Education, read the following names of persons who were invited to act as officers of the conference : President : Sir Redmond Barry, of Australia ; vice-presidents : Principal William F. Phelps, of Winona, Mich. ; Hon. J. P. Wickersham, of Pennsylvania ; Dr. Da Motta, Brazil; Dr. J. G. Hodgins, Ontario, Canada ; Hon. F. Tanaka, Japan ; Sir William Thompson, England ; Professor Rou¬ leaux, Germany ; Senor G. Videla Dorna, Argentine Republic ; Dr. Migerka, Austria ; Hon. H. R. Hitchcock, Plawaii ; Prof. iS.Lavasseur, France; Professor Geiger, Switzer¬ land, and Dr. Meyerberg, Sweden. Sir Redmond Barry being absent, Professor Phelps presided. Hon. W. T. Harris, of St. Louis, discussed “ Courses of study,” confining his remarks to the report he had read at Baltimore the previous week. Dr. Da Motta gave a detailed description of the course of public instruction in Brazil. The subject was further discussed in short speeches by Mr. Hodgins, Mr. Meyerberg, and Dr. J. Hancock, of Ohio. They were followed by Mr. Hitchcock and Dr. David Murray, who respectively explained the school systems of Hawaii and Japan. The evening session was occupied by statements from the representatives of differ¬ ent countries as to the preparation, status, salaries, and tenure of office of teachers. On the second day, Mr. Hodgins described the normal schools of Canada, and Senor Dorna described the schools of his country, stating that the national colleges of Buenos Ayres do not train teachers. C. J. Hogman, of Finland, said that there are three normal schools in that country, in two of which the Swedish language is taught. His remarks, which were made in Swedish, were translated by Dr. Meyerberg. Mr. Wick¬ ersham explained why teachers in the United States are not provided with dwellings ; the boards of education are disposed to change teachers often, and three-fourths of the teachers are unmarried. Dr. Meyerberg explained the school system of Sweden, and Dr. David Murray gave a detailed account of that of Japan, stating that there are 7 normal schools, and that a complete system of schools has spread within 4 years over Japan, so that now they number 30,000, with 2,000,000 of pupils, although education is not yet compulsory. At the afternoon session, Mr. Hodgins spoke on pedagogical museums or cabinets. Dr. Seelhorst, director of the Nuremberg Museum, explained in detail the origin and character of the industrial museums of Germany. Dr. Migerka explained in detail the public school system of Austria. He said the only lady teachers in Austria, even in the girls’ schools, are the teachers of needlework, but that in Germany many are found, some of them having control of the largest schools in Berlin. Afc the closing session, the question of holding an international congress in connec¬ tion with the proposed World’s Fair to be held in Paris in 1878 was discussed, and 468 REPORT OF THE CO^IMISSIONER OF EDUCATION. the United States Commissioner of Education was directed to open correspondence on the subject with European nations. — (Ohio Educational Monthly, September, 1876. pp. 293, 294.) AMERICAN PHILOLOGICAL iiSSOCIATION. The annual meeting of the American Philological Association was held in New York City, July 20, 1876, when, notwithstanding the heat, some interesting work was done. Prof. Tracy Peck, of Cornell, showed plainly that there were wide differences in pro¬ nunciation among the Latins. Prof. W. D. Whitney opposed Max Muller’s “botanico- philological ” theory as to the changes in the words Jir, oah, and leech. The report of the committee appointed at the session of the previous year to con¬ sider a reformed orthography for the English language was presented by Professor Whitney. Among other propositions and recommendations this report contained the following: (1) The true and the sole office of alphabetical writing is faithfully and intelligibly to represent spoken speech, so called historical orthography being only a concession to the weakness of prejudice. (2) The ideal of an alphabet is that every sound should have its own unvarying sign and every sign its own unvarying sound. Further, it was declared that the first step toward securing a reform in Eng¬ lish spelling is to break down, by the combined influence of enlightened scholars and of practical educators, the immense and stubborn prejudice which regards the estab¬ lished modes of spelling almost as constituting the language, and as having a sacred character in themselves preferable to others. A varied and interesting discussion followed the acceptance of the report. It was opened by Mr. E. Jones, of Liverpool, who recommended that, in place of the adoption of new letters, the best possible use should be made of the alphabet now in vogue. Mr. S. P. Andrews also recommended the improvement of spelling upon the basis of the Roman alphabet, thus avoiding the necessity of introducing new types. A convention of educators was appointed, to be held at Philadelphia, August 14, 15, and 16, to consider how best to give effect to the above resolutions. E. Jones, of Liverpool, England, read a paper on the spelling reform, which, with the report, was discussed by Professors Whitney, Haldeman, March, Wightman, and many others. The conclusion reached was that reform must be slow, and be begun in the public schools and with the rising generation. The next paper, on “The alphabet as a means to an end,” was by Prof. William C. Sawyer, of Appleton, Wis. He pointed out the defects of our alphabet, and said that it is a disgrace to our civilization to continue our patronage of it. This paper was followed by one on “ Phonetic reform,” by James W. Shearer, of Liberty Corner, N. J. Dr. J. B. Bittinger, of Sewickly, Pa., read a paper on “ What Shakespeare knew of horsemanship,” and Prof. Fisk P. Brewer, of the University of South Carolina, read a paper on section 2G2 of Demos¬ thenes’ “De Corona.” Hebrew etymology was discussed at length by Prof. Cranford H. Toy, of the theological seminary at Greenville, S. C., and Professor March made some remarks upon No. 328 of the Codex Diplomaticus Anglo-Saxonum. Papers were also read by Dr. J. Hammond Turnbull, of Hartford, Conn., Professor March, and Prof. Milton M. Humphreys, of Lexington, Va. — (New-England Journal of Education, August 12, 1876, p. 55 ; School Bulletin, August, 1876, p. 185 ; Ohio Educational Monthly, September, 1876, pp. 295-297.) ORTHOGRAPHIC CONVENTION. The convention for the revision of English orthography met, as arranged by the Philological Association, at the Atlas Hotel, West Philadelphia, August 15, 1876. _ After the organization of the convention, and pertinent remarks by the president, Prof. S. S. Haldeman, an able and valuable address was delivered by Prof. F. A. March, of Lafayette College, Pennsylvania, in which the history of alphabetic symbolization was adverted to, also the confusion therein caused by the Norman conquest; and the need of some conventional phonic system argued. A very interesting and harmonious discussion followed, in which the principal speakers were Mr. E. Jones, of England; W. Duane, of Philadelphia; President Nelson, of Annapolis; Professor Parker, of Philadelphia ; Rev. Mr. Robertson, missionary to the Creek Indians; and J. B. Lowe, of Hampton Institute, Virginia. The resolutions reciting the need for a reform in spelling passed at the annual meet¬ ing of the American Philological Association, already noticed, were unanimously adopted. After 4 days of session it was unanimously agreed that the time has come for a per¬ manent organization, to take in hand the actual reform of English spelling. A con¬ stitution and set of by-laws were therefore adopted, officers elected, and committees appointed. The New-Eugland Journal of Education gives the full text of the con¬ stitution of the new association, remarking that the matter promises to be our leading educational question for some time. Prof. Francis A. March, LL.D., of Lafayette College, Pennsylvania, was elected president of the association. The vice-presidents elected were Prof. S. S. Haldeman, EDUCATIONAL CONVENTIONS AND ASSOCIATIONS. 469 LL.D., University of Pennsylvania ; E. Jones, 35 Newstead Eoad, Liverpool, England; William T. Harris, superintendent of public schools, St. Louis, Mo. ; Prof. William D. Whitney, Yale College, Connecticut ; Prof. C. K. Nelson, Annapolis, Md. ; and Mrs. E. P. Burns, 35 Park Row, New York City. There is no fee for joining the association, and the annual dues are only one dollar, payable in advance. It was significant of the interest of those present at this meeting that many of the first names added to the roll were accompanied by ten dollar notes. The annual meetings are to be appointed with special reference to the convenience of teachers in the long vacation, at points of interest, and special inducements are to be offered by the hotels and railroad's. — (New-England Journal of Education, August 26, 1876, p. 79, and September 16, p. 115.) AMERICAN SOCIAL SCIENCE ASSOCIATION. The meeting of this association, held at Saratoga in September, 1876, is characterized by Scribner’s Monthly as having been the nearest approach to what is called in England a “ social science congress,” that has ever been seen in the United States. Pre¬ vious meetings, it is remarked, have generally lacked the homogeneous, coherent char¬ acter which the experience and practice of 20 years have stamped upon the British conventions of this nature. Papers have been read and debates held occasionally in the presence of large audiences in these American social science meetings, but there has seldom been brought together such a company of trained and truly scientific investigators as met at Saratoga, ready to discuss, upon the instant, and often in a masterly way, the numerous questions coming up for consideration. At Saratoga, too, these professors and experts of social science met each other, not only in the debates, but at the hotel tables and in their hours of recreation, so that many topics could be leisurely and amicably debated, with mutual enlightenment. The result was that after four days spent in this manner, (during which more than 40 addresses and papers were presented and more than 100 persons took part in the discussions,) the members separated wdth a strong feeling of satisfaction, as if something had really been accomplished of national importance and concern, and, at the same time, with pleasure to those who participated in it. This was particularly true in regard to the professors and lawyers who carried on, for 3 days, the most searching and intelligent debates on legal education and admission to the bar ever held in America. Nearly all the more important law schools, except that of Cambridge, were represented, and eminent lawyers from New York, Cincinnati, St. Louis, Chicago, Baltimore, Washing¬ ton, and other cities spoke on various topics of great importance. The papers read in this department of the association were by Chancellor Hammond of Iowa, Profes¬ sor Dwight of New York, Professor von Holtzendorff' of Munich, Mr. Mathile of Wash¬ ington, Messrs. Lewis L. Delafield and Dorman B. Eaton of New York, and Judge Hoadley of Cincinnati. They dealt with the study of jurisprudence and political sci¬ ence, admission to the bar, election of judges, proper organization of law schools, &c. Among the addresses delivered before the other departments of the association, are mentioned Mr. David A. Wells’s opening address on “ The causes and remedies of our financial depression ; ” Governor Tilden’s short address to the conference of charities, with which the proceedings opened, and addresses by Dr. Allen, of Massachusetts, and Dr. Wilbur, of New York, on insanity. Papers were read in the conference of charities relating to neglected children, medical charities and out of door relief, immigration and pauperism, and hospital buildings. The health department, which was in session but one day, brought forward some useful papers on the health of schools and debated them ably. Dr. D. F. Lincoln, of Boston, secretary of the department of health in that city, was here one of the principal speakers. The largest audiences attended what is called the “general session,” in which papers not specially connected with any of the 5 departments of the association were brought forward, read, and debated. Here, therefore, the political and financial papers, and one or two specially relating to education, were considered. There were 4 chief debates in the general session on the following subjects : the silver question, the condition of the South, Chinese immigration, and the railroad question. These debates were all ex¬ tremely animated and entertaining, without reaching any very definite conclusion, nor were they reported with any fulness; consequently, most of what was said was lost. Briefer discussion followed the paper of Mr. D. L. Harris on municipal extravagance, a striking presentation of the debt and expenses of city governments ; also those on “The cotton industry of Fall River,” “Life insurance,” “Township organizations,” “ Technical education,” “The civil service,” “American currency,” and others. On the closing day an impromptu debate on “ Prison discipline ” took place, apropos of a reso¬ lution which authorized the sending of delegates to the International Prison Congress at Stockholm, in August, 1877. Captain Harvey, governor of the Brixton Prison, in London, was present and gave an account of the prison system now used in England, and of the considerable decrease in punished crime which is taking place there. Later in the same day, Mr. Thomas Balch, of Philadelphia, gave a sketch of the Credit Fonder of France, a financial institution which has grown up there within forty years, and has 470 KEPORT or THE COMMISSIONER OF EDUCATION. proved of great service not only to individual borrowers and investors, but to the whole country in times of financial distress. The prevention of crime by moral and educa¬ tional instrumentalities was zealously discussed in a paper by Mr. George T. Angell, of Boston, during one of the evening sessions, and the intimate connection between immi¬ gration and crime was considered in the conference of charities. In this last named conference, which remained in session but 3 days, 6 States were officially represented — New York, Pennsylvania, Massachusetts, Rhode Island, Illinois, and Wisconsin — while Connecticut, New Jersey, and one or two other States were un¬ officially represented. The proceedings of this conference were more fully reported than any other part of the Saratoga meeting, and they were to be published at Albany by the secretary of the conference, Dr. C. S. Hoyt. A week or two after the conference of charities adjourned a local convention of the same kind met at Lancaster, Pa., where the county officials of that State who have charge of the public poor assembled to debate questions very similar to those consid¬ ered at Saratoga. This was the third meeting of the kind held during the year, the others having been convened in Michigan and in New York. Their frequency shows how much more urgent than formerly have become the questions which concern the poor, and the good results which attend such conventions are everywhere perceptible. The care of the poor is becoming more enlightened and systematic, and the States are learning of one another and entering into cordial relations with one another upon a mutual good understanding. — (Scribner’s Monthly for December, 1876, pp. 277,278.) The congress above reported has called attention more pointedly than perhaps was ever done before to the kind of service which such an organization can render. It is a movable university, an impromptu parliament, a company of secular and volunteer apostles who in this age are callable of preaching and teaching much that the world should make haste to hear. NEW ENGLAND ASSOCIATION OF SCHOOL SUPERINTENDENTS. A semi-annual meeting of this association was held at Boston October 22, 1875, and another at the same place on May 26, 1876. The attendance at the meeting in October was greater than at any previous one, and, for the first time, a lady appeared as a member. Hon. Warren Johnson, of Maine, discussed “ Elements essential to a public school system Rev. Daniel Leach, of Rhode Island, “ The ideal teacher;” A. P. Stone, of Springfield, Mass., “The need of reform in teaching geography.” Dr. Sears gave an interesting account of his work in the South, in which he made the remarkable statement that the proportion of the liberally educated is greater in the South than it is in New England — a statement possibly cor¬ rect, if the white population only be taken into the account. At the meeting held in May, 1876, about 30 superintendents were present from the different States of New England. A paper was read by Francis W. Parker, of Quincy, Mass., giving a history of Prussian schools. The next was by Ephraim Hunt, of Port¬ land, Me., his subject being the extent to which the calamities of the times are justly chargeable to our prevailing systems of education, since, as the writer claimed, they educate away from industry and habits of labor. The third and last paper was read by A. P. Stone, of Springfield, on the subject of teaching geography and the text books to be used. — (National Teacher, November, 1875, p. 472, and New-England Journal of Education, June 3, 1876, pp. 270, 271.) ASSOCIATION OF THE REPRESENTATIVES OF AMERICAN MEDICAL COLLEGES. A convention of representatives of medical colleges of the United States was held in Philadelphia June 2 and 3, 1876, in pursuance of a call issued in May of the same year. Representatives of 23 different colleges were present. Among other important business transacted the following resolutions were passed : In respect to the length of course for a degree, it was — Resolved, That it is the opinion of this convention that no two consecutive sets of lecture tickets shall be regarded as fulfilling the usual prerequisites of instruction for graduation where the time between the beginning of the first course and the end of the second is less than 15 months.” The question of the advisability of adopting a graded course of study was met by the following: “Whereas a knowledge of the elementary branches of medicine should precede a study of the practical branches, ‘■^Resolved, That, in the hope of inducing students to prolong and systematize their studies, this convention recommends to all medical colleges to offer to students the option of 3 courses of lectures, after a plan similar to the following: Students who have attended two full courses of lectures on anatomy, chemistry, materia medica, and physiology may be examined upon any of these subjects at the end of their second course. During their third course, such students may devote themselves to the lectures upon the theory and practice of medicine, surgery, obstetrics, and diseases of women and children, upon which subjects only they shall be examined at the final examination EDUCATIONAL CONVENTIONS AND ASSOCIATIONS. 471 for the degree of M. D., their standing, however, to be determined by the results of both examinations.” It was also unanimously resolved that no degree in medicine should be conferred under any circumstances except after an examination in person of the candidate upon all the branches of medicine. — (Detroit Review of Medicine, July, 1876, pp. 500-504.) INTERCOLLEGIATE LITERARY ASSOCIATION. This association owes its origin to a suggestion by T. W. Higginson, in one of the magazines, that the establishment of intercollegiate scholarships would be a great inducement to higher education in this country. Popular education, he argued, has always been the chief object of praise in this country, but the universal desire to make money, and, in fact, the almost universal necessity of so doing, have prevented many promising young men from entering the fields of higher literary enterprise. It was held that intercollegiate scholarships, founded on intercollegiate examinations, would not only serve as a standard of measurement between colleges, would not only instil a desire for distinction in science and letters among undergraduates, but also would induce the best students in the colleges to devote their time after graduation to those departments of study which best suit their tastes. Colonel Higginson’s sugges¬ tion met with general approbation. President McCosh, Chancellor Crosby, and others, approved of his views, and while the matter stood in this inchoate form before the college public the Intercollegiate Literary Association was founded. Three undergrad¬ uates at Princeton College and three at Williams College joined their names to a circular on the subject, addressed to the members of American colleges, calling a convention to meet at Hartford. About a dozen institutions responded. The ques¬ tion as to the admission of young women into the contests was wisely decided at the beginning by the six subscribers to the circular, they sending a copy of the invitation to Vassar College. Colonel Higginson was present at the first convention and guided its proceedings. It was determined for the first year to have competitions in oratory and essays only. The object was to make the contests popular from the beginning, and this object could not have been attained if mathematics or the dead languages had first been intro¬ duced. The idea, also, was not to undertake too much, but by gradual advances to secure a permanent organization. It was deemed best for the first few years to offer such prizes as might be within the power of the association, and in the mean time to attempt to secure a permanent fund. The first contests in oratory and essays proved to be a great success. Many persons were interested in the undertaking. Mrs. Astor set a praiseworthy example by a generous gift, which has been twice renewed ; while Mrs. John Taylor Johnston and Mr. Dwight H. Olmstead gave equally hearty and sub¬ stantial support to the project. For the second year, examinations in Greek and in mathematics were added, and, while the contests in speaking and composition were again most successful, the additional competitions did not in the least fall behind them in this respect. The annual contest for 1876 took place in January, at the Academy of Music, New York. The first prize in oratory was awarded to Julian M. Elliot, of Hamilton Col¬ lege ; the second to D. J. Tompkins, of Cornell University. F. E. Heath, of Cornell University, was awarded a jirize for an essay on “ Dickens and Thackeray compared.” A prize for the best essay on “Advantages and disadvantages of universal suffrage ” was divided between Nelson S. Spencer, of the College of the City of New York, and F. A. Hills, of the Northwestern University, of Illinois. The prize of $100, offered by Mr. Gregory, of Marblehead, Mass., for the best essay on “Arbitration,” was awarded to Wilbur Lawrence, of the College of the City of New York. In mathematics, the first prize was awarded to George S. Palmer, of Cornell Univer¬ sity, the second to G. B. Halstead, of Princeton College ; and honorable mention was made of Thomas Craig, of Lafayette College. In Greek, the first prize was awarded to Miss Julia J. Thomas, of Cornell University, the second to Henry Veghte, of Rutgers College ; and honorable mention was made of H. E. Crosby, of the University of the City of New York. — (Schermerhorn’s Monthly, February, 1876, and New York Tribune.) NEW ENGLAND NORMAL MUSICAL INSTITUTE. The third annual session of the New England Normal Musical Institute was held at East Greenwich, R. I., during July and August, under the direction of Dr. E. Tourjee, of the New England Conservatory of Music, Boston. The success of the Normal in its two previous years drew together a large representation from no less than 16 differ¬ ent States and the District of Columbia. The time was fully occupied with lectures, concerts, and lessons, and enough recreation among the many charming places of Nar- ragansett Bay to make everything delightful. — (New-England Journal of Education, October 7, 1876.) 472 REPORT OF THE COMMISSIONER OF EDUCATION. AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE. The twenty-fifth, meeting of the association was held in Buffalo, N. Y., beginning on Wednesday, August 23, 1876, and closing on the afternoon of the following Wednesday. Several peculiar circumstances united in making the meeting one of unusual interest. Among them may be mentioned the fact that the president, Hon. Sherman S. Rogers, who presided at the twenty-fifth meeting, also presided at the organization of the asso¬ ciation in Philadelphia, September 20, 1848. The Centennial Exhibition at Philadelphia was also the means of securing the attendance of numerous foreign savants, in America as commissioners from various countries, who were most cordially welcomed to the asso¬ ciation both by its officers and the citizens of Buffalo. The attendance of members and citizens at the general and sectional sessions was larger than at several preceding meetings. Two hundred and fifteen names of mem¬ bers and foreign guests were entered on the register, while three hundred tickets were given out for the meeting. One hundred and forty-seven papers were entered by title. Of these, nine were not considered by the standing committee for the lack of abstracts or from the titles being withdrawn by their authors; fourteen were rejected by the committee as being already published and for other reasons. Of the remainder, thirty-one were referred to section A, eighteen to the subsection of chemistry, nine to the subsection of microscopy, forty-six to section B, and twenty to the subsection of anthropology. The pecuniary condition of the association being such as to demand strict economy, it was determined by the standing committee to limit the size of the volume of Buffalo proceedings. The organization of the permanent subsection of anthropology was an interesting and popular feature of the meeting, being well attended and maintained. A permanent subsection of microscopy was organized, and though the sessions which it held were in great part devoted to perfecting its organization for future meetings, yet several papers were read and a general interest in the objects of the subsection awakened. The permanent subsection of chemistry continued its organization with increased attendance and interest, and the able opening address of its chairman called and retained many attendants from the other sections. The entomological club of the association held several meetings during the week, the first being on the afternoon before the association commenced. This club is annu¬ ally increasing in favor with the entomologists, and calls many persons specially inter¬ ested in this department to the meetings of the association. The bringing together once a year of persons interested in the many departments of science has always been one of the primary objects of the association, and it is to be hoped that the numerous associations and societies of kindred objects with this will realize the advantages to be gained by having one of their meetings held in connection with this association, and thus allow those who would enjoy meeting their colaborers at least once a. year the opportunity of doing so at the least expense of time, and in connection with the liberal arrangements that are always made in behalf of the association by the citizens of the place of meeting. — (Proceedings of the association for 1876, pp. 341-343.) SPECIAL ARTICLES. 473 THE STUDY OF ANGLO-SAXON. 475 THE STUBY OF F. A. MARCH, LL.D., Professor of the English Language and Comparative Philology in Lafayette College, at Easton, Pa. It is strange that there should have been no moi?e study of Anglo-Saxon, the mother of our mother tongue. There is talk enough about it. From the way our orators and critics dilate upon the glories of the Anglo-Saxon tongue, and the beauty and power of an Anglo-Saxon style, one would suppose that everybody studies it. But it is only within the last ten years that it has had any place in our common American college course. Latin and Greek were thought to be the proper languages to study, and there was no time found even for English. The course has now been widened, and there are many things to be said in favor of admitting the grandmother tongue. THE CHARACTER OF THE LANGUAGE. Anglo-Saxon is to bo classed with inflected languages like Latin and Greek, rather than with analytic languages like French and English. It is, in fact, a sister speech with Latin and Greek, and shares with them the general constitution and family traits of the Parent Speech of the Indo-European languages. The noun has five cases, with four declensions growing out of the different stems ; the adjective is declined in three genders and two numbers like the Latin, and also in a definite and an indefinite declen¬ sion like the German ; the personal pronouns have three numbers. The verb has six conjugations. The syntax is that of a highly inflected language. Some verbs govern the accusative case, others the genitive, the dative, the instrumental, or the accusative and dative, or accusative and genitive, or other combination. The uses of the modes and tenses are nicely distinguished ; the subjunctive mode has its set of rules rivalling those of the Latin or Greek as apparatus for mental gymnastics. The order of the words is that of a Germanic inflected language, and needs to be changed in English. The rhythm of the poetry is measured by accents and alliteration. The sounds of the letters are carefully represented, and the relation between them and the sounds of analogous words in Latin and Greek and German is subject to definite rules. The Anglo-Saxons had popular poetry before their conversion to Christianity. Every one learned to sing their ballads. The harp passed round at feasts and each sang in turn. Most of what would have been their original literature was lost by coming under ban of the church and the contempt of the Normans ; but we still have one heathen poem, Beowulf, and a number of Christian poems in the ballad epic style. There is a large body of prose, but most of it is translation or imitation of Latin works, and its interest is therefore mainly philological. There are many charters and other legal documents of much interest. THE USES OF THIS STUDY. Languages are studied for discipline, as a key to their books, as tools for further investigation, and as models or other aids in our own talking and writing. The study of Anglo-Saxon will plainly give the same kind of discipline as that of Latin and Greek, so far as it depends on their being inflected languages, and on their giving an introduction to a new world of thought. The knowledge of Anglo-Saxon is also valuable in itself ; it is a record of mind in which all men have an interest. To special students of English history and of modern civilization it may be of special service in original investigations. In the old charters and records is still locked up much valuable material for making out the rise of the English constitution and the growth of English customs, and so the history of the Teutonic races. To original investigators in the science of language it also offers a most inviting field, and much aid to labor in other fields. It is mainly, however, in its relation to our modern English that the study of Anglo- Saxon is important. The names of the objects which we speak of most and most warmly, of the actions and thoughts which stir the blood, the words and idioms around which move the dearest associations, and on which the beauty of our poetry and the I>ower of eloquence, wit, and humor depend, are mainly Anglo-Saxon. The power to speak well springs from familiarity with choice idioms and synonymes, and ibis is to be attained by studying them in connection with the history of their origin and meanings, and by becoming familiar with the writings in which they are used with simplicity. Almost all our grammatical forms are Anglo-Saxon. The difficulties of our language, 476 REPORT OF THE COMMISSIONER OF EDUCATION. whether in spelling, in the irregular formation of modes and tenses, or of plurals or genders, or in the peculiar combinations of syntax, are almost all to be referred to Anglo-Saxon, and most of them are there easily understood; they are now difficult because they are relics of habits and forms which have passed away. TooJc is the past tense of take, loved of love; took is a contraction of a reduplicated perfect ta-tak, loved of an aorist compounded with did (love-did). Sheep, deer, swine, do not use the plural S', that was the regular way with all such neuters in Anglo-Saxon. Men is the plural of man; the change of a to e is a matter of euphony produced by a following i, which is now lost. Methinks I see him seems strange, but in Anglo-Saxon we learn that this thinks is a different verb from the Common English think, and means seem, and governs a dative; methinks means it seems to me. Be it so — he is the old subjunctive used with the force of an imperative as in Latin, and having it for its subject. He went a-hunt- ing — a is the old preposition on. METHODS OP STUDY. Languages are studied in many ways. French and German are often studied by repeating phrases, so as to learn to talk. French is often read in free translation, without knowing the modes and tenses or other grammatical forms, skipping the strange words and particles, and guessing at the general meaning of the sentences, very much as many of us read English. Latin and Greek are usually read more care¬ fully. Students are expected to know the meanings of all the words, and observe the modes and tenses, cases, and the like. This is about all that is done in many colleges. But the best teachers attempt more. They try to master the author read. They dwell on the particles which show the connections of thought, the modes and tenses and synonyms, so as fully to get the thought, and they recreate the environment. This is called historical and esthetical study. Then there is philological study. In a few of the best colleges, Latin and Greek are read with a careful scrutiny of every word in view of the modern science of language. The best students regularly look up the etymology of every word, and prepare for questions on its history and its relations to kindred words in other languages, the phonetic laws which govern the changes of form, the laws of thought which govern the changes of meaning, historical inferences to be drawn from it, and similar matters. They prepare for comparative syntax, to give the forms in other languages of expressing each relation of thought, and their history. This philological study may be turned more toward the past, to Greek and Sanskrit, or more toward the modern languages, to English, French, and German. Nobody would study Anglo-Saxon to learn to speak it. The off-hand manner of read¬ ing has, however, been much used. President Jefferson thought that the old books were written in a rude form of colloquial English disguised by bad spelling, and that the supposed case endings, and the like, were figments, “aberrations,’’ he says, “into which our great Anglo-Saxon leader. Dr. Hickes, has been seduced by too much regard to the structure of the Greek and Latin languages.” He thought that after getting used to the bad spelling we could read Anglo-Saxon as easily as Burns’s poems. He wished to have text books prepared with parallel columns, having the Anglo-Saxon in one and the words respelt into their modern English form in the other, with occasional notes explaining such words as have become wholly obsolete. With such an apparatus he thought a sufficient acquaintance with the language might be very easily and rap¬ idly made. Wherever Anglo-Saxon study consists in putting a gospel in Anglo-Saxon into the hands of beginners, and reading it through in a few lessons, the method must be not unlike Mr. Jefferson’s ; and it is true that a good deal of very interesting and valuable knowledge of the language may be caught up in that way with little pains. It is, however, plainly desirable, if time can be spared, to use a more accurate and thorough method ; and since the value of the study is greatest as the key to English grammar and the coloring for English style, it would seem that here more than with other languages it is desirable to use the philological method, and scrutinize word after word and phrase after phrase with minute attention, so that the relation of each to our modern English may be clearly understood. This thorough philological study also implies, for the full understanding of the Anglo-Saxon itself, a comparison with other languages, with Latin and Greek and Sanskrit, if the students know them, and with German, as its nearest of kin, if without the means of studying Gothic and Icelandic. Parallel paradigms of all these, and other languages, may, in fact, be found in a com¬ parative grammar of the Anglo-Saxon, arranged for easy comparison and for careful examination where the history and meaning of Anglo-Saxon forms are doubtful. THE TIME FOR THIS STUDY. The best time to introduce Anglo-Saxon in the common classical course would seem to be after studying German, near the end of the hard work on Latin and Greek. This is, In most colleges, during the Junior year. The students will then be comparative grammarians of more or less skill in Latin and Greek, French and German, and will THE STUDY OF ANGLO-SAXON. 477 make rapid progress in Anglo-Saxon. Four recitations a week for a single term will then count as much as a whole Freshman year. It may he well introduced in connec¬ tion with the study of an English classic, Shakespeare, for example, or Chaucer, giving out a lesson in both for the same half day, under the same instructor, and making them mutually aid each other. The great difficulty in the way of valuable study of English is the fatal facility of extemporizing the recitations. The Anglo-Saxon, on the con¬ trary, is hard to prepare, and needs the stimulus of interesting applications. In the earnest struggle for life now going on among thP thick coming studies of our old clas¬ sical courses, Anglo-Saxon can hope for little space. Where there are scientific courses, so-called, from which Greek, or even Greek and Latin, are dropt to make way for modern languages, it would seem possible to secure time for the scientific study of our own tongue. And then it might be thought best to begin at the beginning, with Anglo-Saxon, and come down in the actual order of historic development, through the various stages of Old English. There would be ob¬ vious advantages in this method. There are other reasons for approaching it through the German. The class of students who take our scientific courses do so in large part because they dislike Greek and Latin, and do not see the use of studying them. They are likely to dislike Anglo-Saxon at first for similar reasons. The study is hard for them, and the interest to a great extent archaeological. The thought is foreign, the environment strange. German is easier, is modern, has all sorts of usea and attrac¬ tions. But German well taught is an introduction to Anglo-Saxon. It has retained the old Teutonic forms much better than English. Anglo-Saxon is much easier to a German than an Englishman. To an Englishman who has learned German it is very easy, and the philological study of it, which was so difficult, becomes simple and delight¬ ful. It is a truly practical as well as scientific procedure to have Anglo-Saxon taught by a professor of English and German literature, as it is at the Washington University at St. Louis. It is good to have some of it read, if there is plenty of time, in the early part of the course ; but the real work should be put off, as in the classical course, till other languages have been studied. Our universities which have a separate school of English language and literature, or a course of study in them running through three or fbur years, will naturally aim to give thorough philological training of the same kind and extent as that given in Latin or Greek. NORMAL SCHOOLS. No class of persons need to know Anglo-Saxon so much, as teachers of English gram¬ mar. Teachers in our common schools, and much more in our high schools and acad¬ emies, might use it with every lesson in grammar or language ; and they are always in danger of being asked questions they cannot answer without knowing it. Pupils will ask whether John’s hook is a contraction of John his hook; how comes goose to have geese for its plural, and gander for its masculine ; how comes lady to be the feminine of lord; what does the to mean when you say to err is human ; should we say the sun sets or sits ; should we parse I asked him a question by supplying to before him ; and so on with¬ out end. But such questions cannot be answered without knowing Anglo-Saxon. In¬ genious teachers reason about them with infinite subtlety and no end, and demonstrate how they must be, — both ways ; when a single look at an Anglo-Saxon sentence settles the matter. No teacher can safely decide such questions without knowing the old forms. No normal school ought to send out graduates from its grammar department wholly ignorant of Anglo-Saxon. A lesson a day during the last school term, skilfully directed to the examples in which this knowledge is oftenest called for, would perhaps answer the most pressing needs of the common school. A really good high school teacher ought to have had much more study. ANGLO-SAXON IN AMERICA. The history of this study in America has a little of the centennial interest. There was a revival of etymological study of English about a hundred years ago, when Dr. Johnson published his dictionary. He knew nothing of Anglo-Saxon, and his critics showed up his ignorance very fully. Horne Tooke, among others, was attracted to that field of study, and having original linguistic genius, and plenty of leisure in prison, prepared The Diversions of Purley, a book that proved an epoch-making work in this kind of study. He was a fierce opponent of the ministry who were making war in America, and had been imprisoned for saying that Americans were ‘‘ murdered ” by the king’s troops at Lexington. He was regarded in this country as a martyr in the cause of our liberties, and his book was at once reprinted here, and read everywhere with peculiar interest. It bore fruit a hundredfold in the minds of Noah Webster and Thomas Jefferson. Jefferson sent to Europe for the old folios in which the knowl¬ edge of Anglo-Saxon was then buried, and read them, as he had time. He became strongly impressed with the thought that the language ought to be studied in our schools, and when he organized the University of Virginia he made it the duty of the xirofessor of modern languages to give instruction in Anglo-Saxon. It has accord- 478 REPORT OF THE COMMISSIONER OP EDUCATION. iugly been one of the regular studies there since 1825. Prof. George Blattermann, Ph. D., gave the first course of lectures, and continued them till 1840. Prof. Charles Kraitsir, Ph. D., gave them from 1841 to 1844. Prof. M. Scheie De Vere, Ph. D., LL.D., has since filled this chair. During the earlier period, the lectures had been given, in pursuance of what was understood to be Mr. Jefferson’s plan, merely as a means of imparting a knowledge of English; but Prof. Scheie De Vere has given lec¬ tures on the science of language and the history of the changes from Anglo-Saxon to Euglish, and has used his “ Studies in English ” as a text book. Students elect their studies at this university. Four hundred and ninety-eight (498) students have been in the classes since 1845, and the number who have taken Anglo-Saxon from the first is computed to be over 600. Many of these have become teachers, several of them pro¬ fessors in southern colleges and universities, and they have exerted a considerable in¬ fluence in favor of this study. Among them may be mentioned Prof. J. L. Johnson, who has championed the study with great success in the University of Mississippi. Mr. Jefferson’s plans for his university attracted great attention through the whole country, and it was very likely on their suggestion that the founders of Lafayette College, which was chartered in 1826, made the study of Anglo-Saxon and English prominent in their proposed curriculum. Noah Webster’s Dictionary was the most notable product of his Anglo-Saxon studies. It is not known that he made any earnest effort to introduce the language into the col¬ lege at Amherst, which he helped to found, but his influence was felt there through occasional addresses to the students and the teaching of his son-in-law. Professor Fowler (1838-1843), who was preparing books on the history of the English language, and lectured on such topics to his classes. The attention of some of those who have been teachers of Anglo-Saxon elsewhere was there first drawn to it. In 1850, Prof. John S. Hart, LL. D., introduced the study of Anglo-Saxon into the Philadelphia High School. The course ran through the second, third, and fourth years of study, with five hours a week in the first two years, and four a week the last year. They read the Gospels and Klipstein’s Analecta. Professor Hart gave a course of lectures on the history of the English language and English literature. About 250 students were engaged in the study each year. The course was dropped in 1854 “ in consequence of the pressure of other studies and the prejudice excited against this.” Not far from the same date (1851), this study was introduced into Harvard College in the University at Cambridge, where it has been continued ever since. It is part of the instruction given by Prof. F. J. Child, Ph. D., whose title is Professor of Rhetoric and Oratory. At first, all the Sophomore class had lessons in the elements of Anglo- Saxon. Now it is elective for students of the three higher classes, and continues for two years. There are two recitations a week the first year and three the second. Six¬ teen to twenty are a good class for the first year, when they read March’s Reader. The second year, when the text books are German, Reoimi// and ilfatener’.s altenglische Sprachprol)en, five or six would be a good class, and it is apt to fail altogether. In 1858, a professorship of the English language and comparative i^hilology was cre¬ ated at Lafayette College. This was the formal establishment of a course of study which had been two years carried on in the college, and was supposed to be the first authoritative recognition of the English and Anglo-Saxon as a separate department of philological study coordinate with Greek and Latin, and the central object of com¬ parative study. At Lafayette, four recitations a week in Anglo-Saxon during the two last terms of Junior year are taken by the whole class, and two recitations more a week are optional for one term. It is also used continually in the philological study of the later English authors. Post graduate studies are also carried on as far as students may wish. Text books have been published by which it is thought possible to give a por¬ tion of this language as thorough study as our college text books enable us to give the Latin and Greek. Many teachers and several professors of this study have graduated at Lafayette, and its course and text books have attracted attention in Europe. Prof. S. G. Barnes, of Iowa College, and Prof. R. H. Carothers, of Westminster College have aided in the preparation of text books. In 1868, Prof. H. Corson, LL. D., began this study at St.John’s College, where he was professor of rhetoric and English literature, and in 1871 he accepted a chair of Anglo- Saxon and English in Cornell University. The study has been continued at St. John’s College with earnestness and efficiency by Prof. J. M. Garnett. Professor Corson soon after published a valuable “Handbook of Anglo-Saxon and Early English,” repre¬ senting the language and literature from .Alfred to the end of the fourteenth century, with glossary, grammar, and other apparatus. Students in the School of Literature at Cornell are required, and. others may elect, to devote to the study of Anglo-Saxon and early English four recitations a week during two terms of the Freshman year and three a week during two terms of the Sophomore year. They read a large part of Professor Corson’s handbook. The present class (1875) numbers thirty-two of whom three elect the study from other schools, and ten (10) are “lady students.” “The lady students,” Professor Corson says, “ do the best.” Other handbooks for beginners have been published by Professor Shute of Colum- THE STUDY OF ANGLO-SAXON. 479 bian College, and Professor Carpenter of the University of Wisconsin, and the interest in the study has been greatly increased within the last five years. The answers to a circular of inquiry issued by the Bureau of Education to our prin¬ cipal colleges show that twenty-three of them study Anglo-Saxon, reading more or less of it. The study at Yale is in the ShefiSeld School and in one of its post graduate courses. Eight more claim to study it incidentally in their course of English literature. Almost all of them, except those before named, have begun it within the last four years ; sev¬ eral have offered it this year for the first time. Haverford dates back to 1867. Of those who do not study it, nine couple the statement of that fact with some expression of regret or anticipation. The answer from the University of Michigan is : “ Sorry to say that the study is not pursued at all ’’ ; so from Dartmouth. From Princeton we learn that it may be introduced hereafter ; so from the Central University at Richmond, Kentucky, and Vanderbilt University, which is recently opened. The Chancellor of the University of Georgia says that “ the study is more important than that of any modern language.” Only sixteen of those returning answers are content with simply stating that they do not study Anglo-Saxon. A CALL FOR ANGLO-SAXON SCHOLARS. This is great progress for any linguistic study to make in these times when the nat¬ ural sciences are crowding everywhere. The time is all full in the old colleges, and the supply of good teachers for the new study is very seant. The professors of rhet¬ oric who are oftenest turned to are not often linguists ; it is better to try the Latin or Greek professor, as is done at Haverford. But special attainments are needed. To the coming generation of scholars, Anglo-Saxon has prizes to offer as tempting as any. There are professorships, and then the eminence which waits on successful original work in a prominent field. There is nowhere in the world so much of this study as in America. Professor Child says, in his answer to the circular of the Bureau, that “Anglo-Saxon is utterly neglected in England— at present there is but one man in England that is known to know anything of it — and not extensively itnrened anywhere in America.” The Germans, he adds, “ cannot do their best for want of properly edited texts. Two or three American scholars, devoted to Anglo-Saxon, would have a great field to distinguish themselves in, undisputed by Englishmen.” 480 REPORT OF THE COMMISSIONER OF EDUCATION. TIfiE PKOIVIJNCIATIOx^ OF OHEEM fl^ THIS COUNTRY, JAMES R. BOISE, Pn. D., LL.D., Professor of Greek, Chicago, III. Three methods of pronouncing Greek have prevailed more or less in American schools : 1. The English system ; 2. The Modern Greek, called also Reuchlinian ; and 3. The method sometimes styled “ Continental,” sometimes “Erasmian.” Of the first, which was almost universal in this country fifty years ago, Goodwin, in the Preface of his Greek Grammar, very justly and forcibly remarks, “That monstrosity, the so-called ‘ English system,’ which saddled the Greek at once with English vowel sounds and Latin accents, is now unintelligible to the majority of our scholars ; and it is not likely that a system which requires the use of a foreign system of accentuation will ever be generally adopted.” The second, the modern Greek pronunciation, while advocated by some very eminent men, has been adopted in very few schools, and need not here be particularly described.* The third, the so-called continental or Erasmian method, is already widely preva¬ lent, is every year rapidly gaining ground, and seems likely very soon to become almost universal in our American schools.! It is, therefore, this method of pronouncing Greek which I propose here briefly to describe. THE SO-CALLED CONTINENTAL OR ERASMIAN METHOD OF PRONOUNCING GREEK. I. OF THE SOUNDS OF THE VOWELS- A, a, has the sound of a in father. H, 7], has the sound of a in gate, late. E, E, has the sound of e in men. I, i, has the sound of i in machine. S2, w, has the sound of o in tone. O, 0, has the same sound as w, with half the length. When followed by a consonant in the same word, it is quite common to pronounce it like o in log ; yet this sound is not strictly correct, and should never be given to o before another vowel, or at the end of a word. It is sometimes, both in this country and in Germany, pro¬ nounced with an explosive, guttural sound, to indicate that it is short. Thus, t6 is pronounced almost as though it were written the last letter purely aspi¬ rate. This sound should be carefully avoided. The same caution should also be observed in pronouncing the other short vowel, e. * The modern Greek pronunciation was taught in Germany by the celebrated theologian Reuchlia (born 1455, died 1522) ; and at that time appears to have been in general use wherever the Greek language was studied. The correctness of this pronunciation was first questioned by Erasmus of Rotterdam (born 1467, died 1536) in a facetious dialogue between a lion and a bear (Dialogus de recta Latini GrJEcique sermonis pronuntiatione, Basileae, 1528). Erasmus seems not himself to have adopted the system proposed in the dialogue, but to have indicated his opinion that it was a near approximation to the ancient pronunciation. From his time, however, the system which bears his name has been con¬ stantly gaining ground, and is now, with unimportant variations, the prevailing system in Germany and many other countries. iThe inquiry has often been made of the Commissioner of Education, “Can yon inform me what is the prevailing pronunciation of Greek and Latin in this country?” In order to answer this inquiry satisfactorily, letters were sent to all the leading classical professors, asking them for a brief statement of their method of pronunciation. The letters relating to the pronunciation of Greek were placed in my hands. I have examined one hundred and twenty-five, taken at random from a considerably larger number, and the result was as follows : Two professors, out of the entire number, teach the modern Greek pronunciation ; eighteen teach the English system ; four teach partly the English and partly the continental system ; and one hrmdred and one the Erasmian method only. It thus appears that the pronunciation of Greek in this country is far more uniform than that of Latin. The fact is worthy of special notice that of the twelve oldest and best known New England colleges — two in Maine, one in New Hampshire, two in Vermont, three in Massachusetts, one in Rhode Island, and three in Connec¬ ticut — not one of the entire number any longer retains the English pronunciation of Greek, although several of them still retain the English pronunciation of Latin. The example of the New England colleges alone must have great weight in settling the usage in all the younger institutions and in the newer States. The fact is also worthy of note that in nearly all the colleges of this country the change from the English to the Erasmian method has been made chiefly within the last quarter of a century. THE PRONUNCIATION OF GREEK IN THIS COUNTRY. 481 T, V, like the French or the German it. Often, however, owing to the difficulty we find in giving this sound, v is pronounced like the English u in lucid, or like ew in feiv. No distinction in pronunciation is usually made between a and c, I and i, v and V ; e. g., dpa and apa, KaXog (Epic) and mTiog (Attic), Icog (Homeric) and iaog (At¬ tic), ?LV- and Av- in the verb are pronounced alike. In actual practice, a and i are usually shortened a little when followed by a double consonant or by two single consonants in the same word ; e. g., the t in laTruxi is usually pronounced like i in the a in Kak\og like a in callous ; but v is not thus shortened, e. g., v in v'lpog and varepog is sounded like v in virS, vdup', also, v in CKpu-ipa like v in cTivaa, never like u in lum}}. n. OF THE SOUNDS OF THK DIPHTHONGS. In at both vowels are sounded, nearly as in aisle, or aye (expressing assent). et, like d in height* OL, like oi in toil, oil. av, like the German au, or the English ou in house, our. ev, like eu in neutral.i ov, like ou in courier ; i. e., like oo in hoot. VI, like wi in winter, or ui in guit. g, ij, w, are pronounced like a, y, u ; i. e., the iota is not pronounced at all t]v is pronounced like ev. uv is pronounced like ov. III. OF THE SOUNDS OF THE CONSONANTS. B, (3, like h. T, y, like g hard, never g soft ; but y before a palatal (/c, y, x, or ^) has the sound of n in anger, and was represented by w in Latin ; e. g., ayuvpa, Latin ancora, anchor, The mistake is sometimes made of pronouncing y like ng before jx ; as in leT^eyixat, wrongly pronounced lelengmai, correctly pronounced lelegmai. A, S, like d. Z, is generally in this country pronounced as the English e. It is also pronounced thus by the modern Greeks. Some American scholars, however, pronounce f as dz; e. g., pronounced sodzo. This pronunciation is recommended generally in the best German grammars, and Hadley, in his Elements of the Greek Lan¬ guage ($ 11, a), remarks: “ It is supposed that f had at first the sound of dzJ’ 0, ■&, 6, is pronounced, in this country and in Great Britain, always, I think, like ih in thick, thin. The modern Greeks pronounce this letter as we do. The Germans have great difficulty in giving this sound; and Georg Curtius (Erlauterungen zu meiner griechischen Schulgrammatik, p. 19) says of this letter, “ It is not advisable for us [Germans] to accustom ourselves to a pronunciation which is foreign to us, and which can be shown also not to be the ancient pronunciation.” It is quite possible that the ancient Greeks, in pronouncing all three of the rough mutes, x^ and d, made the initial sound sharper and more like the corresponding smooth mutes, tt, k, and T, than we do. This seems to be indicated by the sounds they have in Sanskrit, plia, k’ha, t’ha ; also by the Roman mode of representing these letters, at least by writing ph, instead of /, in words of Greek origin. But if the Germans content themselves with their pronunciation of (j) and X) we have equally good reason to be satisfied with our pronunciation of d. It fis one of those nice points about which we need not be over anxious, K, K, like k, or c hard. A, A, like 1. M, fx, like m. N, V, like n. S, like ks. Each sound, even at the beginning of a word, should be distinctly heard. Thus, ^evog should not be pronounced as though it began with f, but with the palatal sound k at the beginning distinctly audible. So, also, ’^evo(p(j)v should not be pronounced in Greek as Xenophon in English, but with k and a both audi¬ ble. This is not difficult after a little practice. IT, TT, like p. * This is the usual pronunciation both in Germany and in this country ; but Professor Sophocles, in his work on “The Greek Alphabet and Pronunciation,” and Professor Packard of Yale College, in an article in the New Englander (January, 1871), propose for ci the sound nearly of ei in freight, rein. Curtius favors the distinct utterance of both vowels e and t, which would yield' nearly the sound of ei in rein. Kiihner, on the other hand, argues in favor of the present pronunciation, and thinks it a near approximation to that of the classic period. If we pronounce it like ei in height, we must be careful to distinguish between ct and at ; if like ei in rein, to distinguish between ei and rj. j The German pronunciation of this diphthong, which makes it nearly identicfil with oi, English oi in boil, is not to he recommended, and is not favored by Curtius. 31 E 482 EEPORT OF THE COMMISSIONER OF EDUCATION. Pj p, like r in the languages of continental Europe ; that is, stronger and more distinct than in English. The sound of r is almost if not quite inaudible as many per¬ sons pronounce war, liberty, and many other English words. This fault should he carefully guarded against in pronouncing Greek. Another fault, even more common, cannot he too carefully avoided, that of pronouncing ep like the English er in perfect, persuade, serve, &c. It should always he sounded like er in merry, ferry, error. Thus, epxofiat should never be pronounced urchomai; ipyov, never urgon. The rough breathing over p at the beginning of a word, and in some editions over the second p when doubled in the middle of a word, is thought by some scholars to indicate simply the rolling of the letter. (Cf. History of the Greek Alphabet by Prof. E. A. Sophocles, p. 115.) To most Americans the rolling of the letter is some¬ what difficult, and in practice is not generally attempted. In fact, I doubt whether the rough breathing was intended for this purpose. I think we very naturally utter an initial p with a perceptible aspiration, and it is not improba¬ ble that the rough breathing was intended to indicate this. Such is the opinion of Kiihner (cf. Ausfiihrliche Grammatik, erster Theil, erste Abtheilung, $ 8). 2, c, f, like 8 in sir', i. e., always sibilant, never like z. There is a strong tendency to pronounce a, g, like z in many Greek words, as in fiovaa, ri^g, ug. In povoa, the analogy of the English word muse may account for this tendency. It should be carefully avoided, and a, g, always be made purely sibilant. T, r, always like t. Thus BoLuriog should never be pronounced Boio-slie-us, but always Boi-6-ti-os; although the English word Boeotian is usually pronounced Bee-o-she- an. 'TTraWa is pronounced Hu-pa-ii-a (French u in the first syllable) ; although in English we say Hy-pd-sbe-a. 0, likeph in philosophy . X, X: German ch after a, o, or ii, as in sprachen, machen ; or like the Scotch ch in loch; not like the German ch after e, i, or y, as in ich, nicht. It is frequently pro¬ nounced in this latter way by the Germans, and sometimes in this country ; but this sound is, I think, certainly false, as it is not palatal. The true sound is somewhat difficult for an American who has not learned German. It is a strong aspiration in the palate, distinguishing this letter at once from k, the corre- " spending smooth mute. Thus, and £/crof would be distinguished not only by the lingual (r-mute) and by the accent, but also, and equally, by the palatal (K-mute) : ova and ovx are also readily distinguished. 'i', 'ip, like ps, with both sounds distinctly heard ; at the beginning, not less than in the middle, of a word. N. B. — Particular care should be taken in pronouncing the double consonants, or two single consonants, at the beginning of a word, to give each letter its, proper sound; as, TTveu, ’Kvevfia, Kve^ag, Kryua, TUTo^epalog, (j>-&'iaLg, ^eu, ipdid, pronounced pneo, pneuma, Tcnephas, &c., with the p or the fc distinctly sounded. Avoid also putting in a vowel sound after the initial consonant. Not pe-neo, M-nephas, &c., but the two consonants in close succession. This is not difficult to those who are familiar with German. Under this head may be mentioned the breathings, rough (spiritus asper) and smooth (spiritus lenis). The rough breathing, placed over the initial vowel (as ov), corresponds to the letter h in Ms ; the smooth breathing, also placed over an initial vowel (as bv), indicates the absence of the aspiration, and might be very useful to such careless or ill educated persons as would in English confound all and hall, is and his, oh and hoe, &c. Every word beginning with a vowel or diphthong had one or the other of these breathings, which, however, in the case of a proper diphthong, was placed over the second vowel. rv. OF THE ACCENTS. As is known to every scholar, there are three forms of accent in Greek ; but it is not now customary to make any distinction in sound between them. Thus, uaTiog, Trar^p, as they would bo written at the end of a sentence, are pronounced like uaXdg, Tzarfjp, as they would be written in the middle of a sentence ; and ve^, veQ, or led, led, as they are variously written, are pronounced alike. The written accents indicate in all cases the syllable on which the stress of voice falls. A proclitic should be pronounced as an unaccented sjdlable of the following word, and an enclitic as an unaccented syllable of the preceding word. Thus, 6 av^pwTzog, dyadov tl, avrdg (pypi, should each be pronounced with but one accented sylla¬ ble ; dvd-puTTog Tig, naideg riveg, each with two accented syllables. In el Tig fio'i (pjja'i iroTe, and similar combinations, the accent should be carefully observed. It is sometimes objected to the use of the written Greek accents that we cannot, at the same time that we observe them, make the quantity of the vowels apparent. But it seems not to be thought of that this objection applies with equal force to the Latin rule for the accent. In the Latin, scholars generally make no distinction between the penult of stare (infinitive of sto) and that of dare (infinitive of do)', or between mensd and mensd, nominative and ablative ; and so in numberless other instances. Take, for example, this sentence from Cicero: Nunc vero, quce tua est ista vita? The quan¬ tity of not one of these syllables, unless it is a diphthong or long by position, is indi- THE PRONUNCIATION OF GREEK IN THIS COUNTRY. 483 cated in the pronunciation. The objection is really of no weight whatever ; and while in Latin it applies to all the vowels, in Greek it applies only to the three doubtful vowels a, i, and v. It is not difficult, and is actually customary, to distinguish between e and rj, o and u. Thus, every careful teacher and scholar will make the difference be¬ tween IvopLai and between Tiverai and 2.v‘j]TOt, quite apparent.^ Nor is it very difficult to show the proper quantity of the penult in such words as avdpuTco^, 1vol[il, 2,vGaL[iL, etc. Again, it is said we cannot observe the written accents in reading poetry, as such, i. e., metrically. This objection is equally short sighted with the preceding, since it applies with equal force to the Latin rule for the accent. Let any one undertake to scan a verse in Virgil, and make the metrical accent (the ictus metricus, as it is some¬ times called) coincide with the accent according to the rule for prose. He will at once find that the two are entirely independent of each other. The same is true in Greek poetry, showing that poetry among the Greeks and Romans was farther removed from prose, more artificial, more like song, than with us. V. OF THE PRONUNCIATION OF GREEK PROPER NAMES. But one question remains for us to consider in this paper ; and it is by no means a question easy to settle. How shall we anglicize Greek proper names? The conven¬ tional method is this: to write the Greek word with Roman letters, thus giving it the form of a Latin word, and then to pronounce it with the English sounds of the letters and the Latin rule for the place of the accent. Thus, Bevocpuv (with the accent on the ultima and the double consonant S pronounced as ks) becomes Xenophon (with the accent on the antepenult and the initial consonant pronounced as s); hoKpavT^g (accent on the penult and continental sound of the a) becomes Socrates (accent on the ante¬ penult). Whether we write the Greek k in Latin as a c or a A: ; and et as ei or e or and ai as ai or ae ; and ot as oi or oe, the above rule still holds good ; the vowels and diphthongs and consonants are pronounced as in English, and the Latin rule for the place of the accent is applied. Whatever objections may lie against this method of dealing with Greek proper names, and though something else may be substituted for it before very long, it is at least the prevailing method at present. It may require some care on meeting such a word as XTiKijStddrjg in a Greek sentence, to give it the proper pronunciation as a Greek word, and then, on rendering the sentence into English, to call the word Alciliddes or Alkibiddes, with Latin accent and English sounds of the vowels. But the same care is required in Latin and in the modern languages. No one who pronounces the c in Cicero hard in a Latin sentence would pronounce it Kikero in English. No one pronounces the words Paris, Lyons, etc., the same in French and in English. Those who meet the words Wien, Miinchen, Kdln, in a German sentence, and pronounce them correctly in German, call them in English Vienna, Munich, Cologne. Those who visit Venice, if they speak German, French, Italian, and English, learn for the same city the four names Venedig, Venise, Venezia, and Venice; and if they speak modern Greek, they will have also the word BeveHa, all five names differing greatly in their sound. It is no more difficult or inconsistent to change in a similar way ancient Greek proper names. It requires care and discrimination to do this ; but those qualities are continually called in requisition in the study of any foreign language; and in this fact lies one of the many benefits derived from the study of language. In the foregoing statements, which have been prepared in compliance with the re¬ quest of many teachers in different parts of this country, I have not sought to give'any new theories respecting the pronunciation of Greek, but simply to present what I understand to be the most approved usage in this country, without any long array of arguments or learned discussions. Minute points of difference in the sounds both of the vowels and of the consonants undoubtedly prevail and will ever prevail in pro¬ nouncing Greek, and not less in pronouncing our own language ; but the general sys¬ tem is now tolerably uniform. In the main, the system above given is the same as that which prevails in Germany, so that those who have learned this system here, and who go to Germany for the further prosecution of their classical studies, will need to make few, and only unimportant, changes, in order to understand and be understood. Those who desire to pursue this subject further will be well repaid by reading care¬ fully the article already referred to in The New Englander for January, 1871, by Pro¬ fessor Packard ; also the work of Professor Sophocles, History of the Greek Alphabet and Pronunciation, published by George Nichols, Cambridge, Mass., 1848 ; also two very critical papers in Hadley’s Essays (New York, Holt & Williams, 1873), one “ On the Nature and Theory of the Greek Accent;” the other “On the Byzantine Greek Pro¬ nunciation of the Tenth Century, as illustrated by a Manuscript in the Bodleian Library.” In the German language, consult especially Kiihner’s Ausfiihrliche Grammatik der griechischen Sprache, erster Theil, erste Abtheilung, § 3 ; Georg Curtius’s Erlauterung- en zu moiner griechischen Schulgrammatik, Cap. 1 ; also an article by the same, Ueber die Aussprache der griechischen Vokale und Diphthonge, in Zeitschrift fur die cester- reichischen Gymnasien, 1852, 2. Heft. University of Chicago, January, 1876. 484 REPORT OF THE COMMISSIONER OF EDUCATION. JLATli\ PKOrVUNCIATIOA. W. G. RICHARDSON, M. A., Professor of Latin, Central University, Kichmond, Ky. In accordance with the expressed wishes of many professors of Latin in our institu¬ tions for superior instruction, the Bureau of Education recently sent out inquiries to ascertain the prevailing usage as to the pronunciation of the Latin language in the universities and colleges and in college preparatory schools in the United States. The replies received in answer to these inquiries were sent to me for tabulation and review. It has also been endeavored briefly to set forth the usage in other countries. My own views on the much vexed question of the correct pronunciation of Latin I have not hesitated freely to express in this paper. For these the Bureau is in no way responsible. The tabulated results are given at the close of this paper. As all Latinists are not necessarily orthoepists, and as the terms used are not always well defined, I fear I may have made some errors in classification. CLASSIFICATION. The methods of pronouncing Latin may be reduced to three heads : I. Latin, or, as it is more commonly but less properly called, Roman, a close approxi¬ mation, as is supposed, to the ancient pronunciation during the Ciceronian and Augus¬ tan period. Some style it the phonetic method. JI. The Continental, representing the general practice of the continent of Europe. III. The English, because of its conforming to English orthoepical analogies. I. THE LATIN OR ROMAN PRONUNCIATION. 1. Its use and progress. No age of the world has been so noted for original investigation as the present: nothing is accepted as trustworthy, merely because it has secured general assent; everything is placed in the crucible, and results must be stated without fear or favor. Truth will bear the light, and must stand on its own merits. Previous bias and pre¬ judice must be set aside. In attempting to set forth what the true pronunciation of Latin is, the Roman grammarians and rhetoricians have been freely consulted. The Ariadne thread which has been let out through the labyrinth of the modern tongues has been traced back by painstaking philologic Thesenses — in most respects satisfactorily, in a few details doubtfully. Words change with epochs. There is no material discre¬ pancy among those who attempt to present classic usage ; who essay to reproduce to the ear the burning words which fell from the lips of Cicero, or were struck from the lyre of Horace, which thrilled the bosoms of the sweethearts of Tibullus and Propertius, or which, recited by Virgil, drew tears from imperial auditors. So far as I have been able to ascertain, the present prevailing pronunciation in Eng¬ land, namely, the English, does not go back two centuries. There the Continental was once the prevailing usage, as is the case now in Scotland and Ireland, and in all Roman Catholic colleges and countries. In the United States, till within the past twenty years, two systems have held nearly equal sway, the advantage being rather with the English system. But in the period named the Latin method has made decided advances. At this time, usage is about equally shared among the three. In New England, a few years ago, the English pronunciation of Greek was almost undisputed. Now, thanks" to Hadley, Goodwin, Gildersleeve, Sophocles, Boise, Pack¬ ard, Owen, and others, the ancient pronunciation, or what is a very close approxi¬ mation to it, is almost universal. The world over, nearly all the Latin grammarians and orthoepists of the last quarter of a century have urged a return to first principles. The Latin has rights of its own and a demonstrated pronunciation which should be respected, as in the case of the sister tongue. 2. Bibliographical list for the latin pronunciation. 1851. America may claim the credit of leading this reform, in the person of Prof. S. S. Haldeman, of the University of Pennsylvania. His admirable little treatise is enti¬ tled, Elements of Latin Pronunciation i'or the use of students in language, law, medi- LATIN PRONUNCIATION. 485 erne,, zoology, botany, and the sciences generally in 'wbicb Latin words are used. Lippincott, Philadelphia. 76 pp. 12mo. 75 cents. It appeared in 1851. Subsequent investigations by the most critical and eminent scholars in Germany, England, and America have confirmed the general accuracy of this first explorer. The intelligent interest which Professor Haldeman feels in orthoepy has been evinced in the following contributions ; Power of the Greek Z, 1853, (and Phonetic Advocate, December, 1849;) Analytic Orthography, 1860; English Affixes, 1865; On the Pronun¬ ciation of Latin as presented in several recent grammars, (Bartholomew, Bingham, and Roby,) American Philological Association, 1873; Review of Professor Blair’s Latin Pronunciation, Southern Magazine, Baltimore, October, 1873 ; On several points in the pronunciation of Latin and Greek, Wisconsin Academy of Sciences, vol. ii, 1873-74. 1852. Glossology. By Charles Kraitsir, Ph. D. 1858. Ueber Aussprache, Yokalismus und Betonung der lateinischen Sprache, von W. Corssen. Leipzig. 2 vols. 8vo. 1921 pp. $6. This learned and exhaustive work made a profound impression in the classical world. Of the second and improved edi¬ tion, published 1868-70, Allen and Greenough, in their Latin Grammar, say : “ The greatest work on Latin alone, treating the language in reference to its own individual development, particularly as to the sounds (Lautlehre).” 1859. Roman Orthoepy : a plea for the restoration of the true system of Latin Pronun¬ ciation. By John F. Richardson, Professor of the Latin Language and Literature in the University of Rochester, N. Y. Sheldon & Co., New York City. 114 pp. 16mo. 50 cents. The advantages of the Roman over the English method are well set forth, particularly the argument drawn from prosody. 1860. Latin Pronuociation and the Latin Alphabet. By Dr. Leonard Tafel, of Philadel¬ phia, and Prof. Rudolph L. Tafel, of St.John’s College, Annapolis, Md. Based on Cors- sen’s work. 172 pp. 12mo. 75 cents. 1866. Manual of Latin Grammar. 2 vols. 12mo. $3. By Gustavus Fischer, of Rutgers College, New Jersey, 1867. A Latin Grammar. By Basil L. Gildersleeve, Ph. D., LL. D., University of Virginia. University Publishing Co., New York. 284 pp. 12mo. $1.25. A revised edition of this excellent grammar appeared in 1872, 384 pp. 12mo. $1.50. For pronunciation, see the edition of 1875, and his Latin Primer, 1875. Dr. Gildersleeve is now pro¬ fessor of Greek at the Johns Hopkins University. 1870. Latin Pronunciation at Harvard. By George M. Lane, Ph. D., Professor of Latin. Boston. 4 pp. 16mo. Professor Lane was the j)ioneer of the Latin or Roman pronun¬ ciation in New England. Latin Pronunciation : an Inquiry into the proper sounds of the Latin Language during the Classical Period. By Walter Blair, Professor of Latin in Ha mpden Sidney College, Virginia. Barnes & Co., New York City. 136 pp. 16mo. $1. Mr. A. J. Ellis characterizes this as ‘‘an extremely useful little work.” It was reviewed in the Southern Magazine, October, 1873, by Prof. S. S. Haldeman. A Compendious Grammar of the Latin Language, with Copious Exercises. By Charles D. Morris, M. A., formerly Fellow of Oriel Coliege, Oxford, England. 327 pp. 12mo. $1,75. A third edition was published in 1873. The author is now a pro¬ fessor in, the Johns Hopkins University. 1871. A Grammar of the Latin Language from Plautus to Suetonius. By Henry John Roby, M. A., late Fellow of St. John’s College, Cambridge, England. Macmillan & Co., London, and ‘22 Bond street. New York City. 2 vols. l‘2mo. Vol. I. Second edition. 478 pp. $2.50. One hundred and seventy-three pages are devoted to pronunciation, (see especially p. xc.) The conclusions reached are in the main yery satisfactory. In Vol. II, first edition, the syntax embraces 555 pages. $3.50. “Mr. Roby has given special prominence to the treatment of sounds, and has done much toward settling a discus¬ sion which is at present largely engaging the attention of scholars, viz., the pronuncia¬ tion of the classical languages.” The Athenreum says : “ The book is marked by the 486 REPORT OF THE COMMISSIOJ?ER OF EDUCATION. clear and practical insight of a master in his art. It is a book that would do honor to any country.” A Few Remarks on the Pronunciation of Latin, with a Postscript by H. A. J. Munro, of Cambridge. Macmillan & Co., London. 36 pp. 8vo. Syllabus of Latin Pronunciation. Drawn up at the request of head-masters of schools. By Edwin Palmer, of Oxford, and H. A. J. Munro, of Cambridge. Macmillan & Co., London. 8vo. 12 cents. The reform pronunciation is rather more popular at Cambridge than it is at Oxford, where the question has not been so much agitated. In a letter to myself, June 8, 1875, Mr. Roby says that the “ movement began with the Rev. Dr. Abbott, head-master of the city of London schools.” He adds: “The chief classical schools have the upper forms familiarized with the scheme of pronunciation put forth by Munro and Palmer, or some such scheme. At the university there is, I believe, no systematic adoption of it ; but some teachers practise it more or less, and, among the students, the number of practisers (if I may use such a term) becomes greater as the boys pass up from the schools.” 1872. Latin Pronunciation. By Tracy Peck, Professor of Latin in Cornell University, Ith¬ aca, N. Y. Circular. 1 p. 8vo. A Latin Grammar founded on Comparative Grammar. By Joseph H. Allen, of Cam¬ bridge, Mass., and James B. Greenough, of Harvard University. Ginn Bros., Boston. 266 pp. 12mo. $1..56. A revised and greatly improved edition will soon be published. Ginn & Heath, Boston. 12mo. 329 pp. |1.56. Latin Lessons. By R. F. Leighton, master of the Melrose High School. Revised. Ginn & Heath. 334 pp. 12mo. $1.50. 1873. A Grammar of the Latin Language. By G. K. Bartholomew. Wilson, Hinkle & Co., Cincinnati. 276 pp. 12mo. $1.50. Professor Bartholomew saj s : “ The Roman pro¬ nunciation, if practised from the beginning, renders nearly all rules of quantity use¬ less.” Mr. A. J. Ellis remarks that “ Bartholomew adheres closely to the ancient gram¬ marians” in his pronunciation. The Public School Latin Grammar for the use of schools, colleges, and private stu¬ dents. By Benjamin Hall Kennedy, D. D., professor in the University of Cambridge, England. Longmans, Green & Co., London. A third edition w'as published in 1875. 599 pp. 8vo. $3. This is a valuable book. The author devotes sixty-eight pages to “ soundlore.” He says : “ Mr. Roby is a scholar whose learning, ability, and industry entitle all he says to the fullest attention.” 1874. Practical Hints on the Quantitative Pronunciation of Latin, for the use of classical teachers and linguists. By Alexander J. Ellis, of Trinity College, Cambridge, past president of the Philological Society. Macmillan & Co., London. 132 pp. 16mo. $1.75. In the preface the author says : “ This syllabus was at once introduced into several of the larger schools in England, at least in the higher forms. I at once adopted it for the use of my classes in University College, and a very similar scheme of pronunciation was only last year printed by Professor Key for University College school. Independently of this, a reformed pronunciation has been adopted in various educational establishments in this country ; and it is no uncommon occurrence in my classes to find students on their arrival already trained in the new method, with such slight differences (and they are really slight) as the divergence of opinion on particu¬ lar points makes unavoidable. On one point there seems to be a very general agree¬ ment, viz : wherever it has been introduced it has been adopted without difficulty by students of all ages, even by the youngest boys, from ten years old upwards.” Report on Latin Philology. By Prof. Robinson Ellis, of University College, London, president of the Philological Society. 1875. Latin Language and Literature. Appleton’s Cyclopaedia, illustrated, vol. 10. By Prof. G. A. F. Van Rhyn, Ph. D. “ It is now pretty well ascertained what the pronun¬ ciation was. Roby has an admirable exposition of the subject. It is expected that the correct pronunciation will be generally adopted.” Latin Pronunciation Practically Considered. By Tracy Peck, A. M., professor of Latin language and literature in Cornell University, Ithaca, N. Y. Published in the Proceedings of the Twelfth Anniversary of the University Convocation of the State of New York, pp. 69-79. Albany. 1875. Many articles have been contributed to educational and other journals of the coun¬ try or inserted in college catalogues by Henry Frieze, professor of Latin in the Univer¬ sity of Michigan, Ann Arbor, commentator of the .^neid of Virgil; E. H. Twining, LATIN PRONUNCIATION. 487 late of the University of Missouri, at Columbia ; J. H. Raymond, LL. D., president of Vassar College, Poughkeepsie, N. Y. ; A. J. Quinche, University of Mississippi, at Oxford ; W. G. Richardson, Central University, Richmond, Ky., and many others. A more extended list of works bearing on the Latin or Roman method is given than in the other cases for the reason that the bibliography of this method is not so weU. known. 3. The method of pronunciation. Vowels. Long and short vowels generally differ in quantity, not quality, of sound. d is sounded like our a in father. It has the rich Italian sound of that letter, as indi¬ cated in the dictionaries of Worcester and Webster. The sounds we hear in fate and fat are unknown in the Latin a ; so also is that intermediate sound of which some otherwise good speakers are guilty in saying, or trying to say, “Our Father.” a has the sound of a in diadem. € is French e, which Surenne properly represents as our e in met, very slightly prolonged. e is same in quality, differing only in quantity. It is French e, or e in met, still more prolonged than e in tres. Thus, fete, as rapidly enunciated among the Parisians, is represented in the works of English lexicographers hj fate. This is certainly a convenient approximate sound, f as i in machine; i as i in 'purity. See site in Webster’s Unabridged Dictionary. 6 as 0 in no. For 6 Roby gives dot, not, orait. u like 00 in moon ; u short like u in full. y intermediate between i and u. It is French u or German ii (Muller is nearer Miller than Muller). For convenience’ sake, then, rank y with i. A short vowel rendered long by position, as, for instance, e in est and esse, is still pronounced short. Great care should be taken as to final short syllables; e. g., esse, amatur, amatus. Distinguish fructus and fructus. Diphthongs. In all these, each element is heard. Let the combination be rapid. ae or ai like ay (yes). In rapid utterance, it is nearly our personal pronoun of the first person, t is a compound sound made up of ah and ee. See Walker’s Dictionary. au like ow in now. The analysis is ah-oo. The rapid combination is ow in now. ei as in vein, slightly drawled, and not like the English i in twie. €u as eh-oo ; many give the sound of eu in feud, oe or oi like oi in oil. ui like French oui ; very nearly our pronoun we. The American Philological Association recommends the use of the Italian sounds of the vowels and diphthongs. Consonants. d,f, h, Tc, I, n,p, t, as in English. So h like English 6, except that l)s =ps. Thus, urhs, oorps. c always hard, like English h. See Bullions’s Latin Grammar, $ 17, 4, note. g always hard, as in give, j like j in hallelujah; i. e., like y in yet. m at the end of words appears to have been scarcely audible. — (Roby.) nc is like ngh) as ancora, like anchor, ng like ngg ; asfrango, like angei'. qu as in queen (Roby). But the combination quu was odious to the Roman eye and ear. For quum always write cum. Even equus and loquuntur may be barely tol¬ erated, and were usually written equos or ecus and locuntur. r always trilled, as in French. s always hissing, as in this ; never like s. Thus, nos, pes, trans. Every English com¬ pound with trans should have the hissing sound. See the English dictionaries, Worcester, Webster, Smart. ti with the pure sound of t always preserved. Thus, natio, nah-te-o, and not nd-she-o or nah-she-o. So Bullions’s Latin Grammar, $ 17, 4. V is English w, or French ou in oui. X is hs, never gz. z occurs only in words of Greek origin, and is pronounced like Dr. Georg Curtins, in the Elucidations of his Greek Grammar (translated by Evelyn Abbott, John Murray, London, pp. 233, 12mo, $2), says: “Z, therefore, which is shown by prosody to be a double consonant, must certainly be pronounced as dz, that is, d with a soft s.” ps preserves the sound of both its elements, as in psallo. 488 REPORT OF THE COMMISSIONER OF EDUCATION. pTi, til, ch, Roby maintains, are not pronounced as in either English or in German, but as p + h, t + h, c + h, OT the ordinary p, t, c, immediately followed by a rough breathing. So Curtius as to the Greek ; see Elucidations, p. 7. Those who would be annoyed by so much that is foreign to the English will take comfort in Hadley’s statement; see Grammar, § 17. “The letters (p, 6, x, seem to have had at first the sounds of ph, th, ch, in English vipMll, hothouse, block/iead. But afterward they came to sound as in English grapMc, pathos, and German mac/ten, the last being a rough palatal sound, no longer heard in English.” Many orthoe- pists set down ch as practically k. II. THE CONTINENTAL METHOD. This scheme is too familiar to require any extended observations. It is set forth in detail in the Latin Grammar of the Rev. Peter Bullions, D. D., professor of languages in the Albany Academy. Sheldon & Co. New York. 344 pp. i2mo. $1.50. 1866. So also in Bullions’s, revised by Prof. C. D. Morris. Sheldon & Co. New York. 390 pp. 12mo. $1.50. 1874. In the Latin Grammar of Dr. Harkness the Continental method is dismissed (p. 7) with this remark : “ The Continental method as adopted in this country is almost iden¬ tical with the Roman, except in the pronunciation of the consonants, in which it more nearly coincides with the English.” III. THE ENGLISH METHOD. This method, which very generally prevails in England and in New England, is still more familiarly known than the Continental. No attention is paid to quantity, except in determining the place of the accent. The bibliography of this method is too well known to require mention here. ACCENT. Accent is the elevation of the voice, with which one syllable of a word is pronounced, in comparison with the more subdued tone with which the other syllables are pro¬ nounced. Monosyllables always have the accent. Dissyllables have the accent on the penultimate syllable, unless they are enclitic. Words of more than two syllables have the accent on the antepenultimate if the penultimate syllable is short, on the penultimate if it is long. The Romans distinguish between an acute and a circumflex accent. The circumflex stands only on monosyllables which have long vowels, and in words of more than one syllable on the penultimate, if that have a long vowel and the final syllable have a short vowel. All compound words, whether their parts can or can¬ not be used as separate words, are accented according to the regular rules. A few words called enclitics, always appended to other words, caused, according to the Roman grammarians, the accent to fall on the last syllable of th^ word to which they were attached. Prepositions and adverbs used as prepositions were regarded as closely attached to the word which they precede and belong to. In inscriptions they are fre¬ quently written as one word with their nouns. The Roman grammarians considered them to have no accent when thus preceding their noun, or a word (e. g., adjective or genitive case) dependent on it. But if they follow their noun, they are said to retain their own accent. — (Roby, book 1, chapter xiii, pp. 98, 99.) Centkal University. Eichmond, Ey., October, 1876. As bearing upon the present situation of the coutroversy respecting Latin pronun¬ ciation, as well as on account of the weight properly attaching to tne views therein expressed, the following correspondence is added from a paper read before the Massa¬ chusetts Association of Classical and High School Teachers, and printed in a recent number of the New-England Journal of Education. The writer, E. R. Humphreys, LL. D., formerly of Cambridge University, England, and author of several classical text books, is engaged at Boston in fitting students for the English and American uni¬ versities. He addressed letters of inquiry to various classical teachers as to the methods of pronunciation used by them ; below will be found that correspondence, which will show what the present usage abroad is, together with some remarks by Dr. Humphreys himself as to the desirability of the changes which have been suggested. LATIN PRONUNCIATION. 489 pFrom Eev. Mandell Creighton, A. M., recently for several years Dean and Tutor of Merton College,. Oxford j now Vicar of Embletou, England,] I may at once say that the new system of the pronunciation of Latin does not pre ¬ vail at all at Oxford, i. e., is in no way publicly recognized, nor is it used by many, if indeed by any, of the tutors. It has, I believe, made more way at Cambridge. One or two of the public schools have taken it up, but, as a rule, the old system prevails unchanged. The opinions of the professors are merely their personal opinions, without any official validity. So far as the new system prevails anywhere in England, it prevails merely from the conviction of the individual teacher, who adopts it himself, and so encourages or trains his pupils to adopt it also. Really there are two distinct currents of opinion, one in favor of a continental pro¬ nunciation, instead of an insular one ; another in favor of reproducing the Latin pro¬ nunciation, according to Corssen’s rules. Of those who have changed the old pronunciation, some wish only to do the first, others, the second of these things. Consequently, even amongst those who have changed, there is a great divergence of opinion ; but the great mass of teachers have not changed at all. [Erom Eev, Edward Palmer, A, M,, Professer of Latin Literature in the University of Oxford,] Any person into whose hands the “ Syllabus of Latin Pronunciation ” may come will read in it that it is not a university document ; that it was drawn up by Professor Munro and myself at the request of head-masters of schools, a request which was originally formulated at their conference in 1871, and repeated at their conference in 1872. It may interest your correspondent to know that when the syllabus, which was drawn up in pursuance of this request, was formally presented to the conference of head-masters — I think in 1874, but I have not anything at hand to fix the date — it seemed as if their zeal had cooled. A resolution was passed that “ it was not expe¬ dient to take any measures for introducing a reformed pronunciation until the action of the universities in the matter shall be ascertained.” In several public schools partial reforms, which were more or less in harmony with the syllabus, had been attempted before it was issued. I think I am right in saying that these were among the number: ChrisPs Hospital, Liverpool College, Marlborough, and Rugby ; but I never heard that in these schools the said attempts at reform had been afterwards systematized on the plan of the syllabus, or that the pronunciation recommended in it had been introduced into other schools in which no such reform had been before attempted. I regarded the resolution of the head-masters in 1874 as an intimation that they did not intend to proceed further in the matter. As regards the University of Oxford a new pronunciation of Latin is (so far as I know) a mere evxv of a few visionaries like myself. University sanction for such a change was, of course, out of the question. I am not aware that individual profess¬ ors, tutors, or lecturers venture upon it in dealing with their classes, nor have I heard that Cambridge has been more enterprising. I regard our syllabus as having fallen still-born. ^ That it, or something better, may come to life some day, as the same causes con¬ tinue to make themselves felt which prompted the original request of the head-masters, must be hoped for. Every scholar who deals ever so. modestly with comparative philology feels it im¬ possible to explain points of phonetics wffiile he angliciz&s in his pronunciation of Latin. Boys from different English and Scotch schools trouble our lectures with discordant utterances, and French, Germans, and Italians fail to perceive that we are speaking Latin at all when we attempt to converse with them in that language. [Ercm Eev, John E. B. Mayor, M, A,, Professor of Latin in the University of Cambridge, England,] There is, I think, no great difference of opinion here in regard to the principles of Latin pronunciation ; even the w sound of v is secure from ridicule. Nor do I think that any one who deviates from the traditional routine at all would advocate the pronunciation of us, ur, in cantus, amatur, as in the English “ us,” hurt,” but rather as oos, obr. In practice there is great diversity. Many schools adopt the new pronunciation in the higher forms only, which seems like beginning at the wrong end, docendo dediscenda. However, the result is that the proportion of those who are familiar with the new pronunciation on entering the university is continually increasing. 490 REPORT OF THE COMMISSIONER OF EDUCATION. The old “ mumpsimus,” both in respect to orthography and pronunciation, is doomed, and no longer ventures to put in a plea in arrest of execution. If American scholars accept the reform, we may hope that in the next generation all English-speaking Latinists will be intelligible to their colleagues all the world over. [From Eev. T. W. Jex-Blake, D. D., Head Master of Eugby School, England.] I think “ reformed Latin pronunciation ” is mere waste of time, and, if done on a fictitious professor-made plan, absurd. The only reasonable reform would be to take the existing Italian pronunciation, where you have a living natural guide. But cui bono ‘‘reform Not for any practical end, for any intelligent man, who is driven to use Latin as a medium of conversation with continental scholars, can adopt their pronunciation in five minutes. I have had to talk Latin with patois speaking cur^s in the Alps, whose French was not French and whose German was not German, and could do it at once. In Norway I was for days on a steamer with a Norwegian bishop, and all our talk was in Latin, on his method of pronunciation, and we talked for hours, and have since corresponded in Latin. Leave pronunciation as it is would be my advice, and spend your time in clearer teaching of the idioms and syntax of the flexible, terse old language, and in a higher treatment of its literary wealth. The “ curiosa felicitas” of Horace does not depend on pronunciation, and Virgil will not become “numerosior” when you have made au—ou. [From Most Eev. Gustavus Conrado, Eettore di Propaganda, Collegio XJrbano, Eoma.J We pronounce here the combinations ae and oe precisely in the same way, giving them always the sound of a in the English word mate. This supposes them to be com¬ bined, as otherwise each letter receives its full sound. (For example, the word asr.) The combination au is so pronounced as to give its native value to each of the con¬ curring vowels, but with a slight stress on the a. The result is a sound almost the same as that given to the ow in the English word Jiow. The letter j has always the sound of y in the English word yes. The letter c is pronounced in the same way as in Italian. Before the combinations ae and oe, it retains the sound it has before i and e. Also the letter g is pronounced here as it is in Italian. Before the combination oe, which is not found in Italian, it retains the softer sound, which it has before e and i. The let¬ ter V is pronounced invariably as it is in Italian. The words, then, which you men¬ tioned as examples (vincit, Cicero, gingiva,) are pronounced, as far as the letters agree, like the Italian words vincita, Cicerone, and gengiva. [From Pietro Blaurna, Eettore della E. Universiti di Eoma.] As I see by your letter there is no need of giving you information as to the way, in general, Latin and Greek are pronounced, I limit my explanation to the way in which we pronounce Latin in our Italian schools, and particularly the letters and combina¬ tions alluded to in your letter. Generally, the Italian pronunciation holds good also for Latin ; ce and ce are pro¬ nounced as a in fate ; au as in German, c in Cicei'o and vincit, as the English ch in choose; g as in gentleman, German. [Eemarks by Dr. Humphreys.] It is not necessary for me to say anything in reference to these letters, except that all the others from England confirm the statements of the Rev. Mandell Creighton, while those from other European countries show that, while all are at one, or nearly so, in the pronunciation of the vowels, each nation otherwise makes the Latin give way to the rules of its own language. I believe that in most points the theory of Latin pronunciation associated with the name of Corssen in Germany and Roby in England — most emphatically excepting, however, the weak Semitic sound of v as w — is correct. But, even if I felt bound to assent to every one of the claims made by these advocates of the so-called Roman pro¬ nunciation, I should still maintain that that theory, based to some considerable extent on the law of probabilities, is one thing, and the altering by us of the mode of pro¬ nunciation of an ancient language, which enters so largely into tbe structure of our own English, a mode that has prevailed for so many centuries, is another and very LATIN PRONUNCIATION. 491 different thing — a thing demanding very careful consideration. It has seemed to me, I confess, all along, that in thus too hastily undertaking to do justice to ancient Latin we run the risk of doing great injustice, great injury, to our own modern English- American language, into which the Latin has been constantly insinuating itself for the last three hundred years and more, ever in the garb of what is now termed the “ old-fashioned English ” pronunciation. As regards the statement dwelt upon by Professor Mayor — of whom I would speak with the utmost respect, as well as friendship — that the reform, if carried out thoroughly in England and America, will render “English speaking Latinists intelligible all the world over,” I must emphatically dissent. Certainly, if all American colleges and schools shall be induced to adopt it, the remark will apply to their alumni, who will be able to understand one another when speaking or reading Latin, but at the same time a strong dividing bar will be thereby placed between them and the communion of scholarship with their fathers and all the old school Latinists of the country, many of whom have attained a solid fame which the rising generation may be proud to emulate, but can hardly hope to surpass. But in Great Britain, as appears from this correspondence, there is no probability of the adoption of the new system to any material extent for a very long period of time, if ever. And, in regard to the other countries of Europe, except perhaps some few of the German universities, I do not hesitate a moment to say, that the Latin scholars of those countries would find it more difficult to understand an American or English Latinist speaking by this “ reformed” rule, than ever they found it to be, even when listening to the old-fashioned English pronunciation. Italian scholars, especially, would deem this new method no less harsh than unintelligible. The most serious point, however, to my mind, is the confusion and injury which, as it seems to me, the sweeping change proposed is likely to produce in the pronuncia¬ tion, and consequently in the intelligent study, of our own language, which surely de¬ serves our first care and consideration. The study of the etymology of English I have always found to be a powerful and attractive means of winning and leading on young minds and hearts, previously averse to learning, to an earnest study, first of their own language, and then of others which enter into its formation, and especially the Latin. Hitherto, it has not been difficult to make clear to young and even dull children the close relationship of English and Latin in a vast number of words ; but, if the hard pronunciation of c and g, and some of the other “ reforms ” be once generally accepted, the likeness and connection will only be patent to advanced Latin scholars. It seems not unlikely, also, that a reflex influence will be exerted by our Latinists of the new school, which, beginning with classical proper names, shall gradually substitute hard for soft sounds in the words of common conversation. For more than twenty years, it has seemed to me that the most desirable .and feasi¬ ble change would be to adopt the continental pronunciation of the vowels — referred to by my friend the Rev. Mandell Creighton, and explained concisely in the letters of the presidents of the 'Roman University and the College of the Propaganda at Rome — a pronunciation entirely endorsed by the two authors of the syllabus, to which so much weight has been attached in this country, although one of them acknowffidges that “it has fallen still-born in England.” That amount of change would greatly facilitate the study of modern languages by our youth, and I do not hesitate to assert would tend, far more than the resurrected “ Roman ” system, to render “ English speaking Latinists intelligible all the world over.” The authors of that syllabus are men whose scholarship entitles their opinions to great respect, and I cordially indorse their advice of “ giving careful attention to quantity in all Latin pronunciation.” In this country, hitherto, both in Greek and Latin, a doubtful system of accentuation has been largely allowed to supersede or over¬ ride the laws of quantity, about which there is little or no doubt, and I think it will be allowed by all that the effect upon the rhythmical reading of Latin and Greek poetry has been most injurious. Attend faithfully to quantity, and there will be compara¬ tively little difficulty in either Greek or Latin pronunciation. The appended tables indicate the usage in pronouncing Latin in the 237 universities and colleges and the 87 college preparatory schools named, as reported by them to the United States Bureau of Education. It should be remarked that many colleges which are here classified as using the ^glish or the Continental pronunciation also employ the Latin in teaching archaic forms or for philological purposes. Of the universities and colleges 72 use the Latin or Roman method, 75 the Continen¬ tal, and 90 the English. Of the preparatory schools 25 use the Latin, 28 the Continental, and 34 the English. 492 EEPORT OF THE COMMISSIONER OF EDUCATION. Universiiies and colleges. Name. Place. I. LATIX OR ROMAN. Howard College . . . St. John’s College of Arkansas . University of California . Columbian University . University of Georgia . Abingdon College . Illinois Wesleyan University . Monmouth College . North Western College . Indiana University . Indiana Asbury University . North Western Christian University . Moore’s Hill College . Eidgeville College . Upper Iowa University . Hurhboldt College . Cornell College . Oskaloosa College . University of Kansas . Centre College . Kentucky Military Institute . Kentucky University . Kentucky Wesleyan University . Central University . Bethel College . . . Louisiana State University . . . Western Maryland College . Boston University, College of Liberal Arts University of Michigan . * . Kalamazoo College . University of Mississippi . . . University of the State of Missouri . Central College . . . Rutgers College . . . College of New Jersey . Cornell University . Columbia College . University of the City of New York . University of Rochester . . . Union College . ... Trinity College . Wake Forest College . Ohio University . Baldwin University . University of Cincinnati . Ohio Wesleyan University . Hiram College . Willoughby College . Wilmington College . Antioch College . Corvallis College . . . Pacific University and Tualatin Academy . Pennsylvania Military Academy . Haverford College . University at Lewisburg . Mercersburg College . Westminster College . Swarthmore College . Newberry College . South Western Presbyterian University... University of Deseret . . Middlebury College . Marion, Ala. Little Rock, Ark. Oakland, Cal. Washington, D. C. Athens, Ga. Abingdon, Ill. Bloomington, Ill. Monmouth, Ill. Naperville, Ill. Bloomington, Ind. Greencastle, Ind. Irvington, Ind. Moore’s Hill, Ind. Eidgeville, Ind. Fayette, Iowa. Humboldt, Iowa. Mt. Vernon, Iowa. Oskaloosa, Iowa. Lawrence, Kans. Danville, Ky. Farmdale, Ky. Lexington, Ky. Millersburg, Ky. Richmond, Ky. Russellville, Ky. Baton Rouge, La. Westminster, Md. Boston, Mass. Ann Arbor, Mich. Kalamazoo, Mich. Oxford, Miss. Columbia, Mo, Fayette, Mo. New Brunswick, N. J,. Princeton, N. J. Ithaca, N. Y. New York, N. Y. New York,N. Y. Rochester, N. Y. Schenectady, N. Y. Trinity, N. C. Wake Forest, N. C. Athens, Ohio. Berea, Ohio. Cincinnati, Ohio. Delaware, Ohio. Hiram, Ohio. Willoughby, Ohio. Wilmington, Ohio. Yellow Springs, Ohio. Corvallis, Oreg. Forest Grove, Oreg. Chester, Pa. Haverford, Pa. Lewisburg, Pa. Mercersburg, Pa. New Wilmington, Pa. Swarthmore, Pa. Walhalla, S. C. Clarksville, Tenn. Salt Lake City, Utah. Middlebury, Vt. LATIN PRONUNCIATION. 493 Universities and colleges — Continued. Name. Place. I. Latin or roman — Continued. Randolph Macon College . Emory and Henry College . Hampden Sidney College . Washington and Lee University University of Virginia . College of William and Mary ... Bethany College . Oalesville University . University of Wisconsin . Racine College . Ashland, Va. Emory, Va. Hampden Sidney, Va. Lexington, Va. University of Virginia, Va. Williamsburg, Va. Bethany, W. Va. Galesville, Wis. Madison, Wis. Racine, Wis. II. continental. Missionary College of St. Augustine . St. Vincent’s College . St. Mary’s College . Santa Clara College . Colorado College . . . Georgetown College . . Howard University . . . Bowdon College . St. Ignatius College . . University of Chicago . Eureka College . Wartburg Seminary . St. Joseph’s College . . Bedford College . . Concordia College . . Hanover College . . . . Union Christian College . . University of Notre Dame Du Lac . .. St. Meinrad’a College . . St. Bonaventure’s College . . Norwegian Luther College . . Iowa Wesleyan University . . . Western College . . . . Eminence College . . St. Mary’s College . St. Charles College . Jefferson College, (St. Mary’s) Bates College . Albion College . . . . Hope College . . . Shaw University.... . . Christian University . . St. Vincent’s College . Lincoln College . Christian Brothers’ College . St. Louis University . . University of Nebraska . St. Bonaventure’s College . Wells College . St. J oseph’s College . Hobart College . Vassar College . Rutherford College 1 . North Carolina College . Mt. St. Mary’s Seminary of the West Ohio Central College . Mt. Union College . Franklin College . . New Market College . ! . Benicia, Cal. Los Angeles, Cal. San Francisco, Cal. Santa Clara, Cal. Colorado Springs, Colo. Georgetown, D. C. Wasfington, D. C. Bowdon, Ga. Chicago, Ill. Chicago, 111. Eureka, Ill. Mendota, Ill. Teutopolis, Ill. Bedford, Ind. Fort Wayne, Ind. Hanover, Ind. Merom, Ind. Notre Dame, Ind. St. Meinrad, Ind. Terre Haute, Ind. Decorah, Iowa. Mt. Pleasant, Iowa. Western College, Iowa. Eminence, Ky. St. Mary’s, Ky. Grand Coteau, La. St. James, La. Lewiston, Me. Albion, Mich. Holland City, Mich. Holly Springs, Miss. Canton, Mo. Cape Girardeau, Mo. Greenwood, Mo. St. Louis, Mo. St. Louis, Mo. Lincoln, Nebr. Allegany, N. Y. Aurora, N. Y. Buffalo, N.Y. Geneva, N. Y. Poughkeepsie, N. Y. Happy Home, N. C. Mt. Pleasant, N. C. Cincinnati, Ohio. Iberia, Ohio. Mt. Union, Ohio. New Athens, Ohio. New Market, Ohio. 494 KEPORT OF THE COMMISSIONER OF EDUCATION. Universities and colleges — Continued. Name. Place. II. Continental— Continued. Richmond College . Heidelberg College . Urbana University . Geneva College . University of Wooster . . Xenia College . Willamette University . Lincoln University . Franklin and Marshall College . St. Vincent’s College . Allegheny College . Furman University . East Tennessee Wesleyan University Beech Grove College . Christian Brothers’ College . Mosheim Male and Female Institute . Central Tennessee College . . Texas Military Institute . University of St. Mary . . . Austin College . Marvin College . Roanoke College . . . . West Virginia College . West Virginia University . St. John’s College . Northwestern University . . III. ENGLISH. Richmond, Ohio. Tiffin, Ohio. Urbana, Ohio. West Geneva, Ohio. Wooster, Ohio. Xenia, Ohio. Salem, Oreg. Chester County, Pa. Lancaster, Pa. Near Latrobe, Pa. Meadville, Pa. Greenville, S. C. Athens, Tenn. Beech Grove, Tenn. Memphis, Tenn. Mosheim, Tenn. Nashville, Tenn. Austin, Tex. Galveston, Tex. Huntsville, Tex. Waxahachie, Tex. Salem, Va. Flemington, W. Va. Morgantown, W. Va. Prairie du Chien, V/is. Watertown, Wis. Cane Hill College . University of the Pacific... Pacific Methodist College . . . California College . Trinity College . Wesleyan University . . Delaware College . . . Atlanta University . . Blackburn University . . Carthage College . Northwestern University . . . Knox College . . Lombard University . . Illinois College . . Lincoln University . Shurtleff College " . Westfield College . Wheaton College . . Wabash College . Fort Wayne College . Franklin College . Hartsville University . . Smithson College . Earlham College . University of Des Moines . . . Iowa College . . Simpson Centenary College, Iowa State University. _ _ Penn College . . Central University of Iowa. Tabor College . . Lane University . . Boonsboro’, Ark. Santa Clara, Cal. Santa Rosa, Cal. Vacaville, Cal. Hartford, Conn. Middletown, Conn. Newark, Del. Atlanta, Ga. Carlinville, Ill. Carthage, Ill. Evanston, Ill. Galesburg, Ill. Galesburg, Ill. Jacksonville, Ill. Lincoln, Ill. Upper Alton, Ill. Westfield, Ill. Wheaton, Hi. Crawfordsville, Ind, Fort Wayne, Ind. Franklin, Ind. Hartsville, Ind. Logansport, Ind. Richmond, lod. Des Moines, Iowa. Grinnell, Iowa. Indianola, Iowa. Iowa City, Iowa. Oskaloosa, Iowa. Pella, Iowa. Tabor, Iowa. Lecompton, Kansas. LATIN PRONUNCIATION. 495 Universiiies and colleges — Continued. Name. Place. III. English — Continued. Georgetown College . . . Concord College . 1 . Leland University . New Orleans University . Straight University . Bowdoin College . Colby University . Washington College . . . Amherst College . . . Tufts College . . . . . Williams College . Adrian College . Olivet College . University of Minnesota . Carleton College . Westminster College . Hannibal College . Thayer College . Washington University . Drury College . Doane College . : . Dartmoutli College . St. Stephen’s College . . . Brooklyn Collegiate and Polytechnic Institute . St. Lawrence University . . Elmira Female College . Madison University . Ingham University . Syracuse University . Kenyon College . Denison University . Western Reserve College . Marietta College . Oberlin College . . . Otterbein University . Philomath College . Muhlenburg College . Lebanon Valley College . Lafayette College . Pennsylvania College . . . Western University of Pennsylvania . College of Charleston. . University of South Carolina . Wofford College . - . East Tennessee University . . . Cumberland University . Maryville College . University of the South . . . Southwestern University . Henderson Male and Female College . Baylor University . . Waco University . University of Vermont and State Agricultural College.. Norwich University . . . Lawrence University . Beloit College . . . Milton College . Ripon College . Georgetown, Ky. New Liberty, Ky. New Orleans, La. New Orleans, La. New Orleans, La. Brunswick, Me. Waterville, Me. Chestertown, Md. Amherst, Mass. College Hill, Mass. Williamstown, Mass. Adrian, Mich. Olivet, Mich. Minneapolis, Minn. Northfield, Minn. Fulton, Mo. Hannibal, Mo. Kidder, Mo. St. Louis, Mo. Springfield, Mo. Crete, Nebr. Hanover, N. H. Annandale, N. Y. Brooklyn, N. Y. Canton, N. Y. Elmira, N. Y. Hamilton, N. Y. Le Roy, N. Y. Syracuse, N. Y. Gambier, Ohio. Granville, Ohio. Hudson, Ohio. Marietta, Ohio. Oberlin, Ohio. Westerville, Ohio. Philomath, Oreg. Allentown, Pa. Anuville, Pa. Easton, Pa. Gettysburg, Pa. Pittsburg, Pa. Charleston, S. C. Columbia, S. C. Spartanburg, S. C. Knoxville, Tenn. Lebanon, Tenn. Maryville, Tenn. Sewanee, Tenn. Georgetown, Tex. Henderson, Tex. Independence, Tex. Waco, Tex. Burlington, Vt. Northfield, Vt. Appleton, Wis. Beloit, Wis. Milton, Wis. Ripon, Wis. 496 EEPOET OF THE COMMISSIONEE OF EDUCATION. Preparatory schools. Name. Place. I. LATLN OK ROMAJf. Oakland High School . Franciscan College . Friends’ Elementary and High School . Chauncy Hall School . Private Classical School, ( J. P. Hopkinson) . Public Latin School . . . Day and Family School for young men, (Joshua Kendall) High School . High School . . Williston Seminary . Mr. Knapp’s Home School for Boys . St. Paul’s School . Stevens High School . . Claverack Academy and Hudson Eiver Institute . Colgate Academy . . . Cook Academy . . . Ithaca High School . Mr. Kinne’s School . Kingston Academy . Park Institute . Union Classical Institute . . .• _ De Veaux College . . . . . Eev. M. R. Hooper’s Academy for Boys . The Brooks School . Milwaukee Academy . Oakland, Cal. Santa Barbara, Cal. Baltimore, Md. Boston, Mass. Boston, Mass. Boston, Mass. Cambridge, Mass. Cambridge, Mass. Concord, Mass. East Hampton, Mass. Plymouth, Mass. Concord, N. H. Hoboken, N. J. Claverack, N. Y. Hamilton, N. Y. Havana, N. Y. Ithaca, N. Y. Ithaca, N. Y. Kingston, N. Y. Eye, N. Y. Schenectady, N. Y. Suspension Bridge, N. Y. Yonkers, N. Y. Cleveland, Ohio. Milwaukee, Wis. II. CONTINENTAL. Oak Mound School for Boys . California Military Academy . Jarvis Hall . . Hopkins Grammar School . Norwich Free Academy . . — Allen’s Academy . Preparatory department of Griswold College . English and Classical School for Boys. (Wm. N. Eayrs, A.B.) Grey lock Institute . . West Newton English and Classical School . Austin Academy . . Princeton College Preparatory School . ; . Chariier Institute . Columbia Grammar School . Dabney University School . Preparatory Scientific School, (Alfred Colin, M. E.) . University Grammar School . St. John’s School . . . Chickering Institute . . Milnor Hall, (Kenyon College Grammar School) . Germantown Preparatory School . . . Cumberland Valley Institute . . Fewsmith’s Classical and Mathematical School . Collegiate Institute . Kenmore University High School . Bellevue High School . Norwood High School . Hanover Academy . . . Napa, Cal. Oakland, Cal. Golden, Colo. New Haven, Conn. Norwich, Conn. Chicago, Ill. Davenport, Iowa. Boston, Mass. South Williamstown, Mass. West Newton, Mass. Centre Strafford, N. H. Princeton, N. J. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. Sing Sing, N. Y. Cincinnati, Ohio. Gambier, Ohio. Germantown, Pa. Mechanicsburg, Pa. Philadelphia, Pa. York, Pa. Amherst C. H., Ya Bellevue, Va. Norwood, Ya. Taylorsville, Ya. III. ENGLISH. Talladega College . Hartford Public High School . . Connecticut Literary Institution. . , Woodstock Academy . . Talladega, Ala. Hartford, Conn. Suffield, Conn. Woodstock, Conn. LATIN PRONUNCIATION. 497 Preparatory sc/tooZs— Continued. Name. Place. III. English — Continued. South Georgia Male Institute . Burlington Collegiate Institute . . Edward Little High School . . . . Nichols Latin School . Maine Central Institute . : . Franklin Family School . Waterville Classical Institute . Lebanon Academy . . Rockville Academy . Phillips Academy . Private Classical School, (G. W. C. Noble, A. M.) . Mon son Academy . Worcester Academy . Phillips Exeter Academy . . . Kimball Union Academy . New London Literary and Scientific Institution . . Peddie Institute . Cazenovia Seminary . Fort Edward Collegiate Institute . Chambersburg Academy . Easton Classical and Mathematical School . Wyoming Seminary . . Select High School, (George Eastburn, M. A.) . Rogers High School . Lapham Institute . English and Classical School, (William A. Mo wry, A. M., and Charles B. Goff, A. M.) University Grammar School . Claflin University . Barr and Burton Seminary . Wayland University . Dawson, Ga. Burlington, Iowa. Auburn, Me. Lewiston, Me. Pittsfield, Me. Topsham, Me. Waterville, Me. West Lebanon, Me. Rockville, Md. Andover, Mass. Boston, Mass. Monson, Mass. Worcester, Mass. Exeter, N. H. Meriden, N. H. New London, N. H. Hightstown, N. J. Cazenovia, N. Y. Fort Edward, N. Y. Chambersburg, Pa. Easton, Pa. Kingston, Pa. Philadelphia, Pa. Newport, R. I. North Scituate, R. I. Providence, R. I. Providence, R. I. Orangeburg C. H., S. C. Manchester, Vt. Beaver Dam, Wis. SUMMARY. English . Continental .... Latin or Roman Colleges. Preparatory schools. NEW ENGLAND STATES. 10 1 2 21 MIDDLE STATES. English . . Continental . Latin or Roman . . . 13 7 9 11 13 11 SOUTHERN STATES. English . Continental . Latin or Roman . . 19 4 23 4 24 1 WESTERN STATES. English . . . Continental . . . . Latin or Roman . . . 44 37 29 English . Continental .... Latin or Roman PACIFIC STATES. 4 5 4 2 5 2 2 2 32 E (oo;) i STATISTICAL TABLES RELATING TO EDUCATION IN THE UNITED STATES. 499 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. I. — Part 1. — Statistics of the school systems of the States and Territories, showing States Bureau States and Territories. Report for the year. SCHOOL YEAR. SCHOOL POPULATIOK. Begins 1 — Ends - Between what. ages. Total number between said ages. 1 3 3 4 3 6 Alabama . 1875-’76 Oct. 1 Sept. 30 5-21 405, 226 Arkansas . 1875-’76 July 1 June 30 6-21 al89, 130 California . 1875-’76 July 1 June 30 5-17 184, 787 Colorado . 1875-’76 Sept. 1 Aug. 31 6-21 21, 962 Connecticut . 1875-’76 Sept. 1 Aug. 31 4-16 135, 189 1875-76 Apr. 1 5-21 Florida . 1875-’76 Oct. 1 Sept. 30 4-21 c74. 828 Georgia . 1876 Jan. 1 Dec. 31 6-18 394; 037 Illinois . 187.5-’76 Oct. 1 Sept. 30 6-21 973, 589 Indiana . 1875-’76 Aug. 31 Aug. 31 6-21 679, 230 Iowa . 1875-’76 Sept. 16 Sept. 15 5-21 553, 920 Kansas . 1 875-’ 76 Aug. 1 July 31 5-21 212, 977 Kentucky . 1875-’76 July 1 June 30 d6-20 498, 744 Louisiana . 1875-’76 Sept. 1 Aug. 31 6-21 274, 688 Maine . . . . . 1875-’76 Apr. 1 Apr. 1 4-21 218, 490 Maryland . 1875-’76 Sept. 1 June 30 .5-20 276, 120 Massachusetts . 1875-’76 May 1 Apr. 30 5-15 300, 834 Michigan . 1875-’76 Sept. 6 Sept. 4 5-20 4. "9, 847 Minnesota . 1875-’76 Oct. 1 Sept. 30 5-21 228, 362 Mississippi . 1875-’76 Sept. 1 Dec. 31/ 5-21 355, 919 Missouri . . . 1875-’76 Apr. — Apr. — 6-20 725, 728 Nebraska . 1875-’76 Apr. _ Apr. _ 5-21 a86, 191 Nevada . 1875-’76 Sept. 1 Aug. 31 6-18 8, 475 New Hampshire . l875-’76 Mar. — Mar. — 4-21 74, 747 New Jersey . 1875-’76 Sept. 1 Aug. 31 5-18 314, 826 New York . 1875-’76 Oct. 1 Sept. 30 5-21 1, 585, 601 North riarolina _ _ 1873 6-21 348, 603 Ohio . 1875-’76 Sept. 1 Aug. 31 6-21 1, 025, 635 Oregon . 1875-’76 Mar. _ Mar. _ 4-20 48, 473 Pennsylvania . 1875-’76 June — June — 6-21 cl, 200, 000 Rhode Island . 1875-’76 May 1 Apr. 30 5-15 53, 316 South Carolina . 1875-’76 Oct. June 30 6-16 237, 971 Tennessee . 1875-’76 Sept. 1 Aug. 31 6-18 434, 131 Texas . . 1874-’75 Sept. ] Aug. 31 6-18 313, 061 Vermont . 1875-’76 Apr. 1 Mar. 31 5-20 92, 577 Virginia . 1875-’76 Aug. 1 July 31 5-21 482, 789 West Virginia . 1875-’76 Sept. 1 Aug. 31 6-21 184, 760 Wisconsin . 1875-’76 Sept. 1 Aug. 31 4-20 474, 811 Arizona . 1876 Jan. 1 Dec. 31 6-21 2, 955 Dakota . 1875-’76 Sept. 1 Aug. 31 5-21 10, 396 District of Columbia . 1675-’76 Sept. 1 Aug. 31 6-17 31, 671 Idaho . 1875-’76 Apr. 1 Aug. 31i 5-18 2, 777 Montana . 1875-’76 Sept. 1 Aug. 31 4-21 4,238 Now Moxion . - _ _ _ 1875 1 Dec. 31 7-18 Utah . 1875-’76 Nov. Nov. 6 6-16 30, 900 Washington . 1875-’76 Nov. _ Nov. — 4-20 11, 000 Wynminp' . . . . . . 1875 5-20 Indian : Cherokees . . . 1876 Sept. _ June 30 7-21 4, 041 Creeks . 1876 Sept. 1 June 30 10-18 716 Choctaws . . 1876 Sept. 1 May 1 6-20 2, 300 Keminoles _ _ _ _ 1876 Sept- 1 May 31 471 a Sex not reported in all cases. 6 Estimated, c In 1873. d For colored population the school age is 6 to 16. e Average attendance during school year. STATISTICAL TABLES. 501 the enrolment, attendance, duration of schools, #c.; from replies to inquiries ly the United of Education. SCHOOL POPULATION. PUBLIC SCHOOLS Sex. Number under 6 years of age. Number over 16 years of age. Number between 6 and 16 years of age. Number enrolled in schools dur ing school year. Average monthly en¬ rolment. Average daily attend¬ ance! Male. 'S s 3 48,542 3-A 142,589 407,768 J.W1, 780, 143 25, 100 1,395,212 22, 638 24, 500 1,500 30, 937 25, 000 320 2,175 221, 240 36. 950 120; 362 165, 000 63, 301 144, 513 6, 605 85, 725 11,788 . 19,' 342 9, 233 20, 336 1, 735, 149 206, 588 \\ 15, 121 41,893 60,081 *10, 341 3, 851) 63, 335 104, 254 2, 075 5, 545 5,121 77, 200 63, 036 202, 468 83, 013 '-t 123,211 291,901 1,008 3, 478 17, 481 46, POO 14, 096 IQ4, 500 1, 050 0 15, 167 1,558 9, 644 22, 062 19, 126 1,223 Mj)' . 0 0 ■ 56, 785 0 9, 925 . A;''> 10,647 500 2, 700 70, 716 5, COO 1,000 . . 39, 081 4, 500 800 . 72, 298 13, 000 29, 022 4, 000 . . A- ( 9, 959 2, 500 3, 000 0 0 1,500 250 g( Includes the whole of a “one-mill tax,” part of which had not been collected. h Twenty-four counties are not reported. i A number of counties not reported; total income should be over $2,000,000. j For buildings, repairs, and debts on same. A: From individuals, corporations, and other funds. I Estimated. 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 I 2 3 4 5 € 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2. — Statistics of the school systems of the States and Territories, A1\*NUAL EXPENDITURE. States and Territories. &S.' Alabama . Arkansas . California . Colorado . Connecticut . Delaware . Florida . Georgia . Illinois . . 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 . - . . Ehode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . Arizona . . Dakota . District of Columbia.. Idaho . . Montana . New Mexico . Utah . Washington . Wyoming . Inman ; Cherokees . Creeks . Choctaws . Seminoles . $316, 076 73, 166 1, 976, 155 131, 378 1, 085, 290 114, 027 74, 628 |6, 200 2,567 370, 781 28, 773 310, 524 102, 198 5, 707 $337, 276 bll9, 403 2,890 219 233, 298 1, 529, 181 216, 225 101, 722 4, 945, 194 3, 093, 559 2, 784, 099 743. 578 1, 400; 000 d539, 018 897, 056 1, 045, 864 3, 223, 345 1, 077, 526 576, 993 206, 520 27, 000 e205, 657 156, 441 318, 723 2, 026, 725 821, 072 957, 484 696, 161 426, 921 101, 016 450, 440 1, 511, 701 7, 965, 804 158, 129 4, 936, 824 181, 902 4, 856, 889 /422, 310 377, 920 558, 518 630, 334 222, 272 12, 882 66, 991 195, 821 1, 471, 739 8, 445 1, 986, 208 31, 725 2, 471, 890 /06, 705 25, 286 47, 595 26, 588 8, 168, 539 4, 921, 085 4, 288, 582 1, 198, 437 1, 491,000 776, 009 1, 248, 762 1, 623, 349 6, 105, 536 3, 458, 505 1, 530, 883 417, 760 2, 374, 960 919, 344 162, 760 660, 020 2, 154, 415 11, 559, 288 191, 674 8, 462, 757 240, 568 9, 149, 6.53 /709, 466 423, 872 p698, 220 726, 236 783, 025 531, 545 1, 462, .326 10, 039 155, 833 120, 942 290, 433 17, 655 163, 646 14, 376 35, 287 15, 432 8.5, 716 54, 720 16, 400 43, 075 11, 200 12, 000 2, 250 175, 472 2,214 1,000 3, 458 O') 54, 576 1,800 . 760' 1, 069, 679 793, 272 2, 126, 641 28, 744 50, 002 405. 828 16; 590 50, 134 18, 890 129, 297 55, 520 16, 400 110,110 13, 000 29, 022 3, 200 $0 57 63 13 21 7 93 10 60 1 10 6 29 6 06 5 69 1 90 2 41 5 00 5 09 24 48 7 47 6 50 5 47 6 12 8 30 4 62 2 05 ’"4’48 11 12 ’’g’os 3 05 5 04 24 78 ”12' 62 Estimated. Items not all reported. Per capita of population between 5 and 17. Includes salaries of secretaries, porters, and portresses in New Orleans. Includes payments of previous indebtedness of parish school boards, and balances of funds in hands of parish school board treasurers. STATISTICAL TABLES. 507 showing the income^ expenditure, and permanent school fund, ^c. —Concluded. ANNUAL EXPENDITURE. Amount of available school fund. A mount of permanent school fund, (including portion not now available.) Estimated real value of sites, buildings, and all other school property. Per capita of pupils enrolled in public schools. Per capita of average atien dance in public schools. Per capita of popula¬ tion between 6 and 16. Per capita of popula¬ tion between 6 and 16, including inter¬ est on th e value of all school property. 45 46 47 4§ 49 50 5! $0 89 7 45 17 37 12 12 12 03 a$350, 000 161, 3.52 1, 737, 500 $1,246, 950 $366, 435 5, 604, 128 504, 248 $29 26 21 65 20 33 C$13 21 C$16 23 12 72 2, 791, 993 2, 791, 993 2 42 3 77 5, 752, 565 8, 870, 872 18, 058, 386 11, 548, 993 9, 516, 725 4, 600, 259 1, 970, 000 803, 062 3, 005, 290 8 23 8 42 8 28 3 60 8 93 7 01 9 62 24 08 9 96 10 08 13 56 14 65 13 56 8, 870, 872 3, 364, 000 2, 262, 559 1, 600, 000 82, 921 9 48 9 56 13 17 10, 482, 991 10 67 19 25 33 65 17 18 11 70 400, 558 906, 229 906, 229 2, 068, 866 3, 147, 917 3, 191, 042 28, 200, 000 9, 500, 000 2, 770, 508 4, 843, 662 11,000, 000 5, 105, 389 1, 318, 044 274, 500 494, 000 7, 300, 803 15, 000, 000 15 95 1, 069, 694 165, 801 2, 444, 468 6, 449, 516 31, 017, 904 9 94 13 54 15 48 17 91 530, 000 1, 241, 819 3, 105, 107 9 08 3, 105, 107 2, 187, .564 3, 742, 760 525, 484 7 30 8 51 18 74 15 03 6 95 20, 969, 557 442, 540 22, 265, 925 2, 456, 674 12 86 18 72 10 47 15 55 244, 325 2, 512, 500 1, 048, 943 M69, 086 1, 430, 645 340, 411 2, 625, 798 4 95 8 59 3 22 3 31 1, 430, 645 340, 411 851, 730 1, 660, 467 4, 875, 618 42, 230 48, 333 1, 164, 606 7 53 17 95 23 64 12 03 14 41 0 0 16 00 12 00 56, 080 4 73 6 92 3 05 4 51 20, 000 ii) 453, 515 A:32, 500 165, 000 35 76 62 76 1, 306, 961 200, 000 25 62 38 96 / Includes expenditure for evening schools. g Includes expenditure for the animal enumeration of the scholastic population. h Also school lands (value not estimated) producing about $14,000. i Sixteenth and thirty-sixth sections of land not now available. j No reports. .k Value of school houses. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 Table 1L— School statistics of cities containing 7,500 inhaUtants and over, for 1876 ; from replies to inquiries hy the United States 508 KEPORT OF THE COMMISSIONER OF EDUCATION. •aqSllBl 9J9,^^ siooqoB 9q:^ eAep jo aaqran^j Egiiiiiiiiiisiiiisisisisiisii 9q(^ ax e.^xjp looqos jo J9qmTix w leo 210 200 200 210 200 197 200 200 200 210 200 202 209 200 168 180 200 210 180 200 180 190 190 200 200 200 -siooqos XBXqOOXX?d POB 9XBAI.l(i ni !xa9iuioaa9 pa^Bruiisa 500 a6, 646 400 120 250 1, 337 97 45 100 500 iiii m ill iisii : S i Number enrolled in pub- •panoj -no jaqiunu xb^ox iiiiiiiisiig?iiiS55ssssigg5si •oSb jo BJBO.i 9X aoAO aaquinjq; © H 100 2, 641 : ;3S|Sa ; : : :$ : ; i ill : 'oSb xo biboA 9 jopuii joqiun^ a I o o • j ^ Ii iiiis i i : ^ : : ; lo 1 I -o : i : : i i O O • O i ■ • i 1 •o§8 xooqoB xbSox JO joquiuu x^’jox CIt) iisiiigiSiiil is liiiiiSSsgKiiil •oSb jo siboA 91 aoAO aoqraux^ ii ii i' cfcf 1 ; i i i i ; I : : : : is i M •oSb ;o bjboA 9 aopuu Joquin^ °§ il°i 1 T 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .LOS ^65 ‘S 009 L08^ •oSb xooqos XB§9X -udod ^uoeojd pg^Bcuixsa isiiiiiiisiiiiiiiiiiiiiilipii 2|S£'S‘a'”S?2SS23SgfS = 5>'S‘SS|'S5SS§K‘ (•0i9T JO Busnoo) ‘uo^Bindod ib^oi « iSiisiiiiSKSSigiiiSiiisssiiis 2|»S'-S-K-S»2“gSiS-SS»“ = |'-'2“'-'SfS Superintendent. H. M. Harrington . Myron L. Mason, secretary . John Henry Brocklesby . Charles Nortbend . Ariel Parish . . J. jA Hamilton, secretary . Nathaniel H. Hart, secretary . D.W. Harlan . B. Mallon . A. H. McLaws . George M. Dews . . B. M. Zettler . W. H. Baker . E. A. Haight . TTATir^r Pnnh _ Sarah E. Eaymond . J. L. Pickard. . M. Andrews . D. H. Harris . . . Harrison Smith, secretary . T. W. Macfall . 1 Little Kock, Ark . San Francisco, Cal . San Jo86, Cal . . Stockton. Cal . Denver, Colo b . Bridgeport, Conn . Greenwich, Conn* . Hartford, Conn . New Britain, Conn . New Haven, Conn . New London, Conn . Norwalk, Coun . Stamford, Conn* . Wilmington, Del . Atlanta, Ga . Columbus, Ga . Macon, Gac . Savannah, Ga . Alton, Ill . Bloomington, Ill . Chicago, Ill . Deca'^ur, Ill . Galesburg, Ill . Jacksonville, Ill . . Joliet, Ill* . Peoria, 111 . Quincv. Ill . . STATISTICAL TABLES. 509 lls jssIssilSsssi §s isiSiliiSiiiil IS ill ills ill 111 isissii ipiisSi isiiiliiiili isiiiiiiisiipiiiii sii i ii ^ rH Th » 1— ( tH ^ tH |S sS iiliiiPigsisliiiiisiiiSigsiSilSSiSSSiiigiigillil CM'rHCfcO;^- i : iSi : is i 1 i is 188 27 172 2)1 60 i=i i iss . ii i : is i ;sg isg : : o ■ * ! O • ' 345 118 158 90 12 o o I ; n • ill i i ii i isi : j iis isi : : iis ; 2,000 675 ii j-r *1, 548 782 111 1, 410 ill ; Gfco ooooooooo ■< s 0 0 0 0 n ii i^i' j-H’' ; isi ill i i i :,-r : : : oooooooooooo^ ■ t- CO : : :s Si : r4 : i it.s pi ill liJ imaimiiiinimimwnwjsssmisn IlllISfISIIg! ssfsss-ssasssa iiii ssfis iiiiiiiiiiiliiliiiiiisiiiisi !3'§SS|SaS^|'2-;S2SSp'SSSX»S'SS2§ ii‘ i * = -•K2»^-•S“S»-SSSS'2S'-»•ES^|SS2Sas|■2|S“8SSS•s2S“=‘■sSS■=S V- Table 11.— School staiisiics of cities containing 7,500 inliabiiants and over, for 1870, Continued. 510 REPORT OF THE COMMISSIONER OF EHUCATION. •C^qSUB; 919M. siooqog 9U!^ silBp JO aeqran^ H giiiiiissigsi§ssgsi?isiiiiiii3i •aB94: 9qj ni sXbp looqos jo J9qrati_K[ 3 200 190 200 200 205 200 196 200 200 200 200 195 195 180 180 200 192 248 200 210 200 210 210 205 201 206 spoqoB XBtqooJBd puB ejBAud m jn9ratoju9 pojBoiTjsa a 280 193 20 100 1, 325 500 400 5,000 300 1,046 400 1,000 ’299 300 350 23, 130 137 1, 531 140 80 1,200 1, 800 8, 000 7, 378 1,183 675 Number enrolled in pub¬ lic ecbools. •p9noj -U9 joquiau iBjox S •9Sb jo SlBOiC 9X J9AO J9quinii o H iisSi : : ii? i :: i i i i 1,000 354 25 23 •9§B JO SJB9^ 9 japuu aoquinji Oi isiSI T-l i i' =1° i : i ill ii- i i i 1 I : 1,000 0 174 79 i •9gB Tooqos ibSot JO aoquiuu ibjox liiiiiiisigi; = ilSSSISiSsiSiiiiis 8- ; co-«c-r;o'2 •oSb jo 8IB9^ 9X a9AO aequmx i i s ; ii : :'»;®->--?faS'-'S8“2SS2SS‘82“§SS|2“Sa 1 1 A. P. Stone . William W. Waterman . F. B. Gamwell . . E. n. Davis, . . A.P. Marble . I'M: H. S. Taiiiell . A. J. Daniels . . . C. A. Glower . 0. V.Tousley . . ij. m. jsurrmgion . . Charles E. Bent . W. H. Ide, secretary . J. M. Greenwood . Edward B, Neely . W. T. Harris . 1. S. D. Beals . Josepb Kidder, (acting) . . . John H. Goodale . John Pender, secretary . H.L. Bonsall . . Elias D. Smith . William S. Dickinson . George B. Sears . Henry B. Pierce . Usher W. Cutts . William J. Eogers . W. B. Allen . i Springfield, Mass . Taunton, Mass . W6ymoutb,Mass . Woburn, Mass . Worcester, Mass . Aurian, m.icd . Bay City, Micb . Detroit, Micb . East Saginaw, Micb .„. Grand Kapids, Micb ... Saginaw, Micb . Minneapolis, Minn a.. . oc. i-aui, Minn" . Natchez, Miss . Vicksburg, Miss . Hannibal. Mo . Kansas City, Mo . St. Joseph, Mo . St. Louis, Mo . Omaha, Neb . Manchester, N. H . Nashua, N. H . Portsmouth, N, H . Camden, N. J . Elizabeth, N.l . ; ; ►n 1 I ; : : : : iil STATISTICAL TABLES. 511 §iiiasil§iiS3i§i§i§ii3§g§ail33i§ai§g5sgS§§§gig§iiif iiiliilsiiiiiiiiiiiliiiisisiiiiSliiSaisiiisiiSiiiil iSilliiiiPiSiiiSSisiigSIISgiiissISiisiiiiiiliSiii ^ " g rH S“”" SSi§iiilBiigsii§|g|l!?eSs§iiEgsiSiiiliSiiiSilgGs!3i| Is : IISSIobS iiissig^s : : : : 97 105 120 170 142 is "si 117 67 90 600 107 iiiss iii° : i Gt : 1 *0 ;0 ‘ ■ i • 0 0 0 130 • O • c r> o iiiii : vcf « « I ii :: I i : : Si : : iiiS is.i jr-T : iisgiiiii ; rHCOcfcO 1 . f ef .-r « rn' X o lo CO CO d O CO CO CO iH d O § d 2 •9XBK H ec .oo O i-l • O £- O i CO Number of sittings for study in— •eiuATad pun or[(ind ‘s;ooti08 xiY © w 6, 132 4, 206 2, 153 ill : :^§ : O O 1 d o CO • • CO 1 • O » • LO » • X 1 ; LO . • •sxooqos XBiqo -oind pun 9i«AT.i,i © e< 300 175 25 • o 1 CO • CO I S 1 o o \ O O 1 CO CO • d |; is i i •Biooqoe OTiqnd xxy GO et 5, 832 4, 031 2, 128 2,410 8, 496 1, 600 2, 500 11, 131 2, 758 4, 210 1, 536 3, 5!i0 3,625 750 1, 200 1, 625 3, 600 2, 922 35, 400 2, 120 3, 500 2, 420 5, 500 2, 583 11, 529 12, 831 2, 370 1, 151 5, 933 •sxooqos SuiuoAg; CO (M • o I ‘ ^ I di 1^0 I I O 1 d • • LO •sxooqos x'BuiJOu A^iO © . 00 . • »o * . Q . o o I t o t CO loo • I CO • o » • CO : ^ •epoqos qSiH ts 5? OJ CO Cl £^ 1.0 Cl CO -4 CO C^ tH r-4 CO t- o O O CO LO O CO Cl d •o o CO d-l CO O *00 O lO O • lO d L5 d 1 d •S[ooqo8 amuuinjf) et 3, 000 935 1, 400 755 3, 174 lO o i> o CO o CO o o • o o • 05 • T68 ‘9 811, CO i> ^ • r- o lO CO • t- o L5 o r- • CO 1-1 co'co' j i-T •Bxooqos Ainuiiiji M 2, 180 2,016 600 1,461 4, 905 Ci CO CO Tji O GO CO rn'of 200 600 1, 589 Oi d 00 CO O • TP CO O ^ t- • d lo ^5 CO ■ t- CO Number of school buildings for — •oauATjd pun oiiqnd ‘s’looqoe ny « 00 CO 1 CO CO 1 o : lo. i lo ; ” i i j •sxooqoe imqo -ojnd pun oiiiATjj Oi CO o fO I i CO i d " H" ; i •exooqoB or[qnd qy © OCO^T?-*-lO£-»COOCO-OQO'^^'i3it-05r^^OCOCOCO^lO--Ct5COlOO ClCOCli-iCO (MrHt-i ^ ^ lO 1-1 C^ i-( ^ 1-1 1-1 d -=^1 i-f •sxooqos SumaAg; © -Cl CO J d i o 1 ■ •eiooqoB xnmiou A’xxo 3D H ■ a ■ • ■ i-i O * • •sxooqos q^XH : - : - CO ■ I-H 1-1 J < •sxooqos anrauinjo H CO lO j - o Tji i ^ rP r- •8[ooqos Aanujiag; n H §S ‘ 0, • 00 ; 00 (N CO • lo TP «isr CO • d City. H Springfield, Mass . Taunton, Mass . Weymouth. Mass . WnhTiTn IVTpaa _ Worcester, Mass . AHrian Mip.li _ Bay City, Mich . DAfrnif. Mip.h East Saginaw, Mich .... Grand Bapids, Mich _ p p rp i a 1 P y,p i i ii •s Natchez, Miss . Vicksburg, Miss . Hannibal, Mo . St. Joseph, Mo . T.nnia Mn _ ll iz i-l 1 i i.^ !.c i % i’Z 1= ii I -Z II 1 ! i J'C : B !c Elizabeth, N. J . Jersey City, N. J . Newark, N. J . . New Brunswick, N. J . . . Orange, N. J . Paterson, N. J . STATISTICAL TABLES. 517 rs cc rH r-t C? CO oaiO^(?>co-^io< Table IJ.— School siatisiics of cities containing 7 inhahUants and over, for 1870, 4 c. — Continued. 518 REPORT OF THE COMMISSIONER OF EDUCATION. Number of teachers iu-- High schools. •OXBUIOJ « CO CO in iH CO iH (M d 1C w I •OXBK « M CO M n CO i Tt* QO CO rH QOCO (M - d o I Primary schools. •OXBUIOJ £0 o (M CO — 1 — • ^ lO CO (M o CO 00 Ci O O r-i r-i m Cl 11 13 o CO 10 9 14 9 •0XBK CO lo ; o Cl rH d Number of sittings for study in — •a:jUATa;d pun OTtqnd ‘s’looqos xiy © o XO S CJO CO d lO to O LO d”* •epoqoe iniqo -o.ind pun eiuAtJj © o s (M Tfi d CO o o CO 1 coo ‘I o o o •B[ooqo8 OTxqnd nY QO 1,700 3, 126 5, 006 o 18, 000 2, 630 6, 650 2, 750 1,364 1,394 3, 320 2, 170 2, 266 959 3, 360 3, 645 O lO d « lo i- ci • •epoqos guTuoAg; GO LO d o CO to •s^ooqoe {uraiou © •etooqosqgiH 175 208 o o o O O § LO Cl CO • o ‘ d •SJOOqDS J'8UIUI^J£) »o LO 00 Oi Oi s 8 O § 5 GO to d to o o CO o to d o l.o CO d • lO • •epoqas i;aBaiTij M e< O CO Qin o § o o o o o 1-H CO (M" o LO to o o d o t-- rH oT o o GO o I CO . Number of school buildings for— •O^BATld puB oqqnd ‘s'poqos x^y c\ « I o • zo to CO CO to d § ■ •sxooqoB iBiqo -ojBd puB oIbati,! » Oi c 'p i !p i.s i t iP c3 a 4 L2 t ' 1 ^ iWP e( ip 1 « ip r.^ 5 4 J'C 3 « i ( i'll 1 (S ! « (P > > ip ! 1 b !_e > ^ Woonsocket, E. 1 . Phattanonora,. Tenn _ Knoxville, "Tenn . TVremnbia. Tenn _ 1 1-S il i 1 X 1 R 1 C 1 P Ik 1 d . c It; ' s i K iw Entiand.Vt . . Alexandria, Ya . Tjvnchbnr»?. Ya.. . . I . - c 1^ 1 Portsmouth, Ya . STATISTICAL TABLES. 519 i I o CO • o ir ~I IQ I 123.^ 171 * sg • o i 00 i i (N ; I : ; i ; 5,443 4, 5‘28 2, 988 1,482 1,614 ii " s ip o i i O o I : ^ i r s i ^ i ° ils ; r-r : i : i ill ': ro 1 i i r-r : 1,380 7,307 Ui 14 71 13 166 o o 5 51 6 118 15 8 18 5 3 9 20 7 48 o j i ® o * CI r-i rH O tH r- H * O i : i CO.HO ; 5 * « : Fond du Lac, Wia . Janesville, Wis* . 1 * hO , :oo : ipfi 1 gsSlSIlIss Table II. — School slaiisiics of cities containing 7,500 inhaViianis and over, for 187G, ^’C. — Coutinued. 520 REPORT OF THE COMMISSIONER OF EDITOATION. Number of scholars in— All public schools. •coucpua^jB Aimp o^BaoAy ifi 001 1 . o o 1 o o o o 1 O CO tM to § - joort— MO — O lO O TJ* o LO CM O O O k.': ^ O Ci >0 o ►C0e0Oa5G0rj<(X)C0C-00£>C'lOC0i^CMG0C3k-^ i gt CTl 1-1 iJ>rHT-r COC^T-H i-k(M 01 GS CO •ponoAua ka C >ortlO<»co■^^nc5cocC:5r’OQC..-l'gcoQ003aDiooiOQOOQOv-(MooeoT-HT-c(HC?ir-tOOrtt-CMO O d All public schools. •aiBuia^ ociocoor-— *cioo'0 ')'B A’liup 9j^tU9AY 5 o o m to M : lo Qu o -H ^ OJ to CO f to r-T of of th" » ro ® CO o o« o S of o' o ot-o*oc30o'^oc-T-icor'Cooomo5C'!iotoiototor of to' r-T t-f o' t-T of fo' 00 lo' r-T 00 ■^' r-T rH 00 00 Of •'('“i-fr o o oo o l-H ® i~ OlOrj-O 'of eToo" •90U'Bpn9!^:^'B Ajiup 9J^'RJ[9AY a m o'o •9oaBpu9?:jB A[i'Bp 9iJBj;9AY •9oaBpn9)iB A[lBp 9:dBI9AY --I 00 Ol r- §3 a_g •9DUBpn9?^B A[lBp 9SBJ9AY •90aBpn9J!JB Ap'b’p 9:^BJ9AY •g^BATjd puB oc[qnd ‘s’[ooqD3 ]{ y 152 97 45 o? I . CO « 5 ^ o5 i : •sfooqos IBiqooiBd pau 94.bauj w • lO T-l c- i (M • a CD I ! All public schools. •0tBUX9j[ 1 I 1 tH r-i CM(M •OIBK ccooiCii>oo^coa5^rcoc^o<:MT-iOTr^'X’^OiO‘:o£^c^3>vc T-IrHr-i (M rC»r-»^r-i THi'- rHlf^ 1 Evening schools. •9tBUI9j[ CD m O r-( O? o i S oo i- O 00 •9IBK § 1 Tji CO Ci 11 CC o CO o GO Ol City normal schools. •9iBni9^g; QO 1 M 1 . Cl I -e o I ® i •OIBK M : i ^ o 1 o :.s j-i o P a i -2 1-2 3 r a =« a S ® T 'S i^j>t^f^’oooocxj o o o o o c -pu9:^uiJ9dLis o o o o o c •i|a9pii9:^tiia:9dns OOOO 'OOOOOOOOOOOC oooo ■ o o o o o o o o o o o c CSOTtO •OOOlOQOOOOOt’lrtOOO; ri (?f I rH (N rH-J OTfffcfr-Ti-rco'cfr- •etooqas oncind xxY •spoqos Sniu0Aa; aS ^ 3 '^'5 fc£.S a o ® o B A[IBp 93819 Ay •90n8pTI9XX^ A[IBp 93BJ9Ay 03 -^PLi ?3 . . „ _ ^ ^ =3 £ r -n. 7'®'r^ g-2 o fc! ri=! -S 43 ® a ®:;pPh ® § S'O.o IS PS^flSS ' ® g g , . 2 .T-^ 2 ® - <1, - O -e: ^ (> ca 5 .r 0 lOiO CO CO CO cc STATISTICAL TABLES, iiii li ii 000 ‘I 480 i ;l ii igiiii ills ill i' ii|g 008 W5‘l iiliiliii i ^ ci-w® gC : :g : : ; i S 1 : 1 : i : : ^ i i : : ; : : : : i : i ^ igS i : 1 i : ^ ii i i : joT j : j . . . is i i i ; j j • • • • . . . . ii ! i : jrt j 1 : J’ortsinoulb, Va . Kichmond, Va . Wbeelinsr, W. Va . Foud du Lac, Wisa . Janesville, Wis* . T o n-rnaaa -Wria MadrsoZwiBa:::.....:. Milwaukee, Wis* . Racine, Wis . Georgetown, D. C & - ? Washington, D.C 6.... i I I I 4 I I I -o i I i I a i I I 's I I •s I I •le SSsSIgISisI of cities containing 7,500 inlialiiants and over, for 1876, ^’C.— Continued. 532 KEPORT OF THE COMMISSIONER OF EDUCAIION. Estimated real value of property used for ecliool pur¬ poses. •I^IOX 1 $50,715 2, 495,000 1.52, COO 168, COO 196, 500 144, 000 18, 3.50 1, 755, 269 9!), 500 512,900 115, 000 111,000 si :i; |g :s: 11113 1 iiiiii ssfisigsHS'li •sn^uJuddY g iiiiiiiilii ii;i 500 500 1, 170 500 200 450 400 1,200 1,000 'Oin!}iaxn^ g iiiii ill ii §§25J "S=»' ii ii ig ;€ 10, 000 2, 000 2, 500 ., 547, 125) 1 .0,000 iiiii ;SS=- •sguipiing; £ g:^§§ 100, 000 000) 114, 000 714, 339 80, 000 000 ‘OS 000 '39 100, 000 000) i 60,000 (229,301) (1 75, B82 120, 000 131, 000 40, 000 124, 200 000) 'S03TB 10 spuaoaf) g iiiii |gi ii S'l'S' § "1 -s r-r ii ii is' i” (70, 50,000 1, 023, 900 15, 000 20, 000 18, 900 15, 000 33, 100 (210, 4 1 1 § Sc i -5 Special teachers. •diiisu'Buiuoj; g liUi i if i i i i i i •gatAvuJo; ■feioo' 600 i i=i i i : : =* : : 008 ‘t i i I •oienpt g ii :i :i i’-r ! i ill i i : : 1 1 M 1,800 Teachers in evening schools. •OXBUIO^ g iilll iiiii! i i : : i i i •©lUH s |i|N iiiiii Principals in normal schools. g '9IBK ® i I i i s i ^Assistants in high schools. •exeutoj; S ii iiii i i !i i i : : : : ii i iiiiP •oiuH S: $2,2i,0 1, 325 1, 800 i i ii ; i ii i : j-H ; : ii i : cf ; I ii Principals in high schools. •0X13019^ i Mi i • • i i M ii i 1 J J 1 TH * I i ii r-r ; j i is § i i •91UH iiiiii :i iiii i r.-r ;(M-'o:r4' j ii i i r^-r-T ; : 1,200 2 000 ’900 iiii ; Cf CfrH iiiii . .-Ti-rrH-rH City. - Tattle Pock, Ark . San Francisco, Cal . San Jos6, Cal . Stockton, Cal . Denver, Colob . . UrirltTflnm't ttnnn ■ ^ b W !?; )2i ^ 0 Wilmington, Del . Atlanta, G-a . Augusta, Ga . Columbus, Ga . Macon, Gad . . . Savannah, Ga . Alton, Ill . Belleville, Ill . Bloomington, III . Chicago, Ill . Decatur, D1 . (jralesburg, ill . JacksonviUc, Ill . Joliet, IIP . . Peoria, III . Quincy, Ill . . STAT iiisiliiiiiii ;ii iiisi SgSiSsgs§s-||2 ill pill ISTICAL TABLES. Ii liiiii iiii liiiiiiii ifiinwiiilifsilisn II 1 •* 1" 533 1 liillii ii iiiii i liiii III Ii i 1 ! ■3’*' CO o'" I • -t-T I ; — : : : . ••*;:; i isi Ii i i I ii iiiiii j jof Ir-T j jg.Ct i iiii :i lisii 1 Ii I III iiigi las-s 1 Is s ig iii_ ii i ill iiSiiii i Ii Is si la 1 l“a la ““S'S “ iii si ii i 1 iiii ■ is'-a 11 Is iiSii iiiifi ill ii I i ill ii i i I ii Si s i ii§ iiiL§ig.AI i 1 : : |i ! ii isi 1 ono'ec lisii ill 1 III iiSii Isg-g las S IsS :-■ s : : : j Ii i iii Ii i ill iilliil i ;i j ia» Ig; i-a :a aa iii iii i i iiiiii i .# III i i 1 1 i 1 1 1 Ii i i i i i i i ^ : i i : i : : : : :::::: iiiisii iiiiiiiii! i iiii iiiiiiiii irfi 1 ! if iiii '■■■■■ t ill i i I ii ii Hi M M M ii iiii=iiiii§iiii=i lioiiii I is r‘ 1" ! ii id ! iii 1 ;r-r 1 ill i i i ii ill i i i i i i i i I : ; : ^ : : : : : j : : is“ii ill i ill iiiiiiii • J J rH • • J T-l t-4 T-i ii iiiii Si go i : : • • iiii : ; ; <=8 I 1 I 11 : i 1 1 i i N i F N H i 11 i : : : i i : i : : : : : i i^S : : : :! i i i ;;;;;;; ; : ; ; : iiiii Ii i i ii i i i ii ii i i i i i i Is 1 1 1 11:1 1" 1! 1 1 1 1 i i i i i ii i i ill 1 i i ii i i i • 1 I : I 1 1 : Is I 1 : I III Hi is ill i ii i i i i i i i i i i i i i i i i : i :::::::::::: ii : ii i i i i i i i ii i i 1 i i i i i i i®* i :::: i i :::::::: : : : ! : igSiiiis ii Ii i ill 1 i ig - i i ii ^i®i iii isiii i Ii iiiiiig iis J T-H J I I ^ I \ Iiiii rH iiig : § iiSiiii i is in 1 1 1 i i“ ii ^ tHJJ • ip i i i 1 ii i ii i iiiiiiii i iii iii| , JrH'rH tg ii j-4 i i 1 i i 1 i 1 Ii Ii 1 is i li iiiiiiiii rii igii ! i i i : ; ; i i ; : ; i ml 1 1 i ■s I ,-r iiiili III iiiiiii®ii r-T r-T CT rHr-t Jr-ii— ( Jr-I r-l is 1 ||i| i i|ii|||i|i|ii|i|i|| II Kockford, Ill . . 1 Rnc.V Island. Til . Springlield, 111 . Fort Wayne, Ind . Indianapolis, Ind . Jeffersonville, Ind . Lafayette, Ind . Logansport, Ind . Madison, Ind . Kiclimond, Ind . South Bend, Ind . Terre Haute, Ind . Burlington, Iowa . . - Council Bluffs, Iowa . Davenport, Iowa . Des Moines, west side, la Dubuque, Iowa . Atchison, Kans . Lawrence, Kans . Leavenworth, Kans . Covington, Ky . . Lexington, Ky . Louisville, Ky . Biddeford, Me . Lewiston, Me . Portland, Me . Baltimore, Md . Adams, Mass . Cambridge, Mass . Chicopee, Mass . Fall Eiver, Mass . Fitchburg, Mass . Haverhill, Mass . Holyoke, Mass . . Lawrence, Mass* . Lowell, Mass . . M. 1 i i i 11 ^iill mil mil 534 REPORT OF * THE . COMMISSIONER OF -EDUCATION. 4 CO Estimated real value of property used for school pur- •moi 1 1216, 808 11.5, 000 202, 500 883, 127 151, 500 145, 000 735, 192 159, 986 360, 000 100, 000 211, 500 300, 000 39i 500 212, 000 118, 696 2, 467, 894 430, 475 286, 000 288,600 80, 600 116, 500 716, 363 1, 015, 000 155, 1.50 100, 000 24.5, 313 141,918 •sn^ninddY S iiiliis iiii i i ill i.§ iii i iiisiii cfcf j jeoef : jor^- $ iiiiiii iiii i ii gsa'g’ssg is-s : ■> ■iiiiiiil iiiiiiii 3 1 - “S' “ ; 2‘3 S'- - 2 S' •eSuTpxrna So $171, 258 85,000 175,000 584, 500 125, 000 100, 000 486, 000 200, 000 75, 000 100, 000 iiiiiiiii ii Hiss i I •891IS JO spunoj£) $22, 670 14, 000 10, 000 239, 017 15, 000 25, 000 171, 500 ■‘■■i46,'6oo 20,000 100, 000 iiiiii iis iiliiiis isfs is p'g'fs Average annual salaries of— Special teachers. •dnsuBumod; $1, 500 500 1,000 1,750 Mi i i Ms i i ; i i •Supi-BJa i i ii i i ii i ii i i i ; is ; ; ! i ; ; ; MiiMMMiM J 1 1 r-l • • 1 • I • • » •oisnK ss I iii i iiiiii i i ^ I I I I I i i ii ill M Mi ii J J J 1 1— t I I 1 * ^ ! ii Teachers in evening •9IBUI9^ s M M M M M M 1 i Mi M M^i M i §i •9IUH s . v . . . . . iMiMiM^IN S j Principals in normal schools. •eirnna^ imNiMiiii ; : i : i : i : i : i j i : •eiuH f: . immiiiiii . i : ii ! : : i : ;i 1 ; i : i” : : : : : : : i . a : 51 It •9IUIU9J g piiiiiiiSii i iiiiiiSi isiiiis i 1 !-• r-i j t-T j • •9IUK l: I i ;b i ii ill ii i ^ jr-r j iiSiiii i i i ii ii 1 r-l r-) 1— t I I I I ^ I ^ — r : i Principals ^in ...a. cs i* M M : N M M M i i i i i i i i i i i ii i i i i i i i i i i i i i» i •91UK es iiiiiiiiiiii i iiiiiisi iiiiiis i j r^"ar (jfw \ 1 H Taunton, Mass . Worcester, Mass . Adrian, Mich . East Saginaw, Mich . Grand Pvapids, Mich . Saginaw, Mich . Minneapolis, Minn a . St. Paul, Minn* . Natchez, Miss . Vicksbure. Miss . Hannibal, Mo . Kansas City, Mo . St. Joseph, Mo . St. Louis, Mo . Omaha, Nebr . Elizabeth, isT. J . . Jersey City, N. J . Newark, N.J . New Brunswick, N.J _ Orange, N.J . Paterson, N.J . 1 Trenton, N.J . STATISTICAL TABLES. 535 s iliiiiiiiil r^jfCr-ri-rH'rH'of t-To ■iiiiii Si : ® I0'_r-rr4' : s ii i iiiiiiiii is : rH'csfrH'-cf Of :« :« : ii : :i S :■ 1 ii i of of ; igiiiiiiiii^ iiiiiiiiii ii ii-iiiiiiiiiiii : : 1 ii n .j i 1 8, 500 20, 968 90, 000 1()0, 000 500, 000 50, 000 200, 000 25, 000 85, 000 70, 000 2i,000 150, 000 6,250,000 127, 090 88, 000 375, 000 36, 500 19, 000 50, 000 530, 800 75, 000 309, 190 54, 800 167, 900 80, 000 125, 000 1, 035, 200 852, 241 357, 300 202, 000 110, 000. 150, 000 68, 000 139, 054 180, 000 125, 000 93, 500 450, 000 146, 000 000) 50, 940 20, 500 59, 500 169, 320 379, 650 18, 000 55. 088 300, 000 40, 000 69, 000 28, 000 55, 000 25, 000 9, 000 30, 000 3,200, 000 17, 914 26, 140 22, 000 100, 000 20, 000 33,000 20,000 156, 000 35, 000 84, 150 14, 500 41,700 35, 000 15,000 747, 450 572, 030 175, 100 113, 950 28, 000 25, 000 15, 000 10, 076 20, 000 65,000 8, 000 , 200, 000 13, 000 (67, 15, 000 11,500 33, 610 120, 000 6, 100 i i rH : ii i i rH • I i rH j Si rH-of i ; ii 1 ii I is i i 1 ill i ,-r j 11 1 rH 1 i< i 1, 800 1, 500 =1 ii 11 i S ; 1, 100 750 500 ii !-r 11 I i rH j ill is ill i: iiiii i iiiii is r-i r-i • T I i -r : 1,000 700 1,000 ii ” : ss : ii I i 12 : 8 : 12 : I i- : : I i jf : ii Irf : i I i ! I i si : : 650 650 640 800 516 535 583 ii ill ii IkIIIs 733 675 650 ^’930 900 1, 150 800 600 iiiiii ; !S " ii iis lis ill ; -Tr-r r-r : ills ii i : -r : 1,533 1, 500 1, 300 825 1, 800 1,557 1,234 ’850 ii i ill ii 1, 000 720 770 I : rn" j ii ii jr-r 1 Ns ii i i rH j bl, 100 900 ii jrn" iiiii i: : : ■ iiiiii giiiii rH•'rr■'(^ro^■<^f<^f I i rH : iiiiii : rH-i^-l-Tcf §11 rH- ill CfrH* : ; H ! ^ : '■bM :N tH : I I iillililiffli 5 IsSSSsSSHSSSaiaSSSgSSSsIssSsBssSSSSSSlSllsaSSSSsS siatisiics of citieB conialning 7,500 inhaUtants and over, for 1876, tf-c. — Continued. 536 REPORT OF THE COMMISSIONER OF EDUCATION. 1 >1 1 $94, 8S1 6. 040, 038 1, 900, 000 192, 000 350, 000 180, 000 107, 900 139, 700 155, 700 125, 000 203, 406 iiilii ipsll 87, 775 25, 000 49, 400 34, 000 50,000 10, 000 243, 771 236, 679 124, 656 108, 500 — s li ill ill :: i i n • is ii :i isiii * rH • lO r-t rH •oju^iaotu g Pi ii 1 4, 000 130, 000) 6, 200 3, 750 5,000 7,000 i ii 000 ‘L ii iiilii i I o 1 1 •sSuipima; §1 ii n 1 . 000) 300, 000 75, 000 67, 000 100, 000 1 i li iij I s 1 ii :«r i : ii is 30,000 6, 000 184, 894 169, 609 97, 6.56 (90. •83518 JO spanoJB g sg 5f iliiiii ; : isgass.; 33,006 i i ’ 5i ii is ii iiiiiii 4 i 1 1 Special teachers. s? if •Samnjo: s i i s ; ii ' r-i '.■d •omuH S ii! 1 i -r : : is 1 i 008 ‘1 ii ii jr^- I i : Teachers in evening S i: is : h s ; : •3I«K s: li i§ 3 i : Principals in normal schools. •oinoro^ 1 Si is Assistants in high schools. •3[8m3^ 2 li li i§ ii ill :■ ^ i is ill •9FW l: : sli : : SCO 1,850 1, 290 ii i i i is 11 IS •9[TJTn3^ O iiP ii ir-r ii I : i i •oi«M i :: s ; ill ^11 ar,_rr-r j .-r iiii i rH'eo ii : li r-Tct ill t 1, 100 is ill :.-rrS City. H H’orristown, Pa . Philadelphia, Pa . . Pittsburg, Pa . Pottsville, Pa . Reading, Pa . Scranton, Pa., 4th dist .. Titusville, Pa . Wilkes-Barre, Pa., 3d dist Williamsport, Pa . York. Pa . Newport, R. I . Providence. R. I . VVarwiclf, K. J- . . Woonsocket, R. I . . Chattanooga, Tenn . Knoxville, Tenn . Memphis, Tenn . . Nashville, Tenn . ^p'l Rutland. V t . ' Alexandria, Va . . i ^ ii 1 Portsmouth, Va . . Richmond, Va . ill sSIsiissIsilsSsBSeSsSSlSISsSS STATISTICAL TABLES. 537 iisi I iiSi - §- iiii s iiiii 8||^i iiiis ssstfs- iii III iiii rH Cfcf SlliSI and over, for 187G, ^c. — Continued. 538 REPORT OF THE COIOIISSIONER OF EDUCATION. EXPENDITURES. Permanent. •soTJBjqiT; 106 ps ii : ills i : ; S' : : : . o ■ : i ; : ! i i •snjriBddB puBQjnjiuin^g; *0 e is”i r ;• ; I: j j iiila is i : : • o • i5iilS isii •sSuippnq pun S9JIS e H psi'' 1 i' ii “2 ii ii i \r^ : ! ^ I ! ii i : : 3,940 87, 012 105 9,400 19, 471 1, 800 •e^dteoM M ® H ||8SS‘gS|S‘|a'§asS2a8-SS5S|S^SS§' •seoinos jeq^io qn raojj p9Aieo8a ^nnoniY © H S is i 1 i s i od" : ii I" ii rH I; ii iiii i \cinr-r : is ii^S i ia a •899J UOT!:^Tn!I mojj P9AI0O9 j (janoraY H © H iPi iii°° i 1 r-t J ii i°i :”i : i isas| Amount received from taxation. ’XBOOt; © © H iPii : S'i “■ i iiiillii isfs'gssa iliiisliiiiSs ;>-‘S?sas|stfsss •9JBXS © © iPli: tfsas i 8 : Qd^ : i° i w : ii iisS ii SiSiiiSi cocooco-'^-KVcT Amount received from interest on perma¬ nent funds. •IBOO'I QO © Ii ii iff . o « i ii : ; is*^ i 5i : s .-r © :S : i° is ii •9JBJS © © i i tf i iia :‘-‘S is§ ■ lod-co- ’ I : : I i ip i tooqos (^sux raojj puBri uo oouBi'ea © iiii : g§ss i iiis° ii \'f% i' si r-Tr-T i° ii ill i i i"“ i i Ip •onxBA p98S9e -SB JO anixop aod sxxiM tH © ^ i lO rH ‘ li 11 iiigiiiiSs -S‘-'p-‘|rf”3S 113 fs'i •“■fs- Siiiii§iiiiiii3« ifliiilSigsiEiil Bss»a§a"-s-'§”ss|| SgSgS§SSSSSgS3?!55S§5?SSSgSSSSRSS.f3iSS!88S$2gp?;i3?:SgPS Table ll.^School statistics of cities containing 7,500 inhaUtants and over, for 1876, #c.— Continued. 540 EEPOET or THE COMMISSIONER OF EDUCATION. 1 •eouBjqiT; 1 isiil : ; _r5f : : : i : ilS : ! ■ : ‘rf • : ° ii is I •snjujBddu pUB 9iUJItLin^ 'i ri gill iisiSiil i ^ ; ci r4- cf : = iili i := : i i i ills i j ;or-r_r j •sSuipiinq pUB 89Jlg 1 H s=ii ii i§i : s»«*' :>-■§ j- isa 1 5 iiii i : ; 5= : ; I i''; i i si •sc^dpooj iu;ojc § H isiiiiiiiii : ii gssfgggWsg ; iiiiiiiiisiBlIH ^2E-s-|sggafs|g8g i-T •eooanos joq^o n® inojj P9AI909J (^unouiy 1 siSiilESiSi : :i oTrH-'ofrH'-T^' r-r : :<^i i i"ii i i M i ss 1 i I i'll?' i gs uiojj p9Ai909iVnoiuY H © H i i i ^ r4 ; : : ; i”i-i is j j cT j ' i i°° ii 1 = 1| P •IBOOt; § tH liiBisiPsis i ii ssgfasfsss; i ii iiSii ii ;3 issss is isiSili •QJUJg s *: i° ii° i : ii : : is ii? i i i ri i i i isISIS |l !jl |H •IBOOt; § Si :® : :® : ; ; ig i : ig i i i- i i i i i i ii i i •Ajunoo 1; 0^0 jo • jo jo j j j j Ms i M i : :ci' : : : : I I 0 *t I I •9JBJS t i i i M i ii ii is i i i is i i i •JH9i: lootios -jeut tnojf puBq no 990^^3 § $0 146 1, 291 0 160 1, 714 40, 165 4, 184 6, 908 14, 164 10, 935 s'g-- Tax for school pur¬ poses. •9npA P9S898 -eu JO JBIIOP jod SIHK 1 1 2;^^ : : 0.0 :|2 $ : •oniuA q8«9 JO jupop SIIIM § : : '=!'• cl r,: r4 «• cl in (M j : : : ??§co is ^ :c» § > j I kC CO .-H cl j d CJ rH ■ <-! Total taxable property in •uoijBniBA pgessesy s siiliSilisi i ii iifiss'ESili i ii ■Siiisiiiiigigi ■■iiiiiiiSiiiigi rco'!-' c» 0 0' JO o'go'co 0 0*0 o'O' •9nn?A qsBO pojBunjea; 65 iiiiiiiliii i ii fislslisWi i ii a>"'“3“’'2gsg''‘s : i'' ‘3 iiliiiiiiiili iS iiliiiiiiliii i2fag”SSgg§22 i H Taunton, Mass . Weymouth, Mass . Woburn, Mass . Worcester, Mass . . Adrian, Mich . Bay City, Mich . Detroit, Mich . East Saginaw, Mich .... Grand Rapids, Mich . Saginaw, Mich . Minneapolis, Minn a _ St. Paul, Minn* . . Natchez, Miss . VlAVaKnr.o- TVIiao St. Joseph, Mo . St. Louis, Mo . . Omaha, Neb . Camden, N.J . Elizabeth, N.J . Jersey City, N. J . Newark, N.J . . New Brunswick, N. J.... Orange, N.J . S5SSg83SSSg$g3S!§S8§S§S|S|§S|| STATISTICAL TABLES. 541 .iS'l ;S|S iSSiliililiSsiEI ; : : : ic T-r co'^ : i3 iii ii ; isi-”: i i° il i i i§ i 1 ^ 1 iiaS iiiiiSSii «5- r-T jr^-CO- ’-''CO^-g* ill igiiii§3 of (Jf : ^-CO' iis'liii : eo'ce « i'sigi tjT TCr^'cO- si i i isil ii iSs ss i : i-s” i“ i”| i iiiii iEisiiSiisii iiiiis i » is iss '“■-S"='3§'as' i-s=''s?r i ipgs iiii i I ,4 ill 11 egigisiisKiiiiSgsSiiSiiisiSgsiiiiiigfiSSliSsSiii SS5S|§gS35SI3S2SS3a'S'SS3SS$Sf:'S|:||'|SSSSSS3SS?||SS3a i|S r-r^' ssi si°is-§SSi I 1 s rsHium'm iiliSiia g-.-g-g-^-o- iisisiiiiS Hi -■»>-=» S“"K§‘ ' sis §ii iiiiiiiSiigiiiiisiSiiiliSiisiiiiiiiigiSiiKiisiii; gaas2S‘S‘SaSS‘gf»SS5!5S3SW3SS5SS|'|g|S§gfgSSSp sSSiii ?fS‘3aS“ ill a‘3- g a- rH- (H CO S :$§ ^ 'rAri iiii ffii isgEiSi|ssoi3||=s||||||g||||S||P|S|| ii sii gs isliis Moocsto CO (M ^SSuooo r-; -COWW IcO isiiiSiS mmtm CO-Tf,COrtJ>^"^";^- iliiiii Ififfis S3''->‘2S‘SS ic CO o? lisas iiiSi Sii 151 ii sss HgiisiiSsiiisiSaSSli SSU SS'gSS'^'^SSSS 5 "8'” CO CO ^ — I si ^t-ccoici incoio^ mioS o O Tj: TtJ 1(0 -cs-' UO C' 1C t- -cj; ifO t- UO 0» -cf P -d* COoSsJl I Ico^iciccoco S I lie OirA^^ : : T)J T)5 ,H CO CO Tt. CO iSiSsiiiiSSii fiiiiifiiisii sCs-'-'a-^-'isss^ iSi iSi CO-ICOT iiisiii iiiiiii isigsiiSiii iiiiiffiiii ■"¥'-'ss3” “=■" ■ iSiiigih , iiiigli = 1 Isfg-tfoforrf p ■« gsls=3=q3Sss3§SSiS23SsSSaig3ssSSS33®33S3SsS222Ss?l Table 1L— School statistics of cities containing 7,500 inhabitants and over, for 1876, ^c.— Continued. 542 REPORT OF THE COMMISSIONER OF EDUCATION. 1 1 •S9UBjqia 1 1 : i :S i° i* i i i . . .o i j ; o . . i : \ \ \ •snj'BrBdd'B puB gjujiujua g H $975 2, 200 021) 705 60, 000 5, 319 5, 176 i isi ! I ^ ^ . . 5 i i r i : Piii g- ; ! 2 isgS i •sSot -pimqpuBse^TS t H iifi S'-- iisii i g QO't^ CO is ;co" i i ii i i i; ii i f|i 1 <9 ° ii i i •s;dpD9i ib:^ox 1 $97,043 78, 630 87,217 36,420 546, 849 73,739 124,420 67, 363 46, 535 37, 570 50,998 32, 615 ; iiiiiss r iaasasg- 20, 001 9, 400 12, 915 18, 951 22,603 11,189 •880.in09 J9q^0 UIOJJ P9AT909J ^^aQO^IV § H $30,886 3,230 ii iss“>'» is 1 iii i M" i § ii§i§ J tH rH •899J uor^m^^ UIOJJ poApogijunouiy H e rt I 5 : -r : |i j :§ : ; i i-ii i ; : sii r i 1 « •IBOOi: 1 H $73, 010 71, 100 48, 055 28, 528 44», I'lD 33, 969 75, 293 54,990 26,915 33,350 47,000 5,500 15, 000 8, 156 7, 217 55, 015 61,212 iiiiis •9JB;S S iiii ji iiiiiii ig n'cO-OJ irf-ofotco I is r jrtT ;gS i is ' sisiii it ill Ml •IBOot; § ill ; i O 1 j •Ajunoo I; ; i i i i ! i i I o O I i : I i •9JBJS t s ii i\ • o ® ; ; •JB9A looqos J8BI uioaj puuq no eouBpa 2 $17,732 1,195 2, 670 152 lis isi° i jt-“ ; :§ o o s «5" ° iilsi |rM- of Tax for school pur- •9UTBA P99898 -8U JO juaop aed sniK 2 4.5 13 2. 5 7.5 r: nm f- >,-:o=00;02;2«- 1 : : i : : .ht)! 5 4 2.3 1.65 8. 03 2 •entuA T18B0 JO luiiop J9d8niK 2 3. 25 4.33 2.5 - i - rf • CO O fO . rfi i ^ : rJ I (jq is ! ItiJ Total taxable property iu •UOri^BUIBA p9SS9e8V 8 isi IIS go-a- i is i is i ii liiiiplii iiislllgi : i ii ‘ i i: M i : I ii sg oTco" 22,000,000 13,306,200 3,813,751 1, 900, 000 5, 700,549 7,261,353 1.3, 458, 421 3,144,871 •9UittA qsBO H c: $22, 439, 977 18,000, 000 13, 194, 298 i ii i ii : il iiiiliii iiiiiiii ill iiii iiiisii is 2" r'83 ill ill i ig : : City. H Erie, Pa . jNorristown, i-a . . Philadelphia, Pa . Bittsburg, Ba . Pottsville, Pa . Reading, Pa . . Scranton, Ra., 4th dist. .. . Titusville, Pa . iii ^4i I|j5 jfl : i igp^ Sf ^_l| fell Memphis, Tenn . Nashville, Tenn . 'J, '• jt>j LyncDDurg, va . Norfolk, Va . Portsmouth, Ya . STATISTICAL TABLES, 543 Table II. — School statistics of cities containing 7,500 inhaUtants and over, for 1870, tj-c.— Continued. 544 REPORT OF THE COMMISSIONER OF EDUCATION. Average expouaes per capita. •90irBpa9;iB j^ti'ep oSb -J9AB no paeaq ‘sa'eaedxa :^n9£fai:^uoo ao iB^uoppai « H 3f? 3 .50 5 87 5 24 1 70 4 47 3 10 3 77 3 30 3 GO CO i 48,321 1 13 611 5 03 •90nBpU9!).'^B 9§BJ9A'B UO p98Bq ‘UOll, -oui|sai puB noispjedns © is §§ EXPENDITURES. •9jn;tpa9dx9 © H H ||S?rS>'3|SSgfJS8§i;2 = SgEg2|BiS§ Incidental or contingent expenses. •easnod -X9 !lTI9J.inO poB saqddns aoqp xiY (» H iSSIIiaSSi isES ii cf ilsilsi “>'8 3 rr- •sxidnd JO osn joj paiTd -dns sqooq looqog ■H H I ;s i i si i i sisi i i i •siTBdoxi © y~i EsiaS iiSi i w wcf : gi o’- gi i rH 1— 1 J iliii •oonBxnsai Vi iplj Isii ii t-H SpI § sSi H H ii ii i s i i °g VH- • o Is O 22 ii° i- •pn^ CC H swum 1 Iiii is i El iigilis is " »<■" •sSntpxinq JO ejoxiuB.t'jo Ab■« iiii jr-TsTsT if i i: :«r . : ii i i rir-T : : 1 s is ill i ill i is” i iiiilili ;i iig |of ll i i iaS ; i i i IS" i i i ii i - is i i ii i i iB i iiii S ii a i i i • O • o • B'is i is i ii arr.-r : : :«- i i : 2 ii i ®' is' : isii i §■»- 1 : oT : « 35 of cilies coniaining 7,500 inliahiiants and over, for 1876, — Continued. 546 REPOST OF THE COMMISSIONER OF EDUCATION. !i II •aoTrepna^^B ^[rep eSr? -J[9AB ao p98Bq‘e98U9dX9 ^U83ai;u03 JO tB^aapioni H 2 :SS i : •90UBPU9M« iClIBp 93BJ9AB UO P98eq ‘nOT^ -Duj^eat puB u0TetAa9dng 2 17 74 11 30 15 06 10 22 19 62 21 56 16 77 16 42 12 16 13 10 19 88 16 00 ' •9Itl^pU0dX9 tB^OX 55 21, 209 40, 068 42,025 149,593 34, 112 45, 111 239, 719 44, 550 82, 779 30, 831 78, 479 108, 600 iSsSSIgigiiii sss's|Egsss;|-|' 1 1 -X9 !}U9JJtlO pUB sonddae j9q!^o n y 2 f Bliiiisiiii is •Blidud JO osn JOJ P9iid -dns eJiooq poqog i & " i ^gl§^5 ? ;i lis : jatr CCX-QO- •SJiBdag; » H H isiSig : siissli o' ©f cf illsigiiS ii ii O'cfOrHOCi'O IrH jaO — t S i := ig i iigssgi TK- rH iiiiij 1 rH T ! iiiii ii H J tH • r-t •juaa |il°iS i ' ii°° is! : : ©fo~ > i ililii i : 2 H liSsii ; ^in-cfr-Tw t-' j issSii T-rofr^ci' tjT iliigiili ii ii e0©f^'«O'r2'r2' joD' JO ejojtS jo^ 2 Ssiiiiiigiiiii M«cfr4-rH'w.-iTH-cfM~CO~rH-CCO BBiiiiiiisi is 'STco'jJ « ©fr^" o'©* : o' ‘pjBoq jo Loo®o 2 |ip im iiiii if 1 ill ill ; g \s js :siiis : r-r (MTjr I •SniqoBoj joj piBd junouiy © Siiii s§''sgfsstf 1 i|2|iiS|iiiii -uois -tAI9dn8 JO J9O0 1 H gi^siiiillii i I : iiiii i i iiii ; i i : ss i F (■J89J9JIII §31 -pnioai) ‘3UIJBOIX i H . : : :S :°| i° : : ; ;i 1 o~ ; i §i i i : i i (•J89I9jni guipnpai) ‘spuox & H joo' : oToo- tc-'od'ctrco- iiggii i i i ii r i f i i is i ; 1 H I 1 ililii; ii i iii Portsmoutii, N. H . Camden, N. J . Elizabeth, N. J . Jersey City, K J . Newark, N. J . STATISTICAL TABLES. 547 Slis-i n iiissiiisimii giis r-r Ot Cfo" « I 00 14 03 15 21 12 05 13 33 19 53 i o r- EXPENDITURES. •ojnifTpnadxo in;ox C5 ;:3 iiilsiiiiisslisiiigiiis ii gS § $ ^ S Ig' 2 d 5 S g'S S : 2 : 10, 873 11, .514 18, 352 1 1 QB s iiiisiSisigii ^ of(NfO o;»rioi>V7 iiii : «or-r iiiis i ; ra'oT.H : iSi -dne sqooq looqog N H 12,196 200 “i iss : : i; §1 if ip ii i 2 is •ejindoa O 3 |||i isili iss KS-- i III ; jwcf ■; iii is ii ills — ■H H ilSs isiisi® i i iiii ls-3 •!^n9'a: H H 3 :isS "i iiiils : : Ms i i ia-i i s ii i is p iii H sill d 1,038 56, 877 7, 000 934 910 1, 490 cl, 107 isi i jra-W j ill is ii 111 JO SJOjiunC'jo^ Anj a ssgp d ”” 1,573 105, 031 21, 000 1, 827 3, 498 2, 714 1, 097 ii? i : ^ : ill i§ ii :« : iis ‘panoq io Loopgo ,3 saisssiiiiiiiiii i- ^ rH“,Hra'cd'lO r-T j iir :g3 i joj plnd^unomY e gSiiiiigiiisSSiSSi £'-'S«5f2||SfsgiSS8f5S|'= .-r iilii ii is 8, 160 7,915 13, 049 -TAJodne JO jsoQ s 1353 2,200 1,500 i ill : ii :g-_r j ’r-r j 1,841 2,000 3, .500 200 500 1, 650 ii ii jw jrH Iii Payment of indebt- (•ISOJOJUT gut -pnioui) ‘Suijnoi^ g H siiiiiis isiis SM| i%isU 1 i i ! i s ; i : : ii i ■ T^ i :s i° is i p : (•J89J9JUt guipnioui) ‘spnoa g H iiii s-'ss I ii=s » :a 5 is* if : i i riM • o ‘ o i§ i 1 H Chester, Pa . Danville, Pa . Erie, Pa . Harrisburg, Pa . . Norristown, Pa . Philadelphia, Pa . . Pittsburg, Pa . Pottsville, Pa . . Reading, Pa . Scranton, Pa., 4th dist... Titusville, Pa . . Wilkes-Barre, Pa., 3d dist York, Pa^....’ . Newport, R. I . Providence, R. I . Warwick, R. I . . Woonsocket, R. I . Chattanooga, Tenn . Knoxville, Tenn . . il Rutland, Vt . Alexandria, Va . Lynchburg, Va . STATISTICAL TABLES. 549 5 Hudson. West Troy. Ealeigh.(a) W ilmington. Youngstown. Corry. Easton. Charleston. Columbia, (u) Galveston. Jefferson. San Antonio. Petersburg. Oshkosh. Salt Lake City, (a) state. Hew York . Do . North Carolina . Do . Ohio . Pennsylvania . Do . South Carolina . . . Texas . Do . Do . Virginia . . . Wisconsin . Utah . City. Cumberland. Erederick.(a) Abington.(a) Chelsea. Gloucester. Malden, (u) Marblehead. Waltham. J ackson. Kalamazoo. Concord. Dover. Hackensack. Hoboken. Albany. Brooklyn. State. Maryland . Do . Do . Do . Do . Do . Do . Michigan . Do . New Hampshire . . Do . New Jersey.... . Do . New York . Do . City. Mobile. Montgomery. Los Angeles. Oakland. Sacramento. Meriden, (u) Norwich, (a) W aterbury. Aurora. Ereeport. Ottawa. Evansville. New Albany.. Keokuk. Paducah. Augusta. State. Alabama . Do . California . Do . Do . Connecticut . Do . Do . Illinois . . . Do . Do . Indiana . Do . Iowa . Kentucky . Maine . a Has no city school system. Table lll.—Statistics of normal schools for 1876 ; from replies to inquiries hy the United States Bureau of Education. Note.— 5< indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 550 REPORT OF THE COMMISSIONER OP EDUCATION. •opK I 53 O 00 o rH O CN C© 00 •91BK ^ CO CO ^5 CC 05 1- lO O CO o CO io o 00 « a CJt^OOOCOCO^ O 05 lO CO 00 O •BJO(^onj^j8aT JO joqrau^ © j-j'BOjt xooqos ‘^&Bi 9qj at ponojao 8|idnd jo 'B^tduo add noTj'Biadoadd'B O-^OOOOOQO O O uo JiO LO O tH CO 00 •Ato oooooooc •iCjunoQ oooooooc ooooooooo o o o o els'll? . .2 fc ft X ^ jl P'S® ;■< O ® ^ 'rrt g^g •noif^uzm'BSjo jo <1 4) • p • • i ^ 'p ■ ^ <1 4r'**j'^ I ^ P 5^2 'Zl 'ce''^^''''“''^'®®c3pr: S d iv ^ ® a* ‘C a =« I « 'I o -S ” O r-i M ^ - a®g'SsW®M^-g'Sa®c S ^ o' S a i =3* ® ^ ^.2 S ® ceS^ pS-^ ® o 8 o OP PPOlziPd iP ^'IftSd :^P ®:r'^ bt-pS ^ S a^. -iS'g S P F c .Oa?r/ '^M®d§2£^ « 0-8 I g ^ ®'g-g^4S-| 0-5 • P -p- gcw'ScH^jg a §••5 'S'fl'fl S o-S oizs'S 11 I mil II aim 12 ® I.— iw d u o ssigiisis|g?g|| eg d (*> n ^^*73 5 Q flJ O eg rt-i g <*1 ^p^3^!z5pqoot2iP!2;WPa20 ao §cc o'^ cc a ' fcJOg ^ p;:;! P 'q o S'd g"ce g ^ l5 .siiill :!§Fa2 pSi W i5-sa^|§s.a s'lnor-oosso^CTir STATISTICAL TABLES. 551 o o o OOOO • O (TJ o CO 5 « CO p ^ in w n o o o o GO m p o o lO m o or D m 1 : :-c : il '.B '. • d i-i : : : Q ! * d * :,g * « ! d 1 H a i i ®o g j’djzi ga il l|i| riio!!.:ii ofl — OuJ . •-; >.<1 ^ p g'o. ^ ^ P a: M ■ Sm i .2 13 ©"^ § p'M g PhV3 g^Mt: ■ >^ 1 3 o rM ^ ^ fl i? P ^ J- ^ -P OS' o'® ■P © ° ® P 2 _r --S - © e a'^ «> oa a -t^ rj cs £l |.J1p|l|l|.||al2:^|giSa 'SS|ii§s§cgg .a g © ® I Im ^ g go §co| g-| © o o g i^H[> oOh^mOJiJi-qpqo OhP^iz;^^ uPqPM[>M WM MPQ W si:3 a .. © 6 £ ' :S««SSP^,r® m * 00 ^ ^ O ' ' *» • C3 Wrf ^ d fl S3 00 ® i|«lil|liS-fe-Hsi|| p ^ p r-i s txi^ s^+ic^ ^p C3 cS OS'© ^.2 a a a ^ i g o -o o g oo!zi!z;l2i2^ S..© ©ag n a-® §l©il IIP1 ilMill IIEi'^iIhI.s p g- 2 © £ g-S ^a <0 &H ©02 'C a © a ,Wt^ §§§ pipa-p 00© 02^02 tZ P bfi ^ O llpiSI- l| -2 ® ® s'© H ^ .02 S >, p^-S ^"13 a ® ^ ’0202 § n ® !-i^-^a jnn!^® p |a2 g a ©•g.b )2^agoj.a© icq g fcXii^r^S ) -s CO n ® ® 4J -p hc Sasic'S 'c CN cn Gi “-GOGiO^GTCO^ *rrom Eeport of the Commissioner of Education for 1875. tExclu.ive of appropriations for permanent objects, a County appropriation per capita. 6 31 were counted twice, c For the current year, d The school was temporarily suspended for want of appropriation to continue it. e See classical department, Table IX. /A building worth $10,000. Kote.— x indicates an afSrniative answer; 0 signifies no or none ; _ indicates no answer 552 EEPOST OF THE COMMISSIONER OF EDUCATION. ^ I • O CS LO 00 00 uo CO o o C5 »n 's Cl .COO.-'OSt'CCCl •saopnj^sat jo joqran^ CMClMCJXlCfCO dcr j’j'Boi; ^ooqos oqi nt pai[oaao epdnd jo niidno lod uot^^nudoaddn •Aio •i;^uao3 o o o o o O o rMPH :PQ -Hi ® § a ■g P P j a'<^ ^ a ® P ?s ■ ■ Wpp^^hpP •aoic^nziunSao jo o^^bq; o O ^ ll-slf |-!^Js|||||||||||| ooU o*? > I i'p CO o aliliog 3pl3® 7^ o - CO ,-H ,— I ^ o KH c3 ® o r a^ S"’„2g^^a® ®-i ® fl c'i 'tSa I alls si^.^-si-=|s”2 ^ s'® “ i a a g g-o^ a •M®"oSC,^nga=er®ia3.i3 235li5«li*|&2 o o o o o ® s an ^ o ® p aS Q-B^^ S’S fiocoi— oocsOi- STATISTICAL TABLES. 553 i S S • D O * ' 00 * :S°S in> • 00 CO I CO 0'^ Qi • ?0 O O O • ' ^ CO tH » (e) 50 o 1 1 • • o Cl o . : : 2 2 ■ • - 3 ® 'd^co (5^ ^ 1 ^ O : : : :§ : » rji O O cc • §] S ot i o J ® s i * - : i : II o LO ir- • a: £> * 2 In SJ • ' § . CO . : is i H § ^ ^ i S 05 8^ CO in ir’^aoioi b 03 lO lO t- 03 CC . ' Ci r-( ; lO o o ^ X lO f M r-t r-t O ’ >0 I O O p, h* ^ • O CO 05 o ' £ 100 i'vi • * 00 « ■ Cl ^ ^ ^ oy CO ^ * O O lO ^ i < O O? « lO CO '.o T-H rji . ; tH CO • O O — ^ Ol CO CO LO ( CO CM CO CO xo 1 2 :§?2§ ill • tH 3 3 oiocsooo — ^ . r- • 'OO'OO^'^t-tOOi tO *0 rH lH • lO i iH o I ^ • TT^ 1 CO • • ^coc^^n*(^ loTjHo iCOO-^ o« CO CO CO lO ro iO CO CO Of o * o o LO o o t- ^ ' COf X r-4 (0? r-t CO • 44 55 139 12 ISO 51 110 /60 pl50 100 253 256 ind pri cents ■ four q ccmcicooG^^ioco O CO C5 ^ CIO tH fO ^ J> O O ccmin (?j — ^ o CO d 30 cj iXM ^ o m o 00 M o • o ; o O O O I • o o O o O O I X • 0 19 8 (P) 0 • O O 0 0 0 O ■ O 1.0 O '® 3 3 : O Ci a 1 3 ® ■ C! O i oos's o ‘. o 0 0 0 o o o CO O O O O i c 3 I o ro o I I o o I I o o ooooo .oo o®® I — i ' 2^ £ o • o j o 0 0 0 . O o o o o o * c 3 0 0 0 O I I O O i • O CO * s ooooo :oo ■« i ! t o • o ■ c 0 0 ■0 j o o c37, 888 0 0 0 5 i i o O • C5 o o o O • * *10 0 0 D • • . CO O O 0 « • • cf o lO* « o o 0 0 0 0 1, 500 1,500 1, 500 0 . 0, Doe litory. < p. a ? i y y H. S. Lehr, A. M . L. 0. Crippen . — Miss Delia A. Latbrop . Alexander Forbes . o< a : o . B : 12 i j ■ a -•a ■ £ 3§ - 3^ :»■ 3o :.E ihrt .rr -A \.n ig H \% James A, Brush, A. M . H.W. Johnson . . J. C. Harper . B. B. Hall . : ii • d : • 1 o;:: • * '?T inis ^ § Pia 2 at;'? Eev. S. H. Marsh, D. D., pres’t T. L. Griswold, A. M., M. D. . . Prof. George P. Beard, A. M. . J. A. Cooper . David M. Sensenig . Rev. A. R. Horne, A. M . ». u. isaii, sec y ooarci wustees Charles H. Ve’rrill, A. M . Edward Brooks, A. M., Ph. D. George W. Fetter . William Noetling, A. M . Rev. I. X. Hayes, A. M . George L. Maris, A. M . James C. Greenough, A. B - Amos W. Farnham . Mortimer A. Warren . J. J. Taylor . Wise & Presnell . . William P. Hastings . ill ia' i : 2 13: 3 ■ ® ® 3 J ®i^ ® Eben S. Stearns, D. D., pres’t. Walter E. Howard . William C. Crippen . . Abel E. Leavenworth, A. M . . S. C. Armstrong . Oriations for permanent objects ipropriation for rebuilding dorn e of model school. 1865 1872 1871 1875 1868 1874 1869 1852 1855 1839. 1846 1865 1875 1874 1874 1871 1872 1876 1871 1869 1865 1861 1871 1866 1870 1862 1855 1848 1873 1873 1871 1871 1865 1874 1876 1876 1874 1852 1871 1866 1866 1875 1868 1867 1867 1870 appro] cial ap cclusiv i I ! o 111 |l°i Cincinnati, Oliio . Cleveland, Ohio . I c o’i O fl §1 +s c p-.f e3 c QP Lebanon, Ohio . Medina, Ohio . i\/r:io^ i Mt. Union, Ohio . Orwell, Ohio . Pleasantville, Ohio . . . Bepublio, Ohio . Sandusky, Ohio . Worthington, Ohio. Xenia, Ohio . Yellow Springs, Ohio. Forest Grove, Oreg . . Bloomsburg, Pa . California, Pa . Edinboro’, Pa . Indiana, Pa . Kutztown, Pa - .... Lock Haven, Pa . Mansfield, Pa . Millersville, Pa . Philadelphia, Pa., (n. e. cor. 17th and Spring Garden sts.) Selin’s Grove, Pa - Shippensburg, Pa.... West Chester, Pa - Providence, R. I . Charleston, S. C . Humboldt, Tenn . Jonesboro’, Tenn . Maryville, Tenn ..... 3 3 3 3 2 3 3 3 ® © <1> Q? HhHH s' CO ® d if t> ^ ^ Nashville, Tenn . Castleton, Vt . Johnson, Vt . Randolph, Vt . Hampton, Va . p 1875. t Exclusive of 15,000 of this was a spe /El a -go °_r ! O * lO o _r.-r f-i .2 9 o-i:; .|ci3 o "S®a2— PJ||l|llllSl2l|ll2 §|||il£^i'il«l5l1l!^ te a.'s 2 == o p ^.P!o3.g^s■bciOL"oC§®§A■^^3o5ao'§cD■®S®■^ 02H!2;oooPW^l2iF!2;occf^c»o^o!i^WMlziccWQ^fiH?4 'a o § a-g-S ^ oO^jg d ^ d gio ^5 o ■' S ' « . IMS':: ■'Skills o ®-2s ® ® “p ai2^ ill d o ^ d C8 ^ 5 ^ ^ 5 a s a ^ a o5'^3 a 1 M .H ! ©MS * l-Si i 1^1 JO gH ft OO^^lOt^lCOt-OOOiC Q005CiC;d:0505C5^CiC:iC :»oooooooo^ 5TH^JcoTj^in^j> H(:NC^Ct(?«CN^G'?(7iG^G^C‘5COC»5C^JCCr Table III. — Staiisiks of normal schools for 18?G, ^’u—Cou tinned. -X indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 554 REPORT OF THE COMMISSIONER OF EDUCATION. Number cf students. Other. •OIBUIO^ 1 ^ 1 OOt-CJOMlOQOi^OO .ffj 05 O • CO • 'OICK 1 W 1 '^om^^^cjoQoo iro o o • O •ojEuioji; 1 C^lCJ>^t-QO tsrt ^ .n r” « S Tip "Sw; S O o:;^^ P ® >p % a ’§•2 § g o a « 02 l-S i era d TO-P ®.p B p ® o^'a |lig2 .. Hilllillllil SpraraSra^o'^'pHraN P! d c ® r ! Ill From Eeport of the Commissioner of Education for 1875. t Exclusive of appropriations for permanent objects. a Estimated. ITote. — X indicates an affirmative answer ; 0 signifies no or none; .... indicates no answer. STATISTICAL TABLES. 555 i uot:^'Bniiuoxo j9t[]jnj [jnoq^m eio’oqos noca -moo nf qo^8; eo^Bnpnif) ® ^ © a;) a a> S P S S PUH P 3fcH S PkH s P P Pl® P P -w H-3 § <000 XOOOOO ^ aernoo jo noiaaidraoo no emnofdip 9at999.i s^tnopmg < X X X X X o > i noi(^n!q'|S •ni o:^ paqoB^^^n [ooqos ppow xoxooxoooxxxo ooo> I ranieBaraiig n soseoseod looqog 000 XO XOOOG I Alaoieiq ];nj:n{).'Bn ,;o nmesnm n'eassageod pogog 00000 > < X O O O X X ox O X O X X 1 sn^ujEddn pun i^oaigno ][n9Tqdo80|iqd n easeossod looqog 00 X > i, iijoj'eio -qni jnoTtnoqo n eassossod xooqog X O X O X o > •in:^n9ainj:jsni j.SniAA.'Bjp pueq eajj aoj saidain -xa pan ‘en^injeddn ‘s^a -pom 3:0 noiqiaanoa n xoofi^^ sng O XO XOO XO 00 0x0x0 j (^qSn'B:). SniAi.njp si K O O X X X > •noT(^ra'>. joj !}napn'|s qona oi aSinqo x'Bnnuy ^ 1C kO o o o o 3 ^O C ^ O •naqn!; sanizngnra pan S{nnjnoC [nnoi^^nonpa jo aaqmnji g< IC GO O (M rH O Tt a< 73 IN : ®p © . -r-f '0 s : bii j o o ^ > p 1^0“ 0.5 *=!''■ fcJC.2 M ■prP s ® ®p'sao MT-i ill ® o-a O.S o o §'=8 a ' oS—Pa ^-Sp'^pCC'3®^«.2 ®ogob5 ®-w-§ 2-i^ Sc'o 2 ' ':5^a53bn^^i3'c3gsaa!=>'§-^.3 "T: ^ ^ ® ^ ' _Oc3nw.0^dl>rfP<-(«-i<^e«X3*'Hrl 1 §.s s g g al a ^ gglllp a ®l| 0 0QP^p!zit2;MQO^p!z;POloo|zi jzioi^SP rH{J^CO-^lOCOJ>OOaiO— Table 111.— Statistics of normal schools for 1876, — Continued. Note.— X indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 556 EEPORT OF THE COMMISSIONER OF EDUCATION. Time of anni¬ versary. to Juno. June 9. June, last week. June 28. June 27. Juno 20, 22. June 28. Juno, 3d Wod. June 1{>. June. June 27. July 14. August 3. Juno, last week. Juno, 1st week. Juno. June. June 29. Juno 21. May 10. i uoi^-cniaiuxo j0q;:janj :}noqim etooq.os nora -moo oi'BJS ni qonaj eoa'cnprrf) "So o XO lOOOXXXOXXX ;x o o X ; o ^osanoo jo uoi;9[dmoo no fiBOToydip OAmoo.i sinopmc; to to X X o XX XXXXXXXXXXXOX xxxxx i UOi|U|I|8 -HI oqa oi poqoraTT? yoopos 0^ to XXX XO xxooxxxxxxxoo X X O X o j ramennuiAij^ v sassassod looqog eo 1 ! o ; oo 00000X0000000 o o o o o iAaoib'iq [Hau'pau TO mnasnra T?"8a83assod yooqog i 1 I o ; 0 0 0 0 0 0 0 0X0X0 ^enT'BJeadK piie Taniqeo TPOiqdosoiTqd ■n sassassod yooqag i 1 1 o ; XX oxxxxxxxoxxoo O X X O X 1 Ajoynao -q'Bj Tnoimapo v eassassod yooqog § 1 :oo XX oxxoxxxxxxxoo o X X X o Is music taught? qT3To;omnj).sni « 1 xoo ox XX ;o looxxxoxx 0 0 0 0 qnooA | (S et j XXX XX XX iOXXOXXXX ;x XXX ; o i, SniAiBjp punq aajj: aoj saydoin -xa pun ‘SQTBi'Bddn ‘stseo ‘sp -pom TO uoTjoaxioo n yooqos aqT euff Si ; X o OX 1X000X0000000 cr X X o o 1 TpSunT Sumnip sq 1 XX xxxoxxxxoxxox xxxxx •UOTTTUT JOJ Tuapn^s qoaa'oT ogieqo [nnuay to O 00 o G-J Ol 0 32 0 28, 34 32 0 0 0 9 48 44 5.5 20-40 0 O O O CJ 3C O OJ rH •uaqBT samzBSfBui pae spujnof xBuoTTBOupa qo .laqiuuiq 1 0^ 1 1 M OlO OC'J’^OOGOLO • a>iOiO '-H tH 1-t • CO • rH tH 1-4 j_0 Library. •gqjOAi XBOiSoSBpad TO samuxoA t® jaqmujq; 1 1 • O lO lO O kO O ■ • O O O O • •O 05C^^OT-05^0 • 'COO^ • • rH CO ! ! ^ I lO o o • o CO (M O J •jcaA xooqos TSBX oqi ni asca-iouq © II ii I j i j i : o o o i o O O t •gamnxoA }o jaqruuqi; © oo OO lOiOOO loooo I oo oo •OCOOTji lOOO . oo lOlO lOOrH i 70 500 1,200 . •aeaA orjSBpqos ui sqaa^ jo jaqmn^ 1 s 24 36 O O O QQ 05 C5 lO O O 00 oo O O § CO CO ^ ^ •ApuTS TO asinoo XTO eanaA jo aaquiuxq H 4 2,3 C5C0 i ^ ^ CM CO CO rH 1 CO I CM 1 CO Ol O'? (M Graduates in the last year. •gatqanaT ni paSeS -ua OAcq oqA jaqraujq; 1 H Sdi jf^ocMO'^co ^ ^ ; ; 00 O GO O rH (Oi CM •jaqmnu axog A\ 1 I o j OCC ■ • O 05 — 4 C?3 O CO C5 CO i • ' ra i I : : : i :2 : 2 ; ; ■'« CO • ■ • ' ‘m ._• =3 • ■ ’ ^ 2 ■ • • ‘'S S^-H I • a *3 1.15 a •-S ® :§ a a |.|m si's 115 ■5“ I 2 So §.2^ M c3 tJ.S O ■ 2 si^ O.^ it'-o _oiiSo •rSfi • "Ti .Qou ig^-s -o :?| = ill lllll III Jill oi oi'ci ciOi smtonnnnnnc'sn-^ STATISTICAL TABLES. 557 Sa STS « ^ §si^§§§g^:}lbS - - - a as Hs *-5 1-5 1-5 1-3 h^ fS saiHPf= acspasssk-j^^^iH”!-’ ^ '-5 1-5 3 1-5 t-S 1-5 1-5 1-5 1-5 1-5 >"5 S O 3 ►s 1-5 >-5 - " k looooo XOOOOOO X o o o X O X X X X Oi xxxxoxxox o o o X xxxxxxxxxxxxoxxoxx XXXXXXXXXX xxxxxxxxx XXX X X XXX ooxxx Ixxxxoxxx X o o X O X X X X xxxxxxx X X X O XX oxoooooox loooo o o o O O X O X ; O X X XXX o X O XX oxoxxxxooxooox 0X0 X X X O X X X X X X X o O X X o X ; 0 0 0 O X I X X X X X X xxxxxxx X O O X X o O XX 0 X 0 0X0 O X X X X X X X O X X X X O O X X o X X X o "oo loooooooxx ; ; X X o ooxxx I O O O X O O X X X ix : : X XXX oxxxxxxoxxxxxx X X o xxxxxx xxxxxxx X xxxxx 0 xxxxxxx ;oxooox o o o X ; X o X X O ; X X X o o o X X XXX xxxxxxxxxxxoxx XXXXXXXXXX xxxxxxx xxxxx o o jooooooooooooooooo 1 ^ j ^ ^ i o o »o o o ; ^ ooooooocooo Cl CO 45-55 32 0 0 11 5 th 'tfi 05 ® ® CO JO o i • 01 •<}< lo ■rn 1 20 d lO d » * tH ' • 10 4 0 12 0 15 3 CO ® 00^ • O O « O O O I * O O lO o ■ SS O 1.0 o 3*^*1 LC O 00 cc o 00 oe 50 • fO • tiHOO • iTpOO I • 1 T-i 1 • CO 0^ * » • c^ o C5 O i°i i i d rc d • o o o « CO o • o t- o 1,000 1,750 500 50 2, 000 1, 500 8, 000 1, 350 839 1,600 250 200 120 500 1,000 00 lO 223 600 1,000 333 1,220 1, 500 . I O 2J O • 05 ,-H 00 o o o o o o o o o o O d Ci d ^ d « OOOOlOOOOOOOOO'O *0000 TJ4 CO ^ CO CO ^ TT CO CO CO ^00000^000 oooooooooo M ^ ^ ^ fo CO m-i 0? TJ4 lo 3? oi cf (jTof I 3,4 2, 3,4 4 2, 3,4 3 2,3,4 4 3 2 05 00^ c? 2 18 GO icoo • •C'lioxcoci • iH • (M • *1-4 1^ • I S o O lO • . • IQ T-l * * • iCDI>T}4iCOOOO • d tH d i> d - CO Tj< rH -fMfoooot— t-oioai— too®— 1 • (5« ;tOlN ■<»< T*< ® 4l< ,H CB (M55 r-i • 2 S c? 00 o o >H 00 Cl CO cc 22 28 28 23 233 54 26 14 6 0 11 CO ichool for the Education of ;mal School . . . aial Institute* . c nal Art School . 1 . 1 . 1 . :mal School . 3 Normal School . ■mal School . 1 at Mankato . I at St. Cloud . School . or mal School . y and Normal School . Normal School . iversity of Missouri . , Lincoln Institute . . ;e Normal School . . c a. t i |c "c > f 2c IttX . . e Normal School . mal School . bte Normal School . ormal and Model School.. 3 5 5 2 i 3 1 . draining School . .'raining School . al and Training School. . . . raining School . c « n 3 1- 3 3 'c c Normal School . school . 1 iuo ^ 5 ® a -(0 g a 5 ® a ^ tjc-d 3 o ^ 43 a i'j a^S,^- o o o ® lllsisiiiliigil^ _ 1 1 i®|w a i ||5|| I ^ 5:! 3 n So1^0sJrS:2l S+3^»S'® b^tJ'SSQtn^ lOooaSjaSoo ■;q;z^-'®'^.a^s3'Sa3 u&i|ll § g| ill ifl|tio| g : o g-®S a a a a a-B j a i an |S lr/2-2 ^ a gp g g g g gOM g“2 g ®-g!^ ro g -g ;|2 Stq^lSi5!5!5S!5'| g — ' -S -S ® 2?^^ a-^ b+s44>'t3 as a > ®_gB2®q te 03:3 q-s § § © s S a o.9 o g ® I © § s a s ats § § §=:2 g;S g CO OJ O! ^ 02^ Pm ^ H CC t2i pq ^ !zi !zi M 02 i^i !2; OQ S M M S !2; O S W « pjq M H ^ O O cia)ooooQOC5o:>oci * From Report of the Commissioner of Education for 1875. a They receive certificates for two years. & After two years’ successful teaching. c Free to normal students ; $20 to preparatory students. d Incidental expenses. e Tuition and books are free to 200 students ; $75 to others. /In schools of Boston. g In schools of the city. /i Returned upon completion of course. iFor students in model school from $20 to $50. /jAlso a text book library of 2,500 to 3,000 volumes. I In academic department $24 and $28. Note. — x indicates an afBrraative answer; 0 signifies no or none; .... indicates no answer. 558 KEPORT OP THE COMMISSIONER OP EDUCATION. Time of anni¬ versary. ?5 June. July 25, 26, 27. June. July 26. June 21. June 15. June. June 20 and 21. June, 3d Wed. June 20. June, Ist Wed. July 18. June, last Tburs. July 26, June 21. June, last Tburs. July. June 21. i, uoi^'Baicnnxa joq'^jnj {^noq^TAV e|o’oqDS uotn -tnoo Hi' qoBO!}. so;Bnpnj£) M X o o o o o o o 000 0 X X X X X X X X 0 i, osjnoo JO aoi4a[dnioD no SBraojdip oatoooi ernonnjg w 1 « 1 xxxx O X X X XXX X X X X X X X X X 0 i aoijinijs -nr oqj oj paqoBWn poqos ppoi^ ^ 1 ; X oo o o 0 0X0 xxxxxx X X X 0 1 nintsBnux^S n sossassod jooqog O O X X o o 0 000 ox ; 0 0 0 0 0X0 jiiaojeiq iBjnjnn 1 JO mnaenni n'eassassod looqog I © 1 W 1 O O O X O X 0 0 ; X X 0 0 0 0 0 0 X X 0 {.snjBJBddn pan janiqijo | XBorqdosoiiqd v eassasso'd looqog © 1 O O O X xxxx 0X0 xxxxxx X X X 0 i i:j;ojBao -qT?x peoTntaqo v sas^assod xooqog s 1 O O O X xxxx 0X0 X X 0 0 X X X X X 0 Is mnsic taught? ■[Bjuauinijsui s 1 oo X X X 0 0 X X 0 0 qBooA § 1 X X O X xxxxxxxx ixxxxxx xxxx ^SniAiBap pnnq aajj aoj sa[daiB -xa puB ‘snjBJBddB ‘sjsBa ‘sp -pom JO noijoanoo b xooqos aqj sag; ua « X o ; o O X 0 0X00 ; ;oxxo 0 X X 0 jjqSnBj SaiAi.Bjp sj s 1 X O O X O X X o xxxoxxxxxx xxxx •notjra!j joj juapnjs qoBa bj aSanqo xBunny M o o o o ^ O lO OOlMOOOOOLO (M in CO CO CO CM OCT ^ 10 0 CM 0 0 CO 10 0 —t com 8 • lO «" 0 rH • CM CO »0 0 0 ; iH CM r-( • 0 0 r- Library. •sqjoAi {BOiSogBpad JO sarauxoA jo jaqninjq H 1 o o • o CM rH I • 0 • • LO • • 10 • CO 0 0 ' (M « CM m ■ 0 CO 0 • 0 CO 1-i •JBaii jooqos jSBj oqj ut asBaaaux © 150 10 0 * 75 100 275 i 0 0 I 1 m CO « • (M • •samniOA jo jaquinyi; o o o o O 00 o o 00 O • • o o • • o o 1 . CO CM * S i 580 500 2, 700 3, 000 1,200 3, 500 592 500 •jBai: oijSBpqos ni sqaaM. jo aaqainy QC o o o ^ C^T:ti^QQOOOCMCX)GO(MCMCM(M'M ^ ^ ^ •j£pnje JO asinoo lit sanai! jo jaqinn^ CM wH O 5? Tf CO CO (MCMCMtHCM'^CMCMOtih of 4 2,4 4 3 Graduates in the last year. •SnxqoBaj ni paSuS -ua OABq oqw jaqtunjq; ;e> lO O • (M t-h I 0 • Ol 1 ■ cn CO m cn 0 ; CM CO CM 0 CO IC 0 0^ CO CO •jaqrann ayog A\ H 30 14 3 67 CO 6 28 0 25 6 35 4 24 ^ CP CO 0 CM CO 10 Name. H Cleveland City Normal School . Dayton Normal and Training School . Hopedale Normal School . National Normal School . . I ® : ^ i| jg 0*3 ie ^ fl § a ^11 ® 2u 5 3II1 7^!lc '0 1* 8 0 i > p 5 Sandusky Training School . Ohio Central Normal School . Wilherforce University, normal department .. Normal Course in Pacific University* . . Bloomsburg State Normal School, sixth district Southwestern Normal College . Northwestern State Normal School . State Normal School at Indiana . Keystone State Normal School . Pennsylvania State Normal School, 5th districi Pennsylvania State Normal School, 2d district. Philadelphia Normal School for Girls . . Snyder County Normal Institute . OJOlOiOSSftOJOOOOOOOOOOj^j^^J^jT^^'^ — '^ 559 STATISTi:;AL TABLES. July 5, June, last Thurs. ' June, last Fri. June, last Fri. Juno. June, last week. June 16. May, last Tliurs. June 22. May. May, last Thurs. May, last Wed. June 27. jSTov., 1st Tnrs. Jan. and June. May 18. June 12. J uue 18. June 21. June 1-5. June. June, 3d Thurs. June. June, 3d Thurs. June, last Thurs. June 14. June. June. June. X X 30 X 0 0 0 000 X X X xo'o xxoxxxxxxox 1 0 X u xxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxx xxoooxxx XOO X XO XO X XOOO X XXX ix X X 0 0X000 0 0 000 X XOOO X XOO XO X 0 0 X X 000 XX ; 0 0 0 0 XO Ixoo ;o looooo xxxxx XXX X X X XOOOO 0 0 X X 0 ; X XXX ox ; 0 0 0 0 0 0 0 0 0 0 X X 0 0 X X 0 X xxoooxxoxxxoooxoxxxxxxxxxooxx XOO 0 0 X X 0 X X X XOOOO 000000000 ;oooo ; 0 0 0 X X 0 0 xxxxxxxo oxoxxxxxxxoxoo jxxxxxxxxo COLOOOOOOOOCOOiOC'^^'^rj^OOiOC^C^OlC^'^OOOinO oow •«*coco1-^cococ^^ 01 0 • 'tf' 10 0 rH i C? (M i 0 01 • r-l CO • 0 CO CO 0 • * Gl 1 . ■ T-i CO « • i T-H C? 00 jao ; 00 • 10 0 0 • t- r-i • (M • 0 0^ • 0 tH ! •OOJ *0 •lOOO^OOlO • -CO 1 0 rH jO J t- 10 CO r-l | « • 0 10 0 • — 1 • CO (M CO • • tH • • 3 i i I 0 «0 1 * I (lOOOOO t 1 >0 I 0 bO 0 • Oi . 0 i> iO . rH • 0 1 0 0 0 io 3 jo tO . i lOUOOlOOOOOOOOOOOOVO • 0 * 1 •OOi^^OO'^COO-^OOOOOlO • • 1 1 10 iO 0 00 ^ CO 0 10 0^ lO th 0 * 0 • I ^ I r?? 0 r- I 0 0 ^ CO • 10 -rr ^ •OOi-OlOOOt-OOOOUOQOOiOOOOOC^OOOOOO •COCOCOCO*^rfrJ|^OCiO^Of^OCOGOlOgjlOO;r;;^Oi>gj 000 tH CO Cumberland Valley State Normal School . West Chester State Normal School . Ehode Island State Normal School . Avery Normal Institute . State Normal School . Central Normal bchool . South Normal School and Business Institute.. Freedmen’s Normal Institute - ; New Brovidence insiicute, (maryviueL/miege; . Le Moyne Normal School . Central Tennessee College, normal dep’t. - - Normal department of Fisk University . State Normal College, University of Nashville Castleton State Normal School . Johnson State Normal School . State Normal School . . Hampton Normal and Agricultural Institute.. Eichmond Normal School . Fairmont State Normal School . State Normal School at Glenville . Storer College . . Marshall College, State Normal Scliool . Shepherd College . . West Liberty State Normal scnooi . : Oshkosh State Normal School . Wisconsin State Normal School . Eiver Fails State Normal School . Holy Family Teachers’ Seminary* . State Normal School . miut?! IS Ul LUixl OOUUUl - . . - . - Normal department of Howard University - Washington Normal School . Normal department of University of Deseret. C30 — oifO'^iftCDj:-cDoo-HOJ?0'iHiocot-aooor^OJroTrinof-*coc;o..-H a cl o .1 o -2 ^ 0 5 I ® s ^ o a 0'S Q ®tH d a '^'S ® ® <=> d 3 t|"-2 ^1 M ^ -S d d ® S I d c3 d a d § d d-S d o IS «2H| 0.2 p* a.> ^ d X & j o d -5 =« gM d ag'l = a|g 'd .-r ® fe § o 2 I -gl^a g GO 5-dS I .2'2g 1 ^0-1 f d o ^ M p-i'acf M dlCC-^^ i-J W.S ^ d.S 2*" H I! § dHo 111 ■g|5 i^'d ^ d a O d Table IV. — Statistics of commercial and business colleges for 187G; from replies to inquiries by the United States Bureau of Ed neat ion. r)60 REPORT OF THE COJIMISSIOREE OF EDUCATION. ! ^ O CJ 00 M •9IT?K in ■ •• CJ . o cn o i> r-cMoc« n* oojn —I o o o o o o — < in o -7. o o n o 05 c; in •bUO -loii.nsHT 9TT?ni3j 10 J9qmn^ ■9io;ouj!^sai ajBni JO joqninjq; Pli i-d & • ft g .. iM5 O © y.P -S ^ ^ © .c3 'I a3p.2 ® 0,5 »3.Sc»a2 m ra 0-n;OPP © g _ © I.iil|if|ii5 0/^ 5 o ©P gP © 0.5^ §“2 ©®5foft.2 - - iP ^ a p ©O ® a: ^ 0.0--^pp © © n § a c g o is 2^ gM a Pol _ _ _ ^ rr^ O O f. P.1 2 § a «'a a 2 i.SP 3 - S.2 c 2pP p o 0 p c a© 2 ® a a.=> ccPpPSPPSPOP 3 © = 80 ftPi P fl .75 o p* d © -p 2 fcp .a '« ^ I® i2|pt l'oia^3'-g;| OlC0^®'^ci^®®Oft2 p dPPoQO (M cn m <» a STATISTICAL TABLES. 561 ^ O O O fO • o r: o o • • o o O CO o o 320 O »Q • o Tt< 01 • CO 520 21 CM EQ 00 X) 44 CO 31 66 10 j- CO Ci rH (M CO 1 is 120 16 105 O 00 o IQ CD C ) O O r- ^00—1 O o 00 O — 1 00 O 05 O CO CQ cc i> '^ • Oi S 00 CO d CO . 2 Ttl rr tH 01 rH rH CO t- CO 00 CM C- O (M ^ 00 CD O 00 Q1 G1 O 00 CM Tf4 c: C: >Q e ^'J-CO iQ IP 05 IQ IQ O « tt t-- O C5 01 05 T-4 iQ G1 rH GO CQ CO ’ d GO 00 CM CM ^1 CO ^ ^ ^ 527 1 J> o v-< CO 00 O CQ ^ QH> O ^ T-l CM rH 541 142 IQ CX) 90 300 40 ^ CO — 1 o 01 IQ CO 297 60 C5 (M CM rH ^ •p IQ >Q O no IQ 00 t-H g 05 ^ 105 63 230 - j O i o ; "" i 1— ( T— 1 • i rH O O rH J 1 d CO o O o ■ j CQ (M '® CO -T Qi iQ ' d CO (M tH 01 CQ LQ d«^ o CO CO J CM IQ CO (M CO •s ® ® : p p< ® >5 . C •3 •9m R SSl ® rp .Ph p: ® . o P P 'Q ® 0-1 ■ p ®Mm P w to g ? dP O 00 O CO J>*~^®'-g§ "p' fs||i|i^ a il|li!ll I: H =8 g g 1 ^ l2 ^ c3 . u • fe fe c3 e te o If "A 00 2 bC tX M R 3^§ i 5-^ Sc wo Q^n C';2 O'^ p ® CSrid S 'Sb ^gs IMS o5§^td§®§n®''^^+: p-gM gS o ^ ^ ^ H ^00 CO O CO p -„ s-g.) c»r3 i a S'! a so;§o ^|i a'^ g| g| §|| ®f o:g®o®o®^®'-^5op^o+^o-H>o+=o“.'Sca® OWHWW;^ t^; *aiWW pq cq pq M p^pqQ PWC? S pq •S i* sbZ^-U -i P®.swi®M W M OccPo H •9 2 |2 ali |i aa .fil bipp'^'a cssp o ^;9-9§'-sd^§^J po pP jgpP p®!" .-§ 'g'so 'a ■ • -5^1 ^ m-K '^®"o O |s§opsi « pss2-ia ^ So® o5 a o '^OOaWo X ® bCr!^ C3 w -3 g-S|o|g Mppi^-g a ®p a 5 s § a g-> O^^OPP be-,^ a ScpI a ® oS o WQcc O O g j •i I SMS p p a,^® oB-rt. M M rnp^s S -2 II- ■“m1 o'? OpqcD ^OjO o< § cJmcjm m w CO nn Seoro 36 E O lO kC o IQ lO lO * From Keport of the Commissioner of Education for 1875. a Also 18 not specified, b Day and evening students. c Students in penmanship. d Average number. e Includes day and evening schools. Table IV. — SiaiisUcs of commercial and business colleges for 1876, ^-c. — Continued. 562 REPORT OF THE COMMISSIONER OF EDUCxVTION, In evening school. •oinnia^ | J | LO . lOCM j O GO O . . O * *0 •9FK 1 2 1 00 L'O 00 in o iH rH (?« S? CO Oi O 05 O O X o o O CO »-H o CO lO lO •l^Jpox 2 1 33 25 20 20 25 0 C?l CO o o o CO O O 00 o o O lO 1-i CO lO o In day school. _ _ _ _| — 1 TJ* COO LOO o o 9[BniO^J H ” CO m o Cl lO o lO ^ • lO rH d O • d •91BH ^ 1:^ coo oo oi o ^ o Qoo oo g o 138 ^ Ci OfUO OOlOOiOO LO CO 110C5 00001>i00 j« §§ Soo 2 O 141 Ci 05 CIO 0100500 10 ^ CO grH oooQoggg •injox ^ i'OJlOlOT-lt’OUOM QC M MOO QOO eo O f 630 233 152 130 133 75 159 164 200 185 •sao I gotij'^STiT 9YBTn9j JO joqmnjs;;; I ■s Jo:^onac^STIT aiBui JO « CO 00 ■TfiO SO'ct't'CCCOOO O Q 9 ® -a ” I llw| fl oPh pqOqli^ g 9^. P^d^i ^ Md ^ J'spp : cs 1 cOi, ^.-g §.3.gP^l £§ ShS S ,©02 - ^Pw lla 02 9 § a s pa a jq 55ii?5§gg^’g|fS®“ •aoTjBztuBSao jo oj’bq; O 00 00 00 QO •jojJBqo JO ojBci §o §1 ‘^11 © - of!^ W : -s^ c'- 9 t ia .s| |s|g§g9gg^ -gl^sS-s'^ 3 ga §-2 . . .-g - a a:g|®5g's M i-sM S p’ M mwm w. mO a ;2c5 S ^ O! “ WJ-SM •S O 'S ?n B 3^ ,SP wl §Mo S a'73 . - g a® °3p.9s a a a o a . 3 3 •s2| .Soo ^ t^.a dO;^g§0 a®a3w® O CD O a >^0) 4^ 9 o a a a 'ro a o p3 'a § CO P CO P 5 5 ® «2 +3 ®*3.-g ® § a § .la g ^ ^a i> g u ^ ® O c3 M w O L^ ^ >-( I— c M eg w ^ WWhs ^ oQCiJ o ;o o t- t- t- STATISTICAL TABLES. 563 o o a CJ .©« ; o o ^3^ o O LO o 10 § CO 73 39 M i • 00 (M 19 50 o 214 cc 56 30 40 95 206 g o ic 20 o 33 >-0 39 35 *50 12 20 50 o s? Cl 67 102 40 o o CO g 1 1 m 29 CO M CO CO ; CO 50 o 3 d - CO kO lO CO o 1 901 38 2 3 3 172 2 : 73 48 55 105 - 200 306 i P 401 50 90 65 C5 T*- l^ iC t- o- 226 CO Oi o d g 67 110 K 175 15 108 77 315 512 414 412 53 lO o CO t- CO i> GJ5 Cl 100 o g t- 00 110 103 132 214 50 d2 § fS 300 315 764 CO 514 93 145 180 00 'rr o i-- 135 368 150 310 1 o - o o rH - • o <:« M o o i ; t o • • o - iO lO O 0^ 0^ tH I- Cl 1'- ;:! CO ft CO CO IH I^CC ) 1- CO CO 3ft I o ft’S a I •«aj pq sd 2^ % g HM PhOP^W • II « gK s w s CO CO -O CO lO :® : : : ■ ■ • o o • 1> • • o a» o 22 o < %< CO — CS O • CO I ■ 00 GO ® : e . ® >■ ^ 3 ® ^ s ^ ^ 2" ® "S'” "' '-b § rH MO « — r£?'=* o'M ©“el c |||^ §|g §i a§ g ® g^ 2 ® ga23 pq pq pq pq pq W pc >;>;H H ^ ^PB S ^ S ®!ft ®S ^ 1^ cS g o-^ M w§ S-e si O -S -SS® 0^0 P ® P ® ® 5 S ^ I!®' -S'si pt Ph cq S|“^®§ ^.a ® a ^ -S hN !2i^ HP oollg'-^g'SgSl 12 ® § .9 .a i: -S cs ® c a M tfri^fl.S ®.SP ® ft^W c® F2p2 P § .§ ^ §^o > c •UOTf^'BZraBSlO JO OJ^Q •jojJ'Bqo 10 ©JBCC o o oo o ooAh _ P.a2.2:^.2£.2|ppJ a ioaog§o|: M Pl^ Ph fq hcu eqg;2;p-< rH W) ■o © ^=3 S-S 2 s op i|s2i ^ig§|fi i3||.|5« 2 03 2 -S a a ® P S § § ® .2 p w 5 cs © ® ® a © ■> © -^ -fci'+a 0O 'ei a P 6wi3 -^pI a a o o S I a 3 S o oO -Sp u 'V ® r,oo Me,’ o Ph M PPho 0a2 ^ © ©rX . C bDid^ *=■ 'S ©-^ 03 a .S3 S © a ooP a 2 cS o 5 ® o ^ ©^a 2 © a ® o ® 11121 ^pho6 ci Cl STATISTICAL TABLES. 565 Table TV.— Statistics of commercial and hiisiness colleges for 1876, ^c.-- Continued. Note.— X indicates tlie branches taught. 566 REPORT OF THE COMMISSIONER OF EDUCATION. •noi:>Tn!^ iojf (juep n!;s t[0B8 0^ eij'iBqo XBunuy lO irt o ooooomoomoirtoc io«ir5iOtf;0'ir«5c^OT)0+5^® 'SO -ta ®.^ ■ go ® c3 ^ ® ® 8 Cl a, bfjfaO - .S-S -9 o * S 0-56 =« OS sH ®®S^_'33 ^ ® o S m Scg-g g fc® g g 13 ®o ®.3 ® I o-^Oj^w ®-| - „® § Jo ®;2fl[3;=|.-S'^‘^ ® ® S 2 § o ®4l ei.sj.s g Ho gSU.2o w OP5|§ _ be® o oS >-.0 „ > s ®-p ©aaS a ^ a 1-9 2 S S afi S g gs I as I i is-Ss £ a a a 2^ §^”'1 «s3 o § § i -*=®'*’®'SS’“§®sa'awg§g'g;3^'3)'E[5a«o’c©cs;3 0;§i^!»oSm -IOICQ'5 ® !-icqa§2r-i+3aa iSM g ga Me S3 «1 ^ “ S s2g e Mi-Z I i gSS M:Sf -SeS I i|S I §5'" ^ §p g a.9.s ^ i^c3 ® ® a o3?Ho hmo' fflW ®’s g1 a-s-iap^M •§ pS O fq I ® 2 a J® 4J -® :g f-i 3 opce^a9®®9®g ^2 § ^1^32 ®c3^^0'-ice'Scg0 Pp!Z2POPcCOWCi3 22 ® 00.9 ® ® a §®P sis ® bCcS ^2 ® 9 9"^ •g i>!®^ c3 § I 9 3 2 ® - i|w '522W I ^ ar92^ 3gOflrt® ■-g 2 ® ® a.g * e,o w-s <» S 92 6 Of^OOCiOr-iOJCO’^L^ T» lo o lO in lo Ci o^ m Table IV. — SiatisUcs of commercial and business colleges for 187G, Continued. Note. — x indicates the branches taught. 568 REPORT OF THE COMMISSIOXER OP EDUCATION. •noi;ini. joj auop -n:^s qoBa xBuauY o o o o OlOOi^^OOOG 00 c? o o 2 o T ’T o o s s s 1 o' O •eiooqos gni -uaAa JO sqjuoca jo iaqran^; w -o«o o--s»o'.sooc5Q0»<»oo^o^o^.i->inoT}< I ’jboA oijsnx -oqo9 UT s5[98Av' JO jaqiunjq; vt e-i ^OO ^ I O GO C> O •'5' iO O CO OJ O -T* 'rr -Tir, m i:: rr •Apnjs JO osanoo jjnj ni sqjnoot jo joquiu^ M 3 8 40 12 6 4 4 40 C? ^ O? Icj CO i i CM Volumes in library. ■juoA jooqos JSB[ eqj ui 9S«9J0iii w 02 o • o g ' ' S : ; . o o o g 'jaquinu ojou A\ S<2 0 0 147 1,000 300 350 o o Ol LO O lO I o ioooo g : S o Branches taught. •Au{ina39j9x w :x XX i i" X i ixxx ix XX 'Aqdujgouoqa & 02 :x ix : X X X XX XX i •aounansut aji-q o e> i " ; M ix •Auiouooa l^oijiio j OR ; X Ixx X i X i •Avnj j-BTOjarauioQ i> « XX XXX XX XXXXXXXX i X ix •gaiqueg; « ix lx : XX XXXX X ix i •ginA9Ajng o ct M ^ i i XXX i i i" •soTjnoiaqjnui aaqSrg M ^ M xxxx i i" •guidaaq qoog; 02 XXX XXX XX Ixxxxxxxxx xxxxxx •dtqsanrauaj XXX XXX XXXXXXXXXXXX xxxxxx •aouapuodsajjoo pun qsijgug; uouinioo H ixx XXX xxxxxxxxxxxxxxxxx X 'sjuapn-js JO oSn ggnjaAY © COOOO CO 00 00 00 00 O m P^QO coo t~ OD i 00 oTlo 3?oo o o rHr-iOM ,-|rHrtr-ir.(T-Hr-ir4.-ti-lT-.-(.-l — .1 s Number of students — •qsiundg uj © o • o I o O o i j Ui i o o o o o o o •qau9J^ uj CR H O' if: ^ I o o o • O O M O O (N •n'Buiaa^ uj H o • g ® ocrtoio OLCOOi^r-HlrtC^ ^ CO CO tH rH § ^ 'AqdBjgajaj uj © H O 00 1.^ o o o o ■ 5i i i ^ 00^000 r-( O o •Aqdnjgouoqd uj H O' o • o o o i2 CO o o r- o o o m T— 1 o 1 s 7^ a fc C. P b b C c Minneapolis Business College. . . St. Paul Business College and Telegraphic Insti¬ tute. St. Stanislaus Commercial College . Spalding’s Commercial College* . Bryant’s Business College . ! I 'q : f ' •'7 j a 1 a © s ' 3 3 2 ^ t 5 3 3-1 ^3 a 5 £ o S 3 fflO.: 1 I 5 • ^ • 1 6 IM 3 'o ^•9- H § c 2 +3 f j ce C • S ' Elizabeth Business College . Bryant & Stratton Business College . r'nUitol nUTT rtr.rv.r.ioi-nial PnllAo-A a i :ca 3 1= a c \ 1 M h >-9 ) a M n Browne’s Business College* . Claghorn’s Bryant & Stratton Business College. French’s Business and Telegraph College . 'NTa,.ti.a1 ■Ri-.oSr.coa nAllotTA* ■Williamsburg Business College . . Wright’s Business College . ■n,.rTA.T.+ >Q UnClTlAUQ nAl,lAO-0 >0 5 ) ll 5a 3'e i.S at 3 ; 5 ' dP y 5p o o o o o c ^^iccoi>aDa)Oi-t(^»f^’^ir5^jr-oocic H-Hr-!rHi-l^(TIC^C?0 Xame of Kindergarten. Location. ■B © 1 s Name of conductor. § oS u S © oi B 3 o a Between the ages of — ■M ss a s O 2i 1 3 4 5 6 7 8 22 Deutscher-Krobel-Kin- dergarten und Elo- mentarklassa Baltimore, Md., (south¬ east corner Lexing¬ ton and Pearl streets.) 1875 Ernst G. A. Hiehle _ 3 45 3-7 4 23 Miss "Williams’ Kinder¬ garten. Baltimore, Md., (190 North Eutaw street.) ' 1874 Eliza Otis "Williams'. .. 1 23 4-8 3 24 25 Mount Vernon Insti¬ tute Kindergarten. Channcy Hall School Kindergarten. Baltimore, Md., (46 Mt. Vernon place.) Boston, Mass., (259-265 Boyleston street.) 1874 1874 Mrs. Wilhelmine O’Donnell. Alice E. Balch.., . 1 15 10 3-8 3J-7 3 26 Kindergarten . Boston, Mass., (28 Mt. Vernon street.) 1871 Miss Nina Moore . 5 3-6 3 27 Private Kindergarten. . Boston.Mass., (52 Chest¬ nut street.) 1873 Mary J. Garland and Eebecca J. Weston. 1 23 3-6 3 28 Public Kindergarten. . . Boston, Mass., (Somer¬ set, corner of Allston street.) 1869 Lucy H. Symonds . 1 30 3-6 3 29 South-End Kindergar¬ ten. Boston, Mass., ((154 "West Concord st.) 1872 Mrs, A, E. Gardner — 1 16 3-7 31 30 Pollen Street Kinder¬ garten. Cambridge, Mass., (19 Pollen street.) 1874 Miss Mary E. Thomp¬ son. 0 15 3-7 3 31 Private Kindergarten . . Cambridge, Mass., (172 North avenue.) 1875 Mrs. Cook . 1 13 3-7 3 32 Florence Kindergarten Florence, Mass., (Pine street.) 1876 Mrs. A. E. Aldrich. . . . 3 52 3-5 3 33 Kindergarten _ _ Yarmouthport, Mass . . Detroit, Mich., (251 E. Lafayette street.) 1872 Alice Matthews . . . 0 8 32 3-8 3-7 3 34 Kindergarten of the German - American Seminary. 1867 Auguste Hinze . 4 35 Grand Kapids Kinder¬ garten. Grand Eapids, Mich., (55 Bostwick street.) 1873 Miss Mary D. Hyde . . . 0 15 3-7 3 36 The Misses Bacon’s Kindergarten. Grand Eapids, Mich., (54 Jefferson avenue.) , 1876 Mdme. de Maupresant- Kribs. 2 25 3-10 3 37 Mrs. Gardner’s Kinder¬ garten. Jackson, Mich., (138 Jackson street.) 1876 Mrs. Della Gardner . -. 18 3-7 31 38 Minneapolis Kinder¬ garten. Minneapolis. Minn., (91 S. Seventh street.) 1873 Mrs. E. E. Holbrook... 0 9 4-7 3 39 Kindergarten of Nor¬ wood Hall. St. Paul, Minn., (67 Ir¬ vine Park.) "1876 Annie Louise Tarbell . 20 3-6 40 Bates P. M. Kindergar¬ ten. St. Louis, Mo., (corner Bates and Collins sts. ) 1876 Sarah L. Tiffin . 3 48 3-6 41 Carroll A. M. Kinder¬ garten. St. Louis, Mo., (corner Carrolland Buell sts.) 1875 Sallio A. Shawk . 4 50 5-7 3 42 Carroll P. M. Kinder¬ garten. St. Louis, Mo., (corner Carrolland Buellsts.) 1875 . do . 4 50 5-7 2A 43 Clay A. M. Kindergar¬ ten. St. Louis, Mo., (corner Bellefontaine and Farrar streets.) 1876 Anna Holm . 6 40 4-6 31 From Eeport of the Commis STATISTICAL TABLES. 575 inquiries by the United States Bureau of Education — Continued. Ill •i ii Occupal 8 of pupils. Apparatus and appliances. Effect of the system. Kindergarten oc( Frobel’s occupations and the more advanced occupations and reading for the older children. Plaiting, weaving, drawing, singing, modelling, embroid¬ ering, &c. Kindergarten occupations - Erobel’s Kindergarten occupa- pations, plays, &c. Building, staff laying, drawing, weaving, sewing, &c. Building, sewing, weaving, staff laying, pricking, model¬ ling, diWing, object lessons, &c. Budding, drawing, weaving, counting, stick and ring lay¬ ing, object lessons, sewing, singing, &o. Weaving, sewing, drawing, block building, modelling, counting, musical ^ of flowers, &c. The usual Kind« pations. Drawing, weaving, building, stick laying, &c. Frobol’s Kindergarten gifts Frobel’s gifts, charts, chro¬ mes, and appliances for ca¬ listhenics. All of the best and most re¬ cent apparatus and appli¬ ances. Various objects and materi¬ als which aid in developing knowledge of color, form, number, &c. Kindergarten material . FrobeUs occupations .... Occupatidns of Frobel’s s All of Frobel’s simpler occupa¬ tions. All of Frobel’s occupations. . . . Gifts 1 to 4 ; occupations ^12, 14, 16, 18, 19, and 20. Frobel’s occupations, object lessons, &c. Kindergarten occupations, singing, dancing, and calis¬ thenics. Sewing, modelling, weaving, drawing, stick and ring lay¬ ing, perforating, &c. Those given by' Frdbel . ,.do . Pricking, sewing, paper cut¬ ting, folding, weaving, model¬ ling, drawing, peas work, &c. sioner of Education for 1875. Frobel’s gifts, natural ob¬ jects, &c. Squared tables, blocks, slates, colored paper, cards, clay, &c. Sewing cards, blocks, tablets, squares and triangles, cubes, peas, clay, &c. Kindergarten material . . Frobel’s gifts, and everythin g that nature, art, or science can supply within the scope of a child’s capacity. Frobei’s apparatus . Kindergarten material . . All of Frobel’s gifts ahd Prang’s natural history chromos. The usual ones . According to Frobel’s in¬ structions. Gifts beginning with hall . . . Those recommended by Fro- bel. . do . ment of all the senses and talents of the child, and the exercise and strengthening of all the powers of the body. Good. The physique is developed, the mind is trained for observa¬ tion, the perceptive faculties are quickened, &o. Excellent. The children are taught to use what they possess of strength, skill, or knowledge. Generally very satisfactory. It strengthens the body, and makes the movements agile and graceful, teaches the child to express ideas easily and grammatically, strengthens the memory, and cultivates powers of observation and concentration. Harmonious development.phys- ical, intellectual, moral, and spiritual. Very favorable to health, mind, manners, and heart. Strengthening. Body and mind are developed naturally, and the children are healthy and happy. Very good. Very satisfactory in most cases. Excellent. Symmetricaland orderly growth of all the faculties. Excellent ; all that could be de¬ sired. Promotes healthy development of body and brain. Very good physically, and the powers of thinking and seeing are quickened. Most excellent. Do. Very excellent on the physical and mental development. 576 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1876 ; from rejglies to Xarae of Kindergarten. Location. When established. Xame of conductor. rt fl -O 3 'A Pupils. Xumber of hours I taught daily. ( o -a a Between the ages of— 1 3 4 5 6 7 S 44 ClaT P. M. Kindergar- St. Louis, Mo., (corner 1876 Xora H. Dorn . 5 48 4-6 2^- ten. Beliefontaine and Farrar streets.) 45 Divoll A. M. Kinder- St. Louis, Mo., (2907 1874 Cynthia P. Dozier _ 6 58 4-6 31 gari en. Dickson street.) 4G Divoll P. M. Kinder- St. Louis, Mo., (Dayton 1875 Minnie E. Colcord . 4 60 5-7 21 garten. between Glasgow and Garrison avenues.) 47 Eads A. il. Kindergar- St. Louis, Mo., (corner 1876 Mrs. Clara B. Hubbard 7 50 4-61 3 ten. Fifteen rh and Pine streets.) 48 Eads P. M. Kindergar- St. Loui.s, Mo., (corner 1876 Mary L. Shirley . 5 45 5-6i 21 ten. 15th ana Pine streets.) 49 Everett A. M. Kinder- St. Louis, Mo., (1410 K. 1874 Kate H. Wilson . 5 45 4-7 3 garten. Eighth street.) 50 Everett P. M. Kinder- St. Louis, Mo., (1410 X. 1874 Kuth M. J. Graham _ 3 41 4-7 2| garten. Eighth street.) 51 Franklin A. M. Kinder- St. Louis, Mo., (corner 1875 Mrs. Lucy A. Collins.. 5 45 5-7 3| garten.* Eighteenth street and Christy avenue.) 52 Franklin P. M. Kinder¬ Sfc. Louis, Mo., (corner 1875 Miss Helen P. Joslin.. 4 33 5-7 3 garten.* Eighteenth street and Lucas avenue.) 53 Hamilton A. M. Kin¬ St. Louis, Mo., (Twen¬ 1875 Susie M. Simmons . 5 55 3-7 3 dergarten. ty-fifth and Davis sts.) 54 Madison A. M. Kinder¬ St'. Louis, Mo., (219 1876 Mrs. C. J. Hildreth., "j r 3 garten. Olive street.) 1 1 15 87 5-7, 3'S ■2 3 BS 3 Z) Number of, I Between the ages of — 1 a 3 4 5 6 7 8 68 1874 Miss K. E, Smith . 30 ensack Academy. * 69 Kindergarten of Ho- Hoboken, N. J., (Fifth 1870 Miss Louise Luther . . . 2 50 4-7 41 boken Academy. St., between Meadow and Willow streets.) 70 Kindergarten of the Hoboken, IST, J., (272 1872 Frederick H. W. Schle- 2 16 3-6 5 German, English, and Bloomfield street.) sier. French Academy. 71 Kindergarten of the Hoboken, K. J., (corner 1873 Miss Magdalena Horeis 30 4-6 5 Martha Institute. Sixth street and Park avenue. ) 72 Miss M. S. Schmidt’s 1875 Miss A. Kamm . 20 5-7 5 Kindergarten. * 77.) 73 Montclair Kindergar- Montclair, K. J . 1873 Miss Annie E. Hawes . 1 27 3-8 3 ten. 74 American Kindergar- Newark, N. J., (41 1875 Miss C. G. Hulse . 1 8 4-10 5 ten. Webster street.) 75 Beacon Street School Newark, N. J,, (Beacon 1871 Bertha Dorsch . 2 70 4-7 5 Kindergarten. * street.) 76 Kindergarten of St. Newark, N. J., (21 Liv¬ 1871 Sister Mary Terentia. . 2 90 4-7 5 Peter’s Parish School, ingston street.) 77 Kindergarten of the Newark, N. J., (19 1871 Herrmann Schuricht, 3 75 4-7 5 German -American Green street.) director. Elementary and Beal School. 78 Kindergarten of the Newark, N. J., (Niag¬ 1874 Mary C. Beyer _ _ 1 40 3-7 5 Twelfth Ward Ger- ara street.) man-English School. 79 Miss Dora Cushman's Newark, N. J . 1876 Mias Dora Cushman.. 8 3-7 3i Kindergarten. 80 Misses French and Ban- New Brunswick, N. J., 1872 Miss Kate S. French . . 3 15 4-8 4 dolph’s Kindergarten. (116 Hamilton street.) 81 Frobel’s Kindergarten, Albany, N. Y., (Elk st.) 1876 Miss Mary C. Peabody. 16 3-7 3 St. Agnes School. 62 Miss Helen Hart’s Kin¬ Auburn, N. T., (box25.) 1876 Miss Helen Hart . 10 3-7 3i dergarten. 83 Kindergarten . Brooklyn, N. Y., (360 1873 Miss E. Christiansen . . 2 20 3-7 3 State 'street.) 84 Kindergarten of Lock¬ Brooklyn, N. Y., (139 1870 Miss Celina Coughlin. 0 17 3-7 3 wood’s Kew Academy. South Oxford street.) 85 Miss A, M. Anderson’s Brooklyn, N. Y., (127 1875 Miss Annie M. Ander¬ 22 3-7 4 Kindergarten. St. James place.) son. 86 Bemsen Street Kinder¬ Brooklyn, N. Y., (58 1872 Alma W. Longfellow. . 3 32 3-7 3-4 garten. Bemsen street.) 87 Kindergarten of the College Point, N. Y _ 1869 Editha Y. Briesen _ 1 120 3-6 5,3 Poppenhusen Ins’tute. 38 Dansville Seminary Dansville, N. Y., (cor¬ 1876 Mrs. E. S. Brodt . 1 55 3-9 4 Eindergarten. ner Liberty and Eliz¬ abeth streets.) 89 Kindergarten of Glen’s Glen’s Falls, N. Y . 1875 Mrs. Jane Thorpe _ 0 20 3-7 4 Falls Academy.* 90 Miss Devereux’s Kin¬ Irvington, N. Y.,(Main 1875 Mrs. S. S. Bopes . 1 12 3-7 3 dergarten. street.) 91 American Kindergar¬ New York, N. Y., (44 1860 Miss E. M. Coe . . 5 50 3-10 4 ten, East Forty-third st.) * From Eeport of the Commia inqb 1^’ ® _fl "a tc 5 9 5 6 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 6 5 5 5 5 STATISTICAL TABLES. 579 by the United States Bureau of Education — Continued. Occupations of pupils. Clay modelling, building, weav¬ ing, sewing, stick laying, per¬ forating, folding, drawing, &c. Frdbel’s occupations . Apparatus and appliances. Effect of tbe system. .do Tbe usual Kindergarten occu¬ pations. Frobel’s occupations . Tbe usual Kindergarten occu¬ pations, weaving, sewing, drawing, paper folding and cutting, gymnastic exercises, singing, &c. Weaving, perforating, draw¬ ing, modelling, study of color and form, gymnastics, &c. Frobel’s occupations . Embroidering, perforating, braiding, paper folding and cutting, peas work, gymnas¬ tics, (fee. Frobel’s system, instructive plays, singing, drawing, gym¬ nastics, &c. Obj ect lessons, movement plays, building, drawing, per¬ forating, braiding, modelling, &c. Frobel’s occupations . All of Frobel’s occupations and the regular games and plays with music. All of Frobel’s occupations.. .. FrSbel’s occupations . Singing, spelling, building, braiding, drawing, perforat¬ ing, peas work, modelling, &c. All tbe occupations of Frobel’s system. Frobel’s occupations . All those authorized by Frdbel Frobel’s occupations . Singing, games, gymnastics, oral instruction, map and fig¬ ure drawing, &c. Ball playing, block building, paper folding, weaving, prick¬ ing, interlacing, object les¬ sons, &c. Kegular Kindergarten occupa¬ tions. All the Frobel occupations. . ... Frobel’s gifts . Frobel’s gifts . The ordinary Kindergarten furniture. All of Coe’s American ma¬ terials. Frobel’s gifts . ......do . ■ do Blocks, tables, staffs, rings, slates, card board, needles, worsted, &c. Frobel’s gifts . Frobel’s gifts and material, piano, pictures, &c. The various gifts and occu¬ pations. Frobel’ s gifts . Building blocks, weaving materials, card-board let¬ ters, triangles, charts, &c. All of Frobel’s gifts . Frobel’s gifts and material, museum and cabinet. Frdbel’s apparatus and ap¬ pliances. Toys, games, blackboards, map board, Frobel’s gifts, &c. Everything necessary for the occupations. American Kindergarten ma¬ terial. Very beneficial. Excellent in every respect. Beneficial. Excellent. Habits of self reliance and use¬ fulness are formed, the powers of observation and imagina¬ tion are quickened, manual skill is acquired, and a healthy activity is promoted. It early teaches the child to study nature, to think and to act for himself. Most beneficial. The talents and faculties are turned in the right direction, and the heart and soul are developed. The mind is awakened and trained. Habits of attention and polite¬ ness, of study, and of using knowledge gained. Excellent. It develops the mind and awakens a love for industry, obedience, punctuality, &c. Excellent. Natural and harmonious devel¬ opment. Quickness in learning, grace of movement, &c. Beneficial in every respect. Development in a healthful, natural manner of mind, body, and soul. Improvement in health, and highly satisfactory mental development. Education for 1875. 580 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindei'gdrten for 1876; /rom replies to '•f NTame of Kindergarten. Location. When established. Name of conductor. Number of assist- 1 ants. 1 Pupils. P . 2 o o a s Between the ages of— Number of 1 taught dail ’ 1 •i 3 4 5 6 7 S 92 Kindergarten of Mrs. New York, N. Y., (28 1874 Miss Ida Stieglitz _ 2 24 4-7 4 Fi'oehlich’s School. East Fiftieth street.) 93 Kindergarten of Mrs. New York, N. Y., (8 1875 Mrs. Mary F. Walton . 1 16 3-8 3 Sylvanua Keed s East Fifty-third st.) School. 94 Kindergarten of the New York, N. Y., (336 1872 Miss Caroline Hoff¬ ' 30 5 German- A m e r i c a n West Twenty-ninth mann. Institute. street.) 95 New York, N. Y., (159 1874 Miss Beeker . . 15 4-7 4 German- American East Eighty-fifth st.) School. 96 1869 Peter Stahl . 2 84 4-6 5 German- American East Fifty-second st.) School of the Nine- teenth Ward. 97 Normal Training New York, N. Y., (1266 1872 Prof. John Kraus and 5 60 3-9 3|-4 School f or Kindergar- Broadway.) Mrs. Maria Kraus- teners and Model Kin- Boite. 98 dergarten. Kindergarten derEocli- Rochester, N. Y., (7 1873 Hermann Pfaefflin .... 1 15 4-7 5 ester Eealschule. aud 9 Mortimer st.) 99 1877 Mrs. A. Hollister . . 8 dergarten. Chestnut street.) 100 Kindergarten of Sea¬ West New Brighton, 1873 Miss Ena Thompson .. 30 3-7 4 men’s Orphan Asylum. N. Y., (box 65.) 101 Kindergarten of Cincin¬ Cincinnati, Ohio . 1876 Miss Lillie A. Mellick . .... 25 3-7 3i 102 nati W esleyan College. Miss Helen Goodman’s Cincinnati, Ohio, 1876 Miss Helen Goodman 9 3-7 3i Kindej'garten. (Avondale.) 103 Broolis School Kinder¬ Cleveland, Ohio, (Sib¬ 1875 Emma F. Read and 2 31 3-6i 3 garten. ley street.) Miss Mary E. Brown. 104 Trinity Kindergarten . Toledo, Ohio, (corner 1875 Miss Cornie S. Parker 1 20 3-7 3 St. Clair and Adams streets.) 105 Kindergarten of Ohio Worthington, Ohio - 1875 Mrs. A. B. Ogden . 0 11 3-7 3 Central Normal School. 106 American Kindergar¬ Germantown, Pa., 1876 Miss Ada M. Smith . . . 0 12 3-9 4 ten. (Main street.) 107 Germantown Kinder¬ Germanto w n , Pa., 1874 Miss Marianna Gay . . . 1 15 2^7 3 garten. (5013 Green street.) 108 American Kindergar¬ Philadelphia, Pa., (719 1873 Miss E. L. Woolman . . 20 3-10 4 ten of Philadelphia Brown street.) Seminary. 109 Centennial Kindergar¬ Philadel p h i a , Pa., 1875 Ruth R. Burritt . 18 4-7 3 ten. ( T wen ty -th ir d and Brown streets.) 110 German- American Kin¬ Philadelphia, Pa., (23 1874 Miss Anna Bennett . . . 2 31 21-10 3| dergar ten. South Nineteenth st.) 111 Kindergarten _ _ _ _ Philadelphia, Pa., (1527 Miss Dewing . . Spruce street.) 112 Kindero-flrten _ Philadelph i a , Pa., Miss Stuke . (447 North Seventh street.) 113 Ki n d ergarten Philadelphia, Pa., (1333 Mrs. Van Kirk ........ Pine street.) 114 Langton’s Kindergar¬ Philadelphia, Pa., (2 1876 Miss Johnson . 1 19 3-8 4 ten. South Merrick st.) 115 Mount Vernon Kinder¬ Philadelphia, Pa., (612 1869 Mrs. E. K. Mulford and 2 35 4-12 4 garten.* North Thirteenth st.) Miss A. M. Kennaid. 116 1 Miss Wilson’s Kinder¬ Pittsburg, Pa., (36 1876 Miss C. B. Morehouse . 1 20 3-8 3 garten. Sixth street.) From Report of the Commis STATISTICAL TABLES. 581 inquiries hy the United States Bureau of Education— ContirmQd. Occupations of pupils. A pparatas and appliances. Effect of the system. Lessons and occupations of the Erdbel system. All of Frobel’s occupations. . The usual occupations _ Erobel’s gifts, gymnastic ap¬ paratus, piano, plants, &.c. All those directed by Erobel. The usual materials . All of Fiobel’s occupations. . The lessons connected with Frdbel’s gifts. Object lessons, singing, sew¬ ing, drawing, building, fold¬ ing, weaving, gymnastics, &c. Frobel’s occupations . All of Frobel’s apparatus... Frobel’s gifts and material. Pictures, slates, blocks, &o. ..4o . ..do . ..do . ..do . Frobel’s gifts . Frobel’s gifts . . ..do . . All of Frbbel’s gifts. . A cabinet, tables, chairs, blackboards, &c. Frobel’s gifts. It strengthens the body, exer¬ cises the senses, employs the mind, &c. Entirely natural and healthful. Excellent. Thorough preparation for the lowest elementary grade of the BQhooU Harmonious development. It teaches combination of know¬ ing with doing, Physical and mental develop¬ ment. Admirable. Excellent. 5 30 The usual occupations Kindergarten gifts 5 5 40 38 All the Frdbel occupations adapted to American wants. Object lessons, plays, songs, building, modelling, drawing, weaving, peas work, &c. Frobel’s gifts and Miss Coe’s American Kindergarten materials, piano, &c. Squared tables, low chairs, piano, plants, balls, cubes, rings, cards, &c. 5 5 40 44 "Weaving, perforating, em¬ broidering, stick laying, building, and paper folding. Building, stick laying, weav¬ ing, perforating, folding, modelling, movement plays. 1st gift in color, 4 gifts in form, peas, blocks, natural history charts, &c. Frbbel’s gifts, tables, fold¬ ing chairs, &c. 5 35 All the Frbbel occupations; buildipg, sewing, weaving, pricking, folding, &c. Balls, cubes, sphere and cylinder, blocks, slates, sticks, reeds, &c. 5 5 5" 40 40 34 The ordinary Fiobel occupa- pations. Lessons in form, building, weaving, perforating, em¬ broidering, modelling, &c. All Frbbel’s occupations and gymnastic plays. Complete outfit and piano . . . Frbbel’ s gifts, stuffed ani¬ mals, birds’ nests, wasps’ nests, object-pictures, &c. Frbbel’s Kindergarten ma¬ terials, low tables and chairs, and piano. Improved physical condition, and strengthened perceptive and reflective powers. Increase of health, agility, ac¬ curacy of sight and hearing, helpfulness, generosity, rever¬ ence, (fee. Rapid development of all the faculties. Good. A decided improvement on the ordinary methods. Very satisfactory. Physical development, increase in strength and health, and surprising growth mentally. sioner of Education for 1875. 582 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1876 ; from replies to ri GD 1 Pupils. 3 . Name of Kindergarten. Location. 1 2 % Name of conductor. 'S-£ Id c o c Si g 3 Number of. Between the ages of — g g 'A 1 2 3 4 5 6 7 S 117 West Philadelphia Kindergarten. West Philadelphia, Pa., (100 North For¬ tieth street.) 1876 Miss Mary J. Eider . . . 0 11 3)-7 3 118 Private Kindergarten . W ilkes-Barre, Pa., (Kiver street.) 1874 Miss Bertha Voss . 0 19 3-8 3.5 119 Williamston Female College Kindergarten. Williamston, S. C . 1876 Mis sFranciade W agner 1 20 5-10 2 120 First English Kinder¬ garten. Milwaukee, Wis., (178 Twelfth street.) 1875 Mrs. Eudora Hailmann 1 39 3-7 3 121 Kindergarten derNord- west Shite.* Milwaukee, Wis . 1874 Mathilde H. Jahns and Ida Glattli. 2 80 3-6 5 122 Kindergarten of Ger¬ man and E n g li s h Academy. Milwaukee, Wis., (635 Broadway.) 1873 W. N. Hailmann . 3 54 3-8 4-5 123 South Side Kindergar¬ ten. Milwaukee, Wis., (Greenbush street.) 1874 Ida Beckley . 1 40 3-7 124 West Side Kindergar¬ ten. Milwaukee, Wis., (cor¬ ner Prairie and Sev¬ enth streets.) 1874 Miss Louise T. D. Dethlofis. 2 60 3-7 5 125 German- AmericanKin- dergarten. Washington, D. C., (1127 Thirteenth st.) 1875 Miss Susie Pollock and Miss Catherine E. Noerr. 2 45 3-10 126 Irving Place Kinder¬ garten. W.ashington, D.C., (71 H street n. w.) 1876 Miss Lucy E. Brown . . 0 8 3-7 3 127 Miss Hboper’s Kinder¬ garten. Washington, D. C., (Le Droit Park.) 1875 Miss Mary Hooper .... 9 3-7 3i 128 National Kindergarten and Primary School. Washington, D. C., (708 Eleventh street.) 1874 Mrs. Louise Pollock . . 3 30 3-9 4? 129 Select School and Kin¬ dergarten. Washington, D. C., (800 Eighteenth st.) 1876 Miss A. D. Merrill and Miss B. C. Graves. 1 50 3-14 4 130 Washington Female Seminary Kindergar¬ ten. Washington, D. (j., (1023 Twelfth street n. w.) 1874 Miss H. N. Douglas _ 21 3-8 5 * Prom Eeport of the Commie List of Kindergarten from which no information has been received. ITame of teacher or school. Location. Miss J. Baldwin’s Kindergarten . Miss Lombard’s Kindergarten . Kindergarten of Mrs. Brooks’s School . Mrs. M. W. Brown’s Kindergarten . Bates A. M. Kindergarten . . . Hamilton P. M. Kindergarten . Humboldt A. M. Kindergarten . Humboldt P. M. Kindergarten . Carondelet P. M. Kindergarten . Des Peres P. M. Kindergarten . Kindergarten of Miss Woodward’s Seminary .. Miss Alston’s Kindergarten . Kindergarten of Vintdand Institute . Kindergarten of Mrs. Frederic Jonson’s School Miss Wright’s Kindergarten . Volks-Kindergarten . East Side Kindergarten, (Miss Arnstein) . Kindergarten of Miss Osborne’s School . Bridgeport, Conn. Boston, Mass., (21 Hancock street.) Kewton Centre, Mass. St. Paul, Minn., (36 Iglehart street.) St. Louis, Mo. St Louis, Mo., (Twenty-fifth and Davis streets.) St. Louis, Mo., (cor. Jackson and Trudeau sts.) St. Louis, Mo.,(cor. JacksonandTrudeausts.) South St. Louis, Mo., (cor. Third and Hurck streets.) South St Louis, Mo., (cor. Fourth and Illinois streets.) Morristown, FT. J. Newark, N. J., (Orchard street.) Vineland, N. J. New York, N. Y., (13 East Thirty-first st.) Poughkeepsie, N. Y. Cincinnati, Ohio, (317 Main street.) Milwaukee, Wis. Washington, D. C., (943 M street.) STATISTICAL TABLES. 583 inquiries hy the United States Bur'eau of Education — Continued. ® 0 Occupations of pupils. Apparatus and appliances. Effect of the system. The first twelve gifts ofFidbel. Frdbel’s occupations and in¬ struction in Grerman. Frobel’s Ist, 2d, 3d, 4tb, lOtb, lltb, 12tb, and 14tb gifts. Usual Kindergarten occupa¬ tions. Building, weaving, drawing, modelling, paper folding, peas work, singing, &c. Usual Kindergarten occupa¬ tions. The gifts and tables marked in squares. Frobel’s gifts, pictures, and natural objects. All the gifts . Frobel’s gifts and Muller’s tablets. Fi obel’s gifts . Frobel’s gifts and Miillei’s tablets. The first fourteen gifts.. All Kindergarten occupations and plays, singing, conversa¬ tional and object lessons, and recitations in English and German. Staff laying, drawing, 3d and 4th gifts, weaving, sewing, modelling, paper folding. The usual Kindergarten occu¬ pations. Frobel’s occupations, with sing¬ ing and movement plays. Frobel’s occupations, singing, and object lessons. Weaving, pricking, drawing, stick laying, marching, sing¬ ing, calisthenics, and the ele¬ ments of English education. Those necessary fcr the oc¬ cupations. Ruled tables, chairs, tlawers, blackboard. Squared tables, slates, drawing-books, needl e s , modelling boards and knives, gifts, &c. Fi obel’s 20 gifts and the usual school-room apparatus. Maps, blocks, geometrical figures, 250 natural history plates, color charts, &c. Beneficial to mind and body. Good beyond our anticipation. Eminently favorable. Very good Escellont as a foundation for the whole after life. It trainstbemind and exercises the muscles and developsmind and body harmoniously. Improved physical and nervous condition, skill of hands, hab¬ its of exactness, order, and cheerful obedience. Development of the muscles, cultivation of habits of thought, (fee. sioner of Education for 1875. Table V. — Memoranda. Kame of teacher or school. Residence. Remarks. Miss Emma C. Barrett . Kindergarten of Lasell Seminary . Charity Kindergarten . Cambridge Kindergarten, (Mrs. Mary Mann) Chicago, Ill . Auburndale, Mass . Boston.Mass., (225 Hanoverst.) Cambridge, Mass . Frobel’s Kindergarten . Mrs. A. R. Aldrich’s Kindergarten . Miss Nina Moore . Worcester Kindergarten . Miss Cornie S. Parker’s Kindergarten . Plainfield Kindergarten . . . Miss Mary Perkins’ Kindergarten . Mrs. Della Gardner’s Kindergarten . . Yolks-Kindergarten . German- American Kindergarten, (Miss Emma Marwedel.) Miss Knight’s Kindergarten . The Misses Perley’s Kindergarten . Kindergarten of St. Paul’s Sc’nool . New Bedford, Mass . Northampton, Mass . West Newton, Mass . W orcester. Mass . Flint, Mich . . Plainfield, N. . I . New York, N. Y., (IG Waverly place.) Syracuse, N. Y . Cincinnati, Ohio, (466 Vine st.). Washington, D.- C . Washington, D. C., (303 East Capitol street.) Washington, D. C . Walla Walla, W. T . See Denver, Col. Closed. Not found. Now Miss Thompson’ Follen st. Kindergarten, Closed. See Florence, Mass. See Boston, Mass. Closed. See Toledo, Ohio. Closed. Removed ; not found. See Jackson, Mich. Closed. See Los Angeles, Cal. Removed ; not found. Suspended. Closed. Table Yl.—Statistica of institutions for secondary instruction for 1876 ; from reifies to inquiries by the United States Bureau of Education. Part 1.— Schools for boys. 2SroTE. — X indicates an affirmative answer ; 0 signifies no or none ; - indicates no answer. 584 REPOKT OF THE COMMISSIONER OF EDUCATION. OTniapnoB }sni .;o osop loci oonie poqo^ ognnaioii po 10103; oiraapBOT? pB[ JO osop Qoais Qgopoo pajagna; •aSanoo ai asjnoa OTjTinaps JOT'gnTTBcIa.T j •ajoanoa ai as.inoD papsBp .to; itauBflaifj •ea§BnSaB[ uaapora aj •esjnoa xBOisssp nj •as.inoo qsTiSaa[ nj •apraa^ •ejojonjpai erBuia^ •sjojaaajsai apK •aoTjBaiuiouap snoiSipji (M O 1/1 O O CN CO rl O <» — ( 00 O -<1 T T-l Ot Cl 00 O <0 O O LO O 03 10 O LO o» o? C30 !0 CM Tl 0 z" o o p:(0 ••o tH Q ^ "q "S) o' 2.3 o a a g5& o ^^AisSPi . c3 cS„ . ,,^, , : i H^-3 : =3 i 0A ^ g > .t-lnl 12 ® £ ■g -fr ^ Oi ©"'^ ^ O O io|®-gg®ia.a 2*rt,^*^-+^ q fe y.^43 OMW^HOdCCfHdHS cS ®^ cS cSjS ® c6 oj ^ ^quq(z;pHpqg!2;fqp:ipq .- H 2.1 a pq >;SAdd O =3 CS-*^ es ® pq pq 5®0'^ 2- o 2 a 3 ® o o ® H ^xj:i ^ &’'o 3ie^ ^ :2 a o ®pq rr\ •^ — rn ■ 5 ® iS ®rM,q .4 S®'^|t;ssf|i.26S - ■" ■" a'to,d ® i3:§ ^22^ i^-s^ S'? 2 o S2 ® g ® • •2'^ o* HmmPrP P PHMP^Sm'3^WW » (M w Cl a Cl c M«M:orofoecc' From Eeport of the Commissioner of Fiducation for 1875. Table VI. — Statistics of institiitioHS for secondary instruction for 187G, ^-c. — Continued. Part 1.— Schools for toys— Continued. Note.— x indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. 58G EEPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •JBa^oiraopuoBTSBi joosop oonisiooqas opiiuoios paaajua; X O • • • •• »• lO •auaX oiuiapBOB jkbx JO OBop oouis eSaipo pajoju^; o-tr i j Tj.ci iiccci •9:S9p09 UI osjuoD opT^uaps joj “utJBdojj; •oSo[po ur osinoo jBoiPSBp JOj 'gauBda.itX o • • ■ " o ® 1 ■ c: o 01 ■ •saSunSuBi ujopoui uj • O * ^ LO O CT- • CO O ' •oeanoo xBoiescp uj • O ' ^ 'fOl 01*"^ '‘0 00"C •asjuoo qepgua; up et O . • to to Cl 1-0 COlO .OOO. CJ I • ' ' 1 CC lO . •oputa^ H •opK . © H O CO I O COC^ t-io OlOOOt- Ol • Ol r-( . I'. lO *0 rl rH •I^jox Si o fo I o fcoi r-i-o -wo oiooooi ^ lO ■ to Olr-I lO-^ t’Tt' i-lOlO T-lyT-l •SJo:ionj:^eni o^buio^ X •gjoionj^^euT lo CO .-ici -^to -trio cooi'ceor-t ■uoi^Buiuiouop enoiSixsy^ © E.C _ Nor -sect Lulh — Non -sect P.E.. .. Non -sect P.E.... E. C _ Non-sect. Non-sect. P.E . P.E . Principal. f5 Brother Gustavus . George G. Carey, A. M . C. Powell Grady, M. A . Eov. ,T. N. Hanh, A. T,I., Geo. S. Grape, A. M., and A. Z. Hartman, A. M. P. H. Coleman . Eev. George W. Ebeling - Herbert Thompson . Henry Oiideiv.onk, A. M ... George K. Bechtel, A. M - Charles A. He M. Spencer, Ph. H. Eev. James A. Ward, S. J. .. Prof. L. G. Mathews, A. M . . William Allan, M. A . James C. Kinear . . Eev. E. Heber Murphy, A. M •UOTiBZinBSjO JO 9JBC[ T5 O I'* to — • OJ C? O to CO CO' CO 00 S S S S 'jajiuqo JO w i ! 0 1815 1774 1844 1812 1870 1841 "’o Location. i ! Baltimo.re, Md., (79 Sara¬ toga St.) Baltimore, Md., (265 N. Entaw st.) Baltimore, Md., (78 Eead St.) Baltimore, Md., (1023 W. Baltimore st.) Near Broolcevilh^, Md . . . Catonsville, Md . Charlotte Hall, Md . College of St. Janies, Md Colora, Md . Ellicott City, Md . Erederick City, Aid . Glenwood, Md . Owing’s Alills, Md . Eoistertown, Aid. . . Eoistertown, Aid . 5 i 1 H St, Joseph's Academy, (Calvert .Hall,) School for Boys . . School of Letters and Sciences for Boys. * Steuart Hall Collegiate and Com¬ mercial Institute. Brookcville Academy . . . Overlea, Home School for Young Gentlemen. Charlotte Hall Academy . College of St. James, Grammar School. West Nottingham Academy . St. Clement’s Hall . . St. John’s Literary Institution ... Glenwood Institute . . AIcDonogh School . St. George’s Hall for Bovs — ... St. AHehael’sHome SchboU'or Boys. 00 C5 o ^ Cl cc -.Tf* uc o r- 00 ^ o LO O U5 '.C CS » to O to to to to i- 1 - STATISTICAL TABLES. 587 o o o .-i O O O ■ 'JO • c5 - ^ • » ' • iH Ct O lO t- O O CM CO ^ m O o • CM 1 CM 1 * ^OIOTJ. . .(M . • Cl • oc ' lO O CM O JO o o o m O CO • ^ • o -H 1 i-H CM O : : :s5 : TT - O OOT L is fir 00 09 o • CO o CM CO r- • CM ; : :gg : 26 7 6 • fC O X • CM -1 -H 15 40 4 40 R O O O 00 « 1 O O O (M O ^ i2 ‘ O • O 1 34 21 28 • o o o >08 26 35 33 51 o CO S| : S 180 O CM — < O O • CO CM CM • ;oo : ; : : : oo ; ; o ; o o i j 1 O Ot ~ O O O 00 -rf* O O — 1 00 rn C-JG^OOCT. 0(M lOC®(H(M 1 CO in o ; (MO , OO -- LO - - - o £- CO a> o o CO :g o O TfH M rH ^ S LO CO 180 § O X CO ^ CO O ; CO T34 in X CM 1-t ! OCiOOOOGO-^ C ^ c^c^QOo^oC'i ir. > O — - 00 > dP CM CM 43 25 100 GO — ' LO r- ^ O rf t- CO O o i o ■ o o o ^ S 180 o CM O X CO CO o CO ^ O X Cl -H ■ r-i CM tH • QO j ; 1 . CO • 1 * . o • O CO CO ;co o : : r-l.-l.-l— ItO |t-(M CJ ico..^x J O r-1 -.S' 1 O CO O tH o t- (M CO CM X i-- CO tH CO tH i> CO lo CM CO 1 ;_: ; © © ; 1 :| * ; ! "o o o g o o ; g R ® "o ' ' § ® ® ' p ; o ; aH 1^2 E OT ® O o a P P P! d p p pd p ® § p p p dd p p pR RRORRRRR^ R ;R :|a p4rrr;| R R RR RRR R R R R ddRRRd :R jw jrf. ^ O a O oi . (3 <5 Sd iS n a ■ — M ^ ^ ® I- >gOpq’3fc;> Mg"^ gw . r~| , * ' ^ ojHhi,^ o ;i • . o i-?R R Kji-s 'g rtH ■ai :r^ R :§ R K 1 • i :^.|R ^ g d d a "od >R Sq i> a ;■'. .y ..•-- 11 CC 03 J ^ O .|R| ^ Ph R ; i i«;i«a C^ m lllll^.a VS “ s § i-2 2 -S+i C3 a g E's^ -.2 fcc l^-i; 1^ iailgo^g: ^<3?^h^b^L2cg^ ^^5^004j54i' :2 1111=^^1 . g fei'-g ® ® =« £1 ® a ^ ^ t. t. jS 33 '-^ c3 cS p OH <1<^R H O o a-g- gR g' R R te Sd §*^-9 S aVa-ln-St^^Sl .£?®R?+3^d'« n ® ® ^rlii P^'^S E O bX)® Q 2 ® g a g c ^ R R RROOOO — « Vh q © o y "H ^3 ^>-■1 o 2a ^,Pn3 a nS P>-..^ s^s g r? P 9 o U ® '''' J S=|it-2|B| S|“iS^II ^R'^r'RmRO a o p M ® , :§ 1 a eIr R«20 = <1 © ^ r-— l-( j3ig ®Rp R o a-g^ ^I^Si a g s.a^'g rhro BS mil DS t>5®HH ;Ld §iH •p ®a g § +5*^ P'S P CS44,J3 5|£i| 0QS^P^Ht,H a y " g I'i _ .rP*. So S'® § P 9 o S o g O kpP opa-e a » Oht, ® P § <1-S'3 ® 2R a||n rg O llfl^ .9 a w) ^ ^ R 1 ^ ^^r| <1q<^ <1 o r : ic2 'll o ^^-aTn i'SSp |“o^ 'o'o o cs ^.p"^a:2o d o T? a p R m5 92 a _ > JO 00-00 C30 0OC From Report of tbe Coramissionor of Education for 1875. a To reopen Januaiy 3, 1877. Table VI. — Statistics of insUiiiiiofis for secondary instruolion for 187G, — Continued. Part 1.— Schools for toys— Continued. Note.— x indicates an aflBrmative answer ; 0 signifies no or none ; - indicates no answer. 588 IJ.EPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •jTJoi; oiuiapnon jo osop I ootiTg Toouos opnaoios na.miu';^ 1 2 1 1 JO J OOOiHCJl tH j O O C?^ •aiioA occuapROB jeR[ 1 JO 9S0T0 9oni8 o.';S9TTOO p9J9ang[ I 2 1 »o O O O t-i Ol » O i •9S9[pO UI 1 os.inoo opnu9tos .ioj’j)nnnd9.T^o o CO o c? 1 — rH ■ ^ OJ — « CO CO Ci CO LO •opaia^q; ^ i •epR 2 i 1 O CO O -- o LO >0 CO O CO 01 oi rH rH O rf 0^ i-t CO CO i-H O CO lO C5 19 10 105 44 ‘27 15 55 33 40 14 106 32 52 •ejopuj^eat oicraoj]; (K • O • 1-H I i i « i ^ j tH •sjoionacjsnt o[t;K -^<7? 00 I-IOIC^CO'^ T-l CO i> t’ 'uopRuiniouap snorSip^ O Non-sect. Non-sect. Non-sect. Non-sect. P.E . P.E _ P.E _ Presb ... Non-sect Non-sect. Principal. Oren Cobb, A. M . Charles B. Warring . . E. A. Eaircbild, A. M., and A. P. Northrop, A. M. LavalettWillson, A. M . Ephraim Hinds, A. M . Frederick Thompson . Kev. Theodore Babcock, D. I) John M. Hawkins, A. M., Ph. D. Henry W. Siglar, M. A - J. Harris Patton . Duane S. Everson, A. M - Eugfene F. Fezandie . Victor Prevost . •aoiin'/iunSio jo t ^ • COrHTjHOt-* CO • -r O O CO • IQ CO CO *-0 CO • O CO o 00 00 • 1r T-nnlifnlft . _ Sachs’ Collegiate Institute . School for Boys . The Collegiate School . The Fifth Avenue School for Boys. Granville Military Academy . The Peekskill Academy . Port Chester Commercial, Colle¬ giate, and Military Institute. Bishop’s Select School for Boys... Pelham Institute . . Poughkeepsie Military Institute.. Riverview Academy . . St. Mark’s School . .' . St. Patrick’s Preparatory Seminary Mt. Pleasant Military Academy. . . Rev. D. A. Holbrook’s Military School. Virfiiin Irving Institute . . Trinity School . Troy Academy . Alexander Institute . Hughes’s Academy . . . Biddle Memorial Institute . Hillsboro’ Military Academy . Bingham School . Table VI. — Statistics of institaiions jor secondary instruction for 1876, 4'C- — Coutiimed. Part 1.— Schools for toys— Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none; _ indicates no answer. 590 REPORT OF THE COMMISSIONER OF EDUCATION. •aca.? ouiiapBOB 'jsc[ jo asop Qf) oouispoqos oTjiiuaps paaapg; •JcaA ojUiapBOB pG[ JO aeop oauis afiaipa paaa'^n^^ •aSanoo ut asjnoo opijuaios joj ’Suij'eda.ifj •a2a[[oo ni asjnoo patesRp Joj'gutj'Bdajj (M O O 00 •e9gBtigaB[ uiopoui nj O • OJ • <» O ©» lO >H • CO o •asinoa xuDiesup uj O 00 O tH O ffl Ci d T-l •asjnoa qsiiSng; uj 00 O 00 r- O r-l s m 00 o •apuia^ o ■ -o o o o irt d lo o m to o o ooo O O LO O lO d SiS?®®.® ®®£ •eiopniput apuia^ •eiojoujjsut axupj; 'noijuuiuiouap snoiSipo]; i ^ dd g da T r- ©.S'® t> > d J s > :aa ^' d p o p p pfdi-sdd d-ildo •UOTJ'BZIU'BSjO jo 8JB(J •jajiRqa jo ajug; oo I’E dd 2d °SoO 2 o .2 o ^ ^ 2P^pdo3 -a -S t «dq'®difl op.f ^ 9 R-S = £t c3 n, n , w-oqQ SrPb-rq®+3 +3.Sten dd^p o ofioojd d ® h iO to o ir: ci: (Price st.) s . . . • O G« j T-1 • • TATIGTI' O Ci CAL TAB! :4ES. O ^ ■ ; O :0 ' ; .-1-4 1 • 50 "a • o '50 O G> o o tH < a 1-t Cl iC I : ^ : : : : s : 22 : : ® ‘6? O o • • 'Cl O r: * ; Cl CO ; o 2 S : 2 2S i S : § o o o o lO O 'd cot-oicoio 'O Cl Cl • 1-t ^ 7 10 30 37 17 74 1 4 o o lO <7i ^ o • CO o « o o o o « 1 lO » o 2 o o i> Oi ' 00 lO Cl T-4 GO d 00 • Cl CO tH CO CO O to to d d t- JH ^ O 003 i ^ O 00 o § o LO O 1-- Cl • Cl *00 o r-* CO o « CM ; 2 ^ CO CO o d rH C- : . ; i CO Tj* . o i 1 ® : o * O' ' o o o f'-«^^oor-G«i-iOif^coo»o lO o LO O to O O to lO o i> LO cod CO to ^ ' d rH oi) 23 31 41 100 146 121 192 111 20 65 53 550 125 o o lO O too OlOLOO t- to CO d CO 00 ^ lO -H d ^ ss: ' Ol loj lootj-f 1 'r-ICOCi d d CO CO j r-i • "'OOO rH rH * Ol rH CO o '^COtH |> r-( CO CO O Ol CO Cl Ol lOC^ CO rH d Ron-sect. Baptist.. Moravi’n Ron-sect. Moravi’n P.E . R.C .... Presb . . . Friends . Ron- sect. • PJ ' 5§ • • • o ■ "i • 1 ; a ■ '-a ® 1 ® ! “ : .2 PI H ® g : go : 1 pR Ph' CRfil |!2;o^J' P.E.....’ Ron-sect. Ron-sect. William Travis, A. M. ...... William E. Martin, A. M - E. D. Rickert and G. W. Hopp. Swithin C. Shortlidge, A. M. Rev. Eugene Leihert, A, M. . John W. Loch, A. M . Rev. James W. Robins, D. D Edward Roth, A. M . William S. Cooley . Rev. J. W. EaireSjD. D . : N : If : : • ^ |£^<^| 1 P q ^ W Hi H ^ E X. iJiUiUaUl^ AJCtU^LUAl . Richard M. Jones, A. B . Francis Schmid, A. M . Rev, Samuel Clements, A. M. Rev. John Moore and J. M. Rawlins, M. A. G eorge W. Ruby . Aaron L. Mims, A. M . Joseph A. Stubblefield, A. B. Brother Charles Francis.... George W. Yates, A. M . Rev. T. A. Hophins, A. M - Rev. J. M. Bacbeldor, A. M . . Robert P. Carson and James B. Baker, GO 00 CO CQ r- i S'B & © ^ ® O 03 ’M 02 OQ . P ciJ -g -g o g cp'^ ® o^ S^; C3 O o '9 PQ 'm ■ ^ cf _2 Ph \Pa P^l = 3^-1^ ^ ills'll! H a'-| a ^ _-teflor ~0 -ra ^- _ . , -_jP-iaa ppi ®®®5h 'Is^^^'l s'^ s'! ^'lSS--i^2^4^'S-S^I-3 ^ o - bc9 a a'^. Ph Ph P-t Ph -?r =^s! csPH02Ph ® ^ P" a" Ph CL, Ph ^ pHf^^cCPPCP 5^ >3 3 3 P Sla o Mo i^ge BS >; ®-^ rt II® ■^'jl aa cs ;2 p«5_g ^■SH p^ hP g o! ^ 2 43 aa 43 o 3 § la I fill b- ® cS O « S o O g a ® fcB a ® I o >5 <1 ^ 02 .’a »-; «2 *3 6 6 pR b I a « a s I o :;h ':p p>>® < a no no O -p 00 ‘S 1C r- ir: o O O lO O no 0 0 'O lO 0 CO CO C > c 0 c: 00 CO d CO O CO 2 TP 10 0 10 00 TP (TO i Jy no no CO o o 00 o . ; to 2 2 . ' ! CO O o o 00 ^ lO o »o o O O i.O o 10 0 0 d LO — t c c J C 0 c d 00 tt cC 2 00 00 TP O Cl 00 rf- O CO lO 3 *VOio:£?QOnO j i- CO 1- in CO S ^ rH r-l o ^ Cl d o a> rP CO o CO r-l -0 0 t- , i> no CO TP no to d i-H rH ^ rH 00 rH (N CO CO £-,H . CO ; j 4 4 2 I ^ cr i-- 1 g o ; -g ; S g 1 : : ill © ® a o d I 1 © . ^ d o I p fl ad o o . a,d a a . o a o adod a a a a c 0 P t£ © a te a M P p :Ph P ph : p PP P !2h PdPdPP A P ^ d d d dd P P|| Wo pp P hs g ® g g 'o ^ S.S'® .2 *0 £.2 a? CQ M •: p w i ^ I N -I - §5 ■§ w ^ ^ ^ p - a ~3 a^ a ^ a^ ot^ o ^ o_^ o ® "^5 j| I ^3 =i^''=i J =s g J a O P ^ o c5 OP o i=^3 2 « « w^o ■p pp^ a a cS c^ mxn § ® a' 2 >, 2 “ a o a P S' ^ hj p;sP|^j^2|§d ^ ipsp|i§g-cp I M cc oC'oSPPWp I 5 0'S P SP ® o ®P P P -a a o^ •i^2'2 ts Sf .a s P ;«■-! fc£ : 2 ■^1 .2 a'^ ^ ® +3 ii ’^. Hm oq -2a a © Sp P^ O g 4 ^ ^ 5 ^P a ay 1'^° oQpa L'CS ll fa ^ o ® ? SPfj O -■a 's \% 0.2 P^ or.-i ° 2 P 2 .a >5 fw :'a i PI t^l'l Ipo a ®' Jp’c'o ' PO a ^ o a P P pmm! Ii 2a jc« o^^ a 5P;® §^ 2 g ® ^ ola i^>^.|w aP -. ..® "s P c/; S ^-mW .- M? O'OrS ^1 Pa P«2a^' ^ p p :gp §- ^ 0^0 Cl Cl Cl d d 38 E Cl Cl o'l Cl Cl Cl Cl d Keport of the Commissioner of Education for 1875, a For students in philosophy and thoolocv. see Table X. Table VI. — Staiisiics of msiiiutions for secondary instruction for 1876, — Continued. Part II. — Schools for Contiuued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. 594 REPOUT OF THE COMMISSIONER OF EDUCATION. Number of students. *jb9A oiraapnoa jsni jo osop 9oai8 pdqos optjn9p8 p9J9'iaa; 5 Mi i : : ® : •juaA oTcaepcoB jeEj JO 98010 oonis 9S9[po po.iajng; b. 1 : ; ; HI;: ; • * * O 1-H • • O • •oSanoo ac osjnoo ogijaatos joj’SnTJBdoj TC O lO i • c« o lO 'M O O • o OOO o c o CD 1 . . Cl .00^0 i> « • (M 1-- CO ^ O CO • tH j> TJH to O CO lO ^ 00 o cn o o ^COOOOCOO ocot^oo lOOOOG^OO ooo r3oS-H(7«:,''«ao t-cocoocc^t- lo-^ioooor-io ^ ooirs 0^00000 r-* t- CO lo 1-H t-coo ^co^coo^ tH?0(?«(5^ * *01 O *10 OCO o I 1 I ; I 4^ “? 1 : : -2 ® : ;,c :,o OOa OOCOOgd 00S®0 p-Cg'SOOg ooo 1^ a !lol2;6p4f4i5 e4f4p^ ^!zi §W^ -K ® J d ml >..2fi-g ®1c^o S'® • o P3^ MM§t>o ”2 a ^ 1^ ; OO ®pq :w p : ^ t>5 c3 e MS® ^o . ® fl M c3 • §!s-9^^. hj fL( t>H P ^ ® O * ^ s S, l^-l CQ (^hOM:^^!^ ® a MO sa [25 § IS d Wh wS Ol 01 S 00 1873 1873 1858 1847 1876 1835 1812 1868 1846 1819 1866 1855 1812 1854 1851 1853 1875 1855 1822 1868 1848 1855 1859 1871 1868 1862 1859 1872 o 1871 0 1868 1870 1876 1837 1829 1876 ® 1 1829 1856 1830 1853 1866 1860 1876 1856 1840 1869 1850 1858 1859 0 1869 1859 : i : : : i'S : is i i : : ■ ® • • i : : : : :^ : ‘.'^ :i 1 . 1 . le, Ill... le, Ind.. le, Ind.. d, Ind . . utfs, low Iowa ... [owa ... Iowa ... SJ i P ’ 'a" P a- 1>- >> fe 5:2 M Im : : It : : ; : : : : i : i : .' :P : :§ 6< ^c3§PQ Sl-^ rS s-i ti'Spa’S'S-S csceSf-i^ ®l2oo55^ ®®ae3® i^!zia30PP0 i^O2;!;^ lai^Mlg • ^ ©rrtfd yp ri a g-a^ ® ■Sg'agaflo'® ■g.& ®.af.i®® a ® ®^ P>5f3;=^ -'f^tHca.asoo ciJOoooiPO ‘S Bo :.a vH.Tc ■ a a* M Hlliii rl .2 o ^ r > ® «?^r-) ®0 O'- ^ t>j® a a a ® ®-5 sT® L b W ^a^o-g^ 3 (D ^ f>3 (P c3 Sal •9 oB a §'S a* 1: a ”2 ® i a a ® § ® a a p O^ ®-^^ C t-5fi|0^ • oP^l2S Bb a§ IH (MCOrJi m'-Ot-OOCKiO-H 0?M'» o f^Qo co O O OOO O O OO O -- ^ ro cococo co co r:>co coco coco ro STATISTICAL TABLES. 597 “•-S - a • fcc o ^ a"o . § l^ipq t^CLi pdo .Sf-2 - o ® ® OPh gf^pH g1^=n:.s 2^ g|.s © J £6.l.2c4-i.g^ S mP^ N ScP^Mp^i^gp:! -S V CS C3 GC C3 ||s3S&aa ^CCnS^aa- g m g bo's O ® -icoMv-saDi-^Oi 5 O CO o O r' f |S|if§^-S s s|sS|,-.^5||a§|| I liSalSIl f3lag|aji;|^||ii ^Sll2l.s^dj.s1l PP PP PP OPP OW hP^M f> F O !i( WcQ M SpPqOmMm cc m OPh H a 'to J3. 2^ ^ ©'S ® ® g cs o ®a ® uS^'§'-S& pp w w i i From Eeport of the Coramissioner of Education for 1875, a In English course ; 63 in modorn languages. Table VI. — Ratisiics of institutions for secondary instruction for 1876, tjc. — Coniinued. Taut ll.—Schools for Continued. Note. — x indicates an altirmative answer; 0 signifies no or none ; - indicates no answer. 598 REPORT OF THE COMMISSIONER OF EDUCATION, Number of students. •jBoi oiraopBOB ;sb; jo oeop oouis jooqos opianoios pojojug; 1 2 1 ° : j : •jboA oicnopBOB ;sBx JO osop oonfe oSopoo pojojug; 1 s •9:o9[po ui 9R.inor) oqnu9pB .loj Surjudoj^ 1 ^ ' ° M M M ; •959 [po Ul 9Sjnoo poissBio joj SuTJBdaj j 1 2 1 ® : : : : : : : ■S9§BngaB[ ujapoui up | 2 Cl 00 • o o o CO • Cl • m ici • Ci o 1-1 't-i'rsi-iicicc •esjnoo jBoissBp up 1 2 1-1 O CO lO ''OCO I : : • LC IC • Cl CO •osjuoo qeip'ug; up 2 1 Cl O'O O 00 O 'OMO O'lOi^ 1 .-1 M'C-l CO i-MgSTT' lO’OlCO •opuiad 2 I Cl o • o o GO t- Cl rc o o o ic LC 1 L'O * (H cc iO T-1 rc lO o Ci cC S 1 I® ::: : i®®*-::®:®: 1 ® 1 o 'O ® ® ^ vr ® CO ? •fijojonj^sut oiBuio^ 1 ® j LO (NO-^ CO '!»< (N vomojio Q0t» - i 2 134 15 70 1 15 i s ' : ia « 1 CO . . ; loo : 00 2 : 2 I 5 ggg ^ ^ § g § ^ § ii3 g g- S ^ l- TfiOiOTtiM t-«5 TfirpO'^n*^ TP Oi TPCJiO TP M 00 ^ o n o OO ; 00 iii!lll iill tZi P^fL|!Z5 ^ ^ ^ ^ ill I LiiiiiiByiillii ^11 iiiia^i I III m l»i^^ II j i j I ' 1 1 11111 ii iiiiB f I :5| 1 1 i I i 1 1 : 1 i i I i ii h i i i iiii r I :• I i = » I • » ! ! , H T- ^=' !>< “ S ^ i 'Vtri s' ■ MiliSil ifeSM* sis si sSS; s S As S AjjS jiSi-jS S iliiii i iiu 1 1 iipppaasiSiaassfii oooQO oP pqpPPWP w H i-5p3 3 i iilig M KSSfiSS I B ssi g I I i i i g i I i s Eoport of the Table VI. — Slatistics of instituiions for secondary insiruciion for 1870, Continned. Part II.— /&c7iooZs/o?’(3fM’Zs— Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. GOO REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. r •JT?oA OIinopUDB JO OSOJO 1 eouis {obqos ogimops pojajag; ) S 1 •jboA ojeuopnoB jsai JO osojo oonis oSa|;[00 pojoiug; s I ; i - •o3o[loo ui 98.IU00 ogi^nops JojSnTiBdaT^j 3 1 I I ^ ’0:S9[[OO ui os.inoo xuoissB[o ,ioj SnuBdoi n Qi •OSJUOO tB0tSSB[0 nj 2 • • • « ooo o • Jo o • •• »G^» r-ICrir-H % s r-\ CO •asanoo qsiiSua; uj H • OlO OO'O t^OOi lO t-4*0 o • O CO coco ;0 •VCiCO r-» OO • tj* o •opaiaji o o OlO ooi>o i^Oi^ o T-iioo o cn CO ^ CO cocooo tto^go oi o •aiuK © H I I !! I lil® •pjox 05 o o o>o oot>o o i“iioo o Oi CO coco COCOlOO rrCiOO CO<7i^ o •sioioni^sui oiiiuio^ QO 1-t CO od iocooo iroa)i> co oooo-^ •sio;onj;snt 00 • •• 'CicNiN rH.i I oioin 1-1 •uopuuiuionop snoiSrp^ CS Friends . R.C . R. C _ Metli _ P.E _ Non-sect. R.C...... P.E.... R.C . Non-sect. P.E . Presb-. Non-sect. Non-sect. Principal. o p: < c: p < % Susanna C. and Caroline S. Marsball. Sister L. Duguay . . Mother Mary Ambrose Con¬ nell. Miss Phebo R. Germond _ Mrs.M. B. J. White . . Ellen White . Mrs. C. M. Curtis . Madam Stanislaus . Mrs. Saiah J. Nichols . Miss Caroline Wilson . Mr.a S .T T.ifo Rev. Charles F. Dowd, A. M. Misses H. L. Bulkley and E. C. Plumley. Emily T. W ilcox . . •uoi^^uzinugao jo 1848 1863 1864 1875 1872 1871 1800 1850 1872 1835 1867 1869 1856 1859 1814 •a9:j.reqo jo otUQ[ • go I ii Ml I 1 I 1 Location. rf p 1 i ; ; ; ; k" k ' • • o;^ Poughkeepsie, N. Y . Rochester, N. Y . Rochester, N. Y . Rochester, N. Y . Rochester, N. Y, (68 S. Fitzhugh street.) Rye, N. Y . Rve. N. V _ Saratoga Springs, N. Y .. Tarry town, N. Y . Troy, N. Y . £ iS H 1 School for Von 71 O' Ladies . The Misses Marshall’s School . Sisterhood of Gray Nuns* . Villa de Sales Academy of the Vis¬ itation. Miss Germoud’s School . Sft. dabriftl’s School _ Brooks Seminary for Young Ladief Female Academy of the Sacred Heart. Livingston Park Seminary . Nazareth Academy . . Rochester Female Academy . Boarding and Day School for Young Ladies. Temple Grove Seminary . . Miss Bulkley’s School . Troy Female Semin.ary . STATISTICAL TABLES. 601 o O J 1 o ; ; i ; : : : : : o O 1 J O ' ^ ! : :” i : M : i 1 : : : : i o * * O • ' o i ® = M M • = i = M M T- -r '- (M • Cl o X lO . ' ' ■ G 1 o cc QO o j. O lO Cl CO o o o ir - 3J . . ; • « CO d LO O O O X C> Cl ^ CJZ 13 S'rf : : : CO 30 O LO X CO o t- 3G 1-- -Cj CO o f. Cl X * *0 • CO o CO o o o o — < o o o CO ■ 2 ':g 2 2 T O o :co£-o o (M O d Cl Cl o o r-i o C 1 OJ o o OD o o o C- if'-XOOOO-POCO o 0 0 — 00 - to o 1 r- o (t; ir o X CO lO O d Cl d LO rr ■ CO f— 4 1 o ; i * j ; 01 j • o o :2 I'- : ZO 5 rH -M O o CO o o o >t>*xoooocooco Ci o CO O O -H — 1 o • CO o • t- o ^ ® JCS^T)-^ o o X CO o*voiot^ioxcoi>cc ^ ^ CO — 1 o t- Cl O CO Cl d iTi ' ” Cl O lO CM (M 'S' .q. 'd Tf O o >iOOl-^CD'«fCl'^OCO CO LO Cl CO d O CO X ^ . p w M o ^ ^ ^ o gk'tf' :.2 g^g-S’S fa to cs ®'^® ® S 2 fl g " 1 > rt| ® >1 ”||J| glii Ph i»^Rjc^c»sSc»R d ; '.'A .2 :^-^' I <1 :-s2 ^ ^1 i-l .§ i R ^ ^ ® > ci t> m t>kJ > > o-^ O M (i; • l2^ \'d'^®-Ra5- m ^R gRjzS d ffl ® c i _o o R 'g ® tPd ® S a d : RO a . R| Ibiorf-P. 2 ® ffT a §-”■ --m is ■?„_&> 2a fl _ ^ =3 3R fl— . ® ao O R R d R . •''® ® ® 5 ® "S 'O 2 « S'2i3'^4. MMR3R R R RR 1 ^ S r3.2 oS^:! ga.2§a I l!|l”l s ^ adR'og *3 •d i?rdg9d®® °;p ^ .2 td o ci 323^ § ^R sit pfi § W L ■ ^•■8^ ® 2 d ® o J £ It M 3 -73 M i of w ra a =3 ® 2 R 1 2^0 ® a h *r^ ^ D!2 ^ ® p-i !-< ® E‘?>'.S§.-aag§aQ>°-Sa i£”|l|1||ll6SlMl 3+iOoPo^®^so^'g^- 3 R <1 cc c/2 R R R M 02 02 R di W)oa2 d’^R R 02 |'-^4i R 02 02 a ^ a ® p p 0 p-i,'-'«2R ® cs*. d -P a ® O ^-g Ro-Sadd-gga- 0 0.2^2^ i.2 2 WrrS<1 r r o o — ' -H - *From Report of the Commissioner of Education for 1675. Table VI. — Statistics of institutions for secondary instruction for 1876, ^c.— Continued. Part 11.— Schools for girls— Continned. iSToxE. — X indicates an affirmative answer; 0 signifies no or none ; - indicates no answer. 602 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •jrojC OTuiapnoR ^sni jo oeo^a I 00 1 i : : 1 : : ODnisiooqoeopii.ueio8T)8i93n:T j | : : ' ! ; ! ueaA oiHiapBOB jeB[ i I . . . . . . JO Qsop eoai’s oSenoo paia^na; | I : ; ; : ‘ : •og9[ioo at 1 ;s j 9ejnooopian9i03 joj gatinda.ifj | H •9g9[p0 at 1 o8.inoo iROTsenxo JOj §an'ed9.i o o t- o ^ c > ^ ® ® Hi ^ 2 * o c^ 5 O t© 30 8 < kO O iO lO CO o o i 2 I ^ 10 h a ;C..©0 ho 19 12 13 5 C< o 34 30 38 4G 48 • t- o w: • (?4 O < O O to ♦ 04 05 05 ) o c ' 00 o ► O 00 c > C^ rM ”1 ■! 5 kC 05 00 O 5 kO 00 tH 04 £- o 27 34 15 30 42 46 ’ 48 o ^ o c 4 o o lO k'-: < 04 00 05 ^ i 2 i§l ^ > o o o 1- r^ o o 00 05 lo 05 CO o ) kOcc^-4C4Tro co^ oroi-Hcrii- ; i ‘ to o o • CO • i O iO o » » rH • c . ; c: ' o ' O 00 ' • fH ' a iO Tf< o 04 « § ^ ^ ^ fj? § > 00 05 kr 05 00 4- o 5 CO to kO CC rH C4 I'- io 'o nc^t'Otnco'^ir' (o rH cNcom to ctcMc^r^c-^mc- qo'<*' omiNcNo H a 'O fC;| :« \ \ t . mPP .ks :P : ; .-^ ; © © ■ ; c/3 © © © ® I 1 w ® ® ® i • ® : ; I ® I I 'cD ^ ! a a o o !2i!25 g |P S a a ftP P a, .^IziPIspp P f4 a a a O O O a 1 p^^pp :|o •(2tp R. C. Meth P.E. Bapti Bapti : : M : : : : :la : -3 ,' 3c® 1—2 3- .'* t«M © P § .2 ‘H ^ '3 I ^“31 ifll §5 3 1 ill ill 3 g ^ a §3 2^ c3 23^0 3 s 3o w^po33^i 3' ■; ® • 3pqH ‘W > 1®Sgfwg«| ^ ^ ^ ^ ^ ^ ^ ^ ^ :p Infill ■|3|3 ^ . 02 mp 1^ o2 2 (=“ P O . IIIh §l2f^ ■ .tEl-fU M . a ■oio^ I §=-=3 H^g|g a" - tt! „ PgJ oj o >'■00 a •« J a ® t> 5 ■ H c_l 'g 2 q ^ - +i> ^ S ^3 S L --■ • 3 3 qr^i: i> - .S-a a jg © o 3 § fS q ‘3 1n ® ® •- ku i_j to ,a ’^, w ® ^ . 4j .ij '.j w aj .,_ 2 ^fiico 0 0'l>X Tf 1-H Di d r-H . — •98.inoo qsii^ug; nj j 3! S j S o o O OOOiOOlOO o lO lOXdCO^-^X CD OJ d — •opaioj 1 ^ 10 65 10 107 50 o OCtOLOOOO o •9>GK 1 % : : • O O O O j • j J •icpx 1 Si 2 O 3 o O 50 66 333 130 35 240 70 200 60 •sjoroxijpat oiBHia^ j GO 2 4 3 11 1 CO COOX'^OI^O lO lO •sjopn.ijsni 9[BK 1 1 i-H d (d tH i i 1 CO d •uoi^UJuiiuoaop-snoiSifoy; •uopirziuBSio JO 9;b(i •jgjJBqo JO §■1^ g3' pq^CLi a goQHOOO ^ ^ cu Ph p4 c4 :P Icc ; :oj cs o & ^.§.2 > S S t>- ® |§g !-|.2^ i-H ^ ®cSw‘p 1-3 p 1 > pp;^p^ ^ o c 1^ co^ 90 2 P oco ® >>« gr§ =8 ® ca P oa «« O 05 ot to CO o 200 25 72 75 •e[Buiad H H ^ ^ OI CO O lOi LO TP O LO LO 1- lO ro lOrH-Vt-COTP Cl rH CO CO •opK O H t- lO lO ^ CO o — » TPTPOISOO’^ lO o 0^0 CO COrHrHdUOCO i> rH CO "'T •IBPX © r-i O O CO CO O CO OtP-^QOtPO O lO d lO 05 ^ ^ ^ ^ ^ i> •SJo:}ona!^8ar 00 CO r-t « rH drHCOCO'^r-t CO Cl rH CO •sjo^ouj^sni Ti St (M rH d rH • ^ CO rH CO • •uoiq.uuTuiou9p -suoxSipH o ® ® 1 a fl fl ' e o o ; c ) 5 Non -sect. Meth.... Non-sect. Principal. IJS Edwin C. Silsbv . . . James Barker.*^. . John T. McGill . Lx '9 1 C ) c >1-: John W. .Jones, A. M . Miss Sarah M. Severance _ Pev. Lowell L. Pogers, A.M. E. B. Conklin, A.M . Edward P. Howe . Mrs. F. M. Poss . ■William S. Hunt, A. M . •uoi^^rziubSjo jo OJUd 1868 1875 1872 1874 1875 1873 1869 1868 1862 1861 1867 1873 1870 , 1870 ' 1862 •jojauito JO e^ud w o : 1874 0 1870 0 ! ® 1862 Location. Selma, Ala . Talladega, Ala . Bentonville, Ark . 1 u In- 2 C f ^ i| ie Searcy, Ark . Gilroy, Cal . Napa City, Cal . Placervilie, Cal . Sacramento, Cal., (12th and K sts.) Sacramento, Cal., (6th st., between J and K.) Sacramento, Cal,, (H st., between 13th and 14th sts.) Sacramento, Cal., (L st. near 6th.) Sacramento, Cal., (corner 6th and L sts.) 1 Name. _ _ . . _ H Burrell School . Germania Institute . Bentonville Institute* . Greenwood Male and Female In¬ stitute. Searcy District High School . Batavia Select School* . Gilroy Seminary . Napa Collegiate Institute . Placervilie Academy . Howe’s High School and Normal Institute.* Sacramento Home School . Sacramento Select School . Sacramento Young Ladies’ Semi¬ nary. S S? O O O lO IS iS O io irt io O Irt iS STATISTICAL TABLES. 607 Table VI. — Statistics of institutions for secondary instruction for 1876, ifc. — Contiiiiied. Part III. — Schools for hoys and girls — Contiiwied. Notr.— X indicates an atfirniatiTe answer ; 0 signifies no or none ; _ indicates no answer. GOB REPORT OF THE COMMISSIONER OF EDUCATION. Kumber of students. * •jnsA otraapnoB jsbi jo ©sop ]cc I®: ©onis po’qosopijueioepQiajna; I H | ; •jb©a oimapBOB J8BI I I JO ©SOT© ©onis ©“©no© p©.i©ind 1 H | : ; : ; I ; ® ® •9S©[io© at j 1 o ; o ; . ^ . ; : ; . : 00 o oe.rno©©ptjn9iosaojSnTjBTPii lo lT I i lOr- t'ooo — — ''^lOO'McooojioocMr^ro apiua^ ^ 1 cj O'* — (MCO.-H Cl eorirr — (M-q'rH i-t 1 © 1 0—1 ooc'~'^oof^i.-cci— icMO'S'Oori-HO 1 H 1 WCOrH'MGOC'lCl^^tC-.ClfOF^T-^rH •P40X a L^-TD CS-rocmOi.OOCJ«^iOOCO>^^OlOOOGO •sjo;on,r^sur (/) OrO O -(M • • ;Cl |CM.-H ‘CIO J ‘ •BJO^OnJlSUl 1-HCO rHCl.-l^- *000 0 0 ; 0 0 1 00 ;0 rH 0 >0 0 1- 0 • 0* m 0 J 0 CD ■ 20 0 1 CMCOOO rH XO rH CM "I* ^ 0 0 C* ■ CO M iH 0 J I 1 ^ ^ •0 ' *000000000 ! ! I ^ 0 i • ocooTp loo*^ • rH » 00 CCrH 0 05 0^ ^ 0 1- 10 —• 0 CC CO , CO T-H T-t CM CO tH t-H 1-1 1-i rH CO *H i> xc xo CM 0 • 00 0 CD ro rH CO CM 1 rH TP rH TP 0 CM ^l-OMCD ^OODCD CO rH J rH 1-1 100 <0 (M 0 0 00 r-l 0 CO 0 (M (M 10 05 10 CO 0 i-H lO O O 00 uO O O (M rHOOOOODO loOfO WOCOH<(Jt iHfHfiJO <^1-1 'M COl^OxOXO^t^fJOOOO 1-1 XOOCOt- COLOOOr-OOXOCDOiO xo CM J2'^ CO CO 0 00 xo tc 1> Tji CO (M TP CM CO XO ;0 05 rH CD CO CM i> 0 CO CO CO CO MOQO XO XO 0 t- 0 XC CD (M CO C0O5CM CO rH CD CM XD TP CO • .HO (N 0 rl (M CN rH tH 0 j • tH O (M ' ’ J ’*^ ■ rH jrH«rH,H rH j oil •rH(MCMrH*CM'I ft Art c3 P O W . _ j o o 4^ o o ; p fl p p aP p :00 ^00^00 ;^!2; ;^fz;^pq'!zi;25 5 4^00000000 oo ‘sB® ®® pp;pp ftppflflppaa PPl o o ; o o ooooooo oo •zilzi .^;zi 1 « Q 1 ; o ® ; . . -a V Y Y ^ . '§§■§ gg^® §§§§!§ :jz5|2i^ |2iM:^;z;l2i!z;^of25 U o Pl-S ^ P 5i/D^ § S p^ o ® I So CO o§3 : ^p sT =3 05 M ® O ^P^ jo i cd.s'^rtZ- :o ^ ®'-p:5d:sO g ^ ^ I - _ ^ g-p-p p gf^d icS a^O |3_§ - ^ 2rt®*S-S'SD^ rTO P'OWtJ'N^'o 2* 4 ,|||il||||||ill||i| ||§ d p2a2 ' o ^ iQg.^fd «W Mi :d d.|d do-cs'^ 4.-50 gd - -::3 § hr mS fcicsOfttS & es" ‘3§gT eS ee ^ g-s «d ^ q o n5 2 ®5 - ^00- :: ^ P Or® ^;3g:2.a §1111111 gg.3llliia§IUIii^ r: 10 10 m lO 39 E From Report of the Commissionor of Education for 1875, a School closed at present, & Present organization. Table Y1.— Statistics of institutions for secondary instruction for 1876, ^-c. — Continued. Part Tll.-~Sc7iools foi' boys and grirZs—Continued. Note. — x indicates an affirmative answer; 0 signifies no or none ; _ indicates no answer. 610 EEPORT OF THE COMMISSIONER OP EDUCATION. Number of students. •jroA onnop'BO'B fisni jo osop 1 qo oouiexooq^soPTineios poag'injT 1 . . • ©» i : i cc •jnaA (jeEj JO 08op 00019 039 [joo poaojog; 11 ©JO • -9* ©j ; i S i i ^opoo Ul oexnoo optjuops Joj'SoiiBdoj,! OJ I* M I ©1 : r ?? i •o3o[[od ut osinoo TBoieeaxo Joj'Stni'cdoig 6 10 8 lO • O i s 'soSBnSuBX ujoponi uj H ^ TJH o O • CTt rH • o o CO iO * I ^ •98JU00 xboissbio uj M i O O O • lO ^ 13 4 23 r- fo o O CO i ^ •esinoo qeiiSng uj « ^ o o C5 Oi OU O <0 57 56 111 o o 00 CXi • CO •oxBuiag H ri 00 tffoo oo I'lO to CJ C0'19< o o m 00 CO LO r-l •OIBH © 88 45 150 250 45 100 39 34 66 00 o o o t- lO lO lO 00 Cl © O I-HOO »no (O 237 195 90 100 3«5 41 ■8JO!^onj!)eni 00 I *0110 r-t rH CO rH d ©J If CO OJ n *8Jo:jonj:}sui ox'Bpj; ©1 ootoj t1©J cj gjco •'9< CO CJ CO CO — 'uoi^nmuionop snoi3ii9'}£ © rQ Hi > Meth.... KC . Non-sect. Cong.... Baptist.. Non-sect. Non-sect. Meth.... M. Epis . Presb .. . M.E ... M.E .... Friends . ; Principal H. Bartling . J. P. Wvlie. B. Pb . Pev. C. E. Mandeville, A. M. Mary Jerome, directress . . . . N. P. Goss, A. B . M. L. Pogers . Spencer F. Holt, A. M . Pev. J. W. Hubbard, A. M., president. Newton C. Dougherty . John T. Dickinson, A. M _ Josiah Hurty, A. M . Pfi-p E W. Hull A . M _ Pev. George W. Pice, A. M . Thomas Armstrong . . •uoT'^'BZTaisgao jo einQ 1849 1874 1856 1860 1857 1871 1871 1873 1866 1867 1836 1863 1876 •aeijaaqo jo W 1852 g : : 00 1 • rH • • 1871 1866 1867 1837 1865 1867 1855 1858 ; 1868 Location. « Addison, El . Alfido El _ Aurora, Ill . BeUevUle,!!! . Bunker Hill, HI . Chicago, HI., (181 Max¬ well st.) Chicago, HI., (cor. Lake st.andSt. John’splace.) East St, Louis, Ill . Fulton, Ill . Mt. Morris, Ill . . . Onarga, HI . Paris, HI . Oninr>T7 Til Battle Ground, Ind . 1 Bloomingdale, Ind . . 1 Name. H German Evangelical Lutheran School. Jennings Seminary . . Institute of the Immaculate Con¬ ception. Bunker Hill Academy . rtAT-moTi Tna+itnfA Pogers’ Collegiate Institute . Howe Literary Institute . Northern Illinois College . McDonough Normal and Scientific CoUege.a Rock Piver Seminary . Grand Prairie Seminary and Onarga Commercial College. Edgar Collegiate Institute . Battle Ground Collegiate Institute 1 Friends’ Bloomingdale Academy.. STATISTICAL TABLES. 611 o Gt Oi ; O * . c? • . ; ^ ; o o at r-i (M i O 1 12 2 30 i" (M CO m CM o o o o CM O 05 * ■ 'O’ o CM 1 ■ O o (M O OiGi Ol (M 00 05 J '^00 CM • 00 00 tH TJ4 0 i OT 6 •20 0 00 • lO (M • O 00 00 ' ! 2 5 10 71 o5 . i . o • o • • 1 tH • -^ lO • CO 00 j ; £3 ^ 4 50 0 CO o o m CO 35 51 CO m OOO • co(r. oooo o C5CMIO • •^lOOCOO ^ « ; ic o o 05 lo 'in t-- r- o ^ j> • th 40 25 80 89 131 1 40 i0t-05r-< o 00 COi-i OOO • lO 0^ CD CO O CO O CO CO CO CO O iO 00 O 00 00 O m CO CO iO m 05 00 tH ‘Com COrHCOC^ O Ct ^ TMTj)nmoio*^cocoQ005t-'^ G^^Oir^Ol HOICOOIO«COtHO«OItHCO'^H ■ O h. t>; ;> Ci_! ^ o o i;: i_: s; £ _§ -g-o ^?(^WP^P^ 'S c 'I S) p- ; cc > 'g l> 2W g ^ ^ ^ _ • « 'C'd fg ^ wlE ta.9 ^ .. . gH I a M a ' a.* p sfi ^ O 5 aj- O p p-’S, rp O ® s g b£bca 'S g p oc^pp :gg5^^ : fe o O =3 £ o O c3 m-S^H^Oo -MM. '■^'^ 1^ ^ 2P) Tit^ppw t; d|l i I |l |lli| lisii WQ^O 02 02 t>P> WfqpcFCiQ g^fP SHP) o ^ a'M 5 5 g r? gi ^gp a g ®a. a § P ®,§ ^.S'^f i|s§ § 2 ^ ^ ^ opppaaaaMHHMWi-^tj^^’^aaaoH I ^t0i ® "St'S ® ft g 5 o ^go|g45|aOg^^| _ |s®|p| ||^l|iS|||g'|l|%p PP^a m 02 02p ^<]^hgpq SpPOo DOpOOOOOO— 1T-I,H— I a School not in session this year. 5 Entered during last academic year. Table VI. — Statistics of institutions for secondary instruction for 1876, — Continued. Part HI.— Schools for boys and pMs— Continued. Note. — x indicates an affirmative answer; 0 signifies no or none ; _ indicates no answer. 612 EEPOET OF THE COMMISSIONEE OF EDUCATION. Number of students. •JR9A OlUiap'BO'B JSRX JO 9S0p 90010 jooqos opijuoms pojoiojr 1 s 1 !!•• ; : : 1® UB9A OIOIOpBOE JSBI JO 9sop 90010 oSenoo po.i9joa; 1 S j m t- CO i ■ c< i ! CO 00 • • • ! M® 'OSonOO OI 9s.inoo opijooros Joj SotJ'Hdo.Tj H 1 : : : : I'® : 7 • i lo •939X100 OI OSJUOO X^OTSSBXO JOJ SoTJBdgj J 1 o o o i 1 : ‘ ^ O • CO • ^ * ' vf 7 ! • ! o Hill •eoSBnSoBx ujopora oj i o 'CO * ; • •1 coo'oo * oi>o«*co • * • • 1-H • 02 <7< » • O •osanoo x^oissbxo uj 1 10 45 12 •QOOi COVOOi> 1-1 V100 1.0*** 1 1-1 (72 77 CO 1-1 iro 02 ! J * •oeanoo qsi[3oa[ oj H 1 LI GOT 00(7202 VOOOO OO •OKOCO l>VOCO CCCOOOC7 CO CO'i^* -77020 •oxBrao^ H 1 VO O O VO 1 (7«vo-^Tt. VO CO CO o o o r- o o o t- lO o C077i-f 02'^CDvO CO C0C002 Ol'^ •OIBK © 1 S ^ 2 S M 00 1-1 o O CO O CO -H 0^-00 • O CO • J CM . CO ^ 05 CO CO CO 2h ^ S ^ J lO lO • o o CO 1-1 O coo O'^C0OOOTf«O lO O ^ oo OOO coo lO GO CO ^ CO (Ot CO ^ lOCOO TjiOO ooco lOOaiO'^OOC?(MlOOO OlOlO ic5iO--iCOCOCO 00 CM CC CO CO CO 1- CO CO CO OCOCO 1 rr (M CO ^ lO o ! CO • coo OO O CO CD O lO 01 0^ O *0 0 05 tr* o o r- rHttO coco t<»lOCi'*!ft^i-HrOCO coioco uoo ooo« LOt^(M!MlOOCOOOI>CO or^o 'OiO-^t^COO O CM lO T-1 CO CO (M CO CO CM'^CO • lO (M lO 00 (M GO 1—11—4 1— 1 » 1— 1 o • CO 1 60 120 63 no 120 140 61 80 135 41 66 70 120 no 90 106 180 168 57 o lo CO lo o 00 o (M-Hr-(DllOCC(Mr-ICiO ji-iCMTHOtrHOlrHrHffl |i-l j 1-501 -lOl Ol CO rH -< rH rH 0* O! 0< r-l CO CO -cp r-t r-i COOii— ti— IIOOIO^tHtHOI IrHrHi— IrHi-^THrHrH tH Ron-sect. IsTon-seot. Rou-sect. Non-sect Non-sect. Pr. &M Non-sect. Non-sect. Non-sect Baptist.. Non-sect. M. E . . . . Non-sect. E. C . Non-sect. Non-sect. M.E .... Non- sect. N on-sect. Univ .... Non-sect. Non-sect. Non-sect. Cong.... Cong.... Cong.... Non-sect. Baptist.. Non-sect. Non-sect. Non-sect. Non-sect. Non-sect. "S 1 tzi 1 Non-sect.| S. A. Harris, A. M . . W. W. Hunter and J. K. •Jamison. H. R. Blaisdelle . C. N. Weaver and W. L. McCorkle. William W. May, A. M . Joseph Brinker . H. W. Weedin . . . Mrs. Virginia Taylor . Marcus B. Lipscomb . E. Lee Blanton . Alison Norman . Eev. H. F. Jordan . . Thomas M. Mourning . Th. Smith . Henry Floyd . Hlric'Bettison . Thomas P. Smith . David M. McPherson, A. B. . Eev. George Forsyth, A, M. . Gustavus J. Nelson . Isaac E. Worth . . J. Marshall Hawkes . George M. Bodge . E. D. Pratt . James E. Brackett . Marcellus J. Dow . Walter A, Eobinson, A. B ... Eev. Almon W. Burr . A, E. Rogers . James Otis Bradbury . . W. S. Knowlton, A. M . (Vacant) . . W. G. Lord . John E. Cutter . Harrison M. Pratt, A. B . G. M. Thurlow, A. M . l.ic I c IP \< II ic il 1^ IP jl > C 1 Thomas Kneeland . 1 2 s; ^ £ & i- iijiiiiiiiUJ Jjiy ii|«5 s| fe So|s|l'|i III* s'oSg5||^-g’Sg*>j|§|l figafallllSa- « 11 il riii|.s^l III iiiii§iili|piti m. -I ill ill's I ^l^OOOPMcocc cct>F Sizi <1pqMpqoooPHpRf=j'0 +2 IZ5 st>Sa ra 3^ a a ® o ■ ^ — >:1JS ® ® 'O ‘S C3^ csq a ” o'—' o.M.i5a2jd <1 J<1 g'ig g,y ■;3; i^ws^l^lll^ll a1§1lli®1i®^1 : bo :W :8 ■ :!^ P ■i'a'^^a i i'a^l-? I’D &a i .. ill^lililiil |5gg|a|Siafeti|a« I ^ :2fe3 ^ c8_pa 8 o C3 7*5 O r-l C< 00 'S* m CO t- 00 05 O 1-1 ^ •oejuoo qeixSng; up in -H CO (?i (Moio m o— iinffJt- oicno cn «— icmo' ■ tn M 00 m CO in r- co o o o ij JO n! CO -< CO 00 -c}* Oi •8a;ojonjjeui einuie^ MmCOOO (MrHnlr- •ejojoujjsui oxRi^ •uoTXUUTUiouop snoiSixe'S PI 2 a c C o gH a a" o . o c > Cw I2; gqaaa caaaa So 000 oocoo a ^ga 2oM 1^2 od’§ ^ ® 2 a M ■£ ^ a o I.S0NI Wdd'Ss O SrS^ g a o S ^ ^lill •uotjnzTuuSao jo ejuo; •jojjuqo JO ojud 00 00 GO 00 00 o ^ -JOJ O jj-a^ s 2.a o- ""--3 05 ® £w£^2-p3^.2 .S a ^ta = 3s5.s&s| Sl.§!^.ag.a|;9§ a'^'^ g ® ® o S o o ®a ® c aii a3t>pq M woPH^ ^r- OOOCiOlO(^^Ol-OO^r^CO - CO ^ lO i> i> i> o ro oico ^ -cb *=l fiH IOCOOOtPtPOtPOOI> G? 1C TP i-00C3DQ0 00COi>C30CX)0O*>00 1763 1860 1866 1825 1855 1868 1868 1872 1865 1867 1865 1871 1873 1858 Wr^U^d^COTl'OOCOOdJ- OOCX)QOaOaOQOCX)aOQOOOQOQOQO 1853 1854 1865 1816 1862 1784 1784 0 , 0 1835 1827 1812 1838 1857 1795 1871 1782 1857 0 1824 1861 00 00 1 si ! I § ! 1873 1873 0 0 0 1870 0 1859 1870 0 1852 1850 1854 a^ tT O .ti ^^W(DQ_QOr^g3 3 J ® ® §w O, S^i ^ ® .-a ® s' ^ll • 9'a t>,§ • o ® a'«'o“ a < a ®^| ii.S'SlIllll ®i5J?5®'^a®ot-( a' ;W ! ® I i>^2 ^|i ® CS ^ i^lli 3.SI '^12®'® :ph t>j I-o a • « S • ca 11 s^=|i||l I” lll®l^pll §^1a ^ W- ®-!i §•3 §-3 8 •|q ®5 ®, c3^ ca ®^ I^MOW - w +3Ph ®i^M ^s3li isrsw rW "tJ 1^ 1-^ PH « • .a'o pp syo 2W as ® .s « a a ^ 9 booC a o ® ?l§oi-^3g®>|:2o a|p’3-2^^9^a|p^'S>;2 c8 ® S ^rO S?” 9 O’SOj o 1^ 'I ft gw p^^- f>a2 ^, '•i^t^i^QOQOQOCOQC >JCICM CM C? 0< CM <^1 (M O? c^ 'Prom Eeport of the Commissioner of Education for 1875. a Includes Eidley Hall, a branch school. & Eeorganization. YI.~-Staiistics of institutions for secondary instruction for 1876, ^c— Continued. Part 111.— Schools for hoys and Continued. Note.— x indicates an affirmative answer; 0 signifies no or none ; - indicates no answer. 616 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. OTUiepROU JO 990p oouTS xoo’qos opi^uatos paiajug; X H O O ; j 1H J . ; ; ; ; ; j •Jl>9^ OltaopnOB JO osop 9oare oSopoo poaojug; rH O 1 1 OJ J rH rfi ^ O rH » • * • O •Ol^anOD UT osjnoo opijuaTos joj'Sau'Bdojj H O O T-l < >00 • O rH • r-( ‘O ■ ■ • • •9^9X109 ut 9Sjnoo potssBio joj ^miudeid H O CO CO J CO to 00 JXN g CO O lO • CO 'O •saSunSanx uaepotu uj •«!*< H iHCO^O (X) GO * • » • « « o * . . ,11 •98X1109 XR9IS8BX0 Uf 05 H cococoo coo— «oo CN r-^ 00 thoooo^ o oi^coirs •98ano9 qexxSag; uj H Loioi-Hio ooor^ rl lO 1-H CO O o • l>'^Ol'0*O^GCCO'^OiO CO co^uo-^ •9XBK © H t^COOO * QOOOiOOCOOOiOLO OiOO^lO coot- < •vio'^coiioci'^oico'^ CO 'IBJox a rHOQOOOCDOOJOO O OGOOlO •sjo|ouj!^8nT GO j^CMFH^r-iCO^T-H rH r-l(?lr-iT-( •BIO^Onj^BUt 9IUH 1-1 r-l rl lyi T-l Ci iH r-l r-l iri r-l rH T-l rH rH t-I CM rH rH •uoT|nutuiou9p-8noT§n®S Non-sect. Christian Cong . . . . Non-sect. Non-sect. Non -sect. Non-sect. Non-sect. Non-sect. Cong .... Cong . . . . Non-sect. Swed’b’n Non-sect. Non-sect. Principal. Eev. W. 0. H. Perry, A. M . . . Eev. Alva H. Morrill, A. M.. M. P. White . . Daniel Gr. Beede . . . Arthur J. Swain, A. M . F. F. Phillips . Edmund E. Angell, A. M - Edward D. Mason . Eev. Anthony 6. Hardy, A.M Hervey S. Cowell, A. B . William A. Deering, A. B . . . Horace B. Hill . . . . Harry L. Brickett, A. B . Edmund C. Cole . Daniel J. Bakie . Thomas Macomber . PQ l'3 i| •W i '•o •UOI'^'BZraBSlO JO ©JUd 1863 1874 1788 1839 1868 1848 1814 1851 1818 1866 1800 1804 1815 1863 1856 1856 1829 1871 1867 •J9^^UTlO JO Oi^Rd 05 0 1874 1791 0 1846 1814 1850 1818 1866 1819 1794 1812 1856 1855 1828 0 1867 - r- Location. « Stewartsville, Mo . Andover, N. H . Atkinson, N. H . ... Centre Sandwich, N. H. . . Claremont, N. K . Colebrook, N. H . Derry, N. H . Dover, N. H . Fisherville, N. H . Fraucestown, N. H . Gilmantou, N. H . Hampton, N. H . . Hillsborough Bridge, N. H Hopkinton , N. H. , (Contoo • cook P. 0.) Kingston, N. H . Lancasters N. H . 1 Milton, N.H . ©C0b-'^*d©O ©tcoo^ • • rH CO 1 O j C30 1 OT o o CO OJ I to O tH j o i-H jcOUO(N»dOOO -«< t- ;0 00 4 2 12 10 ^ CM © Gl 40 00 CO •CO t- I O j ODOlCOt'aOlOOO— ' OQDCNO o ©CO rH0<©» tH O .-I 15 24 6 14 41 © i oi o Id 00© i © © « : 2oa 30 75 13 40 112 45 34 40 65 31 158 40 50 54 55 no 66 50 12 99 COC^ 00 krt C4 CO lO o oo» d ooo <>• lO t-d i-» lOlOd dj i> ^ o 00 C5 c^ r- o 00 coocoo o o lo co o i- o^ioom— o TtNCO-HCCCOi-^OiincO COCOrHW C^COOlCt d ^T-liOO«C r-li-IC«i-i tH CO Oi Oi t-4 ^ i-l iH (N O CO 01 tH r-4 CO d • ! ! th • ©1 Non-sect. Non-sect. F.W.B.. Non-sect. Free B’t Cong .... Non-sect, Non-sect. Cong .... M.E .... Non-sect. Non -sect. Non-sect. Presb . . . Non-sect Baptist.. Presb . . . Non-sect. P.E . Presb . - . M.E .... Non-sect. Kef., (D.) Non -sect. P.E . P.E . Non-sect. Non -sect. Non-sect. CO 5 <© LL. B . 1 A.M _ servey, Pb. D . . eston, A. M . . . cross . . , Cogswell . ans . , A.M . t,fir _ am . A. M . er . lobinson, A.M. tbwait, A. B... ■fc Street, A. M., Lncipal.) Bgory, A. M., i Tvr 3 : >3 > > ^ i S ? ® <3, ©iT ® ® O S «« ® pP;^^pjp^^MOh^ h^WWpH i:jw| ^•53 ^ ^P(-:>P W HPhHPHd^ m^Ph ^Ph OPh ^ ccPn^ bjcp'g'3 o ® ftH I^w w ^ MW £h4 ^cd CD'<*'O^C«00 w w W :w W ® MfMW ca . P^.2 ^rrt-TS .W-S fl^i^§§§-S'o§ ^ ^-S-S-S ^®'i-2 ^ eg ® ® o o o ®:t^ o c3 ® ^l2H|z5tziWM!^PPMPM WWodH a «! g d :W Wp-H ® .3 o" S-Ss’ < : iHs If S*^ fr^rOpP ®.3§a> cssd^o ^ -ig 3d3l.«.«oa®o w S WWPOWW^SWtS ww“S3 -,- _-^ a -r fe. ® b. fl g (f 4^ P ca "d ® ® ® M Mp^p^ '" ® 3 ^ fcJO^ 0.H3 wS ® d -j^H 43 [>;■ d fl s g i‘^'5 !2 ^ W L O 1^ I §1 o 0^2 ^ 2 u3 ■‘^ -3 PW®. ^ *®d®PCJCC-1< O ?0 t^COOiOr-iG^ CO^J^lO <01^ OOOi O rn-nco 0«5?OCOC£:0 coocot- t- J>t^4'^00 00Q0 ODOOOO 00 00 GOOD o OiOiOi OQOOOCOOOOO OOGDQOOU GO 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 OOQOQQ From Eeport of Ibe Commissioner of Education for 1875. Table YL— Statistics of institutions for secondary instruction for 1876, Continued. Part Jll.-~Schools for hoys and Continued. Note. — x indicates an aflBrmatire answer; 0 signifies no or none ; - indicates no answer. 618 EEPORT OF THE COMMISSIONER OF EDUCATION. •jboA oimopBOR jo osop ] 50 \' oonp pogos ogi^^neios pajoj^ng; | h [ t-4 OiH'VCTO* -O •jboA oioiop'BOB JO 9Sop eoni’g oSonoo pajo^ng; | •o^Soipo m osjnoo oprjnops Joj'gnTjndojj | cc 00 o CO o o o •olSonoo tn osjnoo poisenio joj ‘gnijndoj j | D 00 Ti O •soSRnSuRt ujopora ui | ^ j 00 > 00 CO o •OBjnoo xRoissnxo uj ■ lO 5< 00 CO r- •osjnoo qeixSna; ui icooift o(MCMnciOc^i/^oci •9X^019^ r-liO 00 CO CC 10 o o o oi a C?^ CO lO C-l CO c O CC Ci iJO •sao^^onJ^X9III 91^6109^ Q^r-^r~^^0 10 I' •ejo^xona:ieai r-< CO •uoT^'BtrTTUon9p enoiSixoa: 00 coo ,000 m® ®M® '®®® q d as ana CO 000-0 00 a -a "Scfi w'siaf |l|| . g o k! . pq^ : ?-§ ® .rK g a ® o a! o bX)^ ®fja>oi^qWog< •UOTJ-BZCUngjO JO OJRd •JOjj'Bqo JO ejncE I ■ ti ^ cc a : . 2. 'Tf h; ^.2 ® fl S Cl ^ a r 1 W tj M ^4-J -a O* ^ q'aJg"§S°;>;3®3®3'2£ o^=- sai'SEfaa'tlg^.ggga? ■I bbl iiiiflifl 1 H .S.g00 • . jO ■ ;00 ; ;0 ; ; Ot 0 S 0 “tHO IiHOi-HiCOO • 11 II iH O O ,H^O ; j o ' ' )h O ' 00 o rH o ■ o rs c© d" 1-1 M jo e<5 idid* • a o j '. (N (N j Ip o OOO O ic • O CM r-lic ©r-l0lftwi© OOlrtOO (M t-H eO(M ©« 4jJ>'^OlCOlC OlCOlCO TlCOOO-iytMCMCOOi^-OGOCOCM Qi-iQ IC IP « O d* • 00 >P d* M IP (MXOJdi iPIOSdi-ij- o 00 J> OCO COOOCO»COGO(M'^OCC'^QOCOlCOi-IC5i^OOCMt- OOiOOOO^ in tH (M OOO CC* f- Tf (M (M O ^ 1- rH lO (M O O d Oi CO lO 00 CM O 1C (M CO 05 IC CM (M ,-H CO 1-i iH T-l tH OCO'^J>OiCi^Ot-»lC COCO^T-iCMi-liCCOlC’^ O CO ic OCO 1C O O 1C o CO OO rH o O O 00 00 ic O C? O O GO CO IC O O O tH tH 1C CM 005 O CO TJ* (M t- i> CO O CM rH CO O O 00 CO t- COrHt-COCO OCMQOC5lCCOdO^O oiiciC(Mr5'T'^C5a5Co ■01000000^0 1C oa ^^OrHOOOOOO-^OOOC ^010^000 I- lowoir OOlOOOO 0010 • 1 1 :§§ • © © ©r^nd . ® “ ® p p ; o P p .® .® ' ro 1 S M ; fl c3 a rt w 05 ra ® 1 0 a a a a •ill : i ; ; p p p ‘3 : i ;S :^!2i!2ipp I p3 :o ;w ;i I I I 6g gg^.2 ^ ;zi p^i25 p S3 p a o o o o ^ _ ^ ■ -M — r-< • fall ® ■ •r; o £ r'-mtS. ’.Si .Is ptS^o! ® n I |3|||||ISSI|a^ |M|2|M>sg oaH P p^^t>5iS ProO. « > ^ J ©a p^- 1? pqtl i5 o > > l2;5 S a S > > =:g >-.■< M g3-®3 , o ^o M o ; 2<^ go 2 i M pq M ^©- iii WO ^[25 .f=H IH ^'tH ^.^^!>;t>ia i i !z !z . , • '3 • xT m • ■ ^ H; iz t>i !>i ®'hP ^ ©iz ''^~ 'k_, 5 g^, .5 3- WS p ©'P'^^ p ■gills -S-S^sSsi-islt -I O'! H-J p § &§)■> s2-"^ww gw-S ^-p| §w .2 .g a p,0 '3 -a ® ® 2 P 3 4^4^.w3-tf §04^ PpSpPa2g3g!OpS®©®©®'^ 5ic3.g 01 C3.«^P5 eSPcSJa.P.PSooiS^CPce.cSppnpnspicS®© p;;EpW OOOOOOOOOPPPWWWWWWWWWWEq eOOOWMWWPWW a § <1 > p p *' ® ©•.;3 I.H © !P. * P^g a * -5 j, • ,-1 r'" d • «8 t ^ sjD^. : o w -jH • a -o > 4: ||i§-|g|il^; " <3t^po.2d'^S©g£ ® ?p® « -3 a ^ a 5 5 ^■C^S PM p| g pfe ^ a « P P ® d d § P s 4A d P d d^.Pra.Sp33 MO OOPOOOO^I 3 : C3 05 >-.H c€ a 3'p't-i ^ 53 o 0.2 >4 ■•i?iat:,^gp :b3©^sa ”.3 d-d a^ 5^p p p^ a aocf_®'32rg^.3a ‘cvp © ® a^a >^3 • • > ® p ;? >5 ^.3 a i ® P ® d llllllllllllllll il'1|&Sil|l|s.ga^^|2 “■®S3d 0^*2 ai5 .ap®:P'^-apgd®J3'£'Pa^l^M ® ©‘C dW o2^dp§SeO MCM(r»CI(MCl(JlrO!r5MCOlMCS)CO« Jfrom Eeport of Commissioner of Education for 1875, Table VI. — Stalistics of institutions for secondary instruction for 1876, ^ — Continued. Part III. — Schools /or boys and Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 620 REPORT OF THE COMMISSIONER OF EDUCATION. "S rs S OB Cm C g P P }2i •juojC opiop'Bon ijsnx jo osoxo Qonis xooqos opTq,uap8 pajo^ng; 18 ; ;0 ;(N ■ -O ;000 > •© • •JB9^ OTUiep’BO'B (JS-BI JO 9S0X0 oonis oSaxxoo pajojug 17 ■ o»o • eo j«o«o©r-(T-i loot 0* • •aSonoa ux as moo ogtjnaios joj goiJBdajg 16 I (N O tH © fH (N O joOOM -IftT-l •aSaxioo ui asjnoo xBoiesBio aoj ’SniJBdajg 15 I O Ci X T-1 (5^ Ci (yi icOiH i ® •saSBnSaux niapom uj 14 I O CO O CO 01 01 O • 'COOOOiO « 1-1 0« tH Ol • * i-« 0^ 1-^ 144 1 •asinoo xBOissuxo uj 13 I O 0« C© O t-- O 00 O 03 lO r* '03110 * O 1-- 03 ^ 03 ' T-( • CD •asjnoo qeixSug uj 12 i CD O 1-4 O O 1-1 O 03 CO t-* O rH ifO O • ^ • 0^ ID CD 03 CO CD t-* CO C5 t- ID ID ^ ID ^ •axuniag 11 O 00 ID 00 CO O O JiO Oi 03 — ' O O O O 00 OOWOO ^(X>(?^ ‘WO • 1-i CO rH • • OO-q* 42 80 •^r-COCMOOO '(MO i(?<0 O (M CO CO 1-HtHCOI^ (7^^ |r-4 (71 106 310 O O O GO CO CO O • r-H lO tH wo O 1-1 O O *0^ CO 05 CO cocoocci>t-ocOi-tio |05c-^j 'S 01-H05C-00 wo wo Tf* c? wo (7? O O CO O COOCOCOOlfO COCO^•^•WO^-CM<7^^-WO 1-^ ^ (7? r-t O O lOO(?^00 r-i o ^ lO O ^ ^ <0 05 ^ lO O CO CO 00 ^ Tp CO 00 CO CO CO iH OJ >rt o lo oo5(X)OomQoaoaDO»o>rtirt^o ioioc^ooolo-^ •^oitooioocooiooco oimr’ooffjoow'no QD i> vrj iq ■!(' -^ 'cf i-i t- CO 0 10 (MCOOi'^CO-^i-»OOTf«OCOl^O^ mOCOr-iOCOCO COOiOi-HlOlOC'J'^’^RO C5R005010C«000-^ 0 ^ CD t- CO 05 t- OP 10 CO 0 0 05 05 0^ ^ lO CO tH i-* i> lO lO iH t- O tH O O 00 00 CO -4 t- lO i> t- i> Oi d CM tH CO W 1-H ^ -H t-4 a a o .a tnmoptc^tn op^apaopcp ,op ooaaaga aaa.saaaaa .0000^0 oooxlooo'^o p^^!z:;Jzilz;PHiz5 ;z; ^ ^ [zi ^ n; Jz; a a a a ; a a ai ara^ ® a a ; a aaJ '?a.-;’^°P?.a“'fa 0 api? qs a a ® ■ +a S -2 W.2 t ^ J a a O 2|w aj > S a I W^OP^WWMd^?c»p:^O^^M "§ _ q"^ ><1j2^cc a a 'm ii*lig|H“«i ”1 |S ««0 il^adg^tlw i5g5“'3 1 a£d=a^ «t» o o . « o o o m ?c c: lO ^ •11 O ^ o • o o I 00 ® : :tH (^‘i r|g ; tH : . • -b^ ■ V ' h -y '^-3 ^''^ns;25 5^5 ^ a- (H ® ^-a'^+3'Ssr' g q'S^as o'g a^^-g %ia^gcocoqa a.J^ ^^5 :!2i 't-'Ob>''^^ ‘ - ■g-S|'Mi1|3|a ® > a-S q ".'I ?3 o -2 M ■a ^ I ^ I i ^ 2^ -g a cs a IS I® >=5 ..-^cc® 3 a a S2| a ® a q .piSiS 5=5 ^ : H 5 a q.2-:gi2 &|g|li&||^'3a|| .3"-«l43'Sls5S'i'S'^f^ a :*d .9 • ^ a ^oq«gt>:2o2a^aao t>,a a :§as . 5 at* a-S s||l|®i§ _ „ Pvq >;'a a i|il||l-pl liiil^fH” 9® a ^ ■| i| I gl ifgliliiia xn. be 1^ W k1^ O • ■ • - at>^2rt=®'^® -rr^ l|a-g|2- i a ®c»M I |’&-9 oO :?ooooooG From Report of the Commiasioner of Education for 1875, a In a^sademic department. Table VI. — Statistics of institutions for secondary instruction for 1876, — ContiDued. Part m. — Schools for boys and gfirZs— Continued. Note. — x indicates an affirmative ansTver; 0 signifies no or none; .... indicates no answer. 622 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. ’1'bqS. oitnop^oB :}8Rx Jo osop aoots jooqoB oqi^.U9ios po.ioaag; 2 1 ! o O 1 . . . o o • o • ; I® : : •jb8a: otuiapnoB !Xsb[ JO osop eouTB oSonoo poiajud s 1 ; o i o ; • • CC O co 00 00 00 00 00 00 00 CX5 GO 00 00 00 00 00 OO 00 00 00 00 00 00 00 •je^anqo jo oj'Bd w * • I lO 1 O *• ^ in CO ^ • I :o :|og ;og ; ogggsg : Location. « 6 O'? OJ .2’« .'S's Raleigh, N. C., (box 407) . . Snow Camp, N. C . Wilmington, N. C . Yadkinville, N. C . Ashley, Ohio . Austinhurg, Ohio . Bartlett, Oiiio . Berlin X Roads, Ohio .... Beverly, Ohio . Canton, Ohio . Central College, Ohio .... Chillicothe, Ohio, (cor. High and Arch sts.) Cincinnati, Ohio . Cleveland, Ohio . Ewington, Ohio . Gallipolis, Ohio . Germantown, Ohio . Goshen, Ohio... . d I 12! H Locust Hill Seminary . Johnson Normal School . Washington School . Sylvan Academy . Williston Academy . Yadkinville School . Albany Enterprise Academy a .... Alum Creek Academy . Grand River Institute . Bartlett Academy . . Randall Academy . Beverly Academy* . Canton Collegiate Institute . Academy of Central College . Dague’s CoUegiate Institute . Hughes High School . Cleveland Academy . Ewington Academy* . Gallia Academy * . Germantown Institute . Goshen Seminary* . John STATISTICAL TABLES. 623 oo o 0 T J O CO 1 CO J ® : • O • O O O CO o 0« -H • tH o« CO j o CO tH O j :.H O ; ^ r- il >P O O (M o o CD o : : : :o ' 01 LO • o CD * D? CD • ^ 1-4 o i '• O jo rH CO o CO O LO lO • • 2 ^ ‘ CO CO o j CO O O CO rH ct CO LO *0 CO (M 1 i ®* O O 1 • O O . jo ^ I ^ ^'O OOOJX) ^LO'LO - ^ t- O? • rH ■ CO LO jO LO LO 2 I ^ 2o3 CO LO O t- • — tH 0« O? 13 ^CD O ot CO ‘ O lO LO CD O LO O oo LO t-4 r- LO LO Ol O .35 35 O 01 7 30 50 80 40 40 iii ”§§ (M cr •I'- ooooo 00 — 0 LO Ot-OOt^ COGOOiO CD O O O LO CO i CD 00 05 lO fH CO t CO O CD O CD ^ CD LO CO OJOOOCOOOLO lOOO 'OlCOOOLOlOOO OOlOCD 0Oi-^0 0« OiOi’^OOd X'COCO •CD^r-i^r-tOiCDCO CDO}^*^ COLOCOC5 00 • LO O rH b- t^ D! • CO fH rH CO CO CD O 35 CD CD CD CO GD^Ot^OlOOl LOOO »— oa ^l^4sss,?|1|a S5.s|f.ggi^H5S? JcoJI pqd o ^ -;t-cSf^diaiJcdo2i'Ai^/irio a .'^•S .6 . .os Ss® .© © .W .®® hidS!»PSHPP^P4o202S H^ciJ&^Pn p5^qM•|^f2d 2 ®.i4 g j-'S a ’2 o . o i I - 3>-0 ® © a t>5®r2 ®.2oo^.B'^o©b3 MWPMWq oPWS Ph _ © . -B a ®a I © - . J«2 _ iil’ o ® © «5 33 ^ « ©'^<1.2 'g'B » c33 ■w V □ 'TS . ca . -a l|'gS2^ I s illS i §0 froSl Sg’^’l I § 1“ ''tH§B^.2's.2^°5B >5P3 !a2g3agp©aS'a_^2Sp.©’© 5 ^ 2 3 • ^ ’9 C3 ^ S ,9 -iH • C3 • © gaSp-g^* .-g-p^^-s - "lil^l 1114 II «d ? t^P3 aaa-Sa^P©a*'^_,.flSp.?7'w P'S 9.2.2® ? 'S'p ® po <^3'§t© ® a3i^^ 2| p g a 8 c42a2PiHHPPH<1<10OkJd io)mOpQ 9*3 ® 8 B D^-g P^ ©3 = © ^■g ®'S 3 ®5 2 ^ © rt o ®-5 ® © « b b3 ® b b io>^gOpq J^PHW MPm S Ofco^ictor-oociO^G^Jco Tj IQ tH o IQ T-1 1-1 rH Cl *sjo:^ouj^8ai — (COCO (N COrHOO O j ■ •uoT'^Buicuouep BuoxSixe-jj Non-sect. Ev. Luth Friends M.E ... Baptist. Meth . . . Non-sect Friends Friends Friends P.E.... Baptist. Non-sect Principal. J. Calvin Sheibley and S. C. Cooper. A. W. Potter, B. E . . D. Denlinerer . Jonathan Jones, A. M . Eev. George M. Spargrove, A. M. Eev. L. T. Kirk, A. M . Eev. J. L. Landis . Aaron B. Ivins and Annie Shoemaker. Lizzie Pratt . Miss Mary Ann Fisher . J. L. Myers . A. Fleming, jr . Hubert H. Merrill, A. M - •UOI^^BZIUBSiO jo 9?B(I 1856 1864 1850 1874 1873 1862 1871 1857 1845 1872 1863 1859 1870 •JOJJBqO JO OJBd « 1864 1851 00 • S • ® ® I I CD O ' * s Location. « ^ p 1 i ^ '' i 0 Hi h 3 : e >eP > 3^'h gS i Mount Pleasant, Pa . Murrysville, Pa . North East, Pa . Parkesburg, Pa . Philadelphia, Pa., (s. w. cor. 15th and Eace sts.) Philadelphia, Pa., (Gi¬ rard ave. and 17th st.) Philadelphia, Pa., (4th and Green sts.) Philadelphia, Pa., (1313 Poplar st.) Eeidsburg, Pa . Eimersburg, Pa . . . Scranton, Pa . 1 H : e : . >5 . : i : ill i fl t'l o S-9 f Tf . o o CO jiyj TJ1 CO o orp 'tH :© o o • CO m Cl • a . CO ! fO o Oi 1 CO • ■ o • o o • Ql • * J> r-i ■ • O ■ «5 O O • ) CO o . d • Cl ! ' so O ■ • 00 • o (7< C« 'CM CO • Cl in • Tfo— locommo o Cl CO . . rH ; CO ! ^ i . rH • rH • rr d Cl ^ d m rH • ' ! cri (M J— 1 • ^ • CO • o O • O O ocoocrjin^-9 • tn m o in in GO . 00 • 00 S CO Oi TI* • • CO rH • n c )OlO o d m o . r,- in CO 00 CO Ol tH ^:» CO rH Ci : in rH -Tin ^ ' d CO Cl rH r: ) 00 -a ’ CO ^ m • rr CO CO CO CO Ci CO iO O -H a m * o 00 ^ ^ o c > 2ind^^ln§S^ S in Ln ro • GO O o 00 (M CO f- 2 — r 2 C3 CO ■ (M 35 O C« rH (M r-l r-l ,-1 rH eo Tt< n i-< rH-H • ^ +P • -.i ■ ' ; ^ ^ . • *3 O I ^ I g 1 g g^ § •^'S § ’ OJ § m 8 8 ‘ o ® 8 *fS 5 a a £ § d aP a ® a 03 as 0 o p.a. a n^i fl P : i ^ ; a a a I a • <0 p : : a P o P O &. c« =3 (^PPP c3^ O Mo!zi ; o o o o :g ^ : : s g o ^ W CO .ai^a 3 >co >p0k4 s 3 ^ M a'^ i-i S J*^ o o'=s a^ r/5 1^ ^ it hsCOt> a . s ^ c3 t?-PO Ph . o isrs 1855 1799 1854 1830 1873 1830 1849 1870 1875 1819 1865 1869 1870 1875 1859 1872 1875 1857 1867 00 1843 1859 1806 1867 1836 1868 1874 1868 1857 1870 1855 1850 1874 1847 I 1859 1853 0 1830 1849 0 0 1819 • • CO • 0 ; 0 ; S I '=' S 1866 1871 1868 1843 1856 1806 1868 1856 1868 1873 1868 1856 i ; ;ii CO 00 ; i : : : : 1 Ih • • • • • • : :P P : : : i^rt : ’p i ^ 1^ .a ^ 'ffl ® CO CO P^ cS CSp^ ^ cS O U HH 2'p a fc>B CS M ® § o a ad ® te t* ® s i^ihM H CCi^^'o'^^g ^.a" s' >^’> o o i j'S -2 o s ^ "^a PQ s= ® ® rj o o a ffl— ! ■ i^a . . .® :h|e2 a a : gH o -;2 a § ® a fl ® ad H o a g -ir>P2'^3't;^’o a (S ®ada:a3ad o PQOOQOQOOO § A‘ anV; H ad .rfddz w-H- ■ a a a g a a a ® a - "" ®H^ o a" I ph-s ® ^.a ® Jd V, a a c ;gj SF ® ® ad a 3 3 a o a O P a 3 c3 c3 •SP i'cd. CO a dd bO bfiO fc£ a oo a •'-! ad_ • H s ® " -1^ §1 ® .a &®' ® c3 M I ® i.a CO ^ o ® a = s 2 ®|.a^o a p -a (>: ® a-g >5-^r§ i ||i®'3W®’3!^^Soo g:g§;a P'111 ^ a ® a PP^Ph 3Pq <1PPQ ®SW‘c3 ^ Siisa 5 .a"® ©ad^ § s a^ a 3 a a cs c co3 S'® ®3 oo®- P'S a g t a 3 > ® ® b£ g 'ooii '(Dioi. •asanoo inDiesBxo ni j ^ o (Mc^ • ico i-Hd OLOO *'7' r^oiooc? • •osrnoD q8T[Saa;ni j ^ O 00 ‘.r O • CO 00 O O O 1.0 CO LO o I 00 'V CO Trco^ cio'vi'-co • 1 S 1 o 'COKOOO ojoi ooiQLOoJ icroooc-* * Cl cjiaococot^ * 'l^iox ® 1 O SoSoS i *sio(^onj;eai oxnaio^ 30 1 CO i-lT-(Jr-(rH OtH coaoos.r^i CO r- CD i'- CD CD CD 1 1 - CD D! CD » CO • 22 22 22 S 2h 2222 22 22 ' 22 22 22 2222 ‘22 * JO 9J13(I e? 1 0»^"C^0 iiii i*HCiOO»«« * S SS * * ' 00 S ^ * * * Location. Jonesboro’, Tenn . Libertv, Tenn . Lincoln, Tenn . Long Savannah, Tenn - Loudon, Tenn . Lynchburg, Tenn . . Near McKenzie, Tenn - McKenzie, Tenn . McMinnville, Tenn . Martin, Tenn . Mt. Pleasant, Tenn . Mouse Creek, Tenn . Nashville, Tenn . New Market, Tenn . Norris’s Creek, Tenn .... Ooltawah, Tenit . Orme’s Store, Tenn . Paris, Tenn . . Peach Grove, Tenn . O i H South Normal School and Business Institute, (academic departm’t.) Masonic Academy . Hopewell Academy . Savannah Grove Academy . Loudon High School . Lynchburg Male and Female In¬ stitute. Macedonia Academy* . McKenzie College, (preparatory department.) Waters and Walling College* . Martin Male and Female Academy Mt. Pleasant Female Academy. . McMiun Grange High School, _ Nashville Normal and Theological Institute. Holston Seminary* . Oak Hill Institute* . Chattanooga District High School* Temperance Hall . . . Mrs. Welch’s School . Woolsey College . 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1 STATISTICAL.. TABLES. 627 ® • o • j O ;0 O- Jio • lO CO o *0 • « : : OO J J 1 o ■a ofTt<'n«=oQO OJ— t(MCO(.'O'5'1. 0©'^0i00l-i0»0c00»0 (OICMOOOJ.OOOf-i-r-COt-COC^CM LOOCtOOCCO Tfi30CMT-lTj*O^CM OiO OOOCjOCJg^iOCjOiO :jirrO— D O O lO O O lO o o c- ‘COC^^rH *01 O tH Ci CO tH -1 r-i • CM 1-i CO iH lO r- SpHggggPnggggg ;^d!2ilzi!^;2idl25l2;^=i^!2i go^o.arSoooP^og o!zi?q!ziCMt)hP;2;!2itz;f:^;?io a p,a.p: S' S 15 9 gw o > O c8 -aP ®^!lj •W . ojcj>"a^''-‘a55r^r9®r2'S^§® «W I Ispf^w . ”>'-S > p S) lla gs^l a ■ a; ■gJ P P ^ < i-s P P.2 5. §W^ ® >:^Sp^wwppdo^? * LO CO •epuaiag; oo oococo rHOrH CNV 3 o O V — O? LO t-- O O i-H CO •91BK © 00 V O i-O L'^ O lO o o ^co OIOOV o r>- ^OOCO'V o CO LO 00 Ci CO © o o o M o COO^ -VO yocoo r-* 0? 0^ tH O? CO -v iiO ^ Cl V CO CO •eaoi^onj^eai oxeuio^ G(D iiHCM Ot-4 O^COO t-(CMO O 01 CO rH , 01 •sjoijonaaeai ; r.0, ^ ; ;CO 01 d lOrH CO •noT'^'Bniaiouop enoiSipa; © Non sect. Metb.So. P.E . Non -sect. Christian E.C . E. C . E.C . S. D. Bap. nnno- U. Breth. Cong .... o C3 ■ :|^i Principal. Eicbard L. Brewer . William W. Smith, A. B _ Mrs. M. M. Castleman . C. H. Chilton . Eev. W. B. Wellons, D. D., president. August Volkenratb . Mother Mary de Chantal. . . . Sister Maiy Loret o . Eev. A. E. Cornwall, A. M . . .Tnlin, E. Blis.o _ Misses Porley . Eev. F. M. Washburn, A. 1 Eev. A. 0. Wright, M. A , W. N. Hailmann . E. F. Pouley, B. S . W. L. Eank'in, A. M . -R,. V. nn,lkin.<» _ ^ •uot'^’bziubSjo jo 9}n(i 1869 1876 1810 1871 1858 1865 1869 1856 1876 1872 1856 1866 1851 1866 1845 1871 M 1731 1840 1871 1855 1876 1874 1855 1866 1851 1867 1845 Location. « Belleville, Va . Elk Creek. Va . Herndon, Va . Spout Spring, Va . Suffolk, Va . Wheeling, W. Va . Wheeling, W. Va . Wheeling, W. Va . Albion, Wis . Elroy, Wis . Fox Lake, Wis . Milwaukee, Wis . Eochester, Wis . Waukesha, Wis . . Washington, D. C., (209 Pennsylvaniaavo., S. E.) Wa.shington, D. C., (509 4th st.) d. a =s. rt Teates’ Lower School . Elk Creek Academy . Church and Home School for Girls and Small Boys. Union Academy . Suffolk Collegiate Institute . St. Alphonsus’ School . St. Joseph’s Academy* . St. Mary’s School* . Albion Academy and Normal In¬ stitute. Elroy Seminary . Wisconsin Female College . German and English Academy. . . . Eochester Seminary . Carroll College . Misses Perley’s Select School . STATISTICAL TABLES. 629 • *00* J 1 J ; • I O 0* j ! M 1 i i ® ® i • CJ O * * • j ■. o ^< <^^ M rH > I I iH ,2 p, n- Ph Ph pH Ph pH -2 P ©OOPfflcPOP® oscoajcccococct-sffl (N a .'S'O'd ® 2 o ^ ® J(.5 0 ^ Q ,_! -H rH (21 1-1 T-l r-H CM o r-l — rH ^PPP;4PPPP^PPPP ^gagaasas^aaaa 4^^^ BS^SSBS JS BBS ^P4Puai^P^Q.P4P^P^PuP^Cup4 OOO 'ST OOO OOl.OOOOOOOOOC omo <»oi-4io o o o r- o o o O O I-I cfo-ot oooooo xo OXX 00X000X0 xxoxooxxx X X X X X OOO'X X X a 2 a ®W o CS'M ^ n't 'cc ®fM t-’ >, p a a n g-S'S § PrP p n ® ©^>^-2 <1 n .2 -S 4 n . cs a 3niS^| oO a b<<0< li r-J 43 O . O C ® g O Ph .P — - Oki f-i o i-H os 5a ^ ^ 2 2 S 2 e c3 0 tJCgoO cj gcCM o _ •■W.S ©© MP O : bO I -2 ^ o‘f O i'l|2||||i;;iii ^ o csS^® ^;::a a>®'^ o 2' c;:!PsP^a2Woc)l-^fq oo -■s^^3'S'ao5?^s®'sa® O c ^-p^c^Hn g 0[^ a-® o c3 ce ® rr> 5^ g: fcx © bl CO bl^ ^ L? ^ 1 a'S'i 2 a >.2'c ® ®-n p S SrP^'p o« ©^“^ n ^l^aa^lllliigp .S5c3©©.S©^iSc3oO^ OGPhP=i ppi .2 'pro ^ bfc® c3 Ss'Ph^ ioSp 3 >hp-2 g;pa’a ■<•2 org OWpj^ 0^(MG^OiC^C^O«COC: From Report of the Commissioner of Education for 1875. b Average charge. d Income from a farm of 300 acres. / Apparatus and school , Board and tuition. c Value of cabinets, apparatus, and furniture. e Apparatus. furniture. for 1876, ^c.— Con '634 EEPORT OP THE_COMMISSIONERr.OF EDUCATION. STATISTICAL TABLES, 635 PtPnP^P, ® % c a t C3 O o 9p3^a^®o 3oT3S®0’'_iT:.d a d d o-ld ^bCfaiofcill Oco •jRaA op8n[ ■oqos ui eqooAi’ JO jaqcanj^- 5 o O O O c: O O O O •saoj noTjinj raojj .TB9i^ :j8C[ bqj joj s^diooaa; •epnnj oaij ■onpojd oioajocaooni •spnnj 9ATJ -onpojd JO janoiny •8njB.iBd ■dn pnn ‘eSnipjinq ‘epunoiS jo’ 9n[B_^ •noTjinj joj jnop -nj9qoB9 bj oSjnqo xnanuy oi »o o o o if! •jcoA xooqos J8tq oqj ui oenojoai oooo •souinxoA JO jaqran^ oooo •snjRjnddn pan joutqBO [Boiqdosopq j XX X X o •AaojBjoqnj xnoioioqo xoo oo <0X00 xo xo -aW >5® P.2 S ®=2 ® ® 'i I § g Pop- 'Pisirt'2;SP'^ — eS.-S<1^C0M.a 23 <5® ©0.^2® pBjS's g Is ©"S J OiHfOco I ia S o u 'i'S'l.g “t? S'®o o p ’-p-vH 8®+='H®rtts.® ftflM STATISTICAL TABLES. 637 05 0^005000^ o 00 o o 000^00 o^5;ooo^oooooo^» ^ i i ilili : CO- .'roofoo-or ; i i 7,000 ii ii ; : si- cftfT j : ii iig jof 1 i il 008 ‘1 14, 000 12, 000 ii I 0 i : : I® ! i i ii: : i Mi i : j i : 000 0 0 0 i 0 i 0 1 0 I : i i : I : i loT : : M IN 000 0 0 0 I : 0 1 20, 000 25, COO 30, 000 8,000 45, 000 30, 000 30, 000 22, 000 ii i I i S3i s’ 2 : I sf ii i ss\ : : : : i ill 1 o' ii I fg- § p ^ IP- pip. 1 i i : : || p: g i i||i=i I § 5 S : : : ; ; ; i°i i i i 0 ; 010 : i is Mi i °i iiiiiiiii rn" rH i I i iii I cir-r : ii ill ii: i « j : i "" X 0 0 ; X X 0 M ° r => ; 0 X ; i : : : : 0 ; 0 0 X 0 X ; X X : 0 X ; X X 0 I 0 ; M ° r 0 X ; s 0 0 0 X ; ' 00 xo X X ; XX XXXXXXXXX X X : X X XX XXXXXX XXXXXXXXXXXXXXX X : X X XX XXXXXXXXX X X ; X X X 0 X jXXXX ; XXOOO ;> O X xo X X X X ; 0 1 X -X i X ; ; 0 I X i xo i ; X X M '''' i‘ o 0 0 X 0 X I ® ; X X ; IS iiigiiiil s II i s ig iiiSii isiiliilsiiiiis i fs for secondary instruction for 1876, — Contiuaed. 638 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 639 iliii iiii iiiii i Jil iiiSi Table VI. — Statistics of institutions for secondary instruction for 1876, ^c. — Continued. Part II. — School for grirZs— Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 640 EEPORT OF THE COMMISSIONER OF EDUCATION. n So ' a .§415 OOO f!< a c. & P. ft Q< fl ® • ®o®., fflC^OO I s s- aa^ a s ®o® r®© r®® ft p, p. p. ft, ft, ft ft ft ffi®®®ffiO®®® mxnmxnvimwiiiin •jcoA OT^jeni -oqos TIT BJiasAi' JO joqranj^; 00C500C500 •S99; uoijmj raojj jboA jSBi oqj joj sjdiaoa^ •spnnj OATj -onpoid mojj einooui •epunj OATj -onpojd JO ja’noTUY •BUJUIRd •dn pu-B ‘eSnipiinq ‘spunojS JO 0niT?_^ •noTjraj JOJ juop -ujs qoBa o’j aSjuqo jcnnuy o o o o o o o m 00 lo o CO lo o o eo ^ o o o no o m IP •jboA jooqos jSBi; oqa ui oeBOJOUi •samniOA jo aeqran^ •enjBJBddB puB jouiqBO jBOiqdosonqdC •AjojBJoqBj xB0Ttnaq3 qBjuomnjjsui XXXXX XXX 'I^OOA g a.a oB O cSO'B pR a ®| -S p 1.2 P oep ■" §§«$ ®P1 P c3 p 4:5 2 ; ' ®l -a ■g p © t>,.;ga2 M g ^ ffl ^ a-oj'S §o Ji bX) ^ pB'a a -'■X o P Q M .2 . ■ o , pa ® ;l f- §1 i ©lll| III lillfill § laiSgi^|gi^|^g^g^3slllggpf . cocoMcococococococoeowco STATISTICAL TABLES. 641 ^ g p u a a a a a a jjs as a P( PhPhPhPjPi Ph O O ® ® 72 7202720272 02 p4 P4 p< Pj Pi Pd Pi ® ® ffl ® ® ® ® xnmmmmmm a a^.'-ia'^ a aa^^sja ppppppp, ® ® ® ® ® ® ® 02 72 02 72 02 CO 72 2=rQ V] a a ® tts 02 72 0202O 72 li la -d >5 W 05 ^ O-SP 'z M'S .a a :.3 o tAt^a ®j® 72^ fl o ® . o • o o a 5s p ^ 'o +2 ^ 3 P (S 3-3 h « g P ^.S , jJSp§<§a. ^ 0202HOP M.-np-p ® J 5 , mp P c3'p*-'.p ^ :^:e P ® P i . M® g ® t;p* PQ „ „ P o3®"po-tr I^.Sg'S'SHo _ :|l|||iii|g|^a|||||| O OOh^OflHM osliaia^g... CO CO CO CO cr 41 E Prom Keport of the Commisaioner of Education for 1875. a Board and tuition. b Apparatus. Table VI. — Statistics of institutions for secondary instruction for 1876, 4'c. — Continued. Part 11.— Schools for gfirZs— Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. .'1 jjjl 642 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins— M W September 14. September 21. September. Sept., 1st Wed. Sept., 2d Wed. Seiit., 1st Mon. Sept., 1st Mon. September 10: September. Sciptember 15. Septembei'. Sept., 3d Wed. September 0. September 15. September 13. Sept., 3d Wed. Sex)tember. Jan., Ist Tburs. October 1. November 1. Aug., 1st Mon. SeiJtember 14. •jneA ot;8bi -OTios ui 8j[oaA JO jaqran^ « OOOO OOOO O O O O 00 CO o CD O O O CO CO CO ^ co^-^rp Property, income, &o. i ^ •899J uoijtnj mojj JB9A jSBi eqj JOJ sjdiooaxi H W o • o ; CO* I ^ . i T-i 1 1 O • COi>cf I 'o'* O O LO O M O 8,000 I o ! • QO 500 7, 500 •Spunj 9 ATX -onpojd Tuojj einoouj © j s 1® 1 II 0 4, 800 I o o o ‘Spunj 9AIJ -onpojd JO juiiotuy © i ^ : : i 0 80, 000 lo o o •gnjujud -du pnu ‘sSuipxTuq ‘spuuojS jo’ enxBA QO $150, 000 25, 000 40, 000 8, 000 55, 000 100, 000 15, 538 50, 000 75, 000 1 000*03 2, 500 25, 000 16, 000 3, 500 65, OOO •noijinj joj juop -nj8 qoW o’j oSjuqo xenuny OLOOO OOOO oo 1.0 O'? o O LO o LO O LO o CO CO rH ^ CO QOOOOOGOLOO OCDOi0Cl ^ ‘.a I’sJ ^ 3 1“^ £ jlil sfiKt >5% 1 e 1 5 G H 5-: >5 Locust Hill Seminary* . UnTTAnsArnff. Sp.linnl* Cary Female Seminary . Charlotte Institute for Young Ladies.* Mt. Pleasant Female Seminary . . . Peace Institute . 1 _ Literary Institute of the Sisters of Notre Dame, 396 397 398 399 400 401 402 403 404 405 400 407 408 409 410 411 412 413 414 415 410 417 418 STATISTICAL TABLES. 643 IS s §§^ - 8 5 Is. a^ a s 2'^^ a^ a rr® r®p3S r® r CJOO oot-oooo o o o o o' cf o" CO o lo CM a ^=2 it I i ft a <1 s : S’ • ^ • ■ I e r ^ 9 i a ® ^■a||§|^-20oa «*h«2 ® g g geo = >>'3 > ivo a tii'ag.2i«&::i=|.s§: ”§''S-2-pl||aSM^|'Sig ■=.£ ^'1® !^a bJD SJC be ei ' ’ P ® .P ■ O W bfi® a P t^s'^ - - - ® ags tH s a ^ I ® >s n. Ph <1'o ^ "o ^ -g ^ O g o I fs ^?,CO § CO a t>^ :S t>® M s. ^ Ph -^coco ® o a^a Poi tH p ea 'S '3c ^'^.2'§ gP^^ OfxjrcPC ® pgp^55®'2'o •'^.PgnP.tP! ■^comPPmS^ mcomS W Mcc g § P PCO P “E§5r .gp>^h g I £ a >s a ^ §1 ^ ® "p ^ ^ ..b . S'*". fcjT'H if^ . ^ a 2a2 0 a OD fl G feXo5X3®^ -§■030 PS'S pf’' 9A o o pp-® J ,-? S-.-P jp _a _2 ftP3 P . ■ 3pgiSeS®e3a PPP S S S Pcocococo ^ S From Report of the Coniraisaioner of Education for 1875. <» Board and tuition. Table VI. — Statistics of institutions for secondary instruction for 1876, ^c.— Continued. Part 11.— Schools for fliiWs— Continued. Note. — x inaioates an affirmative answer; 0 signifies no or none; - indicate^ no answer. 644 REPORT OF THE COMMISSIONER OF EDUCATION. ^1 O cc ■■I -9 ® ® t-At :s| p a a a a a goo c o o^ ^ a^-^ a- g a-- £ a r r D r r : p. .a picpciip, p,.a p, oo® aoo^o©*®.^®®!;®©®®®®© cocococo COCOfR . CO CO <3 CO 02 CO CO ^ CO CO CO CO 02 ErEO CO O CO •jPBOiC OT^^srx ■oqo8 ui 8J[99A JO joqiun^ ©OOOOOOOOOOOOfOOiC '890J uoTjmj mojj .it39A jSRi '9qj joj sjdt909a; §§§ O CM O r-T r-T o' O O O o o « cooTof o o o o o o S o ©"ofM r-T 'spnnj 9ATJ -onpojd raojj oiuooui •eptmj 9ATJ -onpojd JO ju’nouiY •enj'Bj'Bd -dR puR ‘8SaTp|Tnq ‘epnnojS jo' O O O O O O O' O O O O O O O O O cc o" O" o o o o o •nopm!^ loj (jtrop •n^s T10B9 04 eSjBqo x'Bnauy o 00000c 7 GOiOO-WGOC iO O 10 o rC t-H CO 01 t-H MBOiC xooqo8 jsBj eqj UI osBoaoui •S9uinxoA JO jequin^ 0000000 O O 0^’ o o o o •Bujujuddu pun jeuiquo xBotqdoeoxiqj •AjojRjoqRi xCTiui9qo 00 00 > 0x0x0 Is music taught? •jBjuauinjjsui (?» Cl q'BOOA d XXXX X X XXX xxxxxxxxxxxxxxx Is drawing taught ? •pUCq 990^ 0 d XX X I 0 X ox ; X X xoxx xoxox q’Boiireqoej^ 05 H ox X X 0 X 0 X X X : 00 ; 0 X 0 ; 0 ; ;S ; c3 ; “ bfl . :§S o c« ©o: '^4 5 c5 o • - S ® =aw :«2 73 c a o ^ a _ Icoco^'p a © ® h>5® o — 2 §a a I’S L a'^^' a 2 aii^1 gfll 'p Et^ <1 Ei| CO i: ® a a ’ ® 3§<3.a|^-^ qm CD gJ2 aQ ||l”||li sslfilr •g>SPcdSac3 llltaija © o.2.rtOJ ©^ j .a .a ^ M ' S ^'S'g ijSs.2 a >5® s'® ® 5s a 2 ,. . ®Q ® © g a «Kn += Sr® a a S~; IJ a P! ® a [H !a-C«©.^a'^r«=3l“-9 Sha.2aia■-'? ' il.5-s6 1 a a «§ -^ J !a §cg c o 'a.’^'Q 'Sc’S I-^m!>I |i,S<5K |qMMp;KM-^OOliH<^ <1 CJ) S W H |b|g2 a ® b-i is” fiK2^-|-g<1o .^|i|fl||g 311111 al^l &|ll|:s =:s'il||2 tl-ll g^ftpDp^ajM ®S'a2Sj£ stla||'^a*.;a22®.-'“--' 02 c3 © w f bi)ot^©C®hi..Q ® s aa Cjo^(r?cc’^ioor-Toc2 o cr-oooooooooo i-h ^i^iTwiccrirsirsirsirsiOio i o o :o i> 00 os o ■ Ic u5 S IS o o . (M 55 Table VI. — Statistics of institutions for secondary instruction for 1876, ^c. — Continued. Part JlI.Schools for boys and girls. Note. — x indicates an aftlrniative answer; 0 signifies no or none; - indicates no answer. 646 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins— w w Sept., 2d Mon. Sept., 2d Mon. September 17. September. Sept., 1st Wed. Sept., 1st Mon. Nov., 1st Mon. Sept., 1st Mon. Aug., 1st Mon. October 1. October 1. September. January 25. Sept., 1st Mon. Sei^tember 1. Api il 14. July. August 2. August. -oqos xn 8J[99av’ jo joqtnnj^ M O O O — 1 TP COO^JO OCiOOO TP TP TP CQ M oooooo Property, income, &c. •809J iioTjmj niojj jcaA jSBx aqi aoj ejdi909ji H M o 2, 000 800 1, 200 0 3, 000 1,400 2, 000 2, 400 1,000 2,000 4,800 4, 750 •SpUTlJ 9ATJ -onpojduiojj 9tnooni © W 44,000 1 o 1 o I 0 009 0 •Sptmj 9ATX. -onpoad jo juhoinY © !?♦ g i® : 0 6, 000 0 •snjnjnd -dn pnn ‘eSaipxinq ‘spnnojS jo’ anx-BT?^ GC « |7, 000 O O O O o o iS ^ o oooooo oooooo O OOCDOOO oooooo o oooooo oooooo of CO CO*' ‘v'' 01 50 CO'' lO of 00 in o* rH CO T-H •noprnj joj anap -njs qono’o j aSanqo innanv o CD 5 32-48 10-30 50 ' 0 32i-62i 25 1 « 30-50 48 50-60 24 Library. •JB9A xooqos jSBx aqi^ ni aecajoui © • o o o . o^^ O 20 20 20 •sooinxoA JO aaquin^ § • 1—1 o I o o • o o o ^ ^ ^ •Bnjna'Bddn pnn joniqBo x'Botqdoeotiq j X o o ; X X o o X O O X •iljojnjoq'Ex XROitnaqO W 5? o o o o.x o o O O O O X X sS 'XBjuaiuujqsux i ^ I .XX XX XX ; X O O X X O X X X a If to •XB90A i XXX X jx ,XX X O X o XXX jxxx tJO S'? •punq 99J,i © Si X XXX X o ; o I 1 ; o ; O X O X X X M •XBOinBqoaj^ Si H i Hi H I ® X ; o o ; O ; O O X S : &J0 : s o '3 9-03 na2;9 -3 30, Is S r® bt-tJ -S 5 :8 •■Sb-S ^121 §i'§^a''g2^2|;5 2 .2 o a rt ' .®} ® .a I- ^ ao ce:^a2 'a > M £ a"! g| a 2 ' ®a; 9 a G t £ a a a o ^ i a ^ a ® o > tH = fctO o a _^GQ ^ CD g a i ^ O 22 ® 3.2.20 =§32 i^isasl o lO lO lO O lO ifi i-O O GO r8SS •:i o m io ifi STATISTICAL TABLES. 647 s SSi Sis SSsSisliSi iSi SSSSSiSSig SiSSSililsilS " Table YI. — Statistics of institutions for secondary instruction for 1876, ^c. — Continued. Pakt m. — Schools for boys and gfirZs— Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. 648 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins— w January. January 1. January 8. January 8. Jan., 2d Mon. August 27. Jan., 1st Mon. Jan., 2d Wed. January 15. Peb., 1st Mon. January 15. Jau., 2d Mon. January 8. January. January 15. Jan., 1st Mon. January 8, January. January 1. J anuary 8. January 1, January 15. February 1. July 1. Jan’., 2d Mon. •anoA oi^sni -onos nt e5[9aiii jo aaqain^ M O OOOOO OOOtCOOOOO'^OOOOOtOOOOCi Property, income, &c. •saaj uoiim^x moaj jsoA !X8ni aqx joj sjdiaoajj; M o * o o * o ^ OO O 'OOOOOOOOO 'OOO oo O 'OOOOOOOOO 'OOO oo O •Ot-OC>l'V'^OCOO *ooo CO'' ' r-T I-T t-T r-T I tH' O ^ O O O QO ''5' •spunj aATj -onpoju mojj acuooui O « 1 o 1 O' o i o ! o o o O o ■ o •epunj 9ATJ -onpojd JO junoucY ; :s O' o • o 1 ® o o oo io ■gQjnjBd -dn pun ‘sSuipimq ‘epunojS jo’ " on{Bj^ CJD O tOOOO OO *00000000000000000 O .OOOO XOO *00000000000000 0 00 O *07000 coo *OaOO'*!J^J>0 ^ ‘Oi ■^(Xl Oi tH r~. Ol 1-1 •aotijTn:^ joj i^uop -Ui^e qoBo 0!}. eSanqo [cnnuy o O (^! CN -ir T-l o c> o o O LO O r-ir-iOi a25 10-30 20-40 30 30-40 1 ri-sr. i I S S § ; : ® Library. •jbsA jooqos jeni eq; ui asBajonj • o . o •* o - * ■ O * o O O •sauinxoA jo jeqmnj^ • OOOO; O 1 O . o ooo© O O •3u:}Bjndd'B pun (^ouiq-BD xBOiqdoeotiqj o oooox ooo o o o OOOOO o o o •Ajo!xnjoq'BX xnoiuiaqQ M O OOOOO OOO o o o OOOOO o o o Is music taught ? qBjuauinjjsui X OX ox O X X X o X o X o o o ; o •[nooA ; o o ox O X X o X o X o o o X o bJD ce oi •punq 99Jj; © to oooox oox o o 1 o X o o h qnoiunqoaH Si H o oooox oo; o O X ; o X o o ;o Name. H Benevolence Male and Female High School. Blackshear Academy . . Grooverville Academy . Lodge Academy . Butler Female College and Male Institute. Paris Hill Academy . Carroll Masonic Institute . Erwin Street School . 'c ■"C 7; CC 'S S « O Conyers High School . Corinth Academv _ _ Crawford Academy . . Danbure Hieh School . . . > 1 c3 O <1 > O to Dirt Town Academy.’ . Farmersville Academy . The Fairburn Academy . . Flemington Institute . Oak drove Academy . . Pine Grove Academv . . j Rabun Gap High School . 1 Braswell Academy . I STATISTICAL TABLES. 649 _ 00 S ^ ^ o a ®i§5 = — «-J^rlCL CLCL^L c^cScScScSc^cSjC^cSc^RS® <©^(1) ^ M xsimxfl :50o^0'>oooooooooo^"oooo ooi o o o o o ooooooo oc ofo CM M tH O TT 3 oooinoioooxno o lO O O O Ul o O (M CC Cl CM M C'O o o o o o CO (Ci Cl ^ ci T-^ d tH oooLo^oooa I^OOOOOOOOO ^-2 G '®d (JX W r‘i '•*< g re'®'SS’-*^^&co?r!'9 bx,-*^ 2 -2 a § |^|ii'§.2||||§il:9§§i O o OJ o S o.^ o .■2 2 .o o 43 o a o o ® M ® v2 aa "iSi- j'-ga ar§ >., - §, g s a ^ S ^ a t^'o fO n rrt t>-.^ '^•’5 rt 'I S ' li |'£.J!ll|ifil|5|ils?i|ii I « g §iS 2-3 C-S £ §£r2 a^ >;a ,.a^ o go o « a-9.'>^ bccJPH.^ flli 1^ i gl^ll i%M §Sl| i il 3t-MOO«: eO'5< M M M M •<9< •V'T' a O 00 5^ ‘ ■J'i ©1/2 . fcC-cS ; cqB i 1 ® fl ■S eS is § ;|1 ®r a ; o trj= Pi §; ; c 0 6 cs o-^ 2M^<1-3-g ' © § © 5 u'ogo;2o£«2f >o®Oof^*^'w.£aci"So'S'3® llziS p^O SocpELfCq^o}^ 3 .5 . a cs 3 ® btfO © g'.'te illlligll soPU !>■< o — ro 7?> o Albion Seminary . ' . I . I x I x ' ' . ' . I 350 • . * 20 I 15,000 ''' "^10,000 I 500 I 1,800 • 36 I Septei STATISTICAL TABLES. 651 -fi 02 <1 in^O©-H y o u u U U U U U ^ niuj uj u^uj a:)a5(©oa3®® -jj _l=>o ^ ” a a” a^ a s-^ 2 a a 3 2 a”” a a a a a a ^ ro^® r rr®®®©©®® r^ r o r r r r 'p^‘a,'S^ A P^'Pn'ft ^P-O-Q P-'ft Ph'£i'S'£.P4 ^ ^ o®®®®®®©®®®®®®®*;®®®®®®®®®© ®®®® *: ® xnmmmmxfimmmrnmmxjiuim^^mmxiiifixfimmmTrim mmmm m CO CO CC CO CO g o o o co" co'' r-T o o o o o o o o O lO o o ViO of co" oooooooooooo oooooooooooo co" CD o' o" ID o" co" ID id" of o o o o o o o o o o o o o o o o c id" CD" JD" co" id" o" 2" I-T o" id" X ^ C» ^ O 00 c ^ ci O o!* GO 0 20 . .0000 I I M ^ 0 0 I 0 I-H » : : : :S : : : : i® i i ■ 0 ® 0 • • • ® ; « M ' I • 2 oos 0 0 0 6, 000 1,030 0 500 ‘ ID 0 0 • CD 0 •0 • 0 0 0 0 ID 'OO • ' * 0 ^ ‘ ^ ^ 0 1,000 « 100 1 ; 0 0 0 ; ; 0 ; I I 0 x X 0 0 X X 0 X : 0 00 ;© X ; xoo :oo xo ; ; 00x0 0 X 0 ; 0X0 00 ; © 0 X X 0 0 0 loo ;xoo loooo I I 0 0 1 0 ^XDTfHTPOJOOOlX'OiDOlD 0000 ID -lDlCMCj?CODtCOCOi-Hr-(THiDCO ^ IDCO Co"oO 00 O t-HDI (M^eo c-^ 00 X o o > 0 0X00 00 xoo 2 ^ ® a ■2^ .^a ® a > 1l^ g J o c5g '•^ a. 9 a ^ o (Drri a ^ a i Prg^ 5 a'^-a a'«^-| .ly I! gflfllil r»f i!tr:iii iiiiis^^iiii ©2Bf'-‘'©!'S'*=l^^-s?>S'agogEcjo§a'=’'®i®c2®i52'P© pCnscsgp® p5?,g-2®a^ra&.Spte^'SsS®.S^>-J2ePST3 ©a; cs n3 fl ^ hspq W?2Phc50m 5 a p^>!! S a I \^=s2 OS®.!^:H©®g^^S®rZ4kl^^®c^^e6^e8'^ggg->^C ti^Pfth:;p^S!2:;^MoHpjqH^i^0Wp5p:i P= ‘ w >5 I ®^ <2 ® w f^iDCDi-COOO--D DOOOOOOOtMt- D< CN (N Prom lieport of the Commissioner of Education for 1875. a Average charge. 6 Board and tuition. c Tuition free in the higher classes. 652 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 653 % 41 illii I gsl I I Iffii ff ll.l ii Ml . .3 ii' i§liiiii iSiSi iili r-Tfff isiil ”S“ :ai :®r ;l -- ;i°s ill :si Ii i i . th" 1 < • • ' iH • • i ; i ! ! ! i ; "|1 iiii jTtrrH- iiiliii-iii cTof -T-f ;siiii°ii iiiii :°ii in i i : i •'O' iiii iiiiiiiiiii iesS ss»ssgg«gs-' iiiiiiiii iiiiiiiiiiii iiii iili iiii iiiiii iiiii ;,^-2|-,-=,W3 ..-«-o„-,--rrf„-„-orfrf or^rgo s»-s S-S""! IS i°i°is " - § iili S;i Ji ii PWl [ a20 30 12-15 8 20 7-10 12 pi I : ii: :||§S2g5t ;|® r ; ;C.0«0 O ; :® : . o o • . ■ • • o . . O i i is i i i o 3 : 75 " 500 1,000 0 250 0 415 100 500 ii° i :iS ;i° ; I ill : : 1, 300 0 0 0 1,500 85 3, 000 50 0 1, 400 500 200 40 1 1° XXXXOXOXX XXXX ; X 0 X 0 X xoooo oxxooxxxxxxxxox X O X ,X X o ; XX X X O O X ; X X ; X X : X : o X 0 X 0 X 0 0 0 X 0 0 . r 0 0 0 I X ! ; o o ; 1 O X X X X ; XXXXXXXOO ; xxoooxoxo ; XOO X X X 0 X X 0 0 X ; ; c 5 O O X 0 0 0 : o ; X X xooox xooxoxoxoxxoxxx 0 0 X X 0 0 ; X ;< => o o ; 0 0 0 ; o X ; X X o o o 0 0 X 0 0 0 0 X o X ; X [% Sgssppsss SgllSIlggggg ggpggggggg S§5|gSS-||SgSS|g| I Table YL— Statistics of institutions for secondary instruction for 1876, ^'C. — Continued. Part 111.— Schools Jot hoys and Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 654 EEPORT OF THE COMMISSIONER OF EDUCATION. o o • c § p.p.ci.p.a <0 ® ® ffl O) ®^ ® ^ ;h ^ g g ® g g-^ .- ® ® c s .- ® ® .- sc bfi-s -g -g 5P<&3'-X «OOOr-IOX r-T or o' o" I-T •spunj 9AIT •onpoad raoij aiuooui •Spunj 9ATI -onpoad jo !),arioniY •snTuaBd -dB puB ‘sSncpimq ‘spanoaS jo eniB^ ooooo ooc ooooo ooc 0000500000 OOO 05 ooooo ooowooooo <£ o'" ■q'" « o" o' j> •qJ' -qT iH (M I— LO (M JO Gi •uoiTtn^i api ^laop -n:i8,qaBao;}. 9gaBqa isnauv -i O O O o o c N O O LO M lO O' •jBal looqos !ISBI 9qi UT 9S89a0tII •s9raniOAj:o a9quiu^ O O O O O LO o O C- Ol LO o OJ O CJt rH la tH (N •sniiBaBddB puB !}.9aiqB0 iBOiqdoeoiiqj •iCao^IBaoqBt iBOira9qo o o o o > ^ o 1 c S 1 fe02 : t>> ® >52 >5.3 C? .2 2 ® ®<1 .2 cpq'^ s^=si-f i c o ;23 I 02.3®®® ! 02 ®CH^ 'B as •^3®^ 11.2^ ® • £_^t>5 0 ®'0n^ f § a'PH S ®'2 a oS ^0^0 c3^ 3 o<5 ® g S ^S;2;pqjgpqh5^ fcJD -g r- r- t- - 00 Ci O — ' STATISTICAL TABLES. 657 5 ^ ^ ^ Q y p t-i P-) M ^ ^ 4> <0 ® % I I I 5sS rSSw - ^-iS-jS^^+a bjSl) Kf}+s +3 +3 *3 -U +3 +3 p, ft Ph ft Pa ft— ^^ftftftftftftftft a2a2a2a2coa2H5<3" o" of '* •^COCOl^CODiC^O^OCOO I o I I c;> CO c:> ^ t-- tH ID ^c» c:) § § OOOD^OOOOOOOu-O O rH (M <7? CO CM CO « s ® ^ T 00 0lCi-i0®0»n0 o ■ o I CO • Lo o O O CO oxoxxxooxo> oo o :o < X © © X o > < © © © © > 5§l ■ i 33 P P • t>3 P o ^ 55S'j t^4 arg-SisS 1^11^ hS|^-§a^®.au P ® ® S.S =§ . S?^ ® ® =3^ a5 o t>>o I a ^ a ® |■lli^:lgi^|i-^l^ H 2 U ®.9^ > — a ® ftp inmw a^rgl^^S g^o ® a IIS ||-S p p ® ® £ ® Seta'S a^ a Wo<1-0000000000000000000000000 >0000000000000000000000000 >0(Moooiooooooioooooioooooo50inio )t-THOiJi-lr-IO>nM'^OMiniO"'!tri>OMQD(jf-^®i'o I-I i-( Cir-I m OJ r-l i-l CO •UOT^jm'J JOJ !UI9P -tr).8 6i^ eganqo iRnuaY (5< $30 30-50 0 10-21 8 10-25 CO'^OOCDOlG5T}5 M’S d S2iS?i§ 2 ^ o "to 9 iH ica2 0 |>-.r^ ®'S-2 OS . 1- tD 9 d ^.;h ® 0 a wpn 0®^^ 0 J a o ffl 2 rtMO_],0 oS • >5.0 a0a®§S^®9*'rt-^..0 g.|.S 0 « 0O g 0'S ® as-5 0M ® Ss 0 S P02 02 02 H ^ P^ <1 -5l d? 0 1^ O ® a & 0 p g 1 0 •rtoS ® M So I ^d!> + ioS a ® + • : : '.'3' >-.<] : :.a 0 S S e ’S ii' >,.S .S ^.,.2 S «2 o 0 - « d - g a^g3^.2i g-| ®| s g ||5| g ®:g |w From Eeport of the Commissioner of Education for 1875. d $3,000 from Government under treaty with Indians and |100 from pupils’ labor. ’ To non-residents ® Value of apparatus. Average charge. ’ / quarter ; school not in session during the winter months. Not including grounds. 0 Board and tuition. 662 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 663 S' a CO 0 d d § a a g a , 1 d . d d d d d d ^ © . ’-1 ^ © ^ ^ r-* et 4^ 43 23 ro-2 >5>5®'2 ' p g'g'i & 02 M l-n l-s 5bC P 3 P ■^02 '**1 bb-S blo-g^ a ® 5 ® r® <1 02^02 PhP< ® ffl 02 02 I .- r r r a> r- bL c!i =i. t ‘g- 8 o o o o o o O C3 lO o o O r-( lO T-l r-T (?f OOOOOO OO o> 0X0 o > OOOOOO OO X o o ox o o o o •libggs -I -■>J^O '■ a i s I I a =«.9 a o 2 p o 2 ® ^ § §3 g^ 2^^ ® ®- h hwoohooqm" 'c3^ *a § ©Ha® rpg a ^ c5 ri ^ ^ p a s ©-g © ! 2 g g'p'5-rt © j ® § g >.5 a ©-2^0.2^ 4. Ch > O 0!) Kr y ^ ® ^ ^ f— .^l!sllS51||i|| B «-S ® a s5 «§■?§§. I ^^la-so I ®^|ll I opit 5' . t>C®r2 23p a © .Sfa '^cri <10s^©-gpo ‘..as Ini'S? © g 1 p;=J ®'p®S22;?-9>' p.;gRp:t ikn ilsjl H O '^ ^ © MooH « §5 ^ w (H CN CJ C* CO P * From Eeport of the Commissioner of Education for 1875. a Average charge. b Value of apparatus. c The library is kept in the school room and used by the school, hut does not belong to it. d Board and tuition. e See collegiate department, Table IX. Table VI. — Statistics of institutions for secondary instruction for 1876, 4^c. — Continued. Part III. — Schools for boys and (yirZs— Continued. Note.— x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. I,' 664 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins— M M c c 1 a: July 27. September 1. Sept., 1st Mon. Mar., 1st Mon. Aug., 1st Mon. August. February 21. August 3. February. Sept., 1st Mon. Sept., 1st Mon. February 20. September 1. Sept., 1st Mon. September 4. Sept., 1st Mon. Sept., 1st Mon. September. Sept., 1st Mon. Sept., 1st Mon. Sept., 3d Mon. August 20. August 22. •j'boA oi^sci -OTios ur 85[99Ai. JO joqmu^ M oooooooooooooo OOOOOOOOOOO Property, income, &c. •899J nor^ra^l mo:g jroA j8d[9qjaoj ejdiooo^ H W o 500 700 750 1, 500 800 700 1, 250 600 3, 000 600 O O O O O O o o o o loo o § o § I o S rH CO CO' » CO •8pnnj 9ATJ -onpoad raojj ooiooui e o o • o • o o • O O i •epunj 9AIJ -onpoad jo junoniy Si o 0 0 0 0 000 ‘oi o o • "enjBJBd -dn puB ‘8Saipxtnq ‘spunoaS jo dnxuA Q(0 o m ■ ooooooooooooooooo o o . o o o o o -OOOOOOOOOOOOOOOOOOO eOOOOO 'OiOOiOOOOOOOlOOOOOOOOO lOOOOO rHT4'gT-rTirT-4io'r-rc0^Cf^lOin'^''«O(7f •uoTjinj joj q.u9p •UJ8 qono dj oSacqo tcnnuY OGCOO>0:0.-I10 • .OlOlOt' CO .-1 r-i CM tH (Ji (M • .(MCOCM.^ A o (B : iiA ® ® a35 20-50 20-50 ; ai Library. uboA xooqoe Q.S'BX eqj ui osBoaouj ;9 : : i : i :® : • O O . . . •somnioA JO aequinjii « O *00 • *00 008 1 oos 005 0 or.T 0 005 ‘X 0 0 0 'snjBjBddc pnw jouiq-BO x'BOtqdosotTqj « =. oooooooo ;xo jooooxxx •Ajojr joq^x I'BopnoqQ M o oooooooo ;xo ;oooxoxx Is music taught? X o X X X o o ; X X ; 0 0 qnooA H X X xxxooxxxx X 0 0 X Is drawing taught ? •pUBq 99J^ © o ooooo xoo 000X0 xxxxxx •XBOiuBqooH Si H o O O O O O ; o o o o o o ; ; X X X ; Name. H "c c Zf. "k 'a t 1 ) [I ! > 1 a a b Ic Is Is ia Madison Academy . Fulton Academy* . Cumberland Institute* . Nourse Seminary . White Seminary . Melrose Institute* . Obion College . Pleasant Grove Seminary . Gonzales College . . . Lancaster Masonic Institute . Riverside Institute . Owensville High School* . . . Alamo Select School . St. Mary’s Hall* . Coronal Institute . Addran College . Barre Academy . Goddard Seminary . 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1163 1169 1170 1171 1172 1173 1174 1175 1176 1177 STATISTICAL TABLES. 665 ® rH r- - S rrS® "So rasPP® rSfl <) o o o o o o o o o o o o o o o o 'S* 0510 t- r-l UO C< CNCO’' t-h" 100 0 o s lOOOO ‘OOiCO 1 oooo 00 • O CO O 1 o oo • cn CM 1 CO 00 (M OO oo I oo o o o ^ • o O 350 0 650 1 1 3, 000 1, 000 0 o o" 1, 400 0 0 0 4, ooo 3, ooo 2, ooo 11, 500 15, 000 0 13, 400 70, 000 13, ooo 5, ooo 2, ooo 0 0 0 0 . . . o o 6, 000 0 6, 000 1, 800 o 1,000 10, 000 4,500 o 1, 200 1,500 3, 000 1,500 3, 000 25, 000 800 4,000 6, 000 8, 000 100, 000 100, 000 2, 200 9, 000 ■ 2, 000 10, 000 4, 000 1, 200 2, 000 4, 500 25, 000 40, 000 75, 000 4, ooo 35, 000 25, 000 60, 000 5, 000 15, 000 5, 000 1,500 2, 500 OI cn 0CD-HC5 0 0 loCTMOCOOTfH COOOO Cl dClCgr-lCjl T-lr-( jCICOtH CCCl tHCMCOCC 00 Cl Cl ift IqdiAci Or-i Cl T-1 Tt rH tO-rHTHr-ICICIrH Cl cc ! OQ.?)' :oi-0 ioooo-^ "1 ;« ■""S 30-50 21. 27 30 40-60 48 10-30 9-15 40 100 CO io jo j i i .OOO ® i i®® i O OOO O CM 1-H o o o o o OS 000 OOS‘1 0 oee 0 005 oox 0 T5 98 oo ooo o 'OOO * m O O lO « O O * o O O • CO • CO § 350 40 1,100 o o X X X X X XOOOXXOOXO xxxo XX ooo OOOOOX o XXX o o X X X o o ooooxxooxo xxxx XX ooo OOOOOX X X X o o X XXXOXOOXOXXXOXX XXXXXXX OOX OXOXOX X X o X ; o X jx OXXOlOXlJOXX ;xx;xxx oox oxxxox x X X XX X xxooxoo ;o ; ; ;o ;o xxxxxo ; ooo o ; ;xo ; X X XX o o X J X oo oo xo X ; ;o ;o ; x x x o ; ooo ox; o ; X X o o f4 ■ • .2 : : • • t • ■ ■ t t * O 1 1 1 i ’rh : : : 1 p . M >5 I a*,. 'S'5i&S-l?iia ® owcp ® ^>B2isnO "0= £^302^^ ft® H fl-e lS|ll|i52s Pa2coa2co5 ■ w >- 5^.a«;3^a2s.S'g §'§ aa e'8.2s§g'§l||®'io§^ ® o =3 13 S ^ J3 ® 45 -gffi p s p-g4i! <0 tiC 30 00 QO 00 OQ GO a 'From Eeport of the Commissioner of Education for 1875. a Average charge. Table YL— Statistics of institutions for secondary instruction for 1876, — Concluclod. Part III. — Schools for boys and pirZs— Concluded. Kote.— X indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 666 REPORT OP THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins— M W September 1. August 21. Sept., 1st Mon. Aug., last Mon. Sept., Ist Mon. •jboA -oqos UT eqooAi. JO joqnm^ M o o o o o ^ Property, income, &c. •S89J uoTjxnj taojj jboA JSBX oqj joj sjdtaoa'a; M 1850 ,6G0 ,500 ,100 ,800 ,500 •Spunj OATJ -onpoad raojj ouiooiri W if : : S' •epunj 9AIJ -onpojd JO junoury 000 ‘8 ol . "'i •BUJBIBd -du puB ‘sSaipxmq ‘BpunoiS jo’ o'nxBj^ » O O • O 1 o O O • O 1 o o o • o . o IS3 •uoijinjjoj juop -njs qoBa b j oSjuqo xunuuY $10-25 12-28 40-60 24, 40 24-48 18-36 Library. •JB9A xooqos JSBX oqj UI 9BB9I0UI O CO loo I 1 <0 QO • •sauinxoA jo joquinjq; fO O lO O O O O O O O lO r-l CO ^ rH i-» •snjBJCBddB puB jeurquo xBOtqdosojiq ^ 1 ^ ^ ^ CO CO'^^CO 00 0 222 CO ^ •Apnje JO osmoo sane A jo aoqranjj CO M 1 CO CO ^ 5 4 4 3,4 loo ; CO CO Students. snonnjiqsai joq^jo aaino jou pip pae '‘j;'KoA oiraopnoB jsbx JO esojo JB osanoo poioydnior) I I § ® 1 CO d 00 CN 0 0 » • > CO •jeeA otiuopBOB j8B[ jo 9S0[0 oonis jooqos oqtjnaioe poaojug; .M j 0(M |OOOOlO J> 0 0 0 0 • < « 0 •aeoA oitaopBOB jssj JO osojo 90U18 eSaqoo paaojug; e) I 0 ' iO CO *00 ^ « cn CO 0 1 CO I •uoiesicnpB aoj poainbaa o§y H • 0 'e' '*' (M ‘ 0 'TJ d 2 I s ; CO i 2 i •Bjuopnjs aoqjo jo aaqranjj 0 H 150 1 35 1 100 10 320 0 92 132 50 0 xo 00 CO 0 00 xo •oSaxxoo ui 98JU00 opij -U9T08 aoj SaiaBdaad aaqoin^ lrtrHOoi32. cej ^OC d 0 xo 00 Cl coo •9391109 HI 98an00 JBOIS ■8BX0 Jioj SniaBdaad aaq’ainxq; QO • 00 0 ^ 0 t- ,CO 00 GO • T-l tH rH « 0 CO • 10 iO 0 •eio^onjjsm jo joqran^ --I CO 00 00 es 05 c^ eo lo 05Tt CO 04 •aoTjBUitaouop enoiSqog; CO ! o' "o ; ; "o ! 0 ■ 2 £ • - S. • S hfi ? ® * ' ? ' ? § § § § Non-sect. Nob -sect. Baptist . . Non-sect. Meth -• . . Non-sect. Presb ... Baptist . . P. E . -3S bio Iff > ^ p3 P-l'^ t** ® 3 tm -rn r ^ .s ^ g" 0.2 t>2 p4 H'S (-4^1 •nopezia'BSjo jo e^j-no; JO e^jno; '3 3 oo o ■^ § do ■q *, cs's g 5.20 a (d® g • cS-T - •OO'?'?® ® rr^ra ^.cr^®^-''..r O*^-*^® ' o fO eg n, ^ o^ g > ^ S3 §;§ ^.2 >|.9| oOgaWWa-g ^ eg eg ® ’■ ■ ege-^egSSoeg® oo^iyegegjegjjjr-gcg ® “I&II3 d Sc'-S"® i^ll M®| ®|o ® o O'® g HOOOfqWJi-sHo 314 ii.llssi’ nil imi'al pK. !s|l”n iin ^ E S ® ® gill's 5oog3gg35 -cg^PC Hl2;ot>oa2<1 HjoQfpfii ^ P C wold College. STATISTICAL TABLES. G73 5 o o c; o Ci O GO O O OO) C^OC5OOOC?il-*Q0 ZCiTi ^ CM O a e ^ ^ • O 00 (M ” 23 3 : ; ; s'®!^ s |g : : : : — : • : :|§ill’^l 3 d I|^'pq|| i : i : t • 1 • 1 i 0 0 ^ ^ ® : ; : ; ; :oo^:z;^pqo jI p| ^pqpgpLn'Iz;!::) ; Is? k-i ^ fcT i *4C. g ^ o ^ ^ *3 ^ , M ri h ^ -iO flS -^3 ||^ ^ CQ bJjo .2gg, WM 6 sW g^;2 Ird^ s ® W ifi i i ?§li :iSS l2®W g;.§ §g to ® fl' .r :fo 3 cSr^ajz g*^. ’g 3 g t> >©3 >’5’ :w : : ;<1 :^' 5 : Q j 7? - a "S • 4^-"^ Wi S ^ o : -s oT o . risi g _: <4 ^ S .2 l^agd^ J cQ |0 W ■£ §0 |4 32 P5 ^ J gg M m CM TMTS ^ >5© ® ^Mli^Jlli I |?| I||lll|l^ii|l4=- =-in-K- .3 g'S g ftll ® WO^leStdpHHFPW Pi5.^ a- -sll" ’ I o's : & “ -'I a| -la ©^3 'HO| q a. ^ S g-S§ •2 ® nt « :2 ^ O ' ^ 'O rrl 3 'a .S’© 3 ■ a oH >,fcX'* O- JPP ^ 1|3' 1=1 Ph, twp— I ::: rt'S o3 ^ c ® t> ^ ca ;§Sq 5 T-i!;?00Tj--7 . Q cs g c s g‘ © ® ■^ra 3 c3 © o E YLL—Stalistics of preparaiovi) including schools for secondary instruction having preparatory departments, for 1876, ^ Continned. Note.— x indicates an aflirmative answer ; 0 signifies no or none ; - indicates no answer. _ 674 REPORT OF THE COMMISSIONER OF EDUCATION. •jKa.C oi}93[oqa9 ui eqa aii jo jaquinx H 1 40 40 § W 5 CO O C5 CO CO 05 CO ^ O ^ ^ o o TP •i^pnje ' TP O CO O CO CO CO CO 't: o o JO aajnoa {{nj ni sinai jo jaqnin^ co" of •suoijujpeai .laqjo aajaa jou ^ CS C7 CO 1-H in (M (M c^^ ©J CM pip pan ‘anai; oiinapnoB jsb[ JO aeoTO JB asinoa paja'dnioo H CO r-t Cl •jBaj£ oiniapBOB jee^ jo asop 1 : r-l05 rj. Oi --i ; CO O O • TP o o 00 aonis ]o6qoe opri^i^PS pajaing" 1 : CM 1 1-t •IBa^ OlUiapBOB JSBl 1 i-i CO Itp CO 05 00 lO ©I 2 ® CO o m JO aeoio aom’s atfoTToa pa-iaanq* 1 • CM CO P ® •aoiseiinpB aoj paainfiaa a§Y 1 3 1 : ssS 3 ^ s 3 2j ; ‘sS P O Ci O -M TP c© •sjnapnjs jaqjo jo aaqranii H iO CM Tp o ^ CO Cl Ol ^ o o p ' s •afiaxpo ni asanoo ogij Si * in m O i CO 00 m O rp O < ;0 ft -naiDS joj SaiJBdajd aaqcanjq; cj : rO ' •ofiano® aeinoo ^nois -9'Bxo joj; ga’u^daad aaqnin]^ | •9TO!^onj!}8ui JO aaqrauisj; •aoij'BUTuiouap snorStp^ ft H p. g v; =3 -• t; 9o d ® q ®M .9 -< •noTjBzra'BSjo jo ejnd (?j m IP ©j JO m o ■rt< uajjnqo jo aj^d g gf^.s -S o a ? a ^ fr.2 ^ M tfrisT 7 o ft oo ft C -f O o O c3 csappa.a ® ®ft ® Jz; S a g*. :.50 op £« O*^ » ® ft O ghfl.® C ® y ^ — f iP 1. #1 te'fl ftaS ® 'p 2 ft ^ ® a ft ft mPh r^f t-.O! §Si5^ a' . . , o o p P PO § >5® ® S » ^a®«5ga ®4^*2.gsp i§.a(^0 Oo5iHft9 OO ft OOhSM<1 4tb ave.) STATISTICAL TABLES. 675 Gi • n o 01 ir^ CO r- r-l o^ CO Cl • o O O • d fC o o Ti J:- lO »0 C5 CX a o o,. , a aS o o .. a a a ^ a S O O O o,f-i ^ Izilz; 1 S ip^: P •k2*“ <1 P q 5 ® aj O © 5 ® TM p-Sp H.aP ®. I ^ . ^ t>' •P I A a- ^ 1 © P P 1-5 iSs M t\ ©^al-is fcc^rccco |pPP 3 aT«- p.p1 oa ^ P? "P : gS|^5g"ga2 Jp o Spq ^ P >=^ fc:-=5 br-pJOCiajas q a ^ SfajM'-i 2 -9 £P © g^•ro ®P © o pp ^ pp^ cu ►^p ® ■^O I ^ oW MpP O ,D< a pP^ ss it Lft I CC • Tfl • ; ^ 1 Cl Cl i C5 1 O CO \ CO CO ! : : <=> oS IS ; o 1 CC C5 • • oo r- 1 ; S o o o 1 i> O • CC • O g g IS .1 r^ .Tl < r-l ^ . ' '-' • ® 2h I S I S Po E ^ h" e ,p H mil p p p .p ;r :PNP J 'rg'-Pa p tH +i M.® r-, . O O ® lp§i»g 5 ©- ® bt) gn o o rh^ -.a^.So Q .-s a3 .® -ap?g c/5 -O c- 43 fl fH* g § ” ® •S'® ®-® =3 lE 'S O N 6 6p o ^raP-o|^.S^E : apa®- ® ®ic.2§gp.®^Sa 8.^-3 §-5a |.g||||S^I'". SISIIa S a bt-g .9 4H ,9 SI -2 -9 fe ? > ^ l^-S^SPIa'-' 0.0 «®oS®2 0 M^P P PM PPPP P : : ^ : ■ ■ o ' (jT III ;| : : a : ; ; ifts i i ' I : M 2d P i i i > l-H rd IP .- I .H M 1 cigj s''l o • p-i 4^ 2 -H’ • o ^ ga®^PoM o oO'Sag+=>® "S '“'a2'?p£§ *^o a g .3 ^ .s |wi|ii i s ■£ 2 -o w «i 1 as-a a fei .3 l^gil Is i MS S ft o 'a as ss§||^=''“-* ^s.g «=*|.S ®i— 1X3 aS;"*— 'O^x^w'"® P OP CiJ ,”3 p p o 9 ’S fe o +i 2 -3 S > ^ O ®1lii «-Sh-=3 ft a a'S.g a t>« SjFlfe! E ® ® 9P 1. 43 ^ ^ "T^ 1^ ® 00 00 00 Oi From Eeimrt of the Commissioner of Education for 1875. a None specified. b Estimated. Note.— X indicates an affirinative answer ; 0 signitios no or none; _ indicates no answer. 676 REPORT OF THE COMMISSIONER OF EDUCATION. ZJ P I oiaecpqDS at eqooAV jo jaqninjj (0 O C5 Ci o 1 ^ CC CO •i;pnp JO oemoo xpj jo joqmnj^ 4-5 4 cc Students. •b’U0ijU4ipui jyqjo JOjuo jou pip pan ‘ibo4! oiraapnoB jsnt JO 98op jn esjnoo pajojdaiog H ; lo •ana^i otoiapnoe jeej jo 0so[o ooatsjoo’qas ogtjuaps po-iajag; M 1 CO (H o •jnaj^ oioiapBOB jsb^ JO 9S0p 90aiB 9:o9J[09 p9J9jaa[ Cl 1 o t- 1 o •aotsstoipB aoj p9Jtnlb9a 99y H 14 14 •sjaapnjg laqjo jo J9qninx O H 1 O) > ^LO •9.o9noo at esjnoo ogij -n9p9 joj 9ai.iBd9ad jaqainj^ 1 ^ 1 lO - •929qoo at 98.inoo j^ots -8Bp aoj 9auBd9jd aaqianj^ (» O O O CO ^ CN 'SJOjonjjsuT JO joqnin vj; •uotj’sataionop snotStpa; ?s Non-sect. Non-sect. Baptist Non-sect. Principal. es W. D. Cabell, Thomas A. Sed- don, and R. H. Willis, jr. Col. H. P. Jones, M. A . 1 Albert Markham . •noijTJzinnSjo jo ojbq ■«# 1865 1850 1855 1864 •jajanqo jo ojncE w 1872 0 1855 0 Location. « Norwood, Va . Taylorsville, Va . Milwaukee, Wis . | Norwood High School . . Hanover Academy . Milwaukee Academy . j O -H (N M Table VII. — Staliaiics of preimratory schools, including schools for secondary instruction having preparatory departments, for 187(), Conlinued. Notk. — X indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. STATISTICAL TABLES. 677 Scholastic year be¬ gins— t/) October 4. J uly 20. July, 3d Wed. J uly, 2d Mon. August 1. Aug., Ist Mon. Sept., 1st Mon. May. September 16. September. Sept., Ist week. Aug., last Wed. August 29. January. Sept., 1st Mon. September 7. Sept., 1st Wed. Sept,, Ist Wed. Property, income, ■ 1 JO^B.I •oqni ^ looqos oqi sbjj H X X XOOOO X XX o Name. H Talladega College . Oak Mound School for Boys . California Military Academy .... Oakland Hi"h School . Franciscan College . . Santa Barbara College . Jarvis Hall . Hartford Public High School . 1 1 i I j iL ; 1 i 1 1 e i * c it® 2 ! a P Norwich Free Academy . Connecticut Literary Institution.. Woodstock Academy . South Georgia Male Institute . Allen’s Academv . . Lake Forest Academy . St. Francisi Solamis (Inllepe _ Burlington Collegiate Institute. .. Preparatory department of Gris¬ wold College. 1 S 1 .7: I J a 1 a 1^ 1 Edward Little High School . 1 ^ ^ ^ ^ ^ ^ ^ ^ ^ OiG^Ol From Keport of the Commissioner of Education for 1875. a To non-residents only. & Board and tuition. c To residents ; $45 to non-residents. Yll.—Slaiisiics of pre^aratorii schools, including schools for secondary instruction having preparatory departments, for 1876, tj'-c— Continued. 678 REPORT OF THE COMMISSIONER OF EDUCATION. 2(1 Wed STATISTICAL TABLES. xooooo xoo TO O ®'S - •r octa-abr® o» S 'H'S ^ s „ - -ggg .-S C2 O e_i S S a^ ^SdI :w § “2 m, ’s ^ 3 &oi-^ 3 ® ® Jj-- M!“25-g.2'§ Oi2 5cO;dr“2 ! 2 g ®f g g;i-a g^oW 7 - d f. ■^'S ,a-®s^p4 s'o^d d-si g ®i ia 2 j >o§:S£-9aJ'3'igdrtd_^®sW2^a CO lO CO 0( O -H C? CO OC CO 00 QO G79 *From Report of the Commissioner of Education for 1875. d Value of apparatus. h Uses those of the Stevens Institute of Technology, a School now permanently closed. (3 To non-resklents only. iUses those of the Columbia School of Mines. & Chartered as the Johnson Horae School for Boys. /Including room rent, k Uses those of Kenyon College, cin upper department for English studies. g Board and tuition, includes washing, fuel, and lights. Table YU— Statistics of prejyaratory schools, including schools for secondary instruction laving preparatory departments, for 187G, ^'C— Continued. Note.— x indicates au atfirmatlvo answer ; 0 signifies no or none; - indicates no answer. 680 REPORT OF THE COMMISSION!: U OF EDUCATION. Cl Cl Cl Cl O CO. 2 c 5; s o Cl - - •eooj nopin; raojj jboA 9q^ joj sidiaoyj]; •span; OAponpoad caojj ocnooni o . . o •span]; OAT^jonpoad jo q,nnoin y •gn^Bjnddi; pan ‘sSai •ppnq ‘epunoa^ jo oniuA •ano.i; jod Sni -3poi pu-B pacoq jo :}so6 oSBaaiy O O O O O LO. •nopm-; joj ';aapn:^s qoBa o^ a.^JBqa x^nnuy •jBa.ii looqas oq:^ ni asBaaonj •sanin[OA jo aaqran^ OOO O 0000^0 OOiO o ooopo^ j ranTSBnaiiS b xooqos aq':>. sbh j sn^^BiBddB pnB (janrqBO {Boxqdosopqd b xooqos sqi i Aao^Bi -oqBX XBOitnaqo b xoo'q^s aqx sbh .2 5 sa a’-S^ ocC o o a br.g a i c 2 -a bcTi c 3.2 2' So^ - 3 c o— ' - Op 5 ■(S-a«apa^-5 : o ^ o.; a o I OP OP^OP 3 0 4^--® bto f- 3 .2 ® .S S .2 ** fl ^ i Sdo. M-a 6p«ppPo;^5w55w > <- 00 Oi o — < c STATISTICAL TABLES. 681 Table VIII.— /Siaiis^ics of inslitulions for the siqyerior instruction of women for 1876; Jrom replies to inquiries btj the United States Bureau of Education. HOTE.— X indicates an affirmative answer ; 0 signifies no or none ; - indicates no answer. G82 REPORT OF THE COMMISSIONER OF EDUCATION. •ediqsjBioqoe jo joqcunx •s^aotn tl® ui joqnina injoj^ •e^aopn'^s o^nnpnLS jo joqmnjq; •osjnoo X'Bi'^and JO ptoods uj •oejnoo jB[nSoi nj •!}nota ^JBdop Ajo^BJBdojd ni loqnin •^uaui -^jBdop Ajo:|BJBdajd ni sjo^onneni •noT!jBniraoa0p enopipg; •lIOI:^BzxaBSJO jo o^jbq; •lO^JBqO JO O^Bd O '?■ c- .-I o r ^ Oi Ci O P o o o o < ^ O I- ro o r- CJ • • 1-* Oi 'O CO irt H CO CC r-t C< MCOO?COr-lrHlOC«0^ lO CO O C5 -iCOl- OO^CllOC^Ot^»^QOt' I Islllllll ;2i puSpHpq^pHpqiz;^ }2ipH : i : W g^®goSo<;i, •i ^ S|m“'o S lo m in Gf ! ninmoicNoorjii- c3 c3 a d r'^ O C Q .S s V t> d o' ® o ^ fee 'S O O g M -g g g « s' i S-^aS^llsSl I IwlaaSllH ill ■^,5-2 n o c3 C^M s s a ® O © ®— ' ,^0 ic'd h-S ® ©I o S ,9 a^^iS ® I ;sisil i CS 5 C Elj rt 0(2 ©^ o go r^’^ C3 O d 0.2 a.2 3 O'd d c8 ^ •O OX! ©, d‘g a a «22: o Odc^d^.2o« P fiH W H m'<1 H ro 5 o)'^ o . <©3 i|2 ® fcX) dPp O (Spaced ^iii PPP^Ph c lo m t- lo m cc PP 5““|f||'Sd- glssasig? 3 «-^ gop g 8;g ^ Q^ cS ^ v3 ► ® I 'S g t § tf ^ W d .s _WMW l'j’ r^r ^ ax d" o p’p m‘ >--M gM - - - M g'S’S^ c n Q rt ® fe'S ® ® q" p;::^ ^ g^p fl q o •SlIJsool oPddPMWP ppp'^ a a S I ^ a cju cjj <0 ofi ® o o ®.s6^^ > • 2 sis ?Ja. t-%o :2.2® ^ q [>^ ® a W •B . tx rt g CfH pSrvlHqaaS 3^as|s^a^p-g^*a gp g ® g > a a’Spi'^^ t' ^dWoPpt=H<)Wp(-sSp «a ^ a ^® a^ ^-3 ® P § gccM g, dg-a® 'i.S®og A §1.1 «gc3®.a e8or®»2 •<1 ® g 5f9 go^ ® ."Slll |S^3 • ™g®®'S .d®®© ‘.t^Pp|2®p|S|= g o c ®>H - ® ®=2 o © go ax^g^p d • ® P ® © ^ ^ ® ©r-i aiijpp ©'a-'-* g fcl)03 S'*! « Or^ ®-^ t; ® a,® a go s = g d^®P^®©gaM s^%sh&^&s l-ls-sss-aigg! I s-s g g.® M dPdPPW^P dcj © <0 qp'rt ©ill ® ® ®i^ qq^p ax “III ' ®'S a'^ wppi (NM'.tf'lOOr-QOOiO Cl oi Cl oiciCi(:io^.ir3 "^From Rei)ort ol the Commissioner of Education for 1875. a Average number. Z^Tncludes normal students. c3 for board and tuition ; 2 for tuition. Table VIII. — Statistics of institutions for the sujjcrior instruction of women for 1876, ^ — Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. 684 REPOKT OF THE COMMISSIOJS’ER OF EDUCATION. •8diqsjB[oqo8 jo loqran^j | 2 | Students. •siuoui •:^jBdop at aaqmnn I'B:^ox .-'ODOL'^ison cto ■.r r- tOwO-ft-QDO '.T'OJ n t- ^ r-,-. O CO t- to o 1- CO £- Number in col¬ legiate depart¬ ment. •sjnopn^e o^unpBiS JO joqiun^j : : 1 . ; i CO i •osjnoD tBijJBd ao IB toads uj O >01 • » • : : : : i : 'osanoo jb[iiS9j: np 99 to : •i^aatn -'jatjdop J0!^'8JBd9Jd at joquinjq; H H 25 10 O cO O O -J" X Cl •auoni -^jcdap ^jo^naBdoad at sjoaonj^jeai o « : 1 r-i O f-4 Corps of in¬ struction. •9[BtU0^ I CS o CO rj 00 ccio ir> lO CO 13 C! 00 00 1 ® ^ « r-l r- : o 1-H wH CO t- LO r-oirtomoDO «i-H m o 00 w.>>oo(?»mM •uoti^Tjaiuioaop 8notSi[9a; Non-sect. Non -sect. M. E. So. Meth... Presb., S Non-sect. Presb . . . I I ^ H 6 1 p4 iI Lutheran Non-sect. Non-sect. Non-sect. Non -sect. Non sect. President or principal. William Henry Savage, A. M. . Alfred E. Sloan, M. A . A.B. Stark, LL. D . Mrs. Julia A. Tevis . W. H. Stuart . Mrs. Sallie C. Truebeart, A. M. Edwin H. Fay, A. M . Rev. H. P. Torsey.D. D.,LL. D Sister Mary Paula Combs . N. C. Brooks, LL. D . Rev. W. C. Wire, A. M . . J. F. Baugher, A. M . J. H. Hackelton, A. M . Miss Philena McKeen . Charles C. Bragdon, A. M . Rev. George Gannett, A. M _ 'uoT'^Bzta'BSjo JO ojtia; 1875 1873 1869 1825 1839 1869 1852 1854 1821 1838 1849 1868 1866 1858 1843 1829 1851 1852 'jejJTjqo JO qjbq; w Cd I O 00 CN 00 ♦H Ci 05 CO GO 00 GO 1866 1858 1840 1829 1851 Location. Mt. Sterling, Ky . Pewee Valley, Ky .... Eussellville, Ky . Shelbyville, Ky . Shelbyville, Ky . Stanford, Ky . Clinton, La . Kent’s Hill, Me . Baltimore, Md . Baltimore, Md., (Park place. ) Baltimore, Md.,(32Mc- Culloh st.) Burkittsville, Md . Cambridge, Md . Frederick, Md . Andover, Mass . Auburndale, Mass .... Boston, Maas. ,(69 Ches¬ ter squat e.) Name. H Mt. Sterling Female College . Kentucky College* . Logan Female College . Science Hill Academy . Shelbyville Female College . Stanford Female College . Siiliman Female Collegiate Insti¬ tute. Maine Wesleyan Seminary and Female College. Baltimore Academy of the Visita¬ tion. Baltimore Female College . Burkittsville Female Seminary . . . Cambridge Female Seminary . Frederick Female Seminary . Abbott Female Academy . Lasell Seminary for Young Women Gannett Institute . . •adford Ac STATISTICAL TABLES. 685 O • 00 J o 108 33 1 130 120 262 332 50 50 118 106 72 218 94 61 85 81 86 66 clOO 111 16 60 143 65 65 277 150 197 73 106 125 150 128 175 189 664 104 190 : :® I 0 : : i i i QO I IH 10 0 ct CO UO 0 10 d tH w 1 s I d CD • I CO CD 0 0 d CO 10 10 • © 10 CO 0 d CD CD d 0 3 dOOOOOCTSrHdd cDr-cocoo^roco 75 m Lo CO 0 45 130 d © 00 •V 10 tH 2» 0 ^ 0 0 ^ d OOCOICICIOO— 1 i-H'«»'*r5ddcococo 25 Ct M 0 0 d © CO 0 d d d 0 1 0 ^ d • 10 0 0 0 c< 0 0 0—1 i d 1-1 d d 0 rH CO i CO tH ID PiCCO-^OgOOOCO QO'^OOCOCO'^'^CO'^CO OdCOiH'^QO CD^ '^’^i-^Or-CDCD'^ CDOCO dCDDi rHd rH iH iHdr-tCO CD CD T-l iO tH 0 'CO d i-t lO d rH t-4 tH 1-1 T-t -'t* rH tH d d id coco r-t • d r-l CO rH i> UO rH » 'V J CDCOOCOTPO 0500 »DTt<05— (Oi^-C005 t^^CO CD005 rH t-H d tHtH d iHd^ CO rH * >®s a<^w wtii p ;« rd ef o : CO p) Sp >ai PhO b-i ^ Jii ^ fl fe :P^ ;Hd ® cd r ^ ojP o fl, • : 1 Sla.^l : cs p -uT u log jaSi 4 p ® gS'g .“fp s ^ I ^ 4J fl g i^sl“?“;H || ' ^ ^ .®o' ; iqqp^ppp^ ^p^o ^N d P.H e rr-d a t- c-a o ° P^- § '3 ^ ^ ^ ^ flfiScDr^fW.^ .-*.4 . -SA S'.- ® 1.0 p3 a£ a g-a-a-S P^OOmP co^ q^p^Hp^MP <3coP ppPo 000000 *c o r- * From Report of the Commissioner of Education for 1875. a There were also 179 male students in the institution during the year. 6 Education fund of $22,000. c There was also a class of 17 small boys. d College suspended ; to reopen September, 1877. e Reorganization. Note. — x indicates an atfirniative answer ; 0 signifies no or none; _ indicates no answer. REPORT OF THE COMMISSIONER OF EDUCATION., I * G8() •6fIiq8aB[oqos jo joqoinjq; 1 2 j®: i® : : :®®®.‘-'^®,; Students. •e^neui -piudop pB ut joqranu i'8:)ox rn o! r-'r!< O 00 CJO-l* Oi O 01 •71 or)-.c Number in col¬ legiate depart¬ ment. •sjuopnjg ejBupBjg JO joqmn^ tH • III I I Gi 0> * I ‘ 111 • III II II III •OSJUOO tnijiud JO ['Bioeds uj N H • I c? I i i 1 i i ill •esjuoo JBinSaj uj 150 31 S3 : is 1 isg i i 1 ; ; •jnoni -jJBdsp iCjojBJudajd ui aoqranjq; H o I II O I ! O G? O O O O i i . CO 00 III- r-^GiGlG^Oi I.I-I •(^nocn -^.radap jfjcoq.'BJcdeid ui eio:^onja8nj O ®® ; • •»CO 1— 11— lOGJG^' 1.. Corps of in¬ struction. •0[Bra9^ o 'a-o ^ M ?cj>co intMt’OL-. o •9IBK QC ^ CO r-1 o CO 00 1 xnio ir; CC CG - Gl •l^tox r5 gtCOQO •uoTqnuiuiouap suoiSip^ R. C . R.C _ P. E . R. C . P.E . R.C . Non-sect. P.E _ M.E .... Meth . .. Baptist . M.E. So . Baptist . P.E . Moravi’n Presb . . Non-sect. President or principal. Sister Emilie . . . . Sarah Jones . Joseph Lindley, A. M . Mother M. Jerome Ely . Mrs. Caroline G. Reed . Sister L. Duguay . George W. Cook, Ph. D . Rev. D. G. Wright, A. M., rec¬ tor. Rev. T. M. Jones, E. B . Rev. W. M. Robey, A. M . Rev. A. McDowell, D. D . Rev. W. G. Starr, A. M . F. P. Hobgood, A. M . Rev. Albert Smedos, D. D., rector. Rev. M. E. Grunert . Mrs. E. N. Grant . H. W. Reinhart . . •aoi^^uziuuSao jo o^bq; I860 1860 1847 1873 1864 1860 1848 1836 1845 1858 1848 1854 1870 1842 1804 1849 •jo^auqo JO w 1866 1851 1866 1864 1871 1836 1838 1858 1860 18.53 1872 1866 1855 Location. 1^- l.fe S3 2- 1 I • 1 1 I • 1 : III - 'txN ' ‘OO . . o i ■ i ^ J.d|-| -Jo ” I'® S fe? fe ■ k Sc'St®-® § §e« 1 |pq;| § g ggsp-s^ ^{Zi !zi ^ Name. H St. Joseph’s Academy . Academy of the Sacred Heart .... Jane Grey School* . . Academy of Mt. St. Vincent on the Hudson. Mrs. S. Reed’s Boarding and Day School. D’Youville Academy . Cook’s Collegiate Institute . . Poughkeepsie Female Academy . . Greensboro’ Female College . Davenport Female College . . Chowan Baptist Female Institute . Wesleyan Female College . Raleigh Female Seminary . St. Mary’s School . . . . Salem Female Academy . Simonton P'emale College . Thomasville Female College . • - - STATISTICAL TABLES. 687 • 00 • ' 0 53 •«- 0 -CJ. « ?[- 05 0 t;5 C5 — 05 C5 -rH 01 r-( ^ Hj'J^-COOCSh-O Of-*Ol^O Cl GOCOO Cit-O OiOO'^GOCO ^ 0 CO'^O rH rH rH Cl 90 77 213 cj c? BO 0 ro — » 0 Ci^^MCOClt- Hji : : ;^^ci . JO ■ . 0 0 ■ • Ci^ : " : i i Cl 01 Cl ; ; CM rH i °° I ^ I ci § 05 CO 0 • 0 0 • ■ 1- 0 I 4 67 0 d 1 I X • • s i^S thcjco rHr-cooop loc-ico CO 0 0 CO iro 69 45 xo 1 0 CC X 1 0 ^0 10 CO U SS ;ss BO 0 i-- rr 0 0 0 0 0 CM 0 0 • • CO 0 i CO • 0 4 99 15 0 38 40 25 0 CM (M CO rH 1 CO ■ • ■ J • (M • ' ^ ' S i < CM CM j • 0 rH CO rH • -H Cl CM rH 01 rH 05 ■cj' t- 10 1- CO 00X)O irOO'-H— COrHROOO OO’^^O ICO — lOOCOt-Cl'^iO CO r-rHrH(OirH rHC< rH r- 00 0 c? CO rH'rH Coj|OCOCO C«Ol'CT'^ CO ‘(M-COO JO lO 'J'Ol-crClrHrHOl T-l 0 ci 0 i> ^ ^ 1-1 Ci rH rH COXi> XBO-'’-^XO XCOOJOi CO CO ^ Cl ^ t- 0 COOUO OXOa5COBOJ> t-h-HtHCO rHrH rH rHrH(MrHC^rH rH Meth. .. P.E . Non-sect. M.E .... Fresh . . . Baptist - Non-sect. M. E . . - . Presb . . . Non-sect. Non-sect. P.E . Ref’d ... Moravi’n Presb . . . Presb . . . Non-sect. P. E _ P.E . Baptist . Meth. .. P.E.... Non-sect. Non-sect. Non-sect. M.E .... Presb . . . M.E. So . Baptist . Non-sect. Non-sect. Baptist . Baptist . Meth ... G. K. Bartholomew, A. M .... Rev. David H. Moore, D. D - S. N. Sanford, A. M . James A. Robert, A. M . William Richardson, A. M - Rev. Ludlow D. Potter, D. D. . W. P. Kerr . Rev. D. Shepardson, D. D. . . . . Miss .Emilie L. Grand-Gu’ard . Rev. Joseph McD. Mathews, D.D. Rev. Robert D. Morris, D. D. . Miss Helen Peabody . Miss Mary A. Evans . Rt. Rev. B. Wistar Morris - Rev. W. R. Hofford, A. M . Rev. Francis Wolle . Rev. W. T. Wylie, A . M . J. Warrenne Sunderland, LL. D c a > ! > ^ 1 f i 1 Miss H. E. Spratt . Rev. T. P. Ege, A. M . Miss Maria L. Eastman . Misses M. L. Bonney and H. A. Dillaye. Mary Anna Longstreth . Rev. Thomas C. Strong, D. D. . Rev. I. C. Pershing, D. D . Miss N. Sherrard . Miss S. E. Thornbury and Miss M. J. Mifflin. Rev. Samuel B. Jones, D. D. .. Rev. J. I. Bonner . Prof. C. H. Judson . - . Rev. Samuel Lander, A. M - TWr-a TVTnrxc W Snlllna D. C. Wester, A. M . Rev. G. W. Johnston, A. M., LL.D . Rev. John M illiams, A. M - 1875 1842 1853 1842 1853 1854 1834 1832 1857 1857 1854 1855 1859 1869 1867 1749 1851 1870 1853 1857 1868 1852 1856 1856 1850 1829 1869 1854 1836 1856 1860 1854 1872 1867 al872 1850 1870 1842 1853 1845 1853 1854 1834 1864 1856 1854 1853 1859 II 1869 1853 0 1846 1857 0 1869 1854 1836 1668 1854 1860 1854 1875 1869 1872 1851 1870 Cincinnati, Ohio, (n.w. cor. 4th and John sts.) Cincinnati, Ohio . Cleveland, Ohio . Dayton, Ohio . Delaware, Ohio . Glendale, Ohio . Granville, Ohio . Granville. Ohio _ Hillsboro’, Ohio . Hillsboro’, Ohio . Oxford, Ohio . Oxford, Ohio . Paiuesville, Ohio . Port hand. ()rev _ Allentown, Pa . Bethlehem, Pa . . Blairsville. Pa _ Chambersburg, Pa ... . Collegeville, Pa . Germantown, (Phila.,) Pa., (West Walnut lane.) Germantown , (Phila. , ) Pa., (West Chelton ave., near Wayne st.) Lewisburg, Pa . Mechanicsburg, Pa . . . Media, Pa . . . Philadelphia, Pa., (1615 Chestnut st.) Philadelphia, Pa., (W. Penn square.) Pittsburg, Pa., (East End.) Pittsburg, Pa . . . Washington, Pa . York. P.o. _ Columbia, S. C . Due West, S. C . Greenville, S. C . Williamston, S. C . Athens, Teun . Bristol, Tenn . . Brownsville, Tenn _ Brownsville, Tenn _ bt) o p ® o Q ® ® ® a ■t; farrS ®.^ ® “a i t:.2»!>g^ggg§ fi.s “.S ® §3^ s o.Sf3 M ooooOOtxKW bca • ■ ,2 ® 3 I >5 ^ 'o'ZJ s 0®n^S - 'i§o^§ PQ^Ph^ §§q“.S M ® ® g ■igP fR rt.-( fH .-g'lwS a ® *3 62 n 'iii ® ^ M'&W p>«0® ^ H 02*^^ ■S>g2 S t^Apqo ^ Ph S^o 4: /n O • OJD ® 3 S 3 3 533 ®'f.g §lo aA ® 3 ^ .2 2^ gl^fcl hfc. *> 3 ® ^ Is PHI 2 5 O O CO CO CC From Report of the Commissioner of Education for 1875. a Organized as Bristol Female Institute in 1809. Table VIII. — Statistics of institutions for the sui^erior instruction of icomun for 1876, — Coutiuiied. Note. — x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 688 REPORT OF THE COMMISSIONER OF EDUCATION. •BdTq8JBX0t[0B JO joquinjq; ;S j O ; O O O • Students. •ejuoui -jjudop n’K ni joqranu O— > > ) ® S) £ 'uoij'Bzia'Biljo JO ejBd oiov-'oo lolo L'Tcr. t^ocJ’ r^rtc^o i'- o to r- TT rr to LO lo to LO o t-* o to to i> to to 00 »i0CD0^OC^ ir; c» c: th CO cc R ftJ'SHiao Rf£] go IS^ ®l2 Pa o i" ^ I g -e b^-S-^W § > > §|^^| > > >11 > s y; t- i> IQ «3 iri f IQ o — ■ ct hH g s "-'a d& > P-it^P*^ o" o t>-P<;c.P a a g-S ®'5 " - "" bxR ■“ K a;'!) .s-^aa^o i q “ g^ 1 g p-g P 2 R R g:0 . 44 E for Uie superior instruction of women for 1676, ^-c.— Continued. 690 REPORT OF THE COMMISSIONER OF EDUCATION. Date of next com¬ mencement. t June 27. June 15. June 7. June 9. June 23. June 28. June 23. June 4. June 28. June 25. May 24. Jube 5. June 27. June 19. June 24. June 30. June 21. Jyne 27. June 20. June 27. July 4. July 11. June 27. July 4. Property, income, &c. •e99j noijmj mojj jboA jsb[ 9qx joj sxdiaoaa; n iiiiiiSi:; M :i :too(n-» : : J ; > ! i i f ; ; liiiii ii i •eptinj 9ATjonpoad oioaj eraooui t. u 0 0 0 i 0 0 0$ jo j • j j < 1 i i •epnhj 9Aijonpoad jo janoray § $0 0 0 0 0 0 0 0 0 o io I j I 1 •STncj^ddB pn-B ‘sSnt -piiuq ‘spunoj^ jo ouxba § $1.5, 000 30, 000 40, OUO 50, 000 30, 000 15, 000 200, 000 10, 000 55, 000 20,000 25, 000 50! 000 80, 000 10, 000 60, 000 1.5, 000 .30, 000 20, 000 15, 000 20, 000 10, 000 Cost of- -39J ni mnane aad aoijinx 5 ig^ogoooooo •ja9rajjT?d9p AjoxBJTjd -9jd ni rauauB .lad aoijtnx s 2 J9d SaiSpoi pan pjBoa $po 200 180 158 150 215 150 150 a275 aG3f5 590 475 300 180 165 180-200 135 120 180 150 Library. •anoA looqos jSBi 9qj ai asnajDai OS 0 0 0 0 5 * ; :§ i i i i •earanxoAjo aaqoin^ § i iiii ©f cf : ©f« is ill i 300 1, 200 •JBO^ on8T?ioiios at jo joqranN; •Apn^s JO osjnoo Txnj m s-reaA jo s 4 4 10 8 5 5 4 4 4 4 10 4 8 4 4 4 4 4 4 8 4 4 Aq pazJoq^B uoijnj/xsui 9qt sj; H xxxxxxxxox ;xoc 3 ' OXXXXXX :x i H Siijil iilii yi ill Young nadies' Institute’" . . AVesleyan Female College . Furlow Masonic Female College* . Lucy Cobb Institute . Southern Masonic Female College. Dalton Female College . Monroe Female College . Griffin Female College . . Hamilton Female College . From Keport of the Commissioner of Edacation for 1875. a Includes tuition. b Original cost. c Board and tuition. Table VIII. — Statistics of institutions for the siqjerior instruction of women for 1876, ^c. — Continued. Note. — X indicates an affirmative answer ; 0 signifies no or none ; - indicates no answer. 692 REPORT OF THE COMMISSIONER OF EDUCATION. Date of next com¬ mencement. Oi « June 22. June 15. June 7. June 21. June 21. June 21. June 16. June 22. June 27. J line M. Juno 20. June 20. J une 20. June 27. June 27. June 21. June 25. June 28. June 21. June 21. June 19. June.5 Property, income, &c. •eaaj noijmj rao.ij jboA jsBt 9q:> joj sjdiaoa'a; Q(D |1, 400 4, 300 7, 500 OOOOO » CC O ‘ 'OOOOO ooooo imo • 'ccoooo omocoo 'Tfo • 'C^ooco CC r-i LO * m” rH » . r-’ t--'' CO o' 1 ' ' fO ^ 1 GOO'S •spnnj 9ATjonpojd raojj oraooai 2, 800 1 t *00 ■ • » 1 * * ^ * •spunj 9Aijonpoad jo janoray o 000 ‘Ol' 1 i 'OO ' g 3 g ® I 1 I I o S ^ I •sn^BJBddB pan ‘sSnt -p{inq ‘epunoa^ jo 9iixb_^ 1-5 Qi $30, 000 95, 000 65, 000 20, 000 10, 000 100, 000 40, 000 70, 000 90, 000 180, 500 150, 000 50, 000 50, 000 350, 000 75, 000 75, 000 28, 000 22, 500 1 Cost of— •9S.inoo JB^n -Saa ui rannaB aad aoijinx Ct o o mo ^ 1 O 00 O O O O O •CO • 'O i o? 00 m Oi o O • Ci » 'GO 'CO o lO •juarajaBdap AaojBaBd -aad UI ranuuB aad uoijinx M o ■ {a: 39 40-50 m c? ' o lo o • LO o I • o • th •rannuB aad SuiSpoi puB paBog; o LO . LOOOOOOOOOOr^OtCOLOlOO oo (M . (M O r- O O -3< 1- O ^ L--. i- O 4- lO (?}(- o o —1 ■ — CUCU.-I01 0:iCN 1,0 .o .a rO Library. •auaA Xooqos jeB][ aqj ui oeBaaouj H Q} o o o o 00 • • 'coooo 'cooooomo • t • lO o 'm gg CN m •samn^oA jo aaqranjq; o 300 4C0 2, 500 3, 500 3, 890 OOOCOOO'^ '05000000 iO • OOO (7-10 0 0 'OoOOOOf'- * mmomiOLO'Ti •'^^oooooco m • I-T CO cf I of r-T o'" CO of 1 •jcoA oi^sn[oqos ut eqaoAi. ,;o joqmnjq a H 40 40 39 42 42 O O O Si CO O 00 O O O O Cl o o ooo -3- ■'J' -ax M « -a- W CO CO ■CJ' 00 00 --T' CO -o- -S' CO •Apn-js JO 98jnoo pnj ui sj^aA jo jaqoinjq; QO H 00 ^ CO . -ji -f t- lo -'o -f -S' CO -a- --f "-S' 00 i saajSaj) ojuiSonoo aajnoo oj Aq pazijoqjnB uopuJUSui aq:^ sj X X 1 X ;xxoo Joxoooxo ; 1 ox Name. H Sillimau Pemale Collegiate Insti¬ tute. Maine Wesleyan Seminary and Female College. Baltimore Academy of the Visita¬ tion. Baltimore Female College. ^ . Burkittsville Female Seminary . . . Cambridge Female Seminary . Frederick Female Seminary . Abbott Female Academy . Lasell Seminary for Young Women Gannett Institute . Bradford Academy . Smith College . Wheaton Female Seminary . Maplewood Institute . Mt. Holyoke Female Seminary - Wellesley College . Oread Collegiate Institute . Michigan Female Seminary . Young Ladies’ Seminary and Col¬ legiate Institute. St. Afp.'v’.q H-nll _ 1 Minneapolis Female Seminary .... ^ t- 00 au 00 QO 00 00 00 GO CXJ GO Oi Oi O STATISTICAL TABLES. 693 I go 00 r4 to 1-: ” asass .§ sssssM Issss sa sss^vs 7,000 5,000 5, 000 2, 000 i : ii i : : jio j i§ coco" i i= i i^ 1 f Sill rfg- rO 1 ii ii iiiei i is ir-^ Ii' Ii i "1 1 i § ; ' r-T » iiii 1 jcTofo- eg • o o o o O 1,200 0 0 • o ir i s' i ;g^OOOO jof i i rii 0 0 0 0 O 20, 000 0 0 ■ o 4, 000 150, 000 0 • O j 42, 900 400 0 0 0 0 i ; ri^ iiiiiiiiiiiiii sa|s'-'s2sg2‘ga'-‘s 11 ss iiiiiii ii II iiiiiili |3S-S|S| i iiiiii I ssssgfs 55 ||S II -I — iiii « =..... I ss s?sss§5l 1' psisiSiiiis§s| » Si ii :i|i iai| siiill Ii ipisi SSS§i|||gSg|S|| sa S23SS0S2 Issaaggsiii S| gsgggs 694 REPORT OF THE COMMISSIONER OF EDUCATION. Scho STATISTICAL TABLES. 695 From Report of the Commissioner of Education for 1875. & From rents. Board and tuition. c The seminary building was burned September 30, 1876 j new one to be finished in April, 1877. Table VIII. — Statistics of institutions for the superior instruction of tvomen for 1876, ^c.— rContinued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; - indicates no answer. 696 EEPOET OF THE COMMISSIONEE OP EDUCATION. Date of next com¬ mencement. ft June 15. June 25. May 31. June 6. June 14. June 19. June 19. June 15. June C. June 13. J une 18. June 14. Juno 29. June 13. June 13. Juno 20. J uly 5. Property, income, &c. •gooj uoTjinj Tiio.ij anoA J8HI oqj aoj sjdiooo'a; GO 000 ‘S 000 ‘01 000 ‘9 000 ‘5 000 ‘9 000 ‘Slf o ■ o o • o oT I 1 •gptmj OATJOnpOld UlOJJ 9UIOOUI 1 1 » » o o * * o o o o •gpunj OATjonpoad jo junouiy ft e< 1 ' ^ I ' ® ^ * ' o o o o •gmnaBddn pun ‘gSoi -piinq ‘gpanoa:^ jo oniuA es Gi oooooooooooo oooooooooooo oooooooooooo O o' IC 05 o o o o o'" o o o O CO Ot rH rH rH m O (M T-( 70, 000 i 75, OJO 40, 000 Cost of— •egauoD anxn -gea nr uinuun aod uoijmp, |G0 70 al20 70 40 50 50 75-100 50 45 60 40-50 30-40 36-48 100-150 60 •juauu.redop Aaojnand -9ad ui rauuuB aad uoijinx M lO • O O O O O lO CO O lO o cc Oi I TT CO ^ ^ PO CO w- I , o o' LO* ci • 0^ CO CO r- 24 100-150 50 •ranuun aad Soigpox pun panog; fl65 175 308 170 110 175 160 198 200 200 180 250 175 O O 1C W Cl Library. •anoA [ooqos jgnj aqj ut esnaaoup Si 0 0 001 O ic o •eauinxoA jo aaqranpp ft Si 009 0 OOR 000 ‘I 000 ‘l 005 0 009 000 ‘l o • o • •anaA oiienpqos nt ej[aajV4. jo leqtuu^ ft 0^0^ •Apn^^g JO eginoo xinj ui shboA jo joqmn^ ® H o icc>ioiOJ>cO'^kO'^ao'^'^ 1 saojSap oj'BiSoixoo jojuoo oj aiex Aq pozuoqjnB uoijnjijsui eqj gp H xxxxxxxx jxxx X X X X Name. ■H 1 e c 'c Albemarle Female Institute . Roanoke Female College . Farmville College . Marion Female College . Petersburg Female College . Southern Female College . Richmond Female Institute . Augusta Female Seminary . Staunton Female Seminary . Wesleyan Female Institute* . Episcopal Female Institute . \ ! i a li >'c sC i « > c ' E : 1 ) 1 C Kemper Hall . Milwaukee College . St. Clara, Araflumv ! i i i 1 ) ! From Eeport of the Commissioner of Education for 1875. a Average cost, including music. b Board and tuition. STATISTICAL TABLES. 697 Table VIII. — Memoranda. Name. Location. Eemarks. Troy Female College . . . Andrew Female College . ... Bethel Female College . . West Point Female College Simmons College . Elmwood Seminary . Cincinnati Yonng Ladies’ Seminary.. Wisconsin Female College . Troy, Ala . Cuthbert, Ga . Cuthbert,Ga . West Point, Ga .... Boston, Mass . Glen’s Falls, N.Y.. Cincinnati, Ohio. . . . Fox Lake, Wis . Not found. Closed. Closed. Now a free public sckool. Not found. Closed as a Young Ladies’ Seminary, and succeeded by a school for both sexes* (See Table VI, Part 3.) Closed. See Table VI, Part 3. List of institutions for the superior instruction of women from which no information has been received. Name. Location. Centenary Institute . Seminary of the Sacred Heart . St. Mary’s Academic Institute . Warrendale Female College . St. Catherine’s Academy . Bourbon Female College . Patapsco Female Institute . Notre Dame Academy . Female College . Sharon Female College . Independence Female College . St. Teresa’s Academy . Academy of the Visitation . . Delacove Institute . Athenaeum Seminary . St. Clare’s Academy . English, French, and German School. Asheville Female College . Academy of Notre Dame . Chegaray Institute . St. Cecilia’s Female College . Dallas Female College . Galveston Female High School . TJrsuline Academy . Paine Female College . Mozart Institute . Virginia Female Institute . Summerfield, Ala. Chicago, Ill. St. Mary’s of the Woods, Ind. Georgetown, Ky, Lexington, Ky. Paris, Ky. Ellicott City, Md. Boston, Mass., (Highlands.) Sardis, Miss. Sharon, Miss. Independence, Mo. Kansas City, Mo. St. Louis, Mo. Trenton, N. J. Brooklyn, N. Y., (cor. Clinton et. and At¬ lantic ave.) Buffalo, N. Y. New York, N. Y., (222 Madison ave.) Asheville, N. C. Philadelphia, Pa. Philadelphia, Pa., (1527 Spruce et.) Nashville, Tenn. Dallas, Tex. Galveston, Tex. Galveston, Tex. Goliad, Tex. Staunton, Va. Staunton, Va. Table IX. — Siatisiics of iinivcrsiites and colleges for 1676 from nplks io inquirks hg ilie United Siaies Bureau of Eaiicaiion, Note —For statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. G98 REPORT OF THE COMMISSIONER OF EDUCATION. •pogtesnxoun sjaopnje jo aoqranyj; « 1 H :S : * ' ‘ 0 Preparatory department. Students. •osjiioo ogijua -roe aoj Saia'edojj H CO 0 CO 1-H 10 0 CM CO 109 9 35 _ 0 • 0 0 0 •oejnoo xBois -enjo joj .'Saijndajj; © H 0 (50 UO 0 tc 0 25 15 10 Ol 0 • 0 0 0 •oiBuro^ 05 0 0 0 1 0 0 • uo 0 0 CO ^ I 0 CO 0 (X) CO » 0> ^ I 0 0 0 •9tBK ® 0 10 cc 0 0 ro 0 00 CO CM CO . 0 0 0 •sjojonjjsui JO jaqmniq; tH r-i 0 2 "o i> P ;P P oP^.P . p ®p=' 3 o' -A’ 2 ® a. ^ aCI§-i« ai W I > > > 3 aipqp^p^pdpi^ •uoi'i'Butnionop snoiSip-g; vs J go qpP a 0 •UOl^nZIUBgjO JO 9^B(T •aajiBqo jo ajnQ 0 o o. a O-S-S goQ W 14113 g'||s||| 11 JfeSi r- ,-o go _ . 05 ® i? ® hc S f5tfcX’S ar ® > bc-g^ "3 O ‘o o "3 > 'o U p„,Cd-p io;P-rt -S P a £ ” o i o° c 5'2-gP O'S'^ 2 o wS 0.5 ^ P 3 CoWc/iP^lOl-OitZi^ bJO'P ® 3 ^•-2 3 o- §° ip's 3 =50 3 _^3 o-gl ffi ® o •S ® 3 pPm r-lC^C0'^4‘^O^*CX>a STATISTICAL TABLES. 699 ; o • O 45 110 4U 71 |s |S |g : is is issi : ^ * O is? 70 27 3 16 4 46 12 30 18 34 12 183 46 iss? 2000 • O i S| :a IS Si® : « i ■ ;§S 16 10 14 39 i ^ 47 0 1 75 49 Slffiissgs -|8SSSSSSS 18 135 61 67 60 28 54 ! ‘dno : : (N : : 2 4 5 3 M»O(MC0CC iin(N'>t< j : I (NOC •SAo^OTu^sut }o jaquinj^ M t;: <1 c ^ « c5 ^ <1 >■ > ® >• > ts; > >"3 {yp^h,p^p^p^p^(v5EL,p^ Q P <1§D - c3 •i P _ g =* S’tt? -.2 . |Pe5a2<^OW^^| PP P .. cS PP . .. 02 Cug • . S ^ fe Q -3 - ^^.5^ g g g § ^ t»' i> *aotc^'BUIcaou9p suoiSixo^i Pd.l^o^ I J a.f apppf4^;z;ppqp p^®lsap|p Pp5pP^P!25 •UOI^BZIUBSIO JO OJtJO; O CO JO 05 t- . lO •j9:>jBqo JO ojud P a o' g o o.'-^ ® M ££|^a§^|s| -^75'n'^ sfon o m.3 =« 3 fe 0.3 ■ ^ & g C3 c3 O O e « « ^ ^MM o ^ ^ o o o o mM c fl “ ‘ §3 (C M g g -'tj ^'S o 2n „ ...ilagwil ' r ^ 3 3 P ® .2 ;pHpHf> ^ S'so-'^ i.3SS § -g o 3 . ® ® -3 ^..9 S'S ®3'g.a°| glEsgpM^oPPp pdp.HMs;^s6opH^ W ^ - ^ ,, _ ^ ' CS -se ®®®*^-^ti_, r >5(©0 <© > blZi J® ® o '25iil|^=|S’a“i|‘^li 2?i:33P^ic«SoSqc^a^o'g^2'r& S|og|^|S'S§5'it£5-^.sp;3 p,apMMpMOOPQH^C0PPP O QO do OO 00 00 00 OO 00 TO 05 05 05 05 05 05 05 05 05 05 STATISTICAL TABLES. 701 lO • C5 O ■ OJ • o O iM O 00 1.0 X ^ O 00 o c . O O 33 lO CO O 'x> o"'- C £ pfl ■ ■ p-p 4.= a a y Si '3 p s d.s' :p :P ShsN p : p P ; H p ■^- • i : :P : X -JS : p^ j • ^.X<1 ■ p ' 1^'® 1 « ® Sppp p-S(i;pL,PPoR§^piP^Hpq gPi ,. O O ® ® ® O Oo ® S ® '■ i^iC^Pif^f^p^WtPO^OPi-sPHii-sP - “ c ® £ P S"^ S ^ 3 " j iti|S|S|fi|||| I ”^sSc3>.:B5m; 3 ^.P -cpd^^i-s pOtTg'Scc.' 3 > fci > > >■ >■ 'g fci > a > r ^ p^pp^o^rtP^p^pp^^Qeit Pa^pi'P® § '2go|P'^ S --^i . P ® 1^2^30 WP ghil-oW > > O > > t=^ o ®4: ® ® ® S cSMpp i §|l3?l| pH ^Ob'^yj^ <1 ^Tlgp^odg t>Ij « a > > >' > a ®Mp33®®®®§ Oh o P P P P^ Oh 40. P|o|o|Po|pg| ppqoioPoNpPoJziP ijoytH a .o .^•cik_: .o .csoo .o . .o^-o . ^Jzjcop p o5!ziP^CQ^P:oPP!z;^?^:ziP^o3^|goP bf^P a D CO CO CO O tH t-H ^^ »o CO CD M -S^V^ ooSo O J a I |»ll ill ills si 1^1 ®S+:20rtoo®aa,s®®pHao.a -- ■- • .. . -- «r ®' CS ^ ® ^ P ^ ^ q- 51 S ® ® - % 2^ a‘b KfP -S 5:^ PP o ci5>l!z;^MPP^5bO’M ^ © t- © ;-( >;^ • hr o3 ^ ® ® _ ^-ri .^■•3 3 ®3 o.a ® g'^g'rPSb’S ® "" a"® >• a o ^ ^ a ® 5'^'S3 ® ~ ® a3^«^^S3g-ga og§5 f P §j3bb ?;h ® H hr '"„ ; H-; ou ■ h-.' ^'1. ®3p Ip ® ^ 2 ®4®3 3 O a'l'pp ® a y.O- 3 o a a _ S g| a 9 a a a a ' a3 fcf ® y c; a y.5| o| £ IIISsS^ ca.aP a tH s ^•iolle ?« = P . ® ^ ®™ ® (afitjji 3 ^0333 OppH-, o o. HC ® 2 coo- jj § ? ai a £ 03.2 y a a PO-x^doP^ooPPOWM^oo p xPxOPP^^ppox^p^p^p^H-j^ ;§ bH^o<1^P D?-OOCT:o^G^COTfHiOa OOOO-P— '— ^^ (7f CJ OJ 01 Oi ' From Eeport of the Commissioner of Educ^ation for 1875. a Includes students in regular scientific course. b Since deceased. Table IX. — Siaiistics of universities and colleges for 1876, <|"c. — Continued. 702 EEPOET OF THE COMMISSIONER OF EDUCATION. pggtss'Bi.onn s^nepoi^e jo joqninj^ •98jnoo ogt!^af) -Tos joj SniJBdejj •esjnoo xBois -sup joj gauBdaij lO CD CO O to ir O O CO Oi »o O CO CO ^ lO -^00 05 ic 1C rH Oi ^ •SJo:^oaj|9aT JO joquinj^ CO • ‘CO • Cl fi ^§11 P : ^ I r bc • ^k: o® - ® & o ■ ao1j >■ >■'§>>>&: •uoi'^'Buimouap enoiSipg; ^ iwg-SP-S :j| : li 'li-p ip® p fl aO^t « cBOPPMopSp;2ioPpS|2;!zioPlz;sp|^lziP3op •aoipziuB§JO JO ejBd '• CO C® 1.0 U- VI •aa'^auqo jo 9jb(i ....... .. g;S.s.sd^ i3 : i |illi|i?ii||lltll?|l||| III ppPPWo^^SSilaQOWoPUOOPPoSoPMP _ - — _ J _ _ ^ .gpilliil'S WoSpWO-^WSpTSM^Wp^OtiQpU^piipPHP in lo lo o lo in ir STATISTICAL TABLES. 703 OGl • CO » CO L'^ lO • O C5 O yj^ • 00 CO CO 05 p gt^p . PI g-M -2-rT3 02^ S j .''S P ^P i jcP P ; Pfq P'a2 O ■wgllil Splits iWpq'i^S . e-i ^ hh . „ j ^ 33 f=i t>>'ol>t»t>>'o>P(*> ®t-i<» .®® P_qP ^Pi cS-^ > fe: t-> £s> ®®+i®®®-ac3 p:5 p^ p^ ;> M ft] Q :P :p ^ p o pT a ®^p s-Scbg p sp ’ “ §b a gO ® "o P "o t- ® . ® ® ® pp p^ H pp c^ p^ p^ P P' HQ«| H “Sp“ P^„ 'i|4'i?Ho'' 'g op-3 ^ •SS^ flip's i ^ rfidSIfea’ ”r,-l '^Si>^®.g ojPo p5pq®P®“H ^ >'o ®'£ s > rip P «P PP ^ P .P ® P P g 'SgPa o w-g 3 W U&bo 9 h’^ fl I Sn • i.Ooijo® ppCppp^lziO^O^ I : '""OPOP? § : ;^PP ;^(^ppM5p^PH'^l!zi p4pp^pP(£;pP pp;^;^ ^ s^; i2i fepp c: O C5 05 CO rt i p' w^‘ w 8 1 S'S o o 9 a £ ®'"o'r-o o-a ® gp 33-3-3 0O;2 g u-gppp.S fH^ « o g ^ ag;^ o g o Ojgjg'g-S'g o P o ii 4i 4i S.tc S.Srt'^®®®’SoPo3o3S SgaaaPo^^ ^PcCWODOifrUpli^llit?; l2i p CO <1 ri ^H H !^’ P3'-rP o'^ ' - o o m o Pc3g> a aP ^ is ^aa3® ®®i-i® OPmP ^ 00 2!- I Ip li I iP !?5 ^ 1-3 tC_^ ®;:3 ® ® o W)|-3 £ P O S b ® bt,9 .t a-r^ ®P Vr. M ® ^ oju ® ;_H P §3 ^ blop ®,2 o--pfi-a®-a3«i^Sii2 ^'S3t§i|3a||«^'g.ia-- g?wSpt"-^-S§^S®^;§^ ^r?fa ® o-SiSrid'S'-'o'S o gP o l^ppcoP g,c^p-a>-=P xi ^ > £ ^ cj 00 .2 ® ® ,a bCbC a PP P -aDoio-^c^rnTt D o o o 00 (?» (?t (jt _P bttH ® c ^ ® P ® M . p>5 . ^ rj S'® « '54® '^t'O “o-® StPcQ^S®®®® ® -^ ® ®Pt) oaj^aJ t^>>a ® P a aj bJO o r^ o P -g -g -a a-t^.2'S 0^-3^^ £t3 o ® .2.2-Sola>»2®®^a® pU-cPgS3i-g||p tx'^'^Pfc-pooP^cs^ o'o®'^*;pf^£i^ppcaj^4j;'=«^ 0^5-*- w a a aa PWOcoPPoPPtoPcc MOto<)cocoPW mcoOcocoHco WSOP OO O ^ P P PP * From Report of tlie Commissioner of Education for 1875. a Temporarily suspended in consequence of change of location. h Suspended until now buildings are comp’eted. c Under scientific are included all the non-classical students. d As a Baptist college. e Buildings sold under deed of trust and college to be transferred to another location, /Resigned and succeeded by Rev. Samuel C. Bartlett, D. D. g See Table VI. Part 1. h These statistics arc for the courses of arts, i bilosopby, literature, and science, and opiionarcourses ; for statistics of agricultural and other ccurses, see Table X, Part 1. Table IX —Statistics of universities and colleges for 1876, ^-c. — Continued. 704 KEPORT OF THE COMMISSIONER OF EDUCATION. •pgigrss'Bioan 8!fn9pn)s JO aaqum^ •osanoo opijno -108 joj :^uued0jj •esjnoo ^Bois -scp joj ii^araBdoid; TO ^ O O G) O 2 0 0 . O 'Siojonjjsai JO aoquinjij ■( Gl (N M • G* o s' |?5d >. > g o “ fi gh4 - p.s^iwfe g . arjM I - p ; p| p • Q P :P r P o P : P : R .IS 'l-lt^'^®P • ? RSO-acO® & «op.2 gfS^ o ^ 3^ ^pS^oPP^o^mWoP o O^E2S®i:S®2^g.roS.2^®t3'^P .2 g.E:-? dtr.2'^ g.-S-SS SdM.E: go ^3 g |.2’|2 Pccpp p2!lH^^5oPOWMpPOWp£^od;^P^ 3^G^ G^ |acSl^3 o igS (i > > p; a ►* >^.a > > S > o >5® >n,'© ..ipa +3 '5 0-3 © Si'S a a.-^ _ _ ^ , - .p^o ® H ap > po-s'7^®®'-'®©ffi®® • -a bfrtpq ^ 3 gu 2 gM S® W;2 ®^- Igao^'^gg „ taoS'a'gJS-r-^ ® ® ©j^ © ©^3 cs g § g Q ° 'o o ^ ® > ^ 3 0®®®^ ll!ll§§ill«ll!fillll 21111 ©:a b6oO O 2 ®Q 0 .2 ■£ ® 3 1 g.6 ffgs iil-’g^Mag.p gs^-s i:sc3pg!'aMgog®®cSH3ap®s®a •g « cS rt g STATISTICAL TABLES. 707 1 S5 lo « § o 11 I o oco m • tH iO o O O M ® CO o Oi 00 CO CO - d o 36 0000)05 00 CO 00 O O CO Ol no ^ (M 05 tH s UO CO O 1 lO CO CO lO *000 o . O CO O ^ I »o • CO • tH CO • I o - xn '-^fH 68 29 OiO-HOOROO-^ t^coo^^c^oogo 1 1*- • 00 o 47 28 0 28 25 34 110 (( 58 108 80 126 42 104 162 114 89 25 26 178 lH tH 11« X) n o Gi rHOOteomiN ■ ;b< O CO 1-' 1> CO (J^ I a I ^ : : > > > > b‘ P ' ;P P^ Pfl" ■^Q ;p •x ^X ® g _-:;^72B3 1’5 .'ti pi ihi ®n « b;=;h.o bii^ PgoS«?Sdps|W^|PKS'g^^ ^OO+^ig . _'^B3 53 ®m O -:ls|?>^§a>3«Sg5|®^d^' >.pg ^11 'flP ®p^ g 2 a (s . o?j - ^ S ^ S| Sl ^ g ^ I ^l| pp^p^p^p^p^p^i-sP^WMp^p^p^ftSi^p^Si^ ;|co ;|| i i^l^® . rt^e'1^sl^ow||||| I g, II |ll| ‘i^ :||i :§ !.llii ’ptipP§fiBi da Bsi af^ flddpci'^ddd PhP a a • • ■ O £3 a® Oj3 . O^ O" . .o - a . rt 0.0.0 « ap^^p;2p p;^ ;^Sd!^Sd^^72Ppdppp«;?;^!^ 05 o o r- in 00 c £ s ® r; S i2 £ M 05 CO O IX xjQo-joQOGcaoooa i>-> :t> H ® 'ts^ S ;a* - § a" § ® «s M p" _- (-1 ® oT ® - B fa ^^SoiatSp® o aS o a "2 adPfpp £ p^ S;S ® ? a^ =«H Sr •a . a 2S o § -r« „ a ^ 2 .2 bO^'^^P I'^pfidd 72 . , - - - 4r-^- p o ^■f B^D-aa as-- PS O a--B3 Sr ni « ® ft ° « o' S roc^ft « ^-,a " o o s s g ® a Sa ® S'l-add a SodllsJ •S =« '2 Si2^ S B .S o 'C p a ^ ® -p -p P 5ad i g g:-2^'gS-a-;" p I § i bS ids hSP '® O • *'*2 ^ ® g ■ 6‘S &£ Sf^l § >. BB®>-S,a®'^=:-«S®-a ®P ©S'^S'S B 2 "b^ . !a ® S ® tt® a . o ^ ^ - ■ ^ w >30d ® ® ■ d’. I ® >5-^^ ® •a|||)|pgS|--^ bC ® £ ® g ^ _ - a S:a - - -^BWnaPo d®-5S?P I If S| g|^5'§ts gllll g|«| lllsll^lsallllgfc I “llllll I bt>- ll ^ s . c a ^ ,« ©Op o s ®\a.a-| 1^ „ ^^.2.2d^P ®Hd ^ HS na > ®^ J ® 2 • ■i-a^i.sp| ®i5'ai j Sx'^S'S |obt®^ad«>'|^ ®^.| I agp ^ i|l| aS ®'^ § ^||^1| ^B^*3^.-^5®goaaL.®FpMaBo? apd ® ® a^d o ^ o '5 'S uP^^PPdPSoQ^ISft^lddWi^iP ^•3 2!^S S P ^S.S ^a.ScoS'oOBa 7iP^Pd!^duWl2iP OOCiOM^C^CCTf^OCDt-COCiOrHC?}COrj^irstO ???? ^ggllggl^ From Report of the Commissioner of Education for 1875. a Not yet fully organized. b See Table VI, Part 3. c Deceased. Table IX. — Statistics of universities and colleges for 1876, 8Bioqo9m93[99A4.jo-oj^ I M •99jno'j a^BtSeiioo ui 8J‘B9i; jo 'ojt M 'V' CO •sdtq8JBxoqo9 jo ’o^ 36 I s o o CO o o 1 4l0 . ouocotoaoocNi^oaor-Oiao iot-oio '3 0 ci o p a a 0 Iowa College . Humboldt College . Simiisou Centenary College . Iowa State University . airman nMllAo-A Iowa Wesleyan University . Cornell College . . Oskaloosa College . Penn College* . Central University of Iowa . Tabor College . Western College . St. Benedict’s College . Baker University . Highland University . university ol Kansas . Lane University . > 0 c3 1 o 1 St. Mary’s College . STATISTICAL TABLES. 711 * From Eepoit of the Commissioner of Educaaou for 1875. d Not prescribed ; curriculam consisting of elective schools or departments, alncludes irregular students. e Includes special students. & Partially. /In classical are included those pursuing Latin and scientific coarse ; in scientific, those studying c 50 of these were for board and tuition. civil and mining engineering and architecture. Table IX. — Statistics of universities and colleges for 1876, ^c. — Continued. 712 REPORT OF THI 0I!^9T?l0q0S Ut 8^[99Ai JO ’OJ^ COMMISSIC W 1 nnnn ?ER OF EDUCATION. oocjootoc55ocoooooaoo«o to 0 0 0 0 CO CO ^ esjnoo ejBiSaiioo at ejB9^ jo ’O^ W 5, •sdiqsjBjoqoe jo M o 1 I 1 1 o o O i o o -o* 0 0 0 •ediqsAioxpj jo *0^ SI 1 ® ;® • o O 1 o o o 0 00 Collegiate department. •sjaapn^s ojBnpBaS jo ‘o^ S 1 O i m o O CO o o lO 0 ic 0 0 Students in scientific course. Q ® m •eiBtua^ ?l O ; - : ; i j CO - : •9[BH lO ! ^ - Junior. •OIBUIO^ s o j ^ i ^ I •OIBK § (N n : St 0 * Sopho¬ more. •0lBCa9J[ § : : " : -o* TP * •0[BI^ QD o CO - : CO ^ Cl ifO 1 'm S c4 •9lBai9J to • s : CO • l> j •OIBK § o o o • ; •J3 O tH CO ! Students in classical course. Senior. •918019^ s ® : o I - Cl 'O* •eiBH Tft lO rH CO Tl< Si i ^ o n CO Junior. •9lBUI9^ P ; a* a O 01 Cl - •91BK M m O LO « 51 « CO - 0 Sopho¬ more. •9[BCa9^ H ! ® o • : d rc CO ” ; ; •9IBI^ o 1 •9' 1- O iO Oi CO lO CO Cl • 00 00 Fresh¬ man. •0JBni9J[ ; i Cl • o to d ^ ; ; •9IBH s o« o V5 1- CO — ' o CO • CO s juopnjs JO joqamu ojoq^ H ‘ o r- ci r- (N r; TO !?< e-o O 0« CO Ol to 00 00 aU7 140 100 2 0 0 CO — ^ CO 0 Corps of instruction. •edtqsaossajojd p9M.OyU9 JO 'OJJ (S H O tH « I • O T-t o w o 0 0 0 •8ao4onj|s -ut pUB 810899 JO ad jnopieo.t-noa JO ‘Ofi H i O O I O O Cl « O d to I •8ao40iuj8 -nr puB saossaj -o-id inomsoj jo*o 'if t- 00 CO to S;h lOCOOC^OD^gtO’J^iCO 4 7 5 4 16 8 •Ajiuobj jo -0^ to H 7 8 13 4 CO J> 0 to 0 Name, T-! § c "c C: P K Kalamazoo College . . . Olivet College . Augslmrg Seminary, Greek department . Hauiliue Universitv . Macalester Colleffo . . University of Minnesota . . . Cailetou College . . . d Sli ■q p Shaw University . University of Mississippi . Christian University * . Univei sity of the State of Missouri .... ® 61 ® 'o “'S 1 Lewis Colleee . . . Pritchett School Institute . i ® 61 _® 'o U a 'o a ® 61 Dj2 'o a X! '9 ci w 61 ® '3 0 ® p» XI I o'® ® i '•0 ® 61 _® "o lO "p 0^ 3 .2 D ® 61 ® 'o Chiistian Brothers’ College . 1 St. Louis University . o lO O lO LO O O to O O O o STATISTICAL TABLES. 713 and colleges for 1676, 4'C. 714 REPORT OF THE COMMISSIOKER OF EDUCATION. STATISTICAL TABLES. 715 Table IX. — Statistics of universities and colleges for 1876, — Continued. 716 REPORT OF THE COMMISSIONER OF EDUCATION. •jcaA oijSBioqos ni sqaojiv jo "oij; | ^ j « * odooooooa ooot^C500oc»':» •esjnoa 0!^'bi30X[oo ur sj^aA jo ’o^ •sdiqsjBpqoa jo 'o^ O O 05 ■ O TJ •sdiqSiMoqaj jo -o^ o o ■ • o '8^a0pn:^8 9:^Bnp^3JS jo 'oiq 8^00 pu:^8 JO jaqniau 0toqM •sdiqejossajoad p9jli.opU0 JO ‘O^ •8J0J0njJ8 -ni puB 8ao8S9jo ad ja'opisaj-noa JO •ojq: •sjojonjje -ui pnB ejo880j •ojd jaapt80j JO ‘oj^ •AqnoBj JO -o^ ■ lO o 00 • o ■ O ffl (J< ct NOSr-ig^OiCOOJIO 0*05 o lO CO m t' — o o Tf r-( lO o O O CO O Tf O O O CO . ■ o « O Ct tH o o COCOCMifJ i CO CO 00 .H CO «0 >0 -- O !U CO .CO Ij5 bC o ® po 0.2 c3 cS •c a © 3 |p ® C>5 £ =« eH P-5 ® obC®®'^‘-l3© ^t'.2 ?fo § & ® o-'f? opq * =30 i £0 §)|^g 1 1 |-o|’o'£o||-g § ig 5 >-.§ o ® * s ggal g i o.2i^ -o t §0^3 ^2^2 ®i:u s « 2o5 a.g-g s;^ £ ®H S 2 ■ ill i jcfw 1 3,000 9,000 1,000 4, 200 1, 858 ii jocT 0 0 3, 000 12, 000 ii i ii ill 0 100, 000 ii S'8 . 75, 000 3,000 80,000 40,000 28, 000 115, 000 90,000 ■‘no; 060 0 70, 000 4.5, 000 50, 000 30,000 97, 000 10, 000 100. 000 45, 000 32, 883 iS i§ 0 0 60, 000 170, 000 ii i -1; : 80, 000 18,000 iii 1 ii:: iiiiiiiiiiiiiii iiiiiiifii Jiiii pg8|2|SiiSSiS|S :S-S-|8S--SSS p-5|S| 150, 000 75, 000 43, 000 200, 000 20. 000 300, 000 100, 000 50, 000 30, 000 :h |1 °i ii n :> 1 :< «D : 1 ill ii : : (N 500 0 150 2, 700 0 3,000 ii [si i ii i i ;8i i • 1 lH 1 • • tH • ; ii 855 1,000 2, 400 i 'IS i ?! : i • :§ :i° ii= : i ; i i i i i§ i 1 is° : ri : :§g s i|si ill : : ’^ : : ;i i ill ; i ii jr^ : : ; : : : i ii iisii=i iiii i ^ ill i i§ giiiSiiiiili i « eo-cfr^-ffi-cTt-' ;■ iiSliii :|| cfo TT-o' 00“ [sin ill ii iliiiiiiiiiiiiiSiiii .1 dr SS Table IX. — Statistics of universities and colleges for 1876, ^c. — Continued. 720 REPORT OF THE COMMISSIONER OF EDUCATION. Date of next com- k? September. June 13. June' 30. June 14. June 20. June 14. June. June 20. Juno 13. June 21. June 19. June 20. June 28. June 28. June 12. June 10-13. June 19. June 6. June 7. June 14. Sept. 3. June 20. 1 J I •epanj dtqeiB -{oqos JO janoran y 1 : : ■ o 000 ‘05 ii° : r • ’ 0 0 11, 6r>0 •noijBudojddBoms cnojj I'e.QiL jsiq oqi joj sjdioDou 05 : :S® : sf o O • • ; < ^ ^ 5 1 O Oi = i o i o o •S90J aoijmj inojj jBoi J8BI eq^ JOJ Sidiaooji 5 lliiii i i : 5' : ; 1 is V : ^iiliiii ofoo'ofTreo'cor^- :iii jT-f-fof i :ii • ia •sptmj OAijonpojd mojj eraoani T? :iS§il 5 ; : ^ ; j iiiiiiiiii w gi of CO -r :i :g : i 1 : : •spnnj OATjonpojd JO jnuoniy 5 II 1 i ; f i : iiiiiiiiii f3|iJ5aa£sf3‘ is i-' ia 0 50,000 •enjBJBddB pan ‘eSot -piinq ‘spanojU jo ooIba 5 liiliii iiiiiiifiiii s sa Ss ; $ as g'ss s s i i ii 100, 000 150, 000 70, 000 1 •80UBjqn ^jaTO -08 ni 8oaiuiOA jo aaqran^ 3 :I if ;i : h'^- : 1° iiis§ i : : ;i§ i ii i ii ; i i«f i College library. -eqooq ni jboA 9Jbi}59[[00 J9BI 9qj ni 98B9J0ni 5 :SS ;S!; ’ ii i ;ii i II ii iS i i ii -ejoiqd -raBd JO joqninx j-r iiiiliii : of rf ii ii i i ;§ i : •89mnioAjoJ9qmuK *6,000 iiSigiiiii ; n af Vr-r t-' ililiiiiiiii ; fff CO* of rfirtof i ill : itoco •q^aooi jQd pjnoq jo ?8oo § 12-16 14 10-14 8-14 10 12-14 12 ;3 joj qo^o o) ogjnqo iBnaay § spi^- rl 1 ■H St. Moinrad-S College . Algona College . Amity College . Norwegian Luther College . University of Des Moines* . Parsons College . upper AUWci uuxvoi»it,y . Iowa College . Humboldt College . Simpson Centenary College . Iowa State University . ijrerraan uouege . Iowa Wesleyan University . Cornell College . Oskaloosa College . Penn College* . Central University of Iowa . TabOr College . 1 Westei'n College . &c. iJeneuioL s i^unege . Baker University . Highland University . University of Kansas . Lane University . . Ottawa University . ! St. Mary’s College . Washburn College . STATISTICAL TABLES. 721 I I S 2'sji^ S' ss,Js = S§ iiiiiiiiiiiiii it| iiitt iti iiii t-S l-S ^ l-D *-5 *-3 ^ ^ <1>-3S t-3 1-3 >-3 l-3l-3'-3 >-3 1-3 I-3 *-3 I-3 1-3 >-3 1-3 ^ *-3 »-3 *“3 0 • 3 i * 0 ® ; ! ii Ii 0 *. 0 j : ; iiii° isss i ® iio 279, 331 35, 000 102,000 i 0 0 0 1 ^ 00 • • 0 0 0 1 0 ; I ; 0 • : i 0 25,000 0 5, 000 0 800 1,090 0 0 i 0 00 jo 14, 000 i 500 10, 000 2, 688 6, 800 4,000 ill : ofcrr 3, 500 17,500 iis IS iii° ii : : ii ii ' ii 0" jt-r ill ii jco °ii (?fr4- ii jcT 0 • i I i « : 0 I i •0 • 13,960 *8, 400 13,685 0 180, 000 i ® ; : is° il 40, 000 16,801 0 6,000 11, 000 40, 000 0 0 36, 000 40, 000 ii i" 0 80, 000 215, 000 43, COO 0 71,000 1° i s i 230, 000 *120, 000 208,022 0 3,000.000 i ® ii° IP ICO, 000 0 80, 000 175, 000 0 20. 000 90, 000 50,000 30,000 80, 000 50, 000 130, 000 75, 000 250, 000 30, 000 18, 000 13, 000 40,000 50,000 82,055 30, 000 80,000 70, 000 18, 000 30, 000 100, 000 *100, 000 *130, 000 100, 000 60, 000 50. 000 10, 000 33, 000 400, 000 300, 000 iiiiiii mim^ " i ill ii 0 jcf I I i ill • ^ 500 13, 100 1, 600 1,500 ill ii jr^ j. Isi -To-rH 10, 000 *1, 000 750 2, 000 S| ji 50 87 100 100 150 ii ii 3 : i iiii • 1 ^ i i ii : jrH- : 4,000 582 iii* ii I 000 ‘1 000 ‘I 00s § iS i i i ii ii ; j jo : 3 I ii iii jo" 7, 000 III* 2,000 2, 000 liiii 0 III i rH'rH : iiii i iiipililili iii is»' 160, 000 20,000 17, 662 *11, poo 1,000 23, 500 0 1 111 I I'l :5 s illsiS32sS53SS2S|g§g5g|g||SS|2SSgSS iSSS5?S| 46 B and colleges for 1876, ^’c. — Continued. 722' REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 723 iiiiiiiii iiiiitiiil l-S ►-s l-S *-5 >-5 H) >-5 1-5 h) t-5 l-S t-5 l-S hs t-3 sssSsssssS siiSsssss;^- Is iiiiiliiii 111111111 ii 1-5 1-5 Hs hs 1-5 >-5 1-3 (-7, »-5 1-3 i-j >-3 ^3 I-3 I-5 1-3 I-3 1-3 I-3 S-*- iii i" i i '“‘s i^a^- sags ss’-'"’- i'Sf's I :° ill ;i° ii iH ii°°i i i° i isi°sii°igi°°isiii iil!l is ;»f ig iss ; CO- it-- j i : iaa’ “as ”‘S| saaa^ilHI bii ess iiir 1111° |SSS iiiii isSS| isiiSiiii « Of mi 5SSS§SSS= 11° ss iili ii°ii g- I iiiiiliiii ii mimim m rpi° S ss °i°i A1 =iiiii -S-8S si°iireii°°iisiii Ill'S 111 Si sii ®si til _ :i iiiiiiiiiiiiiiiiiii ssiiisisiigis'iiiifs- liij ^ii| I iiiiii§i«§ I 's i°i « ci- iiii 1 si Hi . Jlli! ii iiiiiiii SSg'*‘SSSS Hi ii ii rH(5f leliii rfofg-cjco-rf I irmpiisj sgee|^|°§| gsssse|sses*s§||=|e|ss ||” sSSSPSasIssaSssSssS ssaasIsisiiiiiiiilsiiS Table lX.—StatisUcs of universities and coUegesfor 1876, Continued. 724 KEPORT OF THE COMMISSIONER OF EDUCATION. Valley College.., STATISTICAL TABLES. ssssS as ss^s^- rissaasssssss saalasasa igi|i ii iitti iiilii giiliiiii t-5 1-5 1-5 ha 1-5 1-5 f-5 H5 1-5 ha ha ha ha ha ha 1-5 hj 1-5 1-5 1-5 (-5 hs ha ha 72 i-a ha ha ha °i ; : i lii: ii i is ! i 0 j 20,500 0 17, 000 0 i it li" i°° i -8 i i * 0 loo 1 ii § ! 00000 ! i * 0 i i I ii • • ir r i r j 0 io jo • i 0 0 « jo j 0 0 0 • ' 0 : : ! 0 0 0 : 0 I iiiii iiiiliiii : ■ ii irii Ca igii“ OO^'t.To' ilii : ® ii joT ill jt--® ill ii i is i ii •S is jt-r iili°g i j«rrH-t-r 00- ; ii nT «r i°Si i 85 ii° 'in 0 000 ‘09 1 000 ‘09 000*001 ilii i-sa I ii r ill is's' iii ii i is i i'" ; I ii s i: Is iiii°i i ips s i ii IS °i ; i°ii i ir is 75, 000 25, 000 25, 000 75, 000 11, 000 25,000 56, 000 150, 000 65,000 20,000 200, 000 10, 000 60, 000 15, 000 32, 000 20,000 100, 000 62, 000 200, 000 125,000 125, 000 584, 000 35, 000 120, 000 48, 000 350, 000 30, 000 150, 000 104, 000 162, 000 *250, 000 300, 000 50, 000 30, 500 6, 000 25, 000 80, 000 160,000 ;480, 000 200, 000 600, 000 500, 000 >^280, 000 1 i ii ; 10 : ; j ii i i C- 3- ii ii i- ii ills i joo'cfrH- : iiiii Ttrira' ii jr-r ii iii i ” Si Pi iii i : : is ! 0 • I ; ' j i§ iaSSii i is 8 i i§ I 0 * ii° s H i i ill ii ! ^ ri ill i i|2|°g||SSS| : T-r n a* ii ii iii j rH- iiiii iiiiir'i ; «r w" iSiiiiii T-rr4'l-.~r4'^'jO 7, 700 4, 000 7, 150 130 14^ 000 MOO 10, 000 500 Siiiii erfocioci- ill ’(NO~ 10-18 14 18 ^10-14 10-16 12 14 16 6-8 ,.Ma ii i jojo^oo ioog ; 2S 8 : i = l\\ Ir i; I'SSli aiiigiiisiiSSiSsiiisiiiiiiiisaissiaiaisiilsI Table lZ<.—StaiisUcs of umversities and colleges for 187C, 726 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 727 liiiiltt iiiy iiiiiiiiiti$iiiiiiiiiiigii|i g loo lo 1 lo 0 13, 500 70, 000 000 ‘01 0 000 ‘e 0 joo • i°§° i 2 ”1’ i r i n I ; ; 0 1 i ? 1 1 oo lo 1 lo loo j i M i i°i ° i I i « i u 0 0 0 0 30,000 °°s i si 0 17, 303 0 j O • • i li^i ii is iiiiiiii ills I i i-’a” i iiigii ii 3,000 1, 200 Z3, 350 3,792 8,’ 000 3,614 10, 000 .952,197 3, 050 20, 000 2, 300 i!4 “ii°° i° i°i i i ^ i p Jli i°igi° ii 1 irTcco 1 n IS i ;i_i jo' -2- : : s ; 0 600, 000 50, 000 0 0 0 0 16,000 ill I ias 8-: : ; i°iii° ii i a|§ is 37, 000 0 108,778 60, 000 135, 000 15, 000 358, 389 6,000 Ii i i°i IS i ; S Ii i fs'S i iiiiiiiiiiiiis iiiiiiiiiiiiiiiiiiiiiiiii g|S-’-SSa¥sgSSl5| g¥-||¥-||¥-|¥g¥-2g¥-8|¥¥¥-SSS|| I i i I ; i i i ii H i i°i ii : I O O 1-1 ; O O CJ •sjotoujjeuT pun sjoesajoad juGpiSGy; & CO ^ ^5 c? ^ (&) 3 24 7 16 14 Preparatory department. Stu¬ dents. •9iuni9^ QO • CO o o o ® ® : •91UK is i 1> o o' o O §. jo o : •saojonaasaj © • Ol o rH 1 O i President. ta Pev. I. T. Tichenor, D. D . . N. P. Gates . John Le Conte, M. D . Rev. Noah Porter, D. D., LL. D. ■William n. Purnell, LL. D urer.) L. H. Charbonnier, A. M .. John M. Gregory, LL. D . . Emerson E. 'White, A. M., LL. D. A.S. Welch, LL.D . John A. Anderson . •UOI^^UZIUbSjO jo 9JU(I 1872 1871 1868 1846 1870 1875 1872 1873 1868 1874 1869 1863 jo ojuq; w 1872 1871 1868 1701 1867 1785 1872 , 1867 1869 1858 1863 Location. Auburn, Ala . Fayetteville, Ark .. Oakland, Cal . - . Colo . New Haven, Conn . . Newark, Del . Eau Gallie, Fla . Athens, Ga . . Dahlonesa. Ga . Champaign, Ill . La Fayette, Ind .... Ames, Iowa . . Manhattan, Kans. .. Name. H State Agricultural and Mechanical College. Arkansas Industrial University .. Agricultural, Mining, and Me¬ chanical Arts College, (Univer¬ sity of California.) Sheffield Scientific School of Yale College. Agricultural department of Dela¬ ware College.* Georgia State College of Agricul¬ ture and Mechanic Arts, (Uni¬ versity of Georgia.) North Georgia Agricultural Col¬ lege,* (Cniverslty of Georgia.) Illinois Industrial University . Purdue U ni versity . Iowa State Agricultural College.. Kansas State Agricultural College t-I(NCO •'J'OOl-OO OSOtHOM * From Eeport of tho Conamisaiotier of Edncation f >r 1875. a CollejKe not yet fully orcanizod. 6 KeiJOiled "witb classical department, (see Table IX.) c Includes 9 in fifth year and 6 in sixth year. Table X.— Part l.—Siaiisiics of schools of science {mining, engineering, agriculture, i&c.) endowed with the national land grant, Coctniued, 730 REPOET OF THE COMMISSIONER OF EDUCATION. Scientific department. Students. •ejuepnjs I h I ajunpu.iS JO joquinjq | | O ; O gj « M ; O •osauoo 1 © 1 T'BHJBd ui joquinyj; | | 50 2 0 5 88 10 1 0 Fourth year. •9Xnui9d 1 ^ 1 H 1 O O . . O O i i 1 •91BK 1 0(0 1 tH I 0 14 46 42 12 44 18 3 Third year. •9inra9d 1 1 o CJ O • j O O ; • 1 •oinH 1 ^ 1 H 1 Second year. •pinuiPd 1 O H O CO O J j O O J J 1 •9inM 1 H cJ S: Qo ^ CO i i i First year. •9inui9d W H O O • ; (M i ; • •eiBM ' H 36 18 152 1 18 42 70 •99jnoD JBtn -§9.i ut aaqranu injoj, H lO lO ^ lO r-O CO rH lO • o Corps of instruc¬ tion. •e.t9.iuj09[ pun sao -eeajojd auaptsa.i-uofj © H • o • o 1 0* o o ; o o •Bjotonjisui pun s.ioe99jojd juapisayt © o »o QO m t-t- m (TJ ■« n r-l CO CO tH 3 Preparatory department. Stu¬ dents. •9xnra9d loo i 1 o o • j * •9inK 61 0 0 10 0 0 2 (a) 41 •saojon.ijsnj; © 1 0 0 1 0 0 (a) 2 President. ('Jno. B. Bowman, LL.D., ) J (regent.) 1. i Jas. K. Patterson, Ph. [ ( D., (presiding officer.) J J. L. Cross . Rev. Charles F. Allen, D.D Rear-Admiral C. R. P. Rodgers, TJ. S. N., (super¬ intendent.) William H. Parker . William S. Clark, Ph, D., LL. D. John D. Runkle, Ph. D., LL. D. Theophilus C. Abbot, LL.D. William W. Folwell, A. M Alex. P. Stewart, (chancel¬ lor.) Rev. Hiram R. Revels, D.D •uoT^j'BzmBSao jo oiBo; 1866 1874 1868 1845 1859 1864 1862 1857 1870 1871 1871 •joc^i'Bqo JO oj^d W 1865 1874 1865 0 1856 1863 1861 1855 1868 1844 1871 Location. « 1 j 1 I h 1 IjGXIlJg bUH, . New Orleans, La - Orono, Me . Annapolis, Md . College Station, Md Amherst, Mass . Boston, Mass . Lansing, Mich . Minneapolis, Minn . Oxford, Miss . Rodney, Miss . a iS H Agricultural and Mechanical Col- 1 lege of Kentucky, (Kentucky > University.) ) Agricultural and Mechanical Col¬ lege of Louisiana. Maine State College of Agricult¬ ure and Mechanic Arts. United States Naval Academy. . . . Maryland Agricultural College . .. Massachusetts Agricultural Col- lege. Massachusetts Institute of Tech¬ nology. Michigan State Agricultural Col¬ lege. Colleges of Agriculture and of Me¬ chanic Arts, (University of Min¬ nesota.) School of Agriculture and Me¬ chanic Arts, (University of Mis¬ sissippi.) Agricultural and Mechanical de¬ partment of Alcorn University. 14 15 16 17 18 19 20 21 22 23 24 STATISTICAL TABLES. 731 * From Report of the Commissioner of Education for 1875. a Reported with classical (lepartment, (see Table IX.) & Resigned and succeeded by Rev. Samuel C. Bartlett, D. D. c See Table VII, d See Table HI. Table X. — Part 1. — Statistics of schools of science (mining, engineering, agriculture, 4'C.) endowed ivith the national land grant, ^c.— Continued. 732 REPORT OF THE COMMISSIONER OF EDUCATION. S « a ® o B s c c a a a a (-5^-si-s •noiijBiadojdde tuoaj a^aA 9qL^ joj e^^diaoag; o o o o o o o •S99J tioT^in:^ uiojj j^aA !^SBi 9t['; aoj 8:}.dTaoa'a; •spunj 9Aijonpoj;d niojj euiooni CO M o o o CO (N •spnnj 9Ai;oupojd JO i^unoray 0 0 0 — 0 0 0 0—0 oT o' er 00 irt" •en^'Bj'Bdd'B pus ‘figai -pxraq ‘spauoj^ jo anx^j^ o o o o ^ o'o'' S O O ^co o o o o o' o' 1(0 o O S Ci — ® o P || X3 ® a'o 'C -r-A a es a u oT* log O ® p s a b ;0-2-.= !§« §■■ <1 J - o ca o ® Q.P /u— < CS « TO 0.0 a O ® 'rt ® •So SO P |l ijlllflsi o w ^ ® oP o- -g '^•5® ^ Sg o 0.2 ® a ‘3 o £ £: P?=?-HpP g „ o o- 1^1 ... a -2 ^ 'B •S o ^ i So ia .. .'.-P® O P |5 a Q .st:^ Mit j'S'g^D'o o'^o ® 5 D « 3 a gP‘“ S S c3 5 t> .§ a — 5,_ ®-^ *“ O M ^So Jz5 ::> cc »-< N « IC wot Gl Oi a -- - ® ® ® '’I^^HOPPO P<^ 00&^ ■< M H S H g-P.S ® Ph<3 's-y®.® Pi p •a a OS'® &P&g <1 P c5 Cl S « M N « M M n p ^"■Scw .§^3 73 a o --•'g a a sSSi O +? ® - .I 3-203 A £ o‘3 a POPO Table X. — Part 2. — Statistics of schools and of collegiate departments of science {mining, engineering, cfc.) not endowed with the national grant of lands, for 1876 ; from replies to inquiries by the United States Bureau of Education. 734 EEPORT OF THE COMMISSIONER OF EDUCATION. Scientific department. Students. •siuopu'js I H oj'Bnp'B i§ ,|o jaqnin^i | O . J TJ* o 1 •eernoo © jBi'jj'Bd ui requinsj; 1 Sk e- • o 1 CO • ■ Fourth year. •O^BUIO^ 1 ® ■ 1 I ® ■ ■ O ' CO •9[BH (2D 00 * ; ^ Third year. •eiBuio^ 4^ H • 1 *0 • • O • lO •eiBH CS CO • ‘ i> CO tp 1 rH • CM 1-H — ; Second year. •operaa^ O 0 19 •eiBH H 7 28 12 23 4 24 10 90 First year. •oiBuxe^ eo tH • * « • • ‘CM H 5J CO 4 38 12 21 2 24 9 320 "osjnoo rnin -Soj UT aoquinn tB!j.ox H CO tH OiOg|COM^^CO g Dorps ot instruc¬ tion. 'saaanq.09t pun eio -seojord !;napi89J-nofj iH O ■ r-l »0 O • O r-l O •ejo:^oaj:^9ni pue 8j[os80jo.id 'juoptea^T Ci CO Preparatory department. Stu¬ dents. •epeuia^g; QO o O • tOOOOOO •eiBH i> O i * O O O )lO o o ! I CO •ejo;|.oai:(sni o o • i o o o o o President. t James M. Galloway, (sec’y) Hon. Wm. A. H. Loveland. Chauncey Eose, (presi¬ dent of corporation.) P h a > n: N p ■c H (acting dean.) Henry L. Eustis, A. M., (dean.) Francis H. Storer, A. M., (dean.) Charles 0. Thompson, A. M., (principal.) Calvin M. Woodward, A. M., (dean.) Eev. Asa D. Smith, D. D., LL. D.d Eev. Asa D. Smith, D. D., LL.D d Henry Morton, Ph. D . Eev. James McCosh, D. D., LL. D. Fitz Gerald Tisdall, jr., Ph. D., (director.) •nori'Bzra'BSjo jo opeQ 1875 1874 1874 1874 1848 1868 1857 1852 1871 1871 1873 1857 •j9:fanqo jo M O TP GO 00 1869 1642 1865 1853 1769 1769 1870 1746 1859 Location. « Colorado Springs, Colo. Golden, Colo . Terre'Haute, Ind. . . Boston, Mass., (20 Beacon st.) Cambridge, Mass. . . Jamaica Plain, Mass Worcester, Mass ... St. Louis, Mo . Hanover, N. H . Hanover, N. H . Hoboken, N". J . Princeton, N. J . New York, H. Y _ 6 I |2i H ■k a h Agricultural College of Colorado a. State School of Mines . College of Agriculture, & (Boston University.) School of All Sciences, (Boston University.) Lawrence Scientific School, (Har¬ vard University.) Bussey Institution, (Harvard Uni¬ versity.) Worcester County Free Institute of Industrial Science. Polytechnic School of Washing¬ ton University. Chandler scientific department of Dartmouth College. Thayer School of Civil Engineer¬ ing, (Dartmouth College.) Stevens Institute of Technology.. John C. Green School of Science, (College of New Jersey.) Cooper Union Free Night Schools of Science and Art. CO O CO t- c» Oi o STATISTICAL TABLES. W c3 ci'iS « i W) - ® o5 i 3 o 3 oS i.&0 j’bJcS i i -2 735 Table X.— Part 2. — Statistics of schools and of collegiate departments of science {mining, engineering, tfc.) not endowed, cJ’C.— Concluded. 736 EEPORT OF THE COMMISSIONER OF EDUCATION. Cl Cl Cl^ Cl Cl d Cl eo .-I ^ t-s Ht) i-a - Pi Pi PI a a a a a hjl-a hji-a •noTpTjdojddt} raojj j^aA ;^SBI eq:^ joj s^^diaoeg; •eaaj iroi:^mi niojj j'BaA eq^ joj s:^dT9oag; 3 0 O o o •spanj OAijonpojd uiojj eniooni •epnnj OATjonpojd JO junotuY •snj'BJBdde paB ‘eSat -p^mq ‘spanojs jo •saTJBjqn Ajopos ni saranpA jo jaqtaujj •eqooq m JHoC |ooqos jSBj oqj ni osBOJoai •sjoxqdca'Bd jo *0^ •BoranxoA JO joquiu^ o o o o ecn •uoTjinj Joj juapnje qoB9 oj aSjBqo I'Bnany S Si •j'BaA OTjSBxoqos ni sqaoiA. jo jaqratifq CO CO coco d coco coco •Apu^s JO 98JnoD n’^j ni 8JB9A JO joqinnjq sdiqsj'B[oqoso9Jj JoqjojojoqamM; | ^ •8diq8J'Bxoqos oi'Big jo joqcau^ | || p art a +3 -> o ^ ^ q 5 W .S hr a S 5 -P i c j S ^ ^ 3 > il’-i 5 pq^ 4^ P f-l c3 c3 p 0, o I io =3 ® t=^ ®~ -a a ® bi o ® S .2 |g .a tj a a o M I « ® aq 'w) ■O' tw o « 2^®| § ® O o ®.P( g l>ar1 •gaiop3’jf®®3 II sSSs^sllt P O H O ^ ® Eh 0=^3 .2 ^ ^ ® o tr «(-( -g ^ ^ 3 O S O I ■p'c^2 fctP > ^.2 a i'ScS-Spt^ 111 ^.2 I? s-glo ^g-l MGC PPH iH Cl CO o o r- 00 o STATISTICAL TABLES. O O O O O ^ O ^ o_ cs .;-i & ® a .2 1^15 It CQ pii faPn CO Oa> cS'tJCts^ > n.-S §H £ bl) > >'S ® ^'S'O -t3 - OJU -2 b*^ a’q 2 I ■S m ® O'^.S ?« p n 9 « ^A® ■gr-l ^■’O P.S'W re'S Shah'S bx)® ®-S ® 5 4^ a P t>5 ISnSI'S I o3 a g S =I-9^'3'S'3 ,J||tg||S6 PCOCO rx CM (M CO 47 B a 2 <1 ® 'C o ^ 2, fl ^.2 3^.2 ® S ®5 ^ o e g^=Hba2-s o c .-S o a ^ ® 'S ® £ ® £ ns Ph ®-S § £•” P ® sS*'s^-s3SS o'^-§®Poo& pqt>t2:H 2^^Ph * SrO 0+3 <»'s p p ^ > > > P PQ _ PP.g" I'qII S ^7 OrS " t" >. t> 4i ® ® ^ >-.0 02 ,0^ t> !> P PP :p'^. il-a ” § Ji d § ?? 5:^ i |p ®pp 1^.1 'C rvi 5- Pp Pm •< io ro W ^ -o t- . 5 fchp es g ®M f§w H > > t>'o t> ® ‘. ®® ©+7ot.(®® •aoT^Bntniouaa; bic&i.'g ’ bp ■ bjc'd.g 'g P bc 2Ha' q c ®P pH p ft-g ® HP ® C^P HO OOP.O.OcS,^ p c3o fH JkJ. p.p.P. ooftpoftopq^ ft fto ft 0^0 i^ft^l^HMP •noi'^BziuBgjo JO ajBd »< O CJ Cl lO O (M © to lO O •jajiBqo JO ajBQ <1' * fl ’ M o : 500 - 1 S O O a rT S ^ l-ioopgcb| ®- i|:g'2|Wpp ft'TS J3p2||||^| 1 homoW^:^<1p o 2;> gi J c-f X O ^ '■ hi 11^.9 o ftHP gftftMpM t« P-H °.9 g p S'fci: iMl aM^ ft f 3.2 Si^M "5 Q 'p ^ ”5 ft "T; W ty ^ V---. I S 'g'5 "'Ip ?J :|.2 mI ft ft M ^ H W '’i H H _ -. _,' be ©••« 72 be ® bC O ® t- i ®'gP - '3 ^ ft ^3 'o M ® ?„ 6 p 'd . - o^ — be®L_^ ®. 1 ja ® p P .p ft .p ©rt ® • 3.2'^ tj h| M ® ' ® 3 bCH;p ©^ - © ft O -d _tr ® S ® p oj ft WOft 3^ _P o g PS'btfl ^ s, ou g O-p ■a ft M- ® ^3 s dH P^P ^^5c5ft^ IT-I t-Ir-lr-IO<(MO LL.D. STATISTICAL TABLES. 739 m o i- o lO ft q:5« > I^Cd si 0^12 s Op Op ^ a 5^0 5 ® > t>'o O . 2 t> > : pP'g'g o«i9 rc 1>.;3 C c as o a >..pj o • >2^’ g2 p p ^ c3 CS P — ^ P'72 ^OP dPP :P •PP :P :00 14 - - ft P o'^ 2 § J?ft2®Q apo-.gpSrffflsP 2 ® o lgHy|®“g|c)s^SgM .2''^ ^’3 a S io ap >• ®-SS 0t-s'^.300P > >fp > > > > t> t> !> .^ t> > oS p4WO ®(v]P a 3 P*'* P.E . Presb . . . Chrislian P.E . Presb ... Baptist.. Christian P.E . Baptist.. M.E .... Cong.... F. W. B . M. E.... R.C . R r. R. C _ R.C . Cong.... M. E ... No tests P.E . Univers. Baptist.. N. J. Ch P. W. B. Ref.D.. P E . Evang. L R. C . P.E . R.C . Prp.qh Baptist. . Evang. L P. E . Presb . . . M. E.... Ref.D... 1859 1865 1870 18;3 1853 1841 1865 1860 1873 1816 1870 1872 1791 1808 1868 1868 1806 1847 1816 1867 1867 1825 1866 1870 1869 1860 1871 1857 1868 1843 1868 1839 1865 1869 1867 1784 ci -H -^o .Tt* j^?o lo r- or- 10^ ico cc'i^ i-*cooo 00 QO GOOD Ojro lOO OOX) OOOOXJ-X) 1867 1807 1809 1650 1867 1852 1826 1866 1855 1866 1860 1874 1857 0 1843 1 ||S|o f_ ® ozi ftp S ^ ■^1 gM 1.3 C^ = g^'3 cCo P +2004: 'SPW'^ ' >5 ^ .9 P So"^ I a 2 ° .2 O +3 >.'72 fo'^^p “ ohI a gpp ® c^S ^ O i-H a 2 r ^ " fl HP j2 ® P 'o s a o ,£5 0) TO tolc r;:^ H O WM P^ p o ft oQ 2 .-9 "ti o ® -I .p 'p -3^gp|®^OH^ .2o=« p f2H.2 ^-*2 OoOj^fcfiPt/bC ®tS7?2.^0^SP5 aS'oPpi^o.sao ^S'S.at^i.sgd.s H ccH PHOccH 1ft 2'5 P '0 ® !■ ®o^ ' I . J“i -’i s ca a H ®p: P^ 2, a , - p = M ^ P^ <0 ro O lls- ^-‘"1P:gS” ■6 t>,=s . ) p.ft o" J O P ® ® ^^hppph 9 .2 p p o a ”• bC® ®ft 2 ^ " ■' >5§ '■i>|l|t.||| llllimia ^ a O bC H§.2.20M|a p|^|||h||| aft fccb(>3a P^o ® bca.pft^aft 00 ®5 ift-S P-® p ®'aft o'P *^^.2 3 illl|l7:sl5l|g§;>il|d ^2i!s^HHa2<1^P ^Hhs oPCsPH ot (M WCT (McM(j > a t>’ s tP P p'« dp^sp p P^f^O® ro I §p4 -i TO < w Q I ® w " :W s w bi o sr cu > > > a" tP tP ® ® CD ® p^ P4 :p |p^ P 0) d ^s.i Pp^ > t>’ t>‘ PPP •aoi;uaitnou9g Pm P Pp. PPP .03 P ._• . piipq HqtJP ^OC)'2 i UPP > CStJipj CnPqp^p^PLH H pq^S •uoi^'Bzin'eSao jo 9^'Ba; 00 o o •jQi^aBqo JO tH O — • 00 CO a M ® a l>H . .5>^N Sf;^ 0^0 1 ^ •M I ®~ - . b£ o B .a Oo PM -ajpqpq o on nnn ggSoO'C^ ^ r2.aS £ toJh® np^^Ho ^ p^Hp c3 .s i a ’bi) '§■ bl nP ®aj a tAg o ^ a>o n'Eb a o 1 .goP ISlilajl^i H m Pn LS 02 =2 cc +3 si^iiisS.-af ^•|||®.2g|| H'l’i^ "•I ..'i a .2iDOTO.»-(0<-lPbr |S| 11125- O ^ — !®;h-« g ® S ill .6: nP Ofl «=• § § ® a a a -^S^§.S.Sh?'3 a®®-wSoPj4.C wno pphmcch |1®-1|1® :S bC^btbD'SlcM ■p3 ®.2.P^ O.S h|5|||3 H HHH .-c oi CO m o t- J> F* F- t- t» STATISTICAL TABLES. 741 t- CO (N CO rH CO CO CO £P o Pp" fip ftp rQ-p aPp n.» , lil'jQ .SPq-I : 3 §o Sri'S? . w o3 ^ -1 O ^ >— j n lJ t>5 . . . . . fed > > > > P w gah^p.i Icg-pp-sg >>> 'Ss« rS Wlq- 'oP I fe fl “ri s SP i^ppp^ ppp^pCQfi « ^i|w|S> <1 > > ^=1 ^ p p «|Sp ^ PP ffl' • dP S o ^'£ 3 o 3o ril t> > t- (E ffl ® ® P^ PP fp p'°i Q O^ 2®o 11^1 > rt9 aS O m ^ia o © ® ® s p^oca^ww-s pp^ a Reis'S p gp ^ io p^ p^p p o ► a ._ p^pp §7'2g2^ ^ 's p4pp4 pppp opp;^

'? oP a li'^ So^’S , ® b a ® .aP3p't » -2 a ®’2 a p ” a a a E ® P '3j oP ®'o i.o ® ill 3 3 3 :P a ^••go Ip2 a a ap P ? b£c3 2 ® ■+-> oqpS “•9 b'-gS--- ® P S a ^ a c3 <4 o -ff aga>a®>'. ®_®7 •r,^ ‘3 5 rt a ‘bjo fcjc fe "S o a g a a a 2 o 2“ a;^ a aS-ogp y'3 b a M 'Stl:;] ‘fcc’ofi J .2 ’btP a a a^ a a^'g'^.2 eg S|||||||||'| mPPH hhPqhM S'? xn 2 *. &*. o r!pp “i «5.2 jr- ^ P o SP « a a a a'^- 3^*-.2 aa^-SoJ c^ a Is ® O btS'^ oEH g O-’o ^1 il ^JR t . 'll ||“lc I5la^ 3=f ^2 a fe’3 ® gpH iai J/} — "q 2*J2 iSo ®.3 O O"-^ tl ^-S a o ^'o 1b la ^ ® ’55 'S 2 a ® CS t> t> -g <« P o a I ® ® S I •J-g & Paj-o !«2 a -®P odP^ ® 3 .gd^O a o.oP ®p ® p,®.®--.^||S'| bj|^|p .^«.®a5® -.g^ dSoa 9 a .S '5i)'3c g ‘bi) ® S '® A ’So b « a’SoS-SS 3^ 'So'® 'So® a g’Ec’Sobo’bob’Soa bO(3®a!>co^o.i3t»T3feoP2.9as.2o^o^o,a®®oo®o-god s'® 'G -fed a”® o.'o'^'a^2'o.Sj3t>E ®S'S gE toE a’g'o'o'a'o ^ 3®®§®fe®®'w®aaB5;g®G;“'^®ria'^®g®^®®;;^^®®®®® a ® ® ® ® fe ® ®'t; ® a ® ii.r> ®ri3 3a o^-r^ ®ri30ri:3-S0^jq H ^ ShP H ^P HP wH 02 OOQ gJ^O.g >^02 !^0H eh mEhH h h o; o o o From Report of the Commissioner of Education for 1875. a In part. tlSTot yet fully organized. Table XI, — Statistics of schools of theology for 18T6, ^c. — Cou tinned. 742 EEPORT OF THE COMMISSIONER OF EDUCATION, •sdtqsjos^iajo'jd poAiopn^ © puT3 sjoseajoad (^uepisaa-aoj*! •ejo^jonjjs -ui puB saoesajoad (^u^pisa’i •Hoi^^'cuTcaouaa; •aOI^^UZTO'BSjO JO OJ^Q •jojj'Bqo JO oi'&cE ofl- ^ r," 2 pS o s 2 a ..-s ^ c3 ^ ^ o ® o o M (Ji to so M -n ^ : ifi w ^ UM o 02 o 'i >■>■>> I P : fi : ?2p-s ® be S O . > t> •-s-S ••-n^ • ■ ‘P-J P.S Og,5 O CO ^ a ^ ® Iw a t> ,^-g> a oo PP ^ -sSS fccfcc be J gas « cS g-gs 3 P li a 1 be a m £" > . IP5 .2 ‘So ^ales O efi P-1 'o o ® ’&H li ,S 3 HP a U “ •l-g^^l -sl'a S|.. o ® p,S(/3 ® q ^ q C M o . 'OP H:;-a5Sw's^^ "Oobcg^PgbCq .a a o g g-g « o q ^.| I ” S oqPH PiPjcHH a Old aid Table XI. — Statistics of schools of theology for 1876, ^c. — Continued. O S pI STATISTICAL TABLES. ft ca.rt 2 S 5 743 •spunj 0AT!^onpoad uioaj; Qoiooai •epnnj OAponpojd JO junoniY •aSat -pxmq pnB apuaoaS jo anx'BA •si[ooq ui jboA Xooqos JSB[ eq;’ ut osBoaouq •S!X9iqduiBd JO joquitijiq •BOiuaxoA JO joqiiinqi; •aijaA oijSBxoqos ut aqooAV jo aaqinuif •Apajs JO osjnoo XTO eaBoA jo jaquin^ •918X JO xnotu -oonoracaoo oqj jb aojBnpBio ■9000108 ao eiax -:xax UI aajSap b paAiaoai OABq bqM sxuapnxs juasaij •sajBnpBjg joapisaxi •jaquina :^uasajj S ftS CoS hsajt^^ oo o o o o oTirT ■ e fl ® bfl goo O O O O C£ O g O (7 t-''ii:rc7r o o p od' to" lo" o o o o o 00 OCO-r OOOC^Cfi O 50 GO lO S §^'1 chilis “I I I ^ 'i -05 g P .3 H 'S ‘5,^ ” I 'So ^ ’Sc ® '5c o ?9 P 5 o ^ 2 c 3 MOPW cqOH ^hs-5 t-5 1-3 •spnnj QAi^onpojd raojj oniooni •epanj 9Ai':}onpojd jo ijunouiY ^ o TT O (?f o" •egai -pXinq puB spanoaS jo Qn^B^ •85[Ooq ni JBai! Xooqos !|9BX ©qx ni esBaJOui •exaiqdoiBd jo aaquinj^ •eamnioA jo laquinj^ o o o o o o o o o o o o O O lO o o o cT 00 tsT j>- (jf •jb©A oi'XS'BXoqos ai sqaaAV jo joqmti^ i O O O O •Aptixa JO osjnoo xinj ui sjbo^ jo joquin!^ o eo • eo -c •9I.8T JO juoOT -90U8UIUI0D 9qj JB eOJBUpBJ^) w H ; o 1 r-IO CO C«3 I'o^ ;0 o .a -2 be 151 ““a .a fll © f-( O) H 3 2 ccEHii o :o © • H ^ ^ ©C i oSm'^ IIImJ a o s ;-g.2-5)SW.| ! § g3o_-S^ :9'o SS5 1 (D fcX^ a Lj 03 ; g^HPq ® ' ^ " ®.2 o g^o a ."'g.a S ^5. a5|a=§ cS.tS o ^ g o'3 ^'S .2 o C3 bc.a;:3 o Ph ^ O »45 ® O £5»h®o 4iO®5«}.-3 c) ^ So S r^’Si) CO 2 *3d^ a _'3-PI|ail|li| 5WS a=3 i £ o I g 2xj X) o ^ cr C* Cl CQ COCQ CO CO CO CO CO coco-^*^ STATISTICAL TABLES. 745 523 ii liii ci III s mill ci ii :S5 i ii ij i :i ii -Trt i 1 ilii ; ii ; : : : i I ° i ill i : T-r : : oT ; • 0 i iill iiiliisi I of TirrH-WrH O- i I CO- ef ill i I ^ s i I ji liii III -S3 § 3 -SS SKSSS S SSS S gSSSg ^ SSS Table XL — Statistics of schools of theology for 187(5, ^-c. — Concluded. 746 EEPORT OF THE COMMISSIONER OP EDUCATION. cu cj O § O £3 ® a O O fl P s t-S^-sl-3 a a a p 'spunj 0Ai7onpojd raojj oiuooni •epunj OAi^^onpojd JO [janouiy o o o o o 2 •gSat -piraq pat? spauojg jo en^BA. o o o o o o o' o', •sqooq ui jboA jooqos jscq oqV ni osbojouj •S!}Oiqdunjd jo joqinnj^ •eanitqoA jo joqranj^ o o o o o o o cfn*' •j:b9A oi^SBxoqos UI eq09AA jo joquin^ DO'S’SMOO O (M oc CO TJI (M CO CO O Cl o •Apn:^s JO 98.inoD xjuj ui sjuaA jo joqnin^ OCOCOCO cofficicorfco CO CO cococo CO COCJ> CO Students. •9i.8l 10 xaoui ■OOUOUIUIOO OUJ IB SOXBnpBJf) eo H o 11 11 10 CM 00 o S S i •00 no toe jo sjox •^JOX UI OOjSop B pOAlOOOJ OABq oqAV s^uopu^e xaosojj « C? rSH CO T? O T-i C4rHr-l o • CO • 25 22 0 •soxBnpBjS juopisoxi H O * O o o 1 o •joqninn xnoeojj © H ccoo CO lo Tj«ir5o ^ i^ (^0^ Oi CO (Mr-iCO CO tH s 02.9 1 oii) #.l ip® I'sril I CM bop'.- i g >,o P§ Ogaj.rHp.FsjS'-CPP^ 'oS^a^Sp, o'S'gp ® ®f— t CDrfl ^ 9 9'P! p g .ssp'ci^'^-Sooa p .2 Sjctj p « g tD§ o-e 'a*- ^*-.2 9 ^ a.p 0^-3 p^a ® g oO^O a o gP gp^'^05.2 P ^ w..— vxr-J p s P .S ‘So'Sd ® 'm O 'S 'g: p =« d,2 =«.2,2'c'^.5 u3 ^ 9 cs F»oO:Sop3 f>c3 S a o o P t» t>*o X £ a ro - ■^■'1 pp|5W s.§ is*s dx~s -P^ ig'ipp c q • -L^ « SHI¬ P'S” l 5il|£a O o g o *uot:)^'bztu'B3jo jo oj'bq; - O f 00 OJ t." •J9ji'Bqo JO oj'Bq; OH !zi<1^P O 'p ■&.a g c J g s 05 ® 9 ® o ppSp «sSi!4is ^ a w-T cQ dS Ofcii CS.9 fe « 1^ 1 ® J’J.2'gq“ aoigl^ll .£ ®le o i a O 43 dJ2;pq«0 a a * Id® a ?, >. S d a a o ®.d ® o bX) d ® >0 I ^’le§ ^ £p g I • g.9;rcc |.£M I o o C'-H te ^1551- P ® D.^ Jd 5-2 1 g §"^-^®-g ® Sd ® a a a ^®p as®® I g-g-p ,so g g-p-a o H-O'O p.Sh a^TPns 0 ® > fe: cd a ® > S a 5 ali|pp^||&|.« ^HdPP P PPPm •='£ : 1 2 sw d . ® O M Vt^tl ® ©i^iX ® o I a >-.>^ l^£.^°p-5d§ gp-g'^ EpS| 3 030 ' a p PH I ®|| o -'o P AJ p. I _ o ® ® ® I n rr\ 'O I-S-* r/^ O ^ tJ o O c3 a O p: ®< pud o o ® o geo 'a 03 02 OPo®ac3c3c3 CPcoPPPPP !) >' 'a '5^ a o ® o' •' p^(:^p^MtnwWa5f25HO 2=8 S;g^pq 1-5 (-5 1-5 J> PiJ !> t>l>^ [25 So 00=^0 __qqo« r q' s' s" s" 5 0 0 0 0 a-ti'&M'fi) § s S p s s K! « s 5ll2 oO^g £ '3 pco-g £3 §; ; tx ® S gjrjoO 3 ® oS ®Ph^ H PS -rl ® O ® o "S £ ^^-02 P O -£ S tH 20 ?p| PS c lllltllllnl ; iB'-'OSoO£s3is'=^H _., a Q"*^ O C PB ^ ^ ■ W*-^ 6 OOcwSOoGs-gSt I ^ ®§4P^ II ® a a aI::o;:Ja s (3oc3®PPOOoSrtO§oO^"a 5.'5:s|^ g-g-'g ggg^ «’-g gS §. o*^ a ^ & "O'O!C0'P!n0q3CCP:cCn0'^.gi -- cS o POrteSdrtcS®^ O'gO O ao -gw tf- t>=t; -pj ^'5 £ § S o o > a •■|'“Sp I. ilSs-t 3 t>=fe -gS O ^'£W 5-^o^i iPa®! §g3§f^ S-S P.^-S ® ® a a'®'® o p-S ^ ® o CS ca^ POhSh^P Oi ci CM (7 z> CO ^ xTi ^ r- O CO CO CO CO CO CO CO Table XII. — Statistics of schools of law for 1876, ^ — Concluded. 750 EEPOET OF THE COMMISSIONEE OF EDUCATION. ^ a fii 1-5 1-5 <1 1-5 1-5 (-5 l-5'-5t-5 *-5 *-5 1-5 ^ S S 5 O ® •sa9j noT^Tti'; taojj jcaA !jsB[ joj s^-dpoag; •spnnj 9ATpnp -ojcd uiojj euioanj •span; aAif;, -onpoid JO ^^ahouIY •sSaipxinq puB spanoaS *jo •S3[ooq m jboA xooqas JSBX 9qx ui 98B9Joa]; •spxqd -raBd JO joqranxi ■satunxoA jo jcaqiun^ oooooooooo COOOOIOOOOOO 00»0t-000.— G-i cf -S n n (Ti iri" r-T o o o o o o o o o o o c •noT'jTnj .loj jnapnp qoB9 6j oSiuqa [BanaY o o o p o o •aBO-C 0I18BX -oqae ui sqaaA jo aaqoinx; O « « !5t (?J CO M •Apn^e JO osjnoa qnj ui ejBoA jo aaqain^; Oi GtnOir- rn 'ZS a 9 i « § ) aj.a P -2-s ■^PP g ^ c-S a s fl 'g o ^ g tJC - o o ^ &&.S fcxMH^p'o a — -- =3l:3i|op;3 o a ® ® -g fcfl tH O O H 03 c« ,® g oo-a.s O C £M| I ®:J 3 ^ > S i! '•§ ^-g j ^ : ®P a f^^Po! O 3 1:^:3' P td n , to C fe ^ ^ ' 3 5 ^ ® S ' t> ® K O § o'^ al ^ t> b- S l-5hdpH a|oa^p.Baa|^l|aP ® '3 U &£33 pgojtspccpccass^ ' c3 c3 O C3 o O oS c3 c3 c3 ^ c3 O h^).dOl-^C/2pqhdPt-jHl<1t-10fl PO— lOJCO'^lO o H(>l(5lClCNGlCl CM Law department, Eutherford College STATISTICAL TABLES. 751 ll 'Sfl ii as Table Xlll— Statistics of schools of medicine, of dentistry, and of pharmacy for 1876; from replies to inquiries hy the United States Bureau of Education. 752 EEPORT OF THE COMMISSIONER OF EDUCATION. ird, M. D. STATISTICAL TABLES. 753 P : p" 43.9 ‘So oP teg PP PH P^ gP r^il s' P^.' ■--S ■5-=<)T3|a |daQcj4 iS.|asa Sts 1-2 I i4°o'aa| ss §||3sH Ph) cdl o ^ Q - ffi p •-* ® l-s o k;!^ ^ o P g §^. wf I- P ^P ®- Ni'Sp^. I W0PH3 § "o efi P o a p s g .s 15 ® 9 ••■5 H 'P S Q „ « Tr^ . X ® P rt ^ f^-.S 5 S' if p a w|ss| g 'g W -g ci pq ^ a ®p5|| g ^ ppppp rS S P g i gpplp^^ ^ ®'&.a o.s^ gppp >w-i'^.p-g^ 1^ 5p5| Ciqppfi^^p sp I : |SS| i p gp5 < o g P -i ftOCDtOrtflOOCr MP s s o o pp 1^ NN S 9sa ^ . ..-.a .a o .-OOOg •pp'-pa- g ® d"rf a a P S ® s S s g H s a s s s-^ »S 1^ ce c3 c3, ■ J pppo g M ..a'.s'.a® H H ■ ,_- aj- ps a a s'^i- s' % s sga^a^a-s^ §3 .9 .9 .9 ® '3 a a s'l s3'3HH i>H g^|p§ III ^■o «s*a!.c3 Pga®® ic ies ^.g.g.g^ a^’o’o'^SSrSrSS'as i PP Pee coW g Peg i;|i, I |1||ll §c-3 ^3 cs aic.'^^a o ®3 oft MS oiq^;=:P ®o '^c3®'o®mSO'~* blO ^ .? 3 3 ® :« W3 O ® o '^aofto3 Om I^g5i|i|g.||| Sc3® ^^-iO « ® S o •Sro® o o S a ® .5 s P ft rS o g'-ss -g © ^ § 3 ^ommWP P^ P^ ® S3 6^ - M ®^^ ft ;6 P 'H © a ® M® ft I I |||P| ^ C3 ® §o3 g • ^ s ©ps i o M o .3 P s P 3 M Hoaft ftpP Hft •3P3 >.3^ s ® ^ O Sc7«!>Mfto&:g ij i> o cs f^ft33ftft ® a .|aag®a3o5po £p <^papo ^ ^ tO-4-l ft CO oO®^ ft Cft'o'ft ©®®o3 ® a © 5^ :i§p.s l||l|H!|“ §1^0 g2 gl'S ®a S3a|ga3® a- Fa ft ^a 2 a 9 a a ^ " 13 aft o £0 1 ® o 'S3 S ftsi3s3 S'ftSJ ©y©.;5 0Cj©'ftc3©ft®0(yo >,Oft03M ^a gaj § sft-ift a® a i aa N(7^ G^C^OlC^C^Ot COCr 48 E Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1876, ^c. — Continued. 754 REPOFtT OF THE COMMISSIONER OF EDUCATION. Students. '9181 JO juouioononi -moo oq; ju sojunpuj^) © H LO ce«M ^’■§pp n £ d d a ® la's ‘£2 "o’S 3 § cl Sp ^ CO ^P Pp ro < cS';_, t3 P C ’d ^ o'o^^ g^^fl O o te4S U ® pa a 3 >So ToS O P£7r3 o § o o tl S rt a ^ p M &•- g OJ g 11 8 §i1 WM M (25 O (M fc STATISTICAL TABLES. ts 00 o r- ,HO O CO O 05 r- OS ^ (CJ 05 05 Gt O lO lO OOJtHC* .ojco O O O O CO o o cocoeooj coo eoo« g I t-jP cc Ph !^-s :fi PI A SP P II JaSS 's > " a p pp d^c^d S 3 P i S 2 — ®a PPdp: Stt o o a * >h>hB « I 1.2 1 3 » .2 p' ‘^.ai.S' a aJiglSSil a S _-'S -*2 cu c |2' t-o o O.g ■.|||^5>'.2|'g 'rtoo3*iA.2S3 !2iq ppp-sIm^oPP .2W^ il= S^! • 'S 2 A a . ^ 3AP aP P .2 p-i a :=; Pi P 3 ° A 3 I^.Sp'sI ) <3 pPcOO'd i|33i^?sl A ®A.2'k2AA ©A ga^ppgpcpp >>o a c« « ^ p^.- c- oS .§i slip igp? c3 PMiaa P Ph ® 'a . " hflO ceS n 2 A, ■= a P'SPj A A^f^g a o o fc/j— , c2 =s o P ®-® ■75 ’a o? a ‘SSi- ItlidI 3 2 2 J bxj'^aa cAp ©•".» o PAScb mo cOi O.SOo .23 g A OPBP ■XJooooooooooGoa 755 a No session at present; to reopen in October, 1877. Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1876, #c. — Continued. 756 KEPOET OF THE COMMISSIONER OP EDUCATION. Date of next com¬ mencement. w March 20. March 20. June. June 28. March 1. March 20. February 14. February 28. February. March. February 28. March 7. February 13. February 22. June 28. Property, income, &c. •S88J joqjo pun uoTjmj raoij J'B8^ J8BX 8q J "joj 8 Jdl808a; ct * <>r • • 2, 770 S • * S O t-'' I • t-T CO*' • o • o O • Ql • CO j ’spunj 8ATjonpoid rao'jj amoouj H g®®® i o o « • o •epnnj 9Aijonpoid JO !;auoraY © ct ®ooo 1 o o •snjBJBdd'B pun ‘sSui -pxmq ‘epanoaS jo enxB_^ 9i H $175, 000 175, 000 75, 000 200, 000 o o o o o • o o O 0*00 c> LrT I i-T CO . ' o I ^ 000 ‘si Amount of— •notjTnj joj jnapnjg qona oj eSjnqo x^nany GO OOOO lO ^ coco CO CO i-H OOOOOOO CO t-*lOO'^*VCMCO 60 120 •99J UOTJ'BUp'BI^) H OOOO o Gl o CO O lOOiOLOlOiCOO o o Ol CiOi(7iC?JCNCC«C‘OC'l CO CO •99J noijBxiiopi®K © H o lo lo IQ o lo m lo o lo o lO Library. ■B5[00q ni JBaiC xooqos jsni eqj ni AjBjqxx jo 9SB9ioui W LO •sj9xqdurBd jo jaqmnj^ H : : : o o of * 1 ^ O ' § I •sorauxoA JO jeqran^ M 500 500 0 2,500 o o i o o . LO o o ■ o 1 j ! o • ; I I I . uneA OT^^8nxoi[08 m e5[88AV JO jaqranjij e> H I i O lO « CM . CO CD 05 O CO O «0 rl C? fM 1- .-1 O 00 (Ol CO CM T-l (J4 CO T-l CM CM •ifpnjs JO 99anoD 8an8/£ jo jaqran^ H IcJCld CO ; s d CO eocococ»CMcococi cm cm e Name. H I. Medical and surgical. 1. Regular . College of Medicine, Southern University* . Medical College of Alabama . College of Medicine, University of California*.. Medical College of the Pacific,’ (University Col¬ lege.) Medical Institution of Yale College . Medical College of Georgia, (University of Geor¬ gia.) Chicago Medical College, (Northwestern Uni¬ versity.) Push Medical College, (Chicago University) .... "Woman’s Hospital Medical College . College of Physicians and Surgeons . Tnrliunn, Merlie.n.l nollecrfl Medical department of Iowa State University .. College of Physicians and Surgeons . Transylvania Medical College, (Kentucky Uni¬ versity.) Hospital College of Medicine, (Central Univer¬ sity.) Kentuohy School of Medicine . ■ . r-l Cl M l> 00 05 ^ ^ ^ ^ ^ 55 ® 55 STATISTICAL TABLES. 757 y-l act f%t>s . H {- FJ r-l =3 _ ^ S o-s S ® L ^ , O O p ( (O o o s ^ ^ I? as CN c< >5p»J . O C3 ^ 2 rH ^ - ^’'~* to cS 2 c3 =3 cS cS'S =3 2 • • 0 If^ II 0 ^ 11 ^ t 1 10 0 • 00 • 0 0 ;o 0 ••OOiO* C5* tHO^O 1 JO J 0 I I 0 ; S : § 1 ^ 0 0 1 i2 1 J ko 1 . 0 0 0 0 * • • • 0 0 0 0 • • • 0 t-i Tp irj • • • • * CO cf j • (30 o' 00" • TP • cf ^'' cT co" 1 I ^ 0" • tH • j TpcftTfcTr j j 1 O O O o o o o' o'" irT ooooo ooooo ooooo ooooo ooooo ooooo iCf !G S" s' S 2* « s' S' S S oo oo ooooo COM MC^ dOiCMCJlM rs m w m o >c o oFOOic loioii^oo (M(MOJO« (MCNC^CCeO lo »o L'^ m o SiGSSSSSSSia f5 1® ifj lo o m 'imo C« C< . T-l (M M CO CO CO . I'CO'a'COOt g g 2-S Wcg^.9Wg t) q _c '3 V ^ p3.i q §0® |cg l1 eg ■‘a >3 ^ g •i^e^l-i o'S'S'-i Ot.^^ P4 §)^; «4-i 352^ ® -R o ^ ^ ® Ia|£i2las-s a '§ “ill 5l|l|l5i-i.|- I 3 I5||^ C3r^ .S leeli ^ ®~2'3;3 L'q'q R.e ® © • g ■ ® : ^ : ® ht 1 i d £ M g © > .£ i 'd < ^ ; 2 'd © i 1 : §0 © ^ t? © © Ci . rl © )-rt bt 1^0^ cu 2 q q -HH 'o t5 «2oOS^ -go g'S o °.-s1 1 >=m'3 g S S-S i'3.': 3 •r'-2^25?o^g2>jo2”?So® ®^23®2®a'R-j«S-2®£«S®®“® o § ^ a ^ § g 0:3 ® 3 £;S o;3 i >0^ a?3^3 q ©M'S c3— ' • 0 22 § ®'S'o^ ®I^®q3 ® C ®.2 ®0 ©7? c3 ®^ ®® ® ® g ® Sell'll I ^ -o^®5 -^7- ® coifo^-gs-^ ic ^ ©73^ ffl'o ® "S 2 © 9 o © 9^3 « ’=i'S':3'£ ;t3 cs ® a 3 u q .©.^W £ _©■ l^g-^g-^og'^SS' >3^ oS c? cn 01 Ql CN C< C« C< O 05 O ^ OJ -1 ;i (71 CO CO CO CO cr * From Feport of the Commissioner of Education for 1875. aWith 3 years of study. b Lectures suspended for the session in consequence of repairs being made to the )uilding. c '^alue of building and apparatus. d There is also a spring course of ic yreeks. e Value of apparatus. / This is a continuation of the “ New Orleans school of Medicine,” organized and chartered in 1856. With 3 prepai atory. h Furniture and apparatus. i For full course. j With 1 year’s prerious study. Table XIII. — Statistics of schools of medicine, of dentistry, and of ^pharmacy for 1876, — Concluded. REPORT OF THI a O 4^ -2 « M a ® S a § li Q O March 4. g June 28. G March. CO March. ^ March 15. O t2! W W March 1. O February. March 1. H May 8. U d O t> February 22. H February 29. d March 28. g March 3. June. March 3. April 9. Property, income, &c. •809J joqjo puB nonraj raojj juo-i JSBX Qqj JOJ Sjdl900XI O O co" 400 1,800 4, 500 3, 250 13, 700 7,800 10, 000 2, 750 1, 500 15, 022 1, 000 •epunj 9ATjonpojd raojj omoouj 0 0 • 0 ^ 1 0 0 2,500 i : i i •spunj 9AijonpoJ[d JO junoray o 0 0 * 0 ^ ■ 0 0 50,000 000 ‘8 0 •sujBJBddu puB ‘eSuT -pxiuq ‘epunoaJ^ jo on[BA Gi $50,000 000 ‘OSl 000 ‘OS 000 ‘08 000 ‘08 000 ‘09 000 ‘05 000 ‘Si 000 ‘10 5, 000 2, 000 0 10, 000 130, 000 Amount of— •noTjtnj aoj juopnjs qoB9 bj oSjBqo iBnauy GO H ooloolo ooo oom o lo *010 2 Ih M 2 to 10 0 iO 0 00 t- ' ^ ' 'ooj noTjBnpBJf) H OlOOOO lOlCO 10 Irto C^rHCOCOCO OJCMCO (N CO O' ooo 1 CO CO •eaj uoijBxnoTjjBj^ H Loomoo jfjiom 0 oioo »r5' owio Cb I Library. •eqooq UI jboA looqos J8B[ eqj ui AjBjqq jo eeBOJOUj to H IN ° ! ! ; 0 II ® •ej9xqduiBd jo joqmnjj H 0 0 ! '• 1 0 * • i 0 1 • ,0 . ! ! ® ; ; ■ co' •seranxoA jo jgqmn^ M 0 0 ! ! 1 ^ 00 *0 CO 0 I i ; 0T'}8'B{0t[03 ni S5[99M. JO jaqmn^ COCiO— ocqo t-H tHCOIO C'JfM OffJO ri (M CO CO CO (?i (OJ .-1 OJ (M CO .0 •Apnjs JO 98 juoo nnj ui 8I'B9A jo joqmnjq; H CO coco:^ ^ooc5 eci coccoj co.-h ot eon ^ ci 1 H ! ei :‘E :E \> .p- ’p ^ ‘Sj'g tH ' 5^4 P ot "Si oa '3'c Medical department, Georgetown University . . Medical department, Howard University . National Medical College of the Columbian University. 2. Eclectic. College of American Medicine and Surgery.... T^ATinoff. ATA.nA£,l nnllACTA Eclectic Medical College of the City of New York. Eclectic Medical Institute . 3. Homoeopathic. Hahnemann Medical College . . Boston University School of Medicine . Homoeopathic Medical College, (University of Michigan.) Homceonathic Medical College of Missouri . Missouri School of Midwifery and Diseases of Women and Children. St. Louis Homoeopathic Medical College h . Now York Homoeopathic Medical College . New York Medical College and Hospital for Women. STATISTICAL TABLES, § g< J a _ 'OO If 'S'S o ® |g p'^ 2 P 0 P 0 w 33 1 al9 1 93’ '4 31 159 8 11 2 3 18 2 5 6 1 1 3 5 1 1 2 1 2 3 9 3 1 1 1 1 3 19 1 10 7 1 1 3 4 21 3 dl6 2 8 13 1 1 el 2 7 4 1 1 1 1 2 15 "2 1 1 4 4 5 3 1 26 2 14 1 6 n 9^ 19 1 1 1 13 10 3 1 93 1 1 11 9 1 2 123 32 5 1 2 1 3 1 2 2 38 16 83 1 1 12 8 1 8 3 h2 1 e This is M. Ph., (mistress of philosophy.) g This is D. Vet. Med. /One of these is “architect.” A These are degrees in painting. 114 115 116 117 118 119 120 121 122 12:3 124 125 126 12/ 128 129 1:50 1:51 l;52 133 134 135 126 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 1.53 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 768 REPORT OF THE COMMISSIONER OF EDUCATION. Table XY. — Part 1. — Degrees conferred in Note.— 0 shows that do degrees were All classes. Letters. 172 173 174 175 176 177 178 179 180 181 182 183 184 185 3 86 187 188 189 190 191 192 193 194 195 396 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 Institutions and locitions. 1 Trinity College, Trinity, N. C . Wake JForest College, Wake Forest, N. C . Weaverville College, Weaverville, N. C . Wilson College, Wilson, N. C . Ohio University, Athens, Ohio . . Baldwin University, Berea, Ohio . . German Wallace College, Berea, Ohio . St. Xavier College, Cincinnati, Ohio . . University of Cincinnati, Cincinnati, Ohio . Ohio Agricultural and Mechanical College, Columbus, Ohio. . Ohio Wesleyan University, Delaware, Ohio . . . Kenyon College, Gambler, Ohio . Denison University, Gran\ille, Ohio . Hiram College, Hiram, Ohio . Western Reserve College, Hudson, Ohio . Marietta College, Marietta, Ohio . . Franklin College, New Athens, Ohio . . Muskingum College, New Concord, Ohio . _ Oberlin College, Oberlin, Ohio. . . 1 McCorkle College, Sago, Ohio . . Miami Yalley College, Springboro’, Ohio . Wittenberg College, Springfield, Ohio . Heidelberg College, Tifiin, Ohio . . Urbana University, Urbaua, Ohio . Otterbein University, Westerville, Ohio . Geneva College, West Geneva, Ohio . . University of Wooster, Wooster, Ohio . Wilberforce University, Xenia, Ohio . Antioch College, Yellow Springs, Ohio . . Corvallis State Agricultural College, Corvallis, Oreg . Oregon State University, Eugene City, Oreg . . Christian College, Monmouth, Oreg . Philomath College, Philomath, Oreg . Willamette University, Salem, Oreg . . Lebanon Yalley College, Annville, Pa . . Dickinson College, Carlisle, Pa . . Pennsylvania Military Academy, Chester, Pa . Lafayette College, Easton, Pa . Pennsylvania College, Gettysburg, Pa . . . Thiel College, Greenville, Pa . Haverford College, Haverford College, Pa . Monongabela College, Jefferson, Pa . Franklin and Marshall College, Lancaster, Pa . University at Lewisburg, Lewisburg, Pa . Allegheny College, Meadville, Pa . Mercersb'urg College, Mercersburg, Pa . . New Castle College, New Castle, Pa . . . . Westminster College, New Wilmington, Pa . Polytechnic College of the Stats of Pennsylvania, Philadel¬ phia, Pa. St. Joseph’s College, Philadelphia, Pa . University of Pennsylvania, Philadelphia, Pa . Wagner Free Institute of Science, Philadelphia, Pa . Western University of Pennsylvania, Pittsburg, Pa . Pennsylvania State College, State College, Pa . Swarthmore College, Swarthmore, Pa . Washington and Jefferson College, Washington, Pa . Brown University, Providence, R. I . College of Charleston, Charleston, S. C . University of South Carolina, Columbia, S. C . a Degrees not specified. & Includes 2 A. C. All degrees. In course, L. B. I A. B. A.M. In course. Honorary. ! In course. Honorary. j In course. I j Honorary. | 3 3 4 5 G 7 S 21 2 15 6 4 0 3 0 0 3 0 3 13 1 7 6 15 ...... 7 4 6 3 1 7 6 1 0 0 0 0 56 6 38 18 5 8 2 8 2 21 1 17 1 6 0 6 46 6 10 2 "2 18 4 17 1 4 1 4 16 1 9 46 1 31 7 1 7 1 5 1 a3 24 7 13 11 18 2 10 3 0 2 16 2 9 2 3 0 2 59 8 18 12 .... 4 2 1 3 0 2 1 6 2 1 0 0 7 0 2 1 0 6 4 3 1 31 6 21 10 "3’ 8 1 576 3 36 16 30 8 16 14 ’’4’ 5 5 16 2 14 2 1 1 1 16 ...... 14 2 2 18 4 9 7 2 18 5 14 4 2 17 1 11 6 cl 14 1 7 2 d23 0 0 85 2 10 25 0 a2 15 0 2 5 7 0 2 11 0 7 23 5 21 65 6 46 9 6 6 6 S., (bachelor STATISTICAL TABLES, 769 1876 ty universities, colleges, ^'-c. — Continued. conferred ; _ indicates none returned. Science. Philosophy. Alt. Theol¬ ogy. Medicine. Law. Sc. B. Sc. M. In course, E. C. E. & C. E. I In course, B. Agr. In course, B. M. E. & M. E. In course, B. Arch. In course, C. & M. E. j In course, D. E. | Ph.B. Ph.D. In course, Mus. B. Honorary, Mus. H. In course, D. B. Honorary, H. D. In course, M. D. In course, D. D. S. In course, Ph. G. In course, LL. B. Honorary, LL. D. p p 9 1 g 1 Honorary. | O 11 C o a o W 12 In course. | Honorary. j In course. Honorary. 13 14 15 16 17 IS 19 20 21 22 23 24 25 26 2 27 28 29 30 31 1 1 4 2 1 3 1 1 3 1 34 1 2 1 1 7 8 2 1 6 8 1 5 1 1 1 2 2 1 3 3 4 1 24 1 2 1 1 5 1 5 1 2 1 8 11 1 3 4 7 3 1 1 1 2 1 1 3 1 5 1 4 12 3 21 4 7 18 2 1 7 4 4 2 1 2 3 10 ... . i :: . 9 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201* 212 203 204 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 d Includes 4 degrees of “ bachelor of mechanical engineering.” of commercial science.) 49 E 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 260 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in Note. — 0 shows that no degrees were Letters. All degrees. Institutions and locations. h4 of h 1 3 3 4 5 6 7 8 ErsMne College, Due "West, fS. C . ' . Furman University, Greenville, S. C . Wofford College, Spartanburg, S. C . Newberry College, Walhalla, A C . . . East Tennessee Wesleyan University, Athens, Tenn . Beech Grove College, Beech Grove, Tenn . South Western Presbyterian University, Clarksville, Tenn. . . . Hiwassee College, Hiwassee College, Tenn . Greeneville and Tusculum College, Home, Tenn . Southwestern Baptist University, Jackson, Tenn . East Tennessee University, Knoxville, Tenn . Cumberland University, Lebanon, Tenn . Bethel College, McKenzie, Tenn . . . McKenzie College, McKenzie, Tenn . Manchester College, Manchester, Tenn . Maryville College, Maryville, Tenn . Christian Brothers’ College, Memphis, Tenn . Mosheim Male and Female Institute, Mosheim, Tenn . Mossy Creek Baptist College, Mossy Creek, Tenn . Central Tennessee College, Nashville, Tenn . Fisk University, Nashville, Tenn . Vanderbilt University, Nashville, Tenn . University of the South, Sewanee, Tenn . Texas Military Institute, Austin, Tex . Southwestern 'University, Georgetown, Tex . Baylor University, Independence, Tex . Trinity University, Tehuacana, Tex . Waco University, Waco, Tex . University of Vermont and State Agricultural College, Bur¬ lington, Vt. Middlebury College, Middlebury, Vt . Norwich University, Northfield, Vt . Randolph Macon College, Ashland, Va . Virginia Agricultural and Mechanical College, Black sburg,Va. Hampden Sidney College, Hampden Sidney, Va . Hampton Normal and Agricultural Institute, Hampton, Va... Virginia Military Institute, Lexington, Va . Washington and Lee University, Lexington, Va . Richmond College, Richmond, Va . Roanoke College, Salem, Va . University of Virginia, University of Virginia, Va . College of William and Mary, Williamsburg, Va . Bethany College, Bethany, W Va . West Virginia College, Fiemington, W. Va . West Virginia University, Morgantown, W. Va . Lawrence University, Appleton, Wis . Beloit College, Beloit, Wis . . . Galesville University, Galesville, Wis . University of Wisconsin, Madison, Wis . Milton College, Milton, Wis . St. John’s College, Prairie du Chien, Wis . Racine College, Racine, Wis . . Ripon College, Ripon, Wis . Northwestern University, Watertown, Wis . Georgetown University, Georgetown, D. C . Columbian University,' Washington, D. C . Howard University, Washington, D. C . National Deaf-Mute College, Washington, D. C . 4 25 5 5 &1 4 6 2 6 12 61 1 1 0 5 2 6 0 0 56 10 4 2 8 10 39 19 4 dl e27 8 6 14 50 10 22 0 21 19 17 3 72 M 2 14 5 4 20 55 17 4 0 .... 4 . 0 .... 5 .... 1 .... 0 .... 2 . 0 ... 6 . 1 .... 5 .... 1 .... 4 .... 7 . . 3 . . 1 . 0 0 5 0 2 0 3 ... 3 0 . . 4 2 8 0 ... 5 .... 5 0 ... 12 . . a These are M. E. L. c These are D. C. L. 6 Degree not specified. d There were 50 graduates in schools, e 22 of these are “ graduate in agriculture,” and 5 are “graduate in agriculture and mechanics.” STATISTICAL TABLES. 771 1876 ly universities, colleges, 4'0. — Continued, conferred ; _ indicates none returned. Science. Philosophy. Art. Theol¬ ogy. Medicine. Law. Sc. B. Sc. M. a d a d w d o a 13 In course, B. Agr. In course, B. M. E. & M. E. In course, B. Arch. 1 In course, C. & M. E. In course, D. E. Ph.B. Ph.D. 1 In course, Mus. B. 1 Honorary, Mus. I). In course, D. B. 1 Honorary, E. D. 1 In course, M. E. In course, E. E. S. In course, Ph. G. In course, LL. B. Honorary, LL. E. u Total increase in last year in volumes and pamphlets. c Also 2,000 pamphlets. d Estimated. e State apj)ropriatiou. Table XVL—Slaiisiics of additional puUic Uhrarics numbering each 300 volumes or ui)wardsfor 1876, Concludccl. 778 EEPOET OF THE COMMISSIONEE OP EDUCATION. -Toni puB sauB^Bg O O LO CJ >.'5 Irt (M •Saipmq puB ‘eiBoipouad ‘Bqoog; o o o o o o e; o o ci •saonios xtb nioij ouioacrt AiauaA lB:^ox 1-1 i lO o o o oo r- ooou^oc) o ■pimj !}U9a ■Buuad JO juaoniY ^ o o o o » •uoTjBinoxro AiJBOi o o o o o o o lO Oi o •suoprppB AxJBaA oSBjaAy r-l • (M fs s ss :5:ii2 ss ssi::®? •eaninxoA jo aaqurn^ 00 o ro o CJ L-Ol o (N t- •rH J *0 "b "c 'S "o 'b "S 'o "b "b "o 'o'b'b 'S ’%’Z o o o o o oo op o opooco coo p -- mmm m m mm m^ m m^mmmm mmm P-i- •uotjdTJosqns jo ooi^ ® ^,045 ® ® ® pip o o a o B c a p pp ^^mmmm mmm ^ •papunoj napM O . ® . > ■*5 bE S ® ® P pa P-a PH ,§i (-5 o WP OP PP H - - „ I • ►a^'aocc'^ pw 'o o' i s 'B^ p poPPd^ Pp o5 H ©' p o 5 o s o o o : 4^- 'E ro : : : a rS '• 3 Iji a >.a|a gaja<, 5 l-aSSJi t-a-a a || s g I g g fli'g i| i iil= i= i^-a 1^1 1l’^||^l^l1ll||S||rSr^|'^ p p ppq PH ^ pppp^gcg F ;■§ a a • gp ; •^2 i >'9. ^2 : a ,0 gj t; al S p ^ > P 2.0 ^ fcX) o • ft _g >5 ■S-Ih 1| ®.1 a >5 ® ai a <1 n E m B'E p ^OCI gp a S P P Illlia pPjgW^'-' g£?’S|| ShkISS a p X .2-2 S '§ o ^ “ a a •<:)<]p >i^P |l§ pi^.o I 3 a -gp a -S *=>3 gP ap p3 T s ®.S a ^ic^«coa3^'5 M-.iOJ^ STATISTICAL TABLES. 779 ir^ CO o o o o o o o O lO O CO o 30 el36 o o o o o o o • o o O 1 00 lO • coco ic lO o O lo r- 0 O 1.-5 o O O O O C-i * 1 ® ® ® Pi am S Jq II : a ® o =,03 c3 Ph"^ rotM i-q 6 w §^a Rp^. b?g |i^.^ a *^R(i'o £W eE 2t> gSpq ^ b ® • Eh d • trr>n^:^c3 a *5 ...... , sf.S o -e 3 6 ^ ^ o R •gaabaajgo | ^&oi,3§tt§wS 1-ii|l||i20l ■OO ! 1^4- ^ 0«ag0|0|0^3g||^ ®.-S S g''4S ^'bjc« «; .s' bRPH, ^2 <1R c« « d ®'t>[>t>-s ~ d*" i^i^i ® I ® ® i s-i ’S'l^S'^S-s'g I i i ® <1 © fl £ 'S i-§g>;S5.&3|>.i§p< ^ gf^'oR grS-^R £.s§;§^2i;»a-! gli'goglll pqRP^fXiRa^R^ <1 |2 R^^ ^ a ,a ® g o “lSR ®^2 w .2 a'S o 2 R^^^ m 'gMbi i rb M d .2 k! .2 ® b O fH R o'Tb ® b © ■^R 2 s-S a O Eh^ a ^ 8 g R .Ph P^R ^ ^ o © ilb >P'^ O P il <1t2i >3g >» ®g >rR « CH OJJ'jr ® 'b -w r/S 2. 2 o b'S dRR®^ g^RR §R ol-a Eh R mRPhoM ill i il i'P 1 i^ ...g -I ;" b>>- b I b.2 > _ _ pD O f-i 3 2 g ^r"” a fl •2g_g !0 ® ’..hR b I-Sr - ■1^13? I’o^ Ph'o \o^)^ h^flco ss QOrsO— OiCOT^iO H CO ^ lO o > t- a Also 4,200 pamphlets, b Estimated, c Eeorganized. d To be removed to Garden City when the Cathedral of the Incarnation is completed, e For first five months. /Conchoiogical section, p Also 3,300 unbound volumes. A Volumes and pamphlets; the library also contains about 1,000 manuscripts. i Not yet open; building not completed. 780 REPORT OF THE COMMISSIONER OF EDUCATION 1 2 3 4 5 C 7 8 9 10 11 12 13 14 15 16 Table XVII. — Statistics of museums of natural history for 1876 ; Note. — x signifies yes ; 0 signifies Name of museum. Location. Curator, « s c o Nature of collection in natural history. § > 1 2 3 4 5 f General, includ- 1 C Museum of Wesleyan ? i University. > Middletown, Conn .. C Rev. Wm. North ? 1 Rice, Ph. D. > 185C 1 ing zoology, bot- <1 any, mineralogy, > 1 geology, and eth- j L nology. J New Haven, Conn .. Prof. Daniel C. Eaton, M. A. 1856 Botany . iel C. Eaton.* Museum of Sheffield Soi- New Haven, Conn . . Prof. J. G. Brush, A. .... Metallurgy and min¬ entific School. 1 M. eralogy. Yale College Peabody Museum, t New Haven, Conn .. Prof. 0. C. Marsh A. General . . M. Clllinols Museum of? 1 Natural History.* > Normal, Ill . S. A. Forbes . 1856 General . The “ Owen Cabinet” of Bloomington, Ind . . . Richard Owen, M. D., 1873 Chieflyrocks. fossils, Indiana State Univer¬ sity. LL.D. and minerals. General . . Notre Dame Museum. . . . Notre Dame, Ind .... Richmond, Ind . J. A. Zahm, C. S. C _ C Joseph Moore, A. ? 1 M., president. j 1846 1856 Earlham College Museum General . . < Iowa Institute of Sci- 7 Dnhnq^ne Tnwa Fran It A da, ms _ 1869 General . 1 ence and Arts. ) Museum of Iowa State Iowa City, Tnwa _ Prof. Chas. A. White. . Geology and zoology University.! Tabor College Museum.. Museum of the Univer¬ Tabor, Tnwa, . _ _ Prof. J. E. Todd, A.M Prof. F. H, Snow, A. 186S General . Lawrence, Kan s .... 1869 Entomology, ornith¬ sity of Kansas. M. ology, botany, min¬ eralogy, geology, conchology, herpe¬ tology, and ichthy¬ ology. f Prof. Edw’rd Hitch- ") C Amherst College Cab- ? A rn liArst, IVTa an i cock, A.M.,M.D., ! 1821 General . i inets. 3 j (curator of zoolog- [ t ical cabinets.) J C Museum of the Boston 1 < Society of Natural > C History. ) Ttotst/iTi Mass c Alphens Hyatt, cus- ? 183C General . ) todian. j C Herbarium of Har- ? 1 yard University. > Cambridge, Mass .... Sereno Watson, A. M . Botany . C Masoura of Compara- ? 1 tive Zoology. j Cambridge, Mass ... C Alexander Agassiz, ? i A.B.,S.B. ] 1859 C General, exclud- ! i ing botany. j" * From Report of the Commissioner of Education for 1875. STATISTICAL TABLES, 781 from replies to inquiries by the United States Bureau of Education. no or none; .... indicates no answer. Income. Expenditures. Employes. Visitors. CfD 0 O O no M rS ® p CO ^ to O Source. Purpose. Titles. Sj ® 73 u '3 bt fp s M .s _P 1 I a p izi ® p o O 'o :::> .9 6 7 8 9 1© It 13 13 14 15 16 j $1, 800 Salaries and ' 1 r 2 Curators of zobl- ] |1, 575 450 Endowment.... J Donations ..... 1 154 32 27 2,025 Collections . Bottles, &c . Alcohol, &o . Total . , i 1 1 1 <: 1 1 i ogy and botany. Curator of pale- > ontology and! mineralogy. J 1, 500 500 X 0 150 0 0 0 3. GOO 2,000 r 1, 650 Salaries and 375 wages. Collections . 2,600 f State appropri- ! i ation, j 300 125 Books . Bottles, alcohol, &c. Scientific men . . ? Laborer . y 1 1 125 Building and re¬ 1 pairs. t 2, 575 200 Total . J 200 State appropria¬ tion. Labels and label¬ 1 Curator . 0 X 0 ling. 100 Donations . 500 Salaries and col¬ 3 lections. ( 450 Donations . 1 < 100 Degacies . > 0 0 \ 130 College . ) 0 Scientific men . . > 0 1 4 Laborers . y 200 0 C 150 Collections . 1 125 Donations . \ 20 Bottles, alcohol, &c. : 150 200 0 1 300 State appropria¬ 200 Expenses of scien 1 Professor of nat¬ 2, 000 400 5 X 0 tions. tific expedition ural history. to Colorado. r 20 Cast of Dighton I j Bock. 1 52 Bottles, alcohol, , &c. 1 1, 150 1 i 75 Bepairs. . J r 4 Scientific men,] 14, 747 CEndowment, [ < donations,"^ ( fees, (fee. 5, 818 1, 826 Salaries and I wages. i Collections, hot- | ties, &o. J 1 i ^ 33 paid. Laborer, paid { Women, paid .. . [ Curators, not 50, 000 2, 000 50 X X i ( 1 paid. J Curator of bot-1 1, 000 Endowment . 1,000 15, 000 All purposes . } any. \ Laborer . } 0 f Salaries and] 1 1 1 24, 000 6, 500 Endowment . . . ■) 12. 000 wages. j Collections . | (15 Scientific men . . l Appropri a- 1 tions. [ Donations . J 6, 000 7, 000 ^ Bottles, alcohol, | I &o. 1 Building and | Laborers.. . > 10, 000 1 \ 6 Women . > ( repairs. J t From Eepott of the Commissioner of Education for 1874. 782 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVII. — Statistics of museums of N'ote. — X signifies yes ; 0 signifies Name of mnseura. Nature of collection in natural history. Collections of Bussey Institution. C Berkshire Athenaeum ^ I Museum. 5 f Museum of the Pea- < body Academy of t Science. Museum of the City Li¬ brary Association. Williams College Nat¬ ural History Museum. Museum of the Univer¬ sity of Michigan. New Hampshire Anti¬ quarian Society’s Mu¬ seum. ("Museums of Dart- 1 mouth College and I New Hampshire Ag- [ ricul tural College. J r New York State Mu- 'i < seum of Natural His- > ( tory. 3 ( Buffalo Society of Nat- 1 \ ural Sciences.t j Museum of Madison Uni¬ versity.* c Museum of Natural 'f < History in Cornell [> ( University. American Museum of Natural History. r Museum of the School > of Mines of Colum- C bia College. Vassar College Museum’ Jamaica Plain, Mass Pittsfield, Mass . . Francis H. Storer, 1 M., (dean.) E. G. Hubbel . Botany . Salem, Mass . Springfield, Mass . . . Williamstown, Mass. Ann Arbor, Mich . . . ( Alpheus S. Pack- i ard,jr., (director.) Be V. William Bice - Prof. Sanborn Tenney, A. M. Joseph B. Steere, Ph. U Contoocook, N. H ... George H. Ketchum. . . Hanover, N. H . Albany, N. Y . Buffalo, N. Y . Hamilton, N. Y - Ithaca, N. Y . New , York, N. Y., (Central Park.) New York, N. Y . Poughkeepsie, N. Y. C Museum of Ohio Wes- ? S Prof- Edward T. Nel- I leyau University. 5 Delaware, Ohio ... J son, Ph. D. Linnaean Museum o f Gettysburg, Pa . . . Pennsylvania College. Academy of Natural Philadelphia, Pa.. Sciences of Philadel¬ phia. The Wagner Free Insti- Philadelphia, Pa. . tute of Science. Museum of Brown Uni- Providence, B. I., versity. (Museum of Natural 1 < History College of > Charleston, S. C. .. ( Charleston. ) t From Beport of the Commissioner of Education for 1874. C Prof. C. H. Hitch- ? ) cock, Ph. D. 3 Miscellaneous .... ( Geology, botany, < zoology, and an- ( thropology. General - .’ . A. B. Grate . 1861 Bev. W. B. Brooks, D.D. t Albert N, Prentiss, 1 < M. S., (professor > ( of botany.) ) Prof. A. S. Bickmore . . Pr«f. James Orton, A. M. Prof. E. S. Breiden baugh, M. A. George W. Try on, jr *. Wm. Wagner, LL. D., president. J. W. P. Jenks, A. M G. E. Manigault. . Mineralogy, geol¬ ogy, botany, and zoology. Botany, geology, zo¬ ology, archeol¬ ogy, and relics. General . f Geology, mineral- < ogy, and biol- t ogy. ( Geology, paleon- I tology, mineral- ■{ ogy, zoology, j botany, and ar- , 1 cbeoiogy. J 1861 General . ^ 1860 Geology, zoology, andbotany. f Zoology, botany, 1 1868 < paleontology, > ( and mineralogy. ) 1869 Geology, anthro¬ pology, zoology, mineralogy, and ornithology, f Geology, paleon- "I liOiOijy, uutau^y, | zoology, miner- alogy, metal- f lur'gy, and ap¬ plied chemistry. j General General Mineralogy, botany, and general. General . General. . General. . * From Beport of the Commis STATISTICAL TABLES. 783 natural history for 1876, ^c. — Continued. no or none ; _ indicates no answer. \ |2, GOO 8, 500 0 16, 400 700 500 4, 000 1, 000 2,000 274 600 Town grant. Endowment $1, 300 College funds.. C State appropri- i ation. C State appropri- X ation. Legacies . . Members’ fees . University funds. Appropriation . Donations . Endowment.... < Sale of sped- < mens. ( Endowment . Donations . . . C College appro- S } priation. ^ Expenditures. 4, 000 4, OOG 1, 000 600 Purpose. Salaries and wages Salaries and Salaries and wages I Building and re- j pairs, and ser- j vices of super- t intendent, &c. Salaries wages. Collections, cohol, &c. All purposes andj al-j All purposes . . Collections Charts, &o Cases and flxt’ ixt’s. \ Salaries . ' Collections and Employes. Scientific man . . ' Laborer . j Scientific men .. i Laborer . ; Professor of nat¬ ural history. Curator and as¬ sistants. Scientific men Superintend ent and assistants. Women . Scientific men .. Laborer . Woman . . Curators of de- i partments. J Lecturer on nat¬ ural history. Professors . ”1 Assistant profes- sors. ! Assistants . J Professors . Assistants . Curator.. Curators . Scientific men. . Curators . 500 200 (12, 000) 579 .. 3, 000 500 (80. 000) al6,118 sioner of Education for 1875. a Average number of visitors per week. & In preparation. 38 39 40 41 42 43 44 45 46 47 48 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XVIL — Statistics of museums of ISTote. — X signifies yes ; 0 signifies Name of museum. Location. Curator. 'd 'O n p i $ 1 Si 3 4 Lunenburg, Vt... ^ Hiram A. Cutting, ? A. M., M. D. 3 1866 Cabinet of Middlebury Middlebury, Vt . Prof. Henry M. Seely, College.* A. M., M. D. Vermont State Cabinet.. Montpelier, Vt . Hiram A. Catting, 1854 A. M., M. D. Cabinet of University ? of Wisconsin. j Madison, Wis . | Eoland D. Irving, ? A. M., E. M. i 1850 National Agricultural Washington, D. C. .. Townsend Glover . 1864 Museum. United States Herbarium Washington, D. C. .. 1869 Anatomical museums. Museum of the Medical New Haven, Conn.. M. C. White, M. D ... Institution of Yale College. Stoughton Museum of Hanover, N. H . C. P. Frost, M. D., sec¬ 1871 Pathological Anatomy, (N. H. Medical Institu¬ tion.) retary. Museum of the Medical Philadelphia, Pa.... Joseph Leidy, M. D., Department of the LL. D. University of Penn¬ sylvania. Museum of the Medical Charleston, S. C . Prof. J.E.Chazat, M. D. 1832 School of South Caro¬ lina.* ♦ Army Medical Museum . Washington, D. C... Geo. A. Otis, assistant 1863 surgeon, U. S. A. Nature of collection in natural liistory. C Geology, entomol- < ogy, audornithol- t ogy. General . Natural history of Vermont. {Minerals, rocks, fos¬ sils, ores, zoology, geology of Wis¬ consin, metallurgy. Agricultural prod¬ ucts, fibres, speci¬ mens o f natural history, &c. Botany . Anatomy, pathology, surgery, obstetrics, chemistry, and ma¬ teria medica. Casts of diseased structure, Collections . ) Collections . Collections . . Louisiana State University. Money" raised and expended by Prof. R. H. Mather. Citizens of Boston _ _ d$38, 440 (e) City of Boston _ _ ... _ _ City of Boston and corpora¬ tors./ Francis Colley Gray _ _ 19, 155 Essex Historical and Natu¬ ral History Societies. Art collection commenced by Prof H. S. Frieze. Citizens of Buffalo . Cornell University . . 20, 000 4, 100 All sources . . . C 416 ] 1, 180 Salaries, &c .... ? Rent, repairs, &c S J ames Lenox . . . Citizens of New Tork . Egbert Benson, John Pin- tard, and nine others. Artists of New Tork . Members’ dues Endowment, donations, and exhibitions. Endowment 50, 000 50, 000 Matthew Vassari _ _ _ Rochester University . Syracuse University . Cleveland Library Associ¬ ation. Citizens and authorities of Pennsylvania and of city of Philadelphia. Seven citizens . 10, 300 800 Endowment .. 800 Current expenses . , 43,700 3, 500 Members’ dues 3, 500 Seventy-one citizens . C. B. King, Edward King, and citizens of Newport, R. I. University of Vermont . Horace Fairbanks . 750 Lecture fees . . 600 Collections . W. W. Corcoran . 1, 000, 000 69, 000 Endowment . . 42, 000 Collections . 1842 1876 1848 1854 1844 1874 1807 1852 1856 7il848 1855 1862 1865 1877 1870 1804 1864 1873 1873 1867 1876 1824 1805 jl859 1873 1875 1869 e No money is spent in this department. Its increase comes solely from gifts. / The city of Boston gave the site of the building to the trustees of the museum on condition that the museum should be open free to the public four days in each month. g Deposited in 1876 for the term of seven years in the Museum of Fine Arts, Boston. h Art collection in 1870. i By collection of pictures and art books which cost |20,000. One endowment is a “history, art, and cabinet fund.” j Library founded in 1730. Tai^le XVIII. — Part 1. — Statistics of museums of art, ifc. — Coutinued. 790 EEPORT OF THE COMMISSIONER OF EDUCATION. ® ft ® ftS "S S ft s >2 >S *?rt rt jr3'7S rtS S S © •Ert®! o Pi +23 £ ® § g PI £ H » ca tip §2g (?< P ^a.s 2 ®<§ P® .®J Ih Ni 9 '3 rt o 9 nil jas: . S i5 I sllSl a -33*" «a y ©■ +SO ® bfl g^.|.s 'rt fl'a ® § ® 5P ®2 9 . •S'gS^ ^ftgj =3 g rtQ ■§"^9 ^P|| : > o ••> ® : o rt rt* -g '=g £ : o «2+2; a >2-tf af o PI f+ a ta rt ® .- rt ® o^nrtQ ■g S ’S O ® ^ g gP^5P £ ft® ®-2^ Ip'® 2 g.'-' 2 S 9 2 +4 ® >■ ro a " 'S ^ 9-Pi=l 53 b- §3 Ip-spNIp Oi-j P <) t p (D <0 Oort •S >> 5 2 P 3 902 o „ J’ia? I P 0'0-g> ^5 o g l«a I H.Sa ^ 'gp a « P o ^ 9 53^ 2 ® o |p|PO a ■£ c P "S .S 9 ^ P ^ S ®3 ^a 3 ep3 M ^ eo T(< in as t- QO C5 o appiil jsidei STATISTICAL TABLES. 791 ^ ft Q g I h g ^ p > 2 0; PS 1-2 S li^ ® i| I g-OCl 2 § P-O pH ^ H '3-2-2 ■S ft-g §il 1:3 1^ 'O'O .2 s-2-i S 3 ^ t)^ i4fSa § ® ® g -g Sfl p I-SO-2S .2^|-5 p rt el P P P P P p ->■ 21 §1 .ggp-gg fl p 2| pW ®a5 IsPh g «H -t^ P • 2 p •2 bS3 P « ^-W p|p I •2 *P I S ® 'p 2 “p 2 fe ^ © I ®-" ; g ®,p 03 «P Wt> " o ®l> JS d fi^ 02 Q^«H es dn S gop^op^ ® h’« © o P" J S-I-S-JHISJI li^SatilM « P S,.S 3SPd3-»=®'£®p g-2^.g§ipO-? o p fi fi a^ o’S tT ® CQ P 'I .^^P W ®^P3.S 2 t> 0 > n Pp O’S §1 a1 P 0-- ill P O o 2 2 p p 22 II 9 ^ ” p ■t='p Pii.2 ®<1 s P.-S Pro °|w O p^ P ’2 o Pi aW^-30 P 00 O-g S'-P -S ® 'S PO-Sw^'^ ^ i o ® OP +='^ ^'3 || ® P P O i 2 ^1 O -S^ 3 ^ 3 ^ a-^ Nl ii (M (M Ct ^ ■q ® Ip S O I a wg H a ^•2 a's’-g'isgl 'S 'o ^ ® “o '^.'a ro'Sj, ®p_cs® 2) a ^ q n^.2 sj^lw |<-S o ©i -3 t>S'-i +3 C*H 'fJ 9--54-I atf-l 043 — «t- »®®® ' ® ® ® ® 2 °£ _ ®— I _ =-^==-===^aoaaba=oa Oooo ®o ®oo^ ® ®;a ®o 2 ® gO^S 5 '£'E'2‘Ssq§'Sti.S^SroPcP'S®®®'£M'£®’4 ^^co'1^-Qocso- t'mOJ>QOC50'rHC«CO'^ -4rHT-HtHi-HrH<74C^G^(7IOl STATISTICAL TABLES^ 793 as i . ^ c3 cS 03 £3 Vi ^ .a o ^ '3 eS 02 ■ea a « ^in O a _S 'o Pi 03® 5j J7 - ca ca ® >> ®.§ ? 'i® o ® £ ^:;2 .§5 Isg-f's "o trj ® S ® R® a ca f^o S ca k ® i® ® . g P i ® i fl 2 g .2*3 >:b% s a H 02 +3 a o ^ ® g g o3 o op: ® o 2 ®-r3 a o , 11- i-li Isl. ft a rC.2«2-S S S'® ® a ®'o 2 V ® ©Pi © ^ o *a "o .2'S ^'"■*3 © ■+* C3 *S S O CCcJS § I'^illl ll^lla •p; bc©'0^ 2 1 .ft ©tH 1 ® ® s' s ” ^ I' 0 § a ® .ai.8.®$2S3=v“|o® ^ R ^ J S S f 0.2 !>-.’bxi®^p ®0 S 9 ® 2 o fl I ® g:® i 2lo o’g &®1 ft 3t> g I CiH *^^.3 O 'T3 .■£ O 02 § a S ® oi I o S O ■£ t II S^ ® .i-a p a ij ®o i I a o^piS ® 8 ft -^RCjCi .^aR . S> § « 5jt^ Srfi c ^1) I ft‘ I ^ 4 'S 'bb a ft '^'223 lia® ^ gft o l^'a a >'^- P ®. ».$ o § 2 g a= e<5 'i I a o 1 ®in ®^ ® >ft 1! Jiata rrSO ®_§>® ® P'3 t-P .-S a^ SB ft2 Pg-g^ ||K| a S ® a ^ -8B2s ill, S.P2 8'^ S = ® ® a d d (oOi a bBB.2 a -rQ-a ® o 2ft3 5 © <© *5, O p .-T O § ^tK!»ooSo2®-9ftr « -ta <» t5< .,» -i*^ ® 8=^ ft§ « Table XVIII. — Part 1. — Statistics of museums of art, ^ Continued. 794 REPORT OF THE COMMISSIONER OF EDUCATION. •o:y ‘s9prat)i!^UH irBi;5 ^ a a * c3 03 •8aoi[[Bponi paB 8UI9S JO BJ8B0 J9J8BI,r- t- o o pciio eo"^ cf •eSoi -qoj9 poB sSotABaSog; •8I9JSBai pio JO 89ld03 o CO t-* 5 O O O T}4 Tji s i ® I ^ a "p c8o ^8.^3. a t=^>5q a 8.2 -2^ o i-e I § o ®o^ ® a 8 - §-ea ®^i o O ^ ® O Q Q - ^ S's d ^ S ® a S H p ® g © a a, ® « i ® ^ pH CB ^ .2 'o tlllsll §2Sf£|.g^a.sgs'«.5.s3ais . •43 hr^ 43 e„ h «« ® S in a vi >5=1 a®+=>ah§a'»® 1*^3 I' ^'3o®§®'oa gPO^i^ =q'n'E^t.!3-£;'^flc32®3'gs7: San Francisco, Cal. New Haven, Conn . . Chicago, Ill . Urban a, Ill . Baltimore, Md - Boston, Mass . The Art Association Corporation of Tale College. Corporation of Academy of De¬ sign. Illinois Industrial University. Maryland Institute The Association. . . . Lowell Institute Drawing Classes. Lowell School of Practical Design, c Massachusetts Institute of Technology, Depart¬ ment of Architecture. Massachusetts Normal Art School. Boston, Mass. Boston, Mass. Boston, Mass. Boston, Mass. Massachusetts In¬ stitute of Technol¬ ogy- Massachusetts In¬ stitute of Technol- ogy. By the State . 1849 1872 1861 1873 School of Drawing and Painting, Museum of Fine Arts. Worcester County Free") Institute of Industrial > Science. ) St. Louis Art School . Boston, Mass. Worcester, Mass .. St. Louis, Mo . Museum of Fine Arts. 1876 By the corporation. 1865 St. Louis Art Society 1872 Manchester Art Associa¬ tion. Manchester, N. H. . Association of members. 216 1871 Art Classes of the Brook¬ lyn Art Association. Cornell University, courses in architecture and in the mechanic arts. Art Students’ League . Brooklyn, N. T _ Ithaca, N. T . New York, N. Y. .. Stockholders . Cornell University . Members . 1861 1865 1875 Cooper Union Art Schools : 1. Woman’s Art School. . . New York, N. Y. . . Trustees of Cooper Union. 1852 2. The Free School of Art New York, N. T. . . Ladies’ Art Association. . . New York, N. Y. . . Trustees of Cooper Union. The Association. ... 1857 1870 Art Schools of the Na¬ tional Academy of De¬ sign. The Palette Club . New York, N. Y. . . New York, N. Y. . . Corporation of Aca¬ demicians. The Palette Club. . . School of Design, Yassar College, g Poughkeepsie, Yassar College 1877 The statistics in this table are brought down to August 1, 1877. Expenses of school in excess of income from tuition fees met by funds of t University founded in 1867, school of architecture in 1870, art gallery in 1874 This course of free instruction, open to pupils of both sexes, is provided by titute, and is in the rooms and under the direction of the Massachusetts In STATISTICAL TABLES, 797 all training in industrial art, for 1876;t/rom replies to inquiries ly the United States Education. Purpose of institution. 0^3 S <1 Income for past year. Expenditure for jjast year. Object. Instruction in art.. To afford instruction in ? the arts of design. 5 The founding and main - i tonance of schools of > art. ) To educate architects and industrial designers. To teach art, design, &c. . General advancement of art and promotion of so¬ cial intercourse among members. Elementary instruction in art. Training in practical i designing for manu- > factures. I Thorough instruction in ? architecture, d 3 Training school for teach¬ ers of industrial draw¬ ing. Instruction in drawing and painting. Practical application of i science and art to the > industrial arts. ) Instruction in drawing and painting. To promote knowledge ? and skill in art. > Encouragement of art ? and artists. 3 Instruction in architect ure and mechanics, d |88, 000 $3, 295 - 581 8, 344 Donations. . All other... 3, 300 3,500 Peabody fund for prizes. All other sources. . Entrance and an¬ nual fees. The Lowell fund . . The Lowell fund . . a$3, 630 ( 6,000 < 759 i 2,726 C 3,500 I 3,000 125 i 5,500 Salaries, materials, &c. .. Salaries and wages .... 1 Repairs, &c . > Material for instruction ) Salaries and wages .... ? Rents, repairs, Material for instruction ) All other sources. . Tuition fees . Salaries and material . . . C 4,000 \ 3,000 Tuition fees . State appropriation C 500 < 1,000 ( 4,700 Material, &o . 1 Eepairs . > Salaries . ) Education in art . . . 6 Classes will open in the autumn of 1877. 800 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVIII. — Part 2. — Statistics of institutions ti .9 OD _o Conditions of attendance. ® +s Name. Principal. Si o o © s s S o I2i ^ 1 a § Age. Other. 1 13 14 15 16 17 1 School of Design of the San Francisco Art As¬ sociation. Samuel Purdy, secre¬ tary ; J. Boss Martin, ass’t sec’y ; Yirgil Williams, director. 3 14 years. A satisfactory ex¬ amination and tuition fees. 2 f Yale School of the Fine 1 Arts. Prof. John F. Weir, ) director. j 4176,000 7 7 Over 15.. Good conduct ... | 3 Art Schools of Chicago Academy of Design. Illinois Industrial Uni- L. W. Volk, president; G. F. Gookins, direc¬ tor; PaulBrown, sec¬ retary. J. M. Gregory, LL. D., president of univer¬ sity. 4 Fees, examination, and regularity. Open to all stu¬ dents of the uni¬ versity. 4 5 versity. 5 Maryland Institute Schools of Art and De¬ sign. Boston Art Club . 8 5 Membership in in¬ stitute and tui¬ tion fees. Membership . 6 Charles A. Barry, sec¬ retary. Benjamin E. Cotting, M. D., curator of the institute; Geo. Hol¬ lingsworth, princi¬ pal. Charles Kastner . 7 Lowell Institute Draw¬ 3 8 ing Classes, Boston, Mass. Lowell School of Prac¬ Proficiency in free hand drawing, &c. Satisfactory exam¬ ination. 9 tical Design, Boston, Mass. Massachusetts Institute William E. Ware, S. B., professor of arch¬ itecture. 5 16 years - of Technology, depart¬ ment of architecture. 10 Massachusetts Normal Prof. Walter Smith, 8 8 Over 16.. Proficiency in ele¬ mentary draw¬ ing. Art School. State art director, principal; William T. Meek, curator. 11 School of Drawing and Painting, Museum of Fine Arts, Boston, Mass. Worcester County Free Institute of Industrial Science. St. Louis Art School _ Prof. W. E. Ware, sec¬ retary of permanent committee ; Otto Grundmann,prin’l. Prof. C. 0. Thompson.. Conrad Diehl _ _ 5 12 13 105, 000 2 1 16 years. Satisfactory exam¬ ination. Payment of tuition . Membership . 14 Manchester Art Asso¬ ciation. Art Classes of the Brook¬ H. W. Herrick, presi¬ dent; Joseph B. Saw¬ yer, secretary. W'illiam H. Husted, secretary. A. D. White, LL. D., president of the uni¬ versity. F. Waller, president; Howard Poland, cor¬ responding secre¬ tary. 2 15 125, 000 30, 000 A desire for im¬ 16 lyn Art Association. Cornell University, courses in architect¬ ure and in the mechan¬ ic arts. Art Students’ League, New York. 3 provement. Satisfactory exam¬ ination. Membership . 17 2 a Site estimated at $40,000 in addition. b The public is admitted to these lectures on the payment of 50 cents admission fee. There are also weekly lectures to students throughout the year in each department. The students are admitted to all lectures free. c Free hand drawing, painting in oil and water colors, modelling, pastel painting, and photography are also taught in the day schom of design, and there is a life school. Cost of tuition, from |12 to $80 per annum. About GO of the students reported are in the day school. STATISTICAL TABLES. 801 affording art instruction, 4'0. — Continued. Branches of instruction. Lectures delivered. Number. Subject. 20 21 Drawing and painting. . Drawing, painting, perspective, anat- 'i omy, life school ; history and theory > of art. } Drawing, painting, sculpture, archi¬ tecture, perspective, and life school. Drawing, water colors, wood carving, clay modelling, architecture, history, and principles of art. Industrial drawing in male night school of design, c Life school free to members . $72, $90 96 $10 per month Free to uni¬ versity stu¬ dents. Perspective, color, etc . Occasionally. . Occasionally. . . The fine arts . On perspective . Principles and practice of [ art. J Sculpture, painting, archi¬ tecture, engraving. History and styles of archi¬ tecture; principles of de¬ sign, and the application ot ornament. Perspective and design . Delating to art.. Drawing and painting from objects only ; life school. Practical designing for textile fabrics . Free hand, mechanical, and architect¬ ural drawing ; with the history, the¬ ory, and science of practical archi¬ tecture. Industrial drawing, machine drawing, ship draughting, painting, modelling, designing, anatomy, and figure paint¬ ing from the antique and life. Charcoal and crayon drawing, and painting from the antique and from life. Free hand and mechanical drawing, coloring, &c. Drawing from casts and painting from still life. Free hand, mechanical, and architect¬ ural drawing. Sketching and painting . $200 (d) (e) Several conrses Series on perspective, shad¬ ows, ornament, composi¬ tion, and the history and theory of architecture. Architecture and building construction, machine drawing, geometric draw¬ ing, perspective, anatomy, sculpture, historic schools of painting. Jaws of orna¬ ment, etc. Anatomy . (/) p|5, $8 Occasionally... Delating to art. Free. . $60 Sf5,10 Science of sesthetics . Free hand, mechanical, architectural drawing, &c. Drawing from the antique and from the nude and draped model ; classes in perspective, composition, and sketching. dFree to citizens of Massachusetts; $50 per annum to others. e Day classes, $10 admission fee, $10 per month; evening classes, $5 admission fee and $2 per month. /Free to students of Worcestfer County and to 20 State students; $100 per . nnum to others. g Per month. 51 E 802 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVIII. — Part 2. — Statistics of institutions Cooper Union Art Schools, Uew York,. 1. Woman’s Art School 2. The Free School of Science and Art, (drawing classes.) Ladies’ Art Association, New York, N. Y. Art Schools of the Na¬ tional Academy of De¬ sign, N. Y. The Palette Club . School of Design, Vas- sar College. College of Fine Arts of Syracuse University. School of Design of the University of Cincin¬ nati. Toledo University of Arts and Trades. Franklin Institute Drawing Classes, Phil¬ adelphia, Pa. Art Classes of the Penn¬ sylvania Academy of the Fine Arts. Philadelphia School of Design for Women. The Pennsylvania Mu¬ seum and School of Industrial Art. Pittsburg School of De¬ sign for Women. fci a CO .2 2 '3 >: UTS Conditions of attendance. 2 Principal. ‘2 .o O s o S 1 1 2 o Age. Other. a o 13 13 14 15 16 ir Prof. J. C. Zachos, cu¬ rator. $630, 000 7 Responsible refer¬ ence as to char¬ acter, &c. Letter of recom¬ mendation. F. G. Tisdall, jr., Ph. D., director. Over 15 . . Mrs. J. B. Collin, cor. sec.; Miss Alice Don- levy, curator, (studio, 896 Broadway.) D. Huntington, presi¬ dent; L.E.Wilmarth, director of schools. Hon. Noah Davis, pres¬ ident ; Samuel J. Jel- liife, corresponding secretary. Professor Henry Van Ingen. 1 Membership _ a250, 000 4 Proficiency in ele¬ mentary draw¬ ing. Membership in the club. Satisfactory exam¬ ination. 1 2 15 years. Professor Geo. F. Com¬ Satisfactory exam¬ ination. fort, dean. Thomas S. Noble 8 14 years Responsible refer¬ ence. Charles J. Shipley _ J. B. Knight, secretary of institute. 25, 000 50, 000 2 Payment of fees. . . Payment of fees. .. 3 8 Christian Schussele . . . &500, 000 Proficiency in ele¬ mentary art studies. Miss E. Croasdale . 25, 000 9 10 13 years . Satisfactory refer¬ ence, payment of tuition, and daily attend¬ ance. Hugh Newell . Payment of tuition fees and regular attendance. a With site. b With site, estimated STATISTICAL TABLES. 803 affording art instruction, ^c. — Continued. Branches of instruction. Annual expense of tuition. Lectures delivered. Number. Subject. 18 19 20 21 Drawing, painting, engraving, photog¬ raphy, and normal art instruction. Free hand, mechanical, and architect¬ ural drawing, drawing from life and cast, clay modelling, &c. Figure painting and drawing; life class; painting in oil and water col¬ ors, and decorative art Antique and life schools, schools of painting, anatomy, and perspective. Drawing from the life _ .... _ _ 3 courses ...... Anatomy, history of art, and perspective. Essays on art especially as applied to decoration. Annual course on art sub- : jects. Free. Several . Drawing, painting, and modelling .... Architecture, painting, engraving, free hand drawing, modelling, and pho¬ tography. Sculpture, painting, drawing, design¬ ing, wood carving, tile and china painting, enamelling, &c. Free hand, geometrical, and architect¬ ural drawing. Industrial drawing . . . $100 100 Several courses 7 courses . Weekly . . . Anatomy, perspective, laws 1 of ornament, and history of the fine arts. .Esthetics, history of fine 1 arts, mythology, archae¬ ology, aiid art literature; early American art. Ttelating to a.rt. Eree _ _ ! 9 10 Free . . Weekly _ Meehanie arts _ 1 32 13 Science and mechanic arts. ! Free to pupils and members. Anatomy and aesthetics . ! Drawing, painting, and modelling the human figure from casts and from living models ; instruction is given in anatomy; also in composition, chiar-oscuro, color, perspective, &c. Industrial and fine art . $40 Comparative anatomy, his- ! tory of ornament, archi¬ tecture, decorative art, color, perspective, &c. All branches of art...... . . 30, 50 Ornament, color, anatomy, : botany, &c. value, $100,000. 804 REPORT OF THE COMMISSIONER OF EDUCATION. Table XVIII. — Part 2. — Statistics of institutions Name and location. Number of professors and instructors. Number of pupils. N umber of volumes in art library. Total. Male. Female. 1 23 23 24 25 26 1 School of Design, San Francisco, Cal . 2 145 48 97 200 2 Tale School of the Pine Arts, New Haven, Conn . 4 105 80 25 500 3 4 345 4 4 75 5 Maryland Institute Schools of Art and Design, Baltimore, Md . . . 11 441 387 54 300 6 Boston Art Club, Boston, Maas 7 . 250 7 T.owell Tnatitute Drawing Hlj^saea, Bnaton, Mass _ _ 2 M30 65 65 8 Lowell School of Practical Design, Boston, Mass . 1 58 8 50 9 Massachusetts Institute of Technology, Department of Archi¬ *2 33 33 400 tecture, Boston, Mass. 10 Massachusetts Normal Art School. Boston, Mass . 12 218 71 147 50 11 School of Drawing and Painting, Museum of Fine Arts, Boston, lilass. 3 100 35 65 12 Worcester County Free Institute of Industrial Science, Worces¬ 9 106 106 1, 000 ter, Mass. 13 St. Louis Art School, St. Louis Mo . . 1 18 4 14 14 Manchester Art Association, Manchester, N. H . 2 200 15 Art Classes of the Brooklyn Art Association, Brooklyn N. T. p . . 4 90 40 50 16 Cornell University, courses in architecture and in the mechanic 9 82 2, 500 arts, Ithaca, N. T. 17 Art Students’ League, New York, N. T.g . 1 120 70 50 (§) f Cooper Union Art Schools, New York, N. Y. : 8 383 333 18 j 1. Woman’s Art School - . . . . . 11 1, 489 1, 459 30 19 j 2. The Free School of Art . . . Ladies’ Art Association, New York, N. T . 7 60 60 25 20 Ait Schools of the National Academy of Design, New York, N. Y. 4 116 88 28 600 21 The Palette Club, New York, N. Y p . 100 22 School of Design, Yassar College . 545 23 College of Fine Arts of Syracuse University. Syracuse, N. Y . 10 49 27 22 159 24 School of Design of the University of Cincinnati, Cincinnati, Ohio. 8 536 200 336 100 25 Toledo University of Arts and Trades. Toledo, Ohio . 1 90 76 14 290 26 Franklin Institute Drawing Classes, Philadelphia, Pa . 4 184 175 9 27 Art Classes of the Pennsylvania Academy of the Fine . vrts, Phila¬ 4 122 74 48 938 delphia, Pa. 28 Philadelphia School of Design for Women, Philadelphia, Pa . 11 190 190 115 29 The Pennsylvania Museum and School of Industrial Art, Phila¬ delphia, Ca. 30 Pittsburg School of Design for Women, Pittsbxirg, Pa . 5 65 (y) 65 t Many. § A few. a Under “Casts of sculpture,” only casts of statues and busts, life size or heroic, are enumerated. b Under “ Other casts,” are included all statuettes, parts of human figure, and all casts of foliage, archi¬ tectural ornament, &c., for use of students in drawing, c 4 sets. d 40 original oil studies by distinguished students of the Ecole des Beaux-Arts, Paris. ^<-1^ 1-031=1 '3 .a ® C ei Jl ® t! a ^ ■s ^o3 wgj P P ^ P P P P' J3 .4 p^ p o g g ai2p.ap ©13 §13 ® pebjo:! p ft . p< FH P 1 jr^g.'Spr.ti M PP 2 ^ ^ 2 22 f> n i! 2-- 2 2 ^^2 ® H CO Moj ccPcc cc HHco P cP t^i 2 ^ pH H 1^ HH g-'g gliil |t^. N : ^ i si ci? ®M te .S^ 'S ang >2 :«M •p a ■ xias rO • • a : ® 1 a.2 o •is a I : p IP :p ® _2 ip^ o '1 as IP l-b^ a las a as 2 1 P PccO-

a gfcW-SrS o o ^® aaapa-Sa®'^-*^ a a '•“'P ®®®3-3a4a5lfc^ a ^ o"" p| ° 1 ® -si .Sp.2‘^1 s'Sp g 2 5 .“a ®§§1^fio5i 3 '3S2.-2 a^ 5 g ®2c^'S a a- *. I . a ®'S'S s 2 > ® l^.s a |i|sliH2§|iis«ii|s>||i § si § £ g| o g5 §|2-| P oo OP^ M H2t> ^ ^O P o ® 3 i II O p a 3 ro w 352 § Cl (MOICIOIC* (MCI W Table XlX.—Statislics of institutions for the deaf aid dumhfor 1876, ^’C— Continued. Note. — x indicates an affirmative answer and also the branches taught. 808 REPORT OF THE COMMISSIONER OF EDUCATION. Property, income, &c. •JB9A oqj joj ajujipnodxa; Oi r- 1 ^ CO • O GO O rH 1 rO CO • CO O) ^ ^ 16, 387 CX3 .-1 oooo >oo CO lo ooooo c o o iO 1 '§ ^ 0 0 0 0 'tto" 0 0 0 ° ®® S V ^ e ?=> o o ■ o • o o o ® o ' O ' O S cf 0~ • O • 50^ i-f ■.*< o • Tf ■ ■^ CO lO o O 'O oo i o ooo O *0 o • o ooo o' • o" o" O*' io O lO' o • o O * O C< CO rH » 00 lO . e ^ e ; : e 0 00 0 00 0 00 Iff o' 0" e Sio t- O ; O OtrH ® 00 lo . c< a* o in 1 o CJ ^ e- t- 0 0 C 10 V rt< 3 ns ° ;i 1° j i I i o . • o : : ® io 2J O ' M • O ■ tH o o o • o 8® : * 0 0 00 • I 1 cf • n Iff * r-Tcf o o ! o X o ox CJl o o ; X o I X 0 ; ooo 0 0 0 o O ; O X o ox o o 1x0 > X 0 ; 0 0 X 0 OX o X 1 o X o o o o o ; X c > © 0 ; ooo 0 OX X X : o o : ; X o o ; o o o X ; X ; X 0 0 OX : : ; : : : :x : X :x : : : : : : :x : = i : : : i : :x i ;x i :x X : X x^ X CH :xx ; X X X :xxx ix X : i" : XX o ^ :oo ; o • . liO • • ct ^ « » Cl CM M 0 • -v ! o O • o CO ■ -^ go* y-^ ' t- o t- 1-- oc ? c5 CO I SI 0 S X : i*^ im • 0 M M 10 QO Mississippi Institution for the Education of the Deaf and Dumb. Missouri Institution for the Deaf and Dumb . St. Bridget’s Institution for the Deaf and Dumb.. Nebraska Institution for the Deaf and Dumb .... Class in articulation in Cayuga Lake Academy. .. Le Couteulx St. Mary’s Institution for the Educa¬ tion of Deaf-Mutes. St. Joseph’s Improved Institute . Institution for the Instruction of the Deaf and Dumb.* Institution for the Improved Instruction of Deaf -9 1 ;l 9 "ij p •'S c3 ' tZ -tw 1 1 « a'l J rP C P (- t2 c '2 ' .2 3 ® "c -g ot ^ ^3 J ^ .^0 . t>=2 p 9 p -3 .i 100"; itp§.2p| ^ 0 p Ej3 P t "A OO C "s.l ° Si 1 P £ fq 0 3+^0 ^ (B •* ^'Sp arc sI'fsFI ^ B 3 P • - -P t -M > ^ ; 9I g a 2 ®'o ig; ® 3,.'? 0 5 a A'0 i§ 9l 5 p 3 3;2P ip§ 'Id s'© Q ^1" si § ; ®'f3 5 p h:-s D Ppi ^3i> a : : P 3| -d a § ! c3 n3 p p^ ® =1^13 - |P 3 ®b3 1 P 5 <5 •1 p 3'p ' rflPlj p B ®.2^^ ^Ssifl 0 5.i i a !C D 3 J 3 3 3 a 5 W ei{M ^ CO MM MMM M MMM 809 ^ r* a « p g .. o h&td S is a 03.^ § => ® h Pt! ® 2 O 0.r< O w) p t; *5 3 ca p< . o :> Krt^. p •'^ 3 a .2 *=0 P 2'S 23 |.a-a3 a I S fta3 «'«.g £3 o R Tp p- L, 5=3 floJ'o'^SostAi'^^bt g "a .2; -p; ^ Is a'll i. eo?i,c33 t. eo«e ?»§a d£ § d S f . ^ a 3p 1S&.2 fl o t- (D ® 5 « W-- S .>^§-3 I|li||^l^i5|li g^ ? P,Sa o o3 s og^p3S3«oj2o^JaP •)c 8 .o o -« <» 's Pj-P •.» S 810 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XX, — Statistics of institutions for the Mind for 1876 ; from Note. — x indicates tlie einplo;ymeDt tanght; Name. Location. Year of foundation. Superintendent. Belonging to State or corporation. o "2 c3 if = o' 1 1 o g o 1 2 3 4 5 6 1 Alabama Institution for the Deaf and Dumb and the Blind. Talladega, Ala . . 1865 Jo. H. Johnson, M. D. State . 2 Arkansas Institute for the Edu¬ cation of the Blind. Little Rock, Ark. 1859 Otis Patten . State . 12 3 Institution for the Deaf and D umb and the Blind. Oakland, Cal .... 1860 Warring Wilkin¬ son, M, A. State . c31 4 Georgia Academy for the Blind.. Macon, Ga . 1852 W. D. Williams, A. M. Corporation . 13 5 Illinois Institution for the Edu¬ cation of the Blind. Jacksonville, HI. 1849 Franklin W. Phil¬ lips, M. D. State . 29 6 Indiana Institute for the Educa¬ tion of the Blind. Indianapolis, Ind. 1847 W. H. Churchman State . 30 7 Vinton, Iowa .... Wyandotte, Kans. 1853 J. B. Parmelee. . . . State . 31 8 Kansas Institution for the Edu¬ cation of the Blind. 1867 George H. Miller . State . 12 9 Kentucky Institution for the Ed¬ ucation of the Blind. Louisville, Ky . . . 1842 B. B. Huntoon - State . 22 10 Louisiana Institut ion for the Ed¬ ucation of the Blind and the In¬ dustrial Home for the Blinri. Baton Rouge, La. 1871 L. C. Le Sage . State . 6 11 Institution for the Colored Blind and Deaf-Mutes. Baltimore, Md. . . 1872 F. D. Morrison . . . Corporation . 3 12 Maryland Institution for the In¬ struction of the Blind. Baltimore, Md. .. 1853 F. D. Morrison - Corporation . 13 13 Perkins Institution and Massa¬ chusetts Asylum for the Blind. Boston, Mass.... 1829 M. Anagnos . . State and cor¬ poration. 46 14 Michigan Institution for the Deaf and Dumb and the Blind. Flint, Mich . 1854 J. W. Parker . State . 50 15 Minnesota Institution for the Ed¬ ucation of the Deaf and Dumb and the Blind. Faribault, Minn . 1866 James J. Dow, (of the department for the blind ) State . 3 16 Mississippi Asylum for the Blind Jackson, Miss .. 1852 W. S. Langfey . . . State . 11 17 Missouri Institution for the Edu¬ cation of the Blind. St. Louis, Mo. .. 1850 James Me Work¬ man, M. D. State . 25 18 New York State Institution for the Blind. Batavia, N. Y . . . 1868 Mrs. A. D. Lord . . . State . 17 19 N ew York Institution for the Blind New York, N. Y., (9th ave., cor. 33d St.) 1831 William B, Wait . Corporation . 60 20 North Carolina Institution for the Deaf and Dumb and the Blind. Raleigh, N. C - 1851 J ohn Nichols . Stato 8 21 Ohio Institution for the Educa¬ tion of the Blind. Columbus, Ohio 1837 George L. Smead, M. A. State . 54 22 Oregon School for the Education of the Blind. Salem, Oreg .... 1873 C. H. Kaiser . State . 2 23 Pennsylvania Institution for the Instruction of the Blind. Philadelphia, Pa. 1833 Wil>iam Chapin, A. M. Corporation . 34 24 South Carolina Institution for the Education of the Deaf and Dumb and the Blind. Spartanburg C. H., S. C. 1849 Newton F. Walker. State . 4 25 Tennessee School for the Blind . . . Nashville, Tenn 1844 J. M. Sturtevant. . Corporation . 13 26 i exas Institution for the Blind . . Austin, Tex - 1856 Frank Rainey . S'ate . 15 27 Virginia Institution for the Deaf and Dumb and the Blind. Staunton, Va. .. 1839 Charles D. McCoy. State . 6 28 West Virginia Institution for the Deaf and Dumb and the Blind. Romney, W. Va . 1870 J. C. Covell . State . 4 29 Wisconsin Institution for the Ed¬ ucation of the Blind. Janesville, Wis.. 18.50 Mrs. Sarah F. C. Little, M. A. State . 21 ■* From Report of the Commissioner of Education for 1875. a See Table XIX. & Does not in cFor both departments. d Mechanical department suspended in consequence of fire. e Knitting boys are also taught to upholster furniture. Value of apparatus. i Cabinet making is taught, were for replacing building destroyed by fire and furnishing the same. m Includes amount for build of blii STATISTICAL TABLES. 811 replies to inquiries hy the United States Bureau of Education. 0 signifies none ; indicates no answer. rs § o % S a '§1 H *3 ® S Number of pupils. j Number of pupils admitted since opening. Employments taught. Library. Property, income, < X X X 600 100 359, 702 45, 000 8, 218 192, 849 182, 717 19 14 93 230 0 (a) (a) (cc) 20 5 156 907 X X X X ex 430 32 500, 000 46, 950 46, 950 43, 453 21 0 11 15 125 100 0 4, 000 0 4, 000 4 000 22 . 37 207 915 X X X ex 750 50 201, 000 39, 500 8, 240 63, 198 61, 318 23 25 (a) (a) 24 17 51 251 fcx 656 85, 000 31,000 135 31, 135 ' 38, 000 25 0 60 ix X X X e X :-;63 60 50. 000 14, 120 0 14, 120 13, 939 26 2 37 214 X X 1,600 (a) (a) c737 c42, 737 (ft) 27 2 24 35 100 30 (a) (a) 0 c31, 497 (ft) 28 3 86 255 X ex 1,200 150 155, 000 Z113, 000 m83, 803 m70, 321 29 elude salaries, which are paid directly from the State treasnry, and amounted to $4,712 for 1875-76 is also taught. /The hoys are also taught brush making and ihe girls to make straw hats. gfThe j Also brush and mat making and carpet weaving. k Telegraphy is also taught. Z $95,000 of this ing and furniture. Part 1.— Statistics of orphan asylums. 812 REPORT OF THE COMMISSIONER OF EDUCATION. I •noT'j'Bpanq; QOats ee^Roiai jo aaqraua [BJOx einBieiesB pa® ‘8i9qoB8) ‘ejao ggo JO jaquiQj^ ■aoijBainioaap etioiSqag; •norjBztaBgjo jo jBOi •uopBJodiooat JO aB9i o o o CO p o O O § ^ M IfS r-T ^■•> 2 o hcs ®3>S Sja • §.S^ ^ • « 1 2 a ^ 1-2 •; ® 03 tc-a , ft 2S ®^ :_r “.se-a-s. 00 GO .XI CO OO 00 o d a c -2 O a a a .=-2-2«s • ® ®o « gO pr£~£-zs % .-a Bod cS cS -"Ift P4^_|2 r -a Jew's 1® a I IjhI n-a g §o§D?c^ p I : ^ i I ill?a SO w| s a cc n .„ , . 3 - ® <1 S fl 'S^'Sla g’|’'^0-p ^og- CO ®a ®'^ ■ ® C3 a® J'S-S 5 So a a . “ ®M w S 2 ® PQ a p, : a : • o • 'H : o . ■ : a § .2 W3 . I ^ i-^g a a : ;®^® • :|| I ; : ;2 .2 a So::) a fl a;^o a a acj'i.S a'OOO^. O n r> .>..000.>w 0...> pi pq ^sa a a ® 3 §,.22^Na;5 lawSo'^gScq^'f^ 'iJacoOk^ ^pcic^aiPH i) ® opp .a a >*< a^a.l’g-g ■a^is - '■aw|=sg|, ■'s ^’aa.a-i.2^^^ t^o ^ o c ^4^4^^ OF!acoOWti1a2a!5^00fHt3C)coP<<1 w th oiotoioi at STATISTICAL TABLES. 813 l^-^C0OO(^^OOO'j O M O O d a o - a ® a a bi 3 .... .2^"^ ai3 ciH.a 'diJ rt-a'CS •d id a 5 0-§;^'^;| fl “ a 2'-3 S a ^ ^9+3 jaar-^daO^d y ®PPaa . 'a ^ ^ °1|5-l”a5i|-g.Sf4« a aasggg^aagSjs ddicddt^ Scm --2 = r" =!2’=; M a & r Md’l 'd '03 t3 "d 'a T3 03 o3 i g s 3 oTM 3.^_2 ^

S' ® OOoWoW ^'S'a .a "3 2 Ph"^ i3| • 5o.3 •■^ q ^(D ^ ■ B ^ a<{ a>q dO © ; o ; g-® a do g I J ;p3g L.a - !o £^^ &§ ’ qa^of J®ir '^g'§'3dd:]dd§® OPWmmmmmMW ■‘^iM P - 2 S rd © « HPP o q a -g M c ro<^^PL|>-- ^ ’ 04^7^ S S ®^^2h- o q & S ^ ^ -jf V-'^ ® -- >.a'^2aM 2 o g M 0 ' lW|-„pogq^ -B fc£9®2 a ■ l|g"' iSis- i-i 33 ® P PO g «.q - - il^S ®W|=dd 4J .g nd 2 q — “ a o a o ©ro a g OP Pd2 ® ®o2 2 a S aO q.a'^! SmOmOPMi otoicocococo coco o-^o»coTtto^ Table XXI. — Part 1. — Statistics of orphan asylums, ^'C. — Continued. 814 REPOET OF THE COMMISSIONER OF EDUCATION. •uot;'Bpanoj qouts eai'cmni jo aaqoina 8:^aB:^eteeBp^B ‘e f9qoB9} 'ea90 -^o JO JoqoiujSL lO 00 00 M CO Cl Cl Cl m 50 »o UO 1-1 -H Cl Cl W 00 CO _ iO — Co _ a o o o loo •uoij'Bairaoaop snopqog; • • ‘F & j • . ft . ® ® aOH QO aOOHO a a a a a cO a a OO c _ _ _ _ _ _ OoOO.OO ..ooc o.. ..o.>..o....oo f-l: ® ce c 1^11 p oi 1^- JH . fa I O 2 ci W ^ g Mo9 ® CS ft ft^ a' tJ ® .'^1 i«o, ■fe ^ g o o g o ad-g : of" •noi^BziauSjo jo a-sai OD OO 00 00 CO 00 00 00 00 QO CO JO OD OQ 00 00 00 00 •noi^'Bjodaoani JO H ; i : • £ § ® & & 3 ® I i i I i :^- ; S eS ® a-| a a-a a a' a'^' ^ ^ « co 5 § a d"® S'o’o’o o’o’osajatSja.w ^3 ft^ -s B.a'SP Oft o o oM o a a'w qP a^ O^g5(!o“f-;..pO §|w®^fr|S coHoHooOP coa:ofiw ^ ® 3 a a a 3 3 3 rPPSjP ft ft ft i|a| .a 3 a'^ : : : osc . , H 3 3 ; ; : ’P ^ ® p-gl^o : : ‘-S^a^ .2^-^.a^' a a^ap:^'® gialf|5i||H|g| . ft ^ n gQ ■s -lA r^ia « t: £7 - o ~ H f- 3 o 5S bAs ®-®iti ® r aaoi=J®pg.o^‘^a^tlg ”§32 a §r ® 0000000000000050050053 STATISTICAL TABLES. 815 Gi T-T of 1-f r- « « c5 13 22 i-H -O- 00 t- os r- 11 5 14 IP r-ia<05 • TJ-lrt'J'QO ‘CJM ,H • ^ C< ri ; tH - jrHrn i *® r-l 1 0» • 0 i ^ : : 12 1 0 .... : I®* 3 i ai ® j I 05 : : : : ® © ^ : : I ® 1 I I ® ! ® ® 1 0 lo© I ' \ *^o©© © . © © ® s ® p > ■ft® ^^g 1 1 ; ^ 0 ® ■ft : : : : ® poooo a P 0 addo addd p.£ a a 0 . . .0 . . .OcuOO 1 Cp ®?4o2 qPqao‘teO®^-S®a p PPI2; 1-5 p p a;ppcf«:l ^2; I25PP p;25PPP:?3P2i:zj tzi .3 ® ®|w I i ^ s-i P< rt 2 -if eS s e g S.StjV i ” p o ce o -S g S ® <- ti •JEb.oD ' 2 iSli aMWofel'l f. (- O ® O ® (B „ a-^-e-e-e ? I S ^ cc O S re Oh t>; . s||I| hO f. W t. ^ 00®®® tD®^'^ 05 05 “fcj li i» i« a5 S ic ic M S fO ^1 ® c -Sp ® o ^ w S| p S 1= ■ ® 8-S ?>« • • c a t8 3 :li?>W ^ 8 oo op4*^ 3cif ro cs"®^ >»§ «s s s ■s s 5-5 05 S' 5 « oo ~ few ® O O o o ^ ^ Es > ^ ® ^ (D C3 O 12; B- 0C33S.|Sg| i p I ° ^ MH ® © ® © (© CD §Ss' filllll&iii OhqoooooPPpH a ^ "a c'^ - a ®.P >> §S;a^H ro« o J O ft ^2®'®o a e-P i£5 ai: ® ^ ^o5 -a' ^ 3 'P I ® I 1 W P ®^ ® a 2^'® a p<3£53!m .3 w § 'o ^ ^ go ^"3 p>p ■ u ® s'i^i S'c’^^^^'S'S ® . kSi3 ® ®- >7^'~ * ajQ ft.2aj-3'^ ®-a Pa2«®5 iS "'av^a§§lt-5e'^®=2 j8g«^ppoo®0|2^ 'p^*i^a^^uSoOjaU§ PnMtKiKOcZJajHHPDEH V2 O a 4J a g-^P a . o :H :g . 3:25 tr to’'-' OO o-go<1 (>,§ :|=5l"gla ii?gl i'l'5'l •R^O gigT-o >.S agpaP~2w§[;® g|a|a®|gfp 3 g^s.2 ®2 £‘^5-2 OOOOOOK^P W & ® P ® i !2 ® 2 ^ ' a g^q * p 2o ■®2^ ^ O p ® ® a a a,® ^ o oO .PM a j» jh 2 i'P2'S P a DOOO^ ^ ^ ^ r-« -- -M ^ Table XXI. — Part 1. — Statistics of orphan asylums, <^c. — Continued. 816 EEPORT OF THE COMMISSIONER OP EDUCATION. •uop'Bpnnoj 9ont8 sg^wnini jo aaqcnnaxBjox O 16 176 322 414 1,071 164 500 397 650 200 500 116 o o s ^ 3, 800 1,000 2, 600 1 3, 250 1 57 •ejuBjsi'^e'e puB ‘8J9qoB9j ‘eaao -gjo JO jeqniiiij; •OIBOIOX QC *aoco«c^^ coo o cc o o oo o ^Ql ,-H ,-H . , tH 1-1 c< •9IBK '^cc T-* 1-H -c^coiH Ic< -oi-i Oi rH j : ,H rH ©^ •aoi'^'Baimouap snoiSn^H! iolOi^So I'SjJlOW _ _ _ p:o'^o^>o o o -C H;zip4!ziP4H;2; £ a a oo P3f4 Sia / 3 ® S S.a’Iw gslagfeso^ • t.«qPaOa2 ^ J P §§®^ s % <1 5 I a O p 3 I o W o w o a « ® P40 w& r- 00 ?. © .-I OJ ( STATISTICAL TABLES krt eo m HcorHCOcoeoiococ ^ I I • ; 5 E3 ! ® : ® -3 ' « j “ rt ? .S 'S "tM |5 a 5 ® 'o o ggOagH.gOp^O goo gwo g fb.™^ o s s ® .P? ®hJ‘3 P-ia5 so J ft O^-^l ®'S .. . a I g-.d o ®'aQ o 0^3" J o^,a ®M B ftW i^l ^2^ ® ® d »0 • 00 ca gj gj^www j; o'^^oag^^ : ce =8 JPPP-J W CO tn aT^ ® 2 3 a 'a "a ^,3 ^ '® mm'?' ’“' a'rt'Sr^ o o o.S 3 o-§ a o c a-r® 23 |i£s| |i|i|--|||||iiii|iii|||| 52 E Table XXI. — Part 1. — Statistics of orphan asylums, ^c. — Continued. 818 EEPORT OF THE COMMISSIONER OF EDUCATION. ga a rt w R u © 1 © ® §■11 TS £ o <1 w ® 2 rCrQ <1 £ ® D ^ O O T ::3 ® B 4^.©i.'S 3 g PS ® . -o ft t. 5 &© g a«2.a o .■s M o .S ft . „ *S 00 ^ ® c3 S ^ C3 ^§ll| '^•S a'S S ^ tn 9 fl ^ «3 ® O e3 O e o w a O cs cs .2 ^ la 2 S S'® a .2 a ^ ® ^ a § So (S*3 ■S g t>t> ■a o c a ®^ H c a ® g-ll-i ■^l§J t ;a a g c 0-J2 a 'd.R ■y .. R R3 O ® 03 .2 aT 2 a 3 ® PMPJ -a a-g a « =« bg u a R o a ^ 3 a c o ® o. p Oo3 bcfl £7 M O CO CO O no 00 lA A a ^ c2 a o S a 'So a a 1 2 ^5 s a ® R o ft OP^O <1 i ai & 2 P* ® o <)a a a O o HW o a cS a a ® a I H 33 O o ® bJO r0 1 s a O i ® fw t-3 ^ "(c"® R B m2 a a §2 ftftg a o OQ o O oOi^i CTt- ® ® OO Ph in . o +3 a t>s 0 cs ® ea .a <) I (5| S 2 ft fs Sa ccP ‘3 fl 9 9 ® 3 ^ o 0'S i o 0 . § ‘-S S > ^ *"' ® ro -2 _pi 'S .0 • S'S ® 4i> O o bc_j Oa ■^1 ® i •i- .2.P pH lg 02 o feCn? ^.gg te 9 © 8 ®^ p t>,p - « t^:S:2 ®hP +J C o © |i1 |2| A .2 =3 I O I-- P fl 0^ H ® =0 o e3 g-q S.2 IE op S 0^2 O t>p Ah ^ ! 9.2 *2 'O a f^rO || P^? 02 P* I El S^1 0^3 . &l o-^ 53 02^ s ®l & J p ® ® 2 P 0 g p _^02_^ ® p 02 02 P H a MP p P ts P 9 9 O Ea lb &§ 6m a o w ^ ®o II 2 p c3 , ^&| £ ©5 O © _l4 wws » I I I housework, From Eeport of the Commissioner of Education for 1875. a Buildings undergoing repairs. Table XXL—Part l.—Statistica of orphan as?/Ziw?is-~Continiied. 820 REPORT OF THE COMMISSIONER OF EDUCATION. Under 10 STATISTICAL TABLES. 821 ■2 ® § ® Ill'll §09 W PM g,sl|ll O cS n3 ,15 c3 43 PQ 5 From Keport of the Commissioner of Education for 1875. a The asylum is sustained by a yearly allowance of |3,000 from the trustees of the Johns Hopliius Hospital. Table XXL— Part 1. — Slatistics of orphan asylums — Continued. 822 EEPORT OF THE COMMISSIONER OP EDUCATION. iical Lutlieraa Church. ^ I * • deniug, aud printing. STATISTICAL TABLES. 823 od'O ” 9 ® -j'S 3 ■o||S| |feS|3 a CO 3.2""® 35 S'?. a ra vrO ® "5^33^ a s fcCc3 S 00^ . 0+-‘i2 “ o a 2 9 s fliS - . 2’9°at>5®Sfe,a®3^ ■f >;.-2 '2 a ® fe’S'“2'^SS5'3 p.^to a ®.2 H M <1 .a %i O ^.2 1^-2 1 3h o^^.t; 05-11- a S ^ OQ 0,2 o a « P □ ^ a ® 03 ® . “ >5 ® . 's 1.9 3 ^ 05 a e 3 o'S^® a-d -g a :;3 ^ 3 a § p^o o g^a ^ O a ® o — 3 © 3 .a '*-* 'S o © 5 3 I ® ® i! d ■OJ 'P S, i ^ rrt ^ .r-4 ® ® o d : i §D c3 i p) o ^ *S 9 g O o §DP ® 3 3 . 3 g a a ® g ft © > ® 3 03 .9 1 O . CM -g a.9 ® 3 2 I ft ® — ® ^3 • ^ ' O O 3 '^.2ad ; '® “a-o o 1 s ft gp 'StO 3,0 g ® ft-2 J Q o o ^ W 0 o : i M o 01 C5 : 00 CTi CO C5 o o Ol i ; : 2 3 3-1 5- Under 10.. 3- CO CO 4* 2-1 Under 12.. Under 10.. 3-1 a a o •3 o 'a J a 0-23 fH ET^o 2 a ^ a _o ® ill ■43^ c3 c3 S a §g^ PO .2.2 c S S'a rOS.S a 3 a 00® c2 ®-2 R 'q i ” a pp w Prom Report of the Commissioner of Education for 1875. Table XXI. — Part 1. — Siatisiics of orphan asylums — Continued. Returned to STATISTICAL TABLES. 827 cmoj p.S'”':! . ®-q|^§0 go a o o „ ®|-gcoa'=^||^ = § p’SB 0'S oO^'l ? O <1 P^ 5 .2 ® It 13 PL.-^ W Ph S W ^ : S a I o • ,^.2 Sit' fcii :_^ a fcjc'g .9 ® M O O' ^•|.s &iD®a o a s = '« ® ' a a S'g ' 5=0 S I fccS 6 w M csm a-s § '9 ^'9 gag W‘" - O f? .abjcq.ma .2 3 £q .t^aabcg® o 9^030 a |•9^2^:§ fcxg 2 1 S “ a Si^pg§g.9^io^oi3 -^6 6 oa w c3 O m O I'? a p 1^1 cc a -^-O s a ® "o a ,205 '0_=3 a „ li^ =1 TO 05 tj ^ a ^ N is|s a a >, 9 aia g ® .2 o 4JJ ^ ,§§ t> <1 o 'o S' !5 w ‘ja ©S'® o o o<^ ai a O 3 t>-fa a a 'S a ; cot I o a S': ,§a ® 2 £ So c!» ^5 it W& a^ ,fl a ftp u ,a O a ^.O <1 a a o 'S a C3 'o ® o<1 =2 i a| ’fp ■<;2 • 'OJ I a : g ; a j I s^ ; 1: I--® i ^ a a p a 'E,£5 o0—1 CO I ; CM Cl ; CO s •SniAABJa; § HI 01 0 IS 01 98 0 CM ■ O O CM • • « O • CO * ^ r-i rH • ' ‘ ‘ o c:i •or^oiuqjuY 65 e? lO CO COOOIOCOOOCO ‘t^ocot- CO CO p' 00 T-i CO •(^^Q0r^ ^ o 32 15 30 35 50 115 20 31 52 36 CO 40 •Smju^ 00 35 COpOOQOCO •lO'^OO CM § ^ C5 o CO CO dOO^O^^ MdO 40 •“nipnaa; 27 35 COCOOOCOCO •Oi'^O^CM co<^ococMco T-t th 40 O TP 00 CMOOOiOiOd t-d— 1 CO CO TP lO < d Tpioco g Orphanage. •sSniipanoj; 26 O ' irHO O «0 • 'O • CO 1 • o • * o • o •sueqdjo Jing; 40 . . . ‘COOCilOO?^ • O ITO ri* , ^ 00 ^(McMCMCO — .lOOiOOl ‘r-liO Cl CO 'iOCMCO ‘COCOGOtH t-COCOCMCO •sanqd,io 00 00 40— ilOGO-^CM 'COOCMC^OOlOOt-CO 't^OOd OCOCOCO*^ (MQO'^r-4 ^.cOCOtH (M— tCMO •CO'^'^r-i i-HrHr-i CO Parent¬ age. •nSigjo^ eo o 0 .... 29 13 40 '19 Lf :SS§ : S'®® CO CO •OAijnjq 00 CO i • (M 00 • O • rH CM CO • • rH CM 'TP • (M rH 400 ‘OCX) -lOQLOiO ^dO TPCO.' ‘COCMdCM CM 40 40 S s •paioioo H 5) o OO'^J^OOCMOO * O O O O CM O O 00 O O O - r-i OOOOO •ojTq^ ©' e< 38 COCOCOCOlOCOCOO l^COOf^OOOcMOCOCJ— TPaOOlOJ> COCOl>OCMCOCOO 'Clr-irrTpCMOCO C-CDOCMCM Q04O4OC1CO (M Cl • T-( CM 1-1 tH Sex. ■exnuia^ 19 r-- CO OCOO— 'O500C0OCI O.^ OO 00(Mi>05 ^ ao o <0 2 0'^»0OJ>Q0C5OTH(??M-qOHO(DOt- ‘CMt-^ r-l CO 00 2 CO CO rH < 'CM CO 05 CO CM 05 ^H CO O O O 05 00 00 lO O CO rH S8 §2 (X)(X)O05i0G0i0C0 •(X)--C5 0l00t^ Ic^rH ’^rHO50CLO*^^TH •(MlMrHl>C5LOH}4 ^OCO S ^ d CO ^ O S o Or-I ^ 1 ^ » (M o o iH • I « o © o -o > i d « o o eo o i O CO O rH CM ! o LO Gl ^ OJ 05 00 ^ 00 t-* CM Ol ^051000 — G0t^CM-HC0O:005O(M'^mr^C0'?f'^CMOCMO ^Oit-i^rHiM^CMOCOOiCCO t-'CM(M’-^r-COCOCO '^2;^ O • • o CO S ® ^ ©^rH CO o o o CM 00 i ^ or^r^HO *oco •oeoco'^ocooo 'cocoo lO CO 05 ^ 'O * 05 CO CMifOrH 'CO i> ^ ! ! TJ^ O o o LO C5 CO rH t- C7l i-H r- lO CM CD O O O O O JOO joO^OOCMO joOi-HOrH j « joOO < oo oooocoo O CO 39 82 O O LO o (DO IcMOOOCMOCM05C30TtiQCOOOCOlrtOlO(MCMOO-H CO lOtocMcoo r-Haoc50^(Mo^’^cMcX}050i>r^oT-f • CM rH r-4 T-t r-1 r-l (M CO CO i>c30 do Cl ko Jh •Gl COr-ir-.^Tf-^C^OC5COOOOO005 •IOOOOOOtHi-H^O iQ?00O5iO O 'COO^ O • ‘HOrH 00 •C'JCM OCMCOtHCO 'lOrPCMO ■ (M ' 00 ^CO rH rJH I- kO woo •rH COdCOTTlOClCO ^CO 05 05 CO CO o o Ifo" • 00 i ” 5, 500 7, 500 6, 000 7, 520 9, 566 dl, 335 4, 885 3, 000 16, 382 21, 145 12, 108 o o o o o o • — oo 1 OO^^O-IOO ‘lOOO • LOCO(M005 0 0 ‘^ODO • lOCMOcocococd iTh-^od • 7, 000 3, 000 7, 249 /26, 401 3, 000 7,000 9, 045 O CO CO CO cx> O CO kO ir* GO HO CM HO rH O CO CO CO O kO rH rH CO lO i S o o o o o o oococooi^r^o O 00 05 O CO CO ^ CO05(M00O^C0L0 •OOOOOO 1 lO lO < 'oOOrHi^O 'o * COOOO — r-l O O O 1- O O O CM O O O uo (X7 O O O 00 HO CO CO T-( CO 05 05“ i 05’ th uo CO ^ •05' • OO O CO" TP CO' CO CM d HO o •I O • o * CO • o - CO . o 'CO O o CM O • O Cl » o CO iooooo ; OOOOOO o o ^ ®§ o From Eeport of the Commissioner of Education for 1875. a Average amount for one year. 6 In real estate. c Buildings undergoing repairs. d For nine months. e The asylum is sustained hy a yearly allowance of $3,000 from the trustees of the Johns Hopkins Hospital. f For two years. Table XXI. — Part 1. — Statistics of orjjhan asylums — Continued. 830 REPORT OF THE COMMISSIONER OF EDUCATION. Xooqoa X8BX aqx eseajoai I W ir> • o .00 0000 .0 •S8raa[OA JO jaqninjq; ^ 00 • o o •018 apt •SaiiABJd •oijoaiqjiJY 22S3 o CO » o 10 00 c •Snipaoxi 9-OOiO'X)Oi •0^•CiOlO^ - ^ ■ CO io o (?« 1- ^ O iiO ‘CO 05 05 o r- ir H CO 00 *05 00 • o • 05 o ^ O 05 o o •4 CO t- 00 05 O !P CO 00 00 05 •su^ndjo Die — (T^ioi^j^oo^co^cco’^ »oo»eoo5 i'Loo^iet-iecoo05CO— — — •ea‘er[(Ijo D<'^DlOCDCOCOt-D?ieo?'^OCOt^OC i--tTPO(?l0 05— •rHrfir-iC^r-l r^rH •nSpjo^I leo^co • o i> i-H OD^OOO :5 o • le Hooo ‘r* o o c (DlC005»e005 •t--HOieCD05 - - r-> ll O o|<1^ Oq'S p'S’ag-' fSI 'S'O'T ‘ ^ «a H 3 p oOQ .3 <3-^ ;.2^'^’3*' P P-^' I i a|“ io 0.3rl3'3;a3-0®/P'S”_--^niCi.P 3 3 3 . .02 3 a-^ 3 3 0 3'^ 3: 3 a S: rj ^ ■^'o '.® j3-2;^p.p-p® ® ^ p 2 a'o'o p-«i-5'o^ a S'S'® JJ3-G 0^0 Cd P4^ 2 «rG S^OO f||||iiaifieial|a||s| 32£^(rS^oo33i!>o.ia4i4i o .2 ^ PWO00WpHWOWWa20a2a20a2a3Wt> S3 d.H.2 q.- - 1 >>g?^o-S_ c; i o' ciT in of o o o o o O § O o cot-" CO* « CO"(?fGfo'ofT^‘ oSoo § o S ^ o' of of O • 05 O » i— r- • oi of I in I-' O O O O CO 0500001- o< 00 in o CO CO T^T-Tof o''ofof *patij ^noauTHJodi jo ^^nuonxy I w 'SI £ • S2.2.3 S g §20 g.2 S a ® &0 Q ^§2 ;|||g| Jo|;2 g ^^1 £ ®.s;|o ^ S2 a ^ I ^ s ■ Is-Sl,! " « |w ^3 s.2-!i| » a &et3 s oH io 2-1 g * sj a a g a ^ S'a- ogogp.oogo ^ 'g^Q g ^ c£':2hi+s ai^03.gMi''^iS o ® t. Sr-) g®o o.£3 oH Ot>4i>i S'® ®.c!2 § S <=4^ ^PhCC: Pl>CZJ02OfQOOpHWEHc0Q|-3c0r2;H(l|hjj2ia2;i(a2«2i H0}C0'.f>rtC0t-(»C5O.HC»f0'.l'O-0t-(10OOr- STATISTICAL TABLES. 833 g ; :SI i i i|i« iii§ : : :® 1“ o O 1 j s : § ?,'“§ i ®2S i |S8| sr-2 :gSSS =SSC|S iis S'-'-’ =li »-s 1 53 E TiUBLE XXI. — Part 2. — Statistics of soldiers' orphans' homes. 834 EEPOET or THE COMMISSIONER OF EDUCATION. •noTj’Bpanoj eoms sa^Hcan: JO aaqinuu xujox © ooi^o o CQ m i/s CO o ^ o r-- Tf ^ 1-j o -th i^ rHCCO COOOJt^O OOOOf^^^-OCOa5C^ kO c*^o OOOl rH^M QOkQ ln)U^C^^•'^lr5^•G^<0 oo •sjuB jsiesu puB ‘sjoqouoj ‘sago -^0 JO J9qran_ti •oiunia^ OD COlOgJ gCO'^Ci^ O lO ^ ^ OO CO O lO •opH • o t- CO o o TjH ’ CO d uopuniraouQp saoiSnQ'a; I ^ a 11 III tg a a a g-S 00 00 cc •uotq.'BJodjooni jo aisax m2^ 33-2 P- ■ 'Si® * J 't> n’ ' ^ ci .a >>, .a a f — ^.2 ^ ;2;MP mmpoq p i- a ?| a K-g „ ;a2| o 'o a,- ■ .a oi ii3 ■ 2 ® a ?3 : 'S gaS ©'oS^g :a«2aoS h|w ^^wgis 3° 3 ?lg|^ ^®ra J^o'^oSi &a3.S S g fe2r/2 gji |S;ggg.0 3p;g§ OWm^O .3^ §3 “ I O «Ef g? ^„i|o'2.? ,. ^iT^wSS- ;H02rtH 3 cvajs a 32P aPa a a 333 Pa ® o-*fa3 • - P>jg^5«2--g ft O & roO ftM S a) a &c opr g ®P3crt + ”3-2 2^® « *= 5 a a £ o § ® o cS Table XXI. — Part 2. — Statistics of soldiers’ orijlians’ homes — Continued. STATISTICAL TABLES. 835 no.® <0.= fcs o . <» tc +3 0 2® ^ P.® Bc®.S 0 CO 2 ® * 9 P ,2 o ci O'.^! 00 .a lli 3 ® ci o a a fa § .o:® b. ro" bi) a .U ^ gas § egg® .gig ..d'O I ^.sll S a i |i| g I a| ® B g P.aO'O-j^ a CO bc-o g Pq P4 P^ .5-^ a guc „ Ph •p ^'-Tl ’p ® H bSl, a tfl ’m ^ f«li|1 liiisi M pa eg ® M tS ^ .S far's a.a'i.S t ® ^ § 2'^ 'S a ®- ® 4 I'B.sf 2 a ^-S b 1-3 a 3-9 a a aj 02 m w rO go®.® 9 -M-® §c ^a3 « 9 S' a .o g> o g s w| &a -^a o ga 02 H 02 a^a III ^ c o o CO o Table XXI.— Part 2.—Siaiisiic8 of soldiers^ crplians’ homes— Continued. 836 EEPOET OF THE COMMISSIONEK OF EDUCATION. -Part 2—Statisiics of STATISTICAL TABLES. 837 Library. lOOqOS leT?! 9qi ni es^ajonj SI I :| : |SSi|S iS •soniniOA JO agqran^ 8 ill giiii ill i iiliiiii 1 1 Instruction ; number taught— •oienpc ii Ii i-is ii i i sii"i22S •2aiAinj(i i i ^ ■ i s2«ss s- i i 3 iisi«sg •oijoraqjTJY ii 1 j sissiii»isis •2aijTJ^ § i i issi§ s|j3sg||s|iis •Snipnaa: is 1 i i^-is iisssii»iSsS I •sSunpuno^ i O i-I I 1 i ; : » O o •suBqdjo jlbh: § il 189 455 57 41 s s i$| i ;s3il23 •eunqdJO s :g ho no 15 3 - Parent- age. •a2i9J0j § i ; ; Lo o : : : •S9AT1UK i i -i : li^i ; s 1 •P9-IOIO0 o ^ OC.OOO ooo joe.® ;oo o § s I i°-§s ii“iiii“i3”S 1 •9inni9^ © H ||33 §g;3§S6g| 2 = SS •9inK S SSI F"-3§ 2|GS|||§g|§S •ein^^ipnadxa; H ii is no, 785 (a) 5, 000 (&) 28, 000 25, 000 7, 000 Ii Ii i°‘ is 40, 000 19, 834 21, 000 22, 000 — CS H ii jl M ij |S.. (&) 28, 000 25, 000 7, 000 ii ii Is Is 40, 000 19, 843 21, 000 22, 000 •punj ^nauBtniQd jo ^nnouiY »Si i| .o oo : i I i° i s'i i i h I i • c 1 if i Is o i H i Ii 1 f iDUiaiia ooiuiyrs uiijuu-jlicj xxuiuv . ! Soldiers’ Orphans’ Home and Home for Indi¬ gent Children, Ohio Soldiers’, and Sailors’ Orphans’ Home. .. Bridgewater Colored Soldiers’ Orphan School St. Paul’s Orphan Home . Chester Springs Soldiers’ Orphan School and Literary Institute. Dayton Soldiers’ Orphan School . Harford Soldiers’ Orphan School . Fressler Orphan Homo . M^'.AIHstorvillp, Snldiws’ Ornha.Ti Sehool _ Mansfield Soldiers' Orphans’ School . Mercer Soldiers’ Orphan School . Mount Joy Soldiers’ Orphans’ School . ill ill jlj ilil j Phillipsburgh Soldiers’ Orphan School . Table XXI. — Part Z,~StaHstic8 of infant asylums. 838 REPORT OF THE COMMISSIONER OF EDUCATION. •uoiinpunoj oouts jojoquinu xbjox Si • O 1-1 O kO CO OJ 'TJ • • tO • •QO-^OQO^C^O • • .. ; th ^ • th ot j CO o •uoTjunimoaop BnoiSixo^j ?s Non-sect Non-sect Non-sect Non-sect Non-sect R. C . . . . R.C .... P. Epis p. n - . o b o o ® ® ) a a a o o o 1 i^i Q C PP 1 i ® ::::::: a : o' -M'S .9 o pqcc sj ^ .gl'IilS S'-; -2 -2 53 1'-^ kS d g d3 13 co^5 •aop'BzinBSJO JO jbo^ •UOtJ'BJodjOOUI JO JBOi .a a sg il,-, - ®“-SS§~~ . r 2||-||#N|lS^S^2g I sli^llllsSSigll I qOpqQPfiq^^ ^ P4^ 3 ©-TP'S _ a i'g a ,5 a£ a5- § § ^p5tl > I a » S §c S §3*^ S rS fee ^ a«gt>co a feS§j3®5g^ a cB a “ijg.S a “ s s -H ® a a O >5^ I g g-* •-® ^ ®'SM'a sag PPMcc cc Qi CO 00 CJ O^ 'From Heport of the Commissioner of Education for 1875. a, Includes coixntry branch at Staten Island. Table XXI. — ^Paet S.—Staiistica of imfant asylums — Continued. STATISTICAL TABLES. 839 From Ileport of the Commissionor of Education for 1675. a Includes country branch at Staten Island. Table XXL — Part 3. — Staiistios of infant asylums — Concluded. 840 REPORT OF THE COMMISSIONER OF EDUCATION. •JBaA looqos I eq) ui Qseaaoni | •saraaxoA jo jaquinjq; | ^ •oisnj^ •SUIMBIQ •Sai^^uAi •Saipea^ •sSaiipuno^ •saBqdio •suBqdjQ •aSiajo^ lOuO oci ■> CO o cc oo -( CO ^ CO CO I- o o o c « C3D r- C5 (M eo o o o o o •ejucupaedsa; o o o 0-^0 fo ofe^- ■panj i^ueireniiad jo t^naoca y p a ss cc£ '3 ^■'3-5 ® - *a^SMa'S''(rj33a-:4 -2 g M I Ss'^ S -§ fcJC.y i £ s 5 ^ .2 2 a £ a “ a a p.® ^ S 33 o° ale ©333 Prom Report of the Commissioner of Education for 1875. a Includes country branch at Staten Island. Table XXI. — Paet 4. — Siatistics of industrial schools. STATISTICAL TABLES. 841 Table XXI.— Part 4. — Statistics of industrial schools — Continued. 842 EEPOKT OF THE COMMISSIONER OF EDUCATION. •ejOB'ISISSB pOB ‘ejaqoBo; ‘ej0D -^0 JO J9qami^ •9lBUI9^ CO 0 CN 00 • 0 * CO • • ^^^PhPh M 1 20^ W « 3 a ^•J cS bJC’o P o P 5 tSJg- a a . ® M sIs ;m n 1“ I ISfl ^ .2 2 2 Si-a •noi^'Bzxiregjo jo •aotiBaodjoom jo juai f CO o D GO 00 CO a “ -s =1 kS . ' '3 ® la 0 aO a g § § § oS : a ^£aS3 rtPH d-Td s' O ffi" P.S3ci - - ., - PjO 3 ^32 0-^.2 ^ ^ ^ i^ a o o txiawizi <51^^00 op£iM??5P^i-3hPo iziiz; ;2i i sPPh C3 c3 2 0 0 -• - §1^1® a a a si^li.gpllll cS c3 O O O pqsqp^p^p^ ridl ® o §3 ^PP| gaS s=l S o 2 o d |w a^g i3| = §>« s3_5l g I ^ OP>HPl ids’ll M 3 ® 'C 0^0 lia'S‘5 §1 a a 2 ©o rt =5 w II? li rt Q. O 3 3° :HP1 9 s ® S 05 ® ® •M ^ .2 q'M ffl . qOO >,<)pgPHWp£| g_|®£D3=cj£ b'S feio ?3J h's^ ? t ^.511 ®o fi "cS ia ^ ^^2 CO CO • o< 10 o H-^ S > -q'p I^rq. ISii fl" a* ^ Is |5S|=2S .S'a ® S _ c3 « cS 00® M W MM I qj II I ^ ^ ^-9 q^MM § s ® ® ^ J §1 1 ppPp!25;2;;2;cg'H0a2a20WMMl5H >H 1^* [25 5 ®3 . a . ;2; ‘^:25 ^ 5X3 4 >^.2E>h ^ 1^11 !zi 'A as a oO o w w '«S..9 «= ® ^ ^'a als'l W MM 94 ll I <8a S ml M o ,5 1> ®ccg^ M geo ro o o^'S-S-S a a as-sss H SSWn^ ® ® *=^-S ®S.2.2-265 ® 'rt q 'in ® I aH^llIl' pMoo > -S t> . "3 ® ® 2 ® •UOTJ'BZTU'BSaO JO JBGi i-< to o o •uoTjuJodjooai JO auGi 00 ITS CD ^ 1251^!^ ©■g GOO ^ ^ ^ ® 00 ® ® ® ^4 O ® |2 o 5 O © i I g tStH llg I .©.s eo •© 11^1 S or o M M O -.3. ^ > 3 o o o o § ^ ^ ^ ^ ® ^ B ® ® ® o ^ ® -^iZiJZilZiiZi *25 ^ B.| o Ch ® ® CC ® ;=< d > c2 cgcScS ® ® ® ® a a a a o o o o W WWW CrrJ a 55 o g § O 32,-© ® tx'C o-S § ^ .§-a r© 2 ®,a f^H u ® a ^ a-3 S'a q-2 a j a'2 <5 ® §0 S ®t.®P^oj-«Ei.sHMa^ •!— < o a I § 3 a :gW 'ap4 .a (H ss £ a ® : W .4i :d o ® 2| *S ^ 1^ SaJ -11 1^.. ... ,1^ tj t. ^ ^ a'C-Q'S 0,0. D ® ® ® ® M a 0 ®S g g 3^:30 a a P, . r-_ ^® _®®®a,aa 3 te Oa:a3a3PL| :) r^T3 hrhrh^ff'^.T ^ _ _ — y a^o^S bfi^ ^ 2 M S 0’?1 o o o ® ^>^.5 ^ PMPnP^cOoQVy^'^O OO OOKH<1<1<1WW(l|p^ a ra ^ a a Ph^PhPupm a-'g _a' a" a S a233 ft_® a-^p. 'o O "a "a ’® ■^na _ '33 'C 'a Qr5 a'a a a a p4p4, ^ - - . o o C 9 9 o OO^ aiaj a rST^'S 9 §--5 £ O O 5 CCP^P-lC t5 § r^CC ^■:9 •9 a. 9 a 'CPO o I = ‘l^ Icu ® a ® 9 = a '.a a a., a ®'^.£ao=2 'S i®ii;.2o&a^ WT " la g®§as^j a a.ap” ^•'§3'n ®ca5 ' - ® gfH'g'^rd)^ D o ® . W 5 a a a-^ a o O o as^ ^02^ ® go 1^ I'S a^Ja = m'S- ^ 2^ >1 ’aO is .9^ a P 2^i 5-gi^a: a29=w.® ® 9 a '■0 a o '9 "p ® s- 'G j; 3 a >^® 9',J * G*^^ a .2W £=S c a®; 45 J^aaa3^^^?a.^ SrtOOO . .. ot OoMddSmW S'! M 9 We? o ^ -g <1 ^ a ® ® bt biaa ® ® _>iP^gaj§53<1<1253 a ^«a 9'® ^'iCjO 0.0 o5 p's ®.a a'^^'s a g g,ajM ©r-^ 5 ® ® ® O^ ® ® a o ^a 9-”'^ 9 a a a a E 3 ah2'a®^.'gtG®®o®9(Oo M^WO ■Saa^i a -a a a >%W ®'l'&-9 fS a .2^ g a a ® [>,Q o a oa ;?-*-SggWa:a. 11®'® ®l^3 i|q lilts wa^tGoo ®i M ® rs aS (X> OOOOOOCSOSCTjOCS rioooooooo From Report of the Commissioner of Education for 1875. a Number benefitted by the institution, b Families assisted, 20,000. Table XXI. — Part 5. — Statistics of miscellaneous charities — Continued. 852 REPORT OF THE COMMISSIONER OF EDUCATION. •nop'BpUtlOJ 90018 sg^BraoT JO jaquinu i'Bjox 225 51 •sjaBjeisso poo ‘Sa9q009J ‘8J90 -pgo JO aaqninjq •910019^ QO i •9IOK i> ffj j •ooijooimooap snoigqo^ '.D P. Epis . . E.C . > ^ iPn Superintendent. Rt. Rev. J. H. Hobart Brown, S. T. D., (president.) Sister St. Anselm . Eames B. Ranbin, (resident physician) Miss Janette Shriver, (matron) . •UOIJOZIUbSjO jo JB9i 1872 1876 1870 1859 •uoijojodiooot JO ai39i w 1872 0 1870 1871 Location. Green Bay, Wis . Milwaukee, Wis . Washington, D. C., (1319 H st) - Name. IN The Cadle Home . The Little Sisters of the Poor Home for the Aged. . . Epiphany Church Home . j CO 40 O d Cl Table XXI. — Part 5. — Statistics of miscellaneous c^an^ies— Continued. STATISTICAL TABLES. ill 11 O' a 35 853 DO ^ 151, §-3 ■ ’n3 © d '15 a g g 3 © o a \o §3 ©|«a t^bto eS bb-S.tS ® .a p 2 a 3 'T ^ p -a g g § bi'd llfll o5 1 a'S w S .5 ® ® 5 o 3 CO W 8 d '3 “ .’d -g 2 : ^ 2 • 5 ® • =® ’-d 3-® d B ® a ® 2 s d =3 i's a a 2 o 3 ® P i Ss p'fs ^ ; ®.d ; ®3-a.2'S § ^>>©3 I ^ a--© g g.-f - - E : ® d d e : £.2 2 ^ c wfH-50!-3P3t-33H®c a®go©^t»>qa®-k^q + Ofl pH H a^d •sg 'i'35 S2 S-® 30 §a •' P ■tS'® 3 o ^a 2 2 . S d-J-C.2 gf> >,-C a-g35dl^ i ftrP 5 © o >, 3 Q M 3 o d 5 g5 a d o o w;zi 5^5 la 5 e< Vu nW o a^a ^ Ot* a o w bo ^3 I 8 ^ M o a © § 2 a ? 3 4 'd a 0 6 w ) Tn 1. 1 . "d pH a ® ® § a d3 a O +2 © be „ P 2 0 a S d O O t>^ H o H I ^ I W 5 ct CO lO 3-2 a o a (u f-c o C « ® 43 pt 35'^ © ^ o "a O a b§a S a ^ . ®riS) 3 o cS cs ^ i ® ofoQ ” a a p3 i-P §|-a^ -s -S *^©5 $33 '' o'^ 3 it § aps CO -a-a ® !§ a =® a ^ a ^ 2 fl a -2 g O Q O Ii|.i|.i M ;> 1-^ O t> O 3 ® a g.2 |.§^-33S >5a t ®-£ a|S § H ^ W i « o H (2i i . a a a o o w w |l 02 S o o 11 3^3 ® p, ® a o a o ® o M W r- (JJ CJ c §o|ga'§a" O M H o o o o o ^ a fl.Q p p O O s o o OOcCOO p^ § © ® g rc ^ 33 ® Zl.a - p'So© :2®5 p II "2 ft ® .2 - o .2 *^’g5 > P°p S"^ !=I2 §a <3^.1:; pea 2 ® H 1“^ £§ O te 0.2 ® 5 a a p^o <1 O H 1Z5 2 H 5 ® a J ^ .P m Ei P p o HH c.2^ 202 S .2 <3 §i H .2 '3 ^ o SH 55 tq^ G « 2 m O'^ "ro P4i .2 ro pa ® .20 bo g a ® ?§ 2 '3 o m 'fl a o I'i ®H Wo Old Lad Associa men. -gj ®'tH ill HHW •i a 2-£ci22 a pa .2 a p p ®MW mHcoWM o o m o o From Report of the Commissioner of Education for 1875. Table XXI. — Part 5. — Stalistics of miscellaneous cliariiies — Continued, 856 REPORT OF THE COMMISSIONER OP EDUCATION. .2 o i 5^” ‘S 3 I- s -3 p h a E 2 Pi's a a 3 2 a la i?o-' So 'S'S t> o O-K o P 05 •1? O fl ■g H aO o3 8 es o.-o a |||S Sh ® o - ^ 'ot O'O p bS o'o i?i.s a OP « o a ® a g P M hi ® ® 2 M® ■"o p ^ ^ £S ® o ® OB • ^? b 4*0 4*rgc3-’'^'^ 00 O oe ® ^ etc a>^Ba2 ■So^ 3-S2 o a ll o PS ■I? *^4 |3 p ^ I § ^ I i *3 ft ^ - I I i 5 H §|j| -pj o I'P §3” § S) Ciz o ®'*-' tic® w-p a P ® 2 02 <1 P ® rpf'O a a ® ?^o a a 8 33 o o cP H WP g t2 a* a d. 2^ ''I.— 'S'p rt 3 O ,±!) o § 3 £ .2a2S3 . D C 4* •s?3^ prtft's 5 BoP W W Little STATISTICAL TABLES. 857 a . a ® Qfl -c c3 o a I? w a. 2 0.3 w 'S'f ® ■I a a ^ (25 •" .TS « a-a a 2’S a :;3 5 Pna =l'i « 3.3 >30 2 . a ® a- g^on'^co+^IISo'^S p-'C J.2_^or§Sao-og^ ^ jj Ti iZ) ^ _0 ^ ,-H » M t> t> Q p fi > a i.& -i fl te o C “.75 3 |l|l|l H M O a. 2 c rO - ® ® £ ® a 2 > H q ^®-® ^ >30^ ® g'J'S ®.2 o Ph2 O ® ^ H fi s SlT p P ^ w ^ w 1 - |.a" J -g 1 a3.a ii: ®Pii ^ ^ p: ^ d o a«,-§l ® bCOn'^ O C8 Or^ l®g^ q ®'0 ^ oiil o S ® ^ tj 'O'C I' & I ^ gaS .2 3 a.Iw w5^ “ a;S 111 p ^ hs ^ CC a ®73 O o:5H ■ Bs S W.2 to 00 P ®.2 ie a-fr, g ® a o.® ® O"^ g ® •So ®^M ®.2 > a “O § 5 %si ® § ®.3 J asj a £'§ caf^ (S g ts 1 ^ O 4^ aa S'” 2 2 2 02 ^oS o o W 00 00 OS Prom Report of the Commissioner of Education for 1875. Table XXI. — Part 5. — Statistics of miscellaneous charities — Continued. 858 REPORT OF THE COMMISSIONER OF EDUCATION. C « 2 .S o = §1 If 'a cs S'- rS <1 w O S ^ w 2§ O O 0=8 £ bCflri- _ - . 2 .2 .2 +3 g -g ^ P.2 .5 bc&o -3 o O fl ^ 2 « ca t> a 2 ® ” ^ M' 2 P'S ® ••ns a "pI is'^ p 3 p P p^ o Q l2| 5-^ C3 5 Kl § a ©rg p§ Bi i a 2 a £'a r.|^».SgS |»«3" .2 p Drg P_ >§£p§^|a.5 . J'a-S-2-l2^.l§ Pa o tJC.'S s 11 b£P ll p p ©'2 © a ©3 ^.^Ph PM&a 0 ^ P _ <5> CD ■"Jsi « .P O ® ^ C£5 Og i s w & ai .2W §0.g W H o F ® p c3 (h a^ 6w ^ 'P § Itlll 1 fecxi g „ ^ fa ^ o ^ Pa ^ H Pa^ H^P| p|5 a r^-p pa 'P ® a.^ p *S- ^ a a| a O 0^3 O ww w a. o 00 o o tributions. Endowment, appropria- I Cane seating, basket STATISTICAL TABLES. 859 ® j 'S'3 .5 S'S o-c: rt ti o o 0 a o o ^ 525 i'S ti a S> i © '0 i ^ be 0 0 ; rfl .3 i © bS : &i >0 +3 ; -0 « i 3 ^ c I § 1 l-S ^ g : . .0 o oe 1 ® O 00 « bO .3 ® ’ -S 9 : § : w ■ H 125 5 9 W!z5 1 1 ! i M A ' fl ' M • O : : ^ -A \ 0 0 O O OO 0 0: o o *■ OO 0 ^-0 ® 3 i-il 3 o 5 s q- O 0. os .si|1 I •fii" I S 0 S ® 2^ ® o ® o 0+3 ^43 ^■-0+5 § WO U : 0^-0 :§-3® • ® efi • C3 :§ag i°.9l = a f>-.0 3 bC r •c « -s >= S ® .2g > o W W ^ O a o w r-l -=3 r0 K o ^ It 1? a I 0 0 ' OQ 1 © o4ia 0^^S a«2® *"w >5 ^0 "C<1 fc-o fcc ^•a is*-- ® a 03 -'"'"0 0 ©©"^SfH fl^c2c2 i5|ia l^fgg 3»£fei pii Ph W H F ' ■ ' ' KW la wa ooM ® W w 3 S a w .133 ©'o 00 35 3 s JD 9 0 n 5.C r] D < Hp 0 § £ a + ? c a -c 2 c N 5< 5 3*0,:: 3a« ■1 o p 3.raP 5 S ? 2 S e pOI ^ S'^ a ®a 5 p-c 3 ftp: ll 2 Ic 3 J i'a 3(3 U Convent of the Cood Shepherd . French Benevolent and Mutual Aid Association ; Bangor Children’s Home . . . TTrimA-fV^v A crftfl Wnnifin _ _ _ 1 £ t.fc ; J 3 a 3 £ Ip c c p: ja 3^ :l 3C Pi il c _c i- Ll :C 3 n p a H ) 3 1 ) 1 i 3 \l il c a £ c a ll ' Home for the Aged of the Methodist Episcopal 1 Church. 1 of the Friendless . I . . l 12, 733 i 10, fi42 STATISTICAL TABLES. 861 00 o o o c? o o O GO O C'i O* O CO O CC O Ci o 128 o ^ GO ^ 00 CO cr O -TJ tH O to O GO lO CC »“ o' t-" 00* oo" 00" 1- o o o o ^ c Ci.2 >^3 ® Oq o Ph gM ® il _§ SW lliflli n_, O M S •iilwH O a tc iii .2 1 «s a -“•■si? Sl£S|i, g.s^'iaig "2 c§ '2 -a, © C3 •!-( ^ 5Q -Ci . W W Wh? From Keport of the Commissioner of Education for 1875. a Value of real estate. Table XXI. — Part 5. — Statistics of miscellaneous charities — Concluded. 862 KEPORT OF THE COMMISSIONER OP EDUCATION. Library. •JB9A xooqos 1 Gqi UI 0SB9J0UI 1 e5 1 M 1 « • o UO § •eeranioA jo aaqoin^ M 1,000 250 § o o ID o o »D Present inmates. Instruction ; number taught — •oisuK W o CO o •SuiM.'BJd ® o o •0T'^8raq:jTJY a O CO ru CO § § o S •SuniJAi GC « O CO O o o o Cl o CO ID •guipnoa; X CO r-* o o 3 s o i> §1 Orphanage. •sSunpunod § o o o (M •suBqdao jing § 1-- o o tH CO X X CO iD •suuqdjo 1 S 1 lO C5 CO CO 0. o CO Parentage. •uSpjod M 00 o o CO CO X o CO •eAT!^®^ CO 2 o X ID CO ID O ce 'PWOIOQ oo« o o CO o o tH tHO'3' o •e^iqAV 9 « §2 TO ® ^ 00 O tH CO o CO CO rl4 1(0 o CO ^1-iOiO -!5 Sex. •eXBUiOd 9 H (M lO CD X CO IQ O X r^G^Oi iO UO Tj< c> r-i T-i i> i-H r-1 § •9IBK GO O 1 ID 1 CD . OJ § CO CO CO ^ o o o o r-l O iD C« •eani^ipnedxa; tv H 193, 500 11,591 6,871 14, 254 8, 564 42, 677 6, 225 10, 124 3, 000 19, 839 O MOOl -410000 O "'J.-HCO 1— 1— lOO o coot- iooiv! n 1-i T-l Ifi CO CO 05 000 ‘8 9gf' ‘S O O X O GO i>a5 J5«n§coSio ifsco eocT ot ■punji^naa'BrajQd jo (^nnotnY lO O fO o a w o S § 'I® 1a>2 a fw •■^=2 If H e? 11^-3 a rs|fi-5.|i3 O O O a'a>^« o.'S ^m^xiinxn cc ir ^ o p.:2's §w a ® — QJ® hr* FOO iili 1 1 fn .2 ^ a ^05 s.Soj'^H® "a® J p s^cm'S ® ^ ►S |•^cgog^|^f;gW a 2 2 ® o a 2 o'^ 2 ^gasaHsi-saocs ,Qo o o HHWSSW HM w ^ o o o c STATISTICAL TABLES. 863 :g : ® i : : : : i ° i ii O 1 ; j * ii° IS i i i i 2S : i i ° i ii ®®g i = : I ^ i « i i S i i i!;s i 2 1 1*^0 S : i is S i M”" : irs ■. : • ' S \ : is § i irs 1 i I . ^ « : i is ^ g?^ i i : i i ii"s i i® i i • Q i j ^ i i : is® i i’" : i is S : : i” : : i ; : lo j i S i i is i : : :^s i .« i i : ii is S® S i^ i 1 I ! o i joQO : r,. i i i ;i ’i” S i| i : i 1 : 22 : 1 i® 0*000 : ^oo ® is® 0 9 cp 0 0 isg >i i|5 S ! i i i ss 150 7 25 16 14 is? ^ S|S ” i i i i S^S®^ 100 7 18 9 14 ” ii i® ^ 0 L XI 0 ° 5 iS|- 56 0 12 13 al, 800 10, 000 83. 702 8,014 Sill I ii owo- - 11, 677 4, 631 iss i : : i Gf ii 10, 194 ill o«. Ii i:g - i ; iii i - i i i i 1 i :i g : is iis i : ffi- : g ' Gi- i ii' \in 0 0 0 20, 000 10, 000 0 iii i i ii ; s is °i i° i i 1 Cbildren's Aid Society and Industrial Home. ..1 Working Woman’s Home . r-if-rr T,Tfi,.rr>oT>Tr r>f r'lTipinTin+i _ Home lor Friendless Women . Magdoleine Asylum, (Sisters of the Good Shep¬ herd.) ! 1 ii >; i t '1 ii h ilil rnj y ji Bf jii: !ii Home lor iigeu anu xnnrm ^.^oioreu jrei-auua . . Home for Aged and Infirm of tlie Methodist Episcopal Church . Home for the Homeless . House of the Good Shepherd . nifl T.ndios’ Home of Philadelnhia . Pennsylvania IndustrialHome for Blind Women Philadelphia Lying-in Charity and Nurse School Presbyterian Home for Widows and Single Women in the State of Pennsylvania. Tfimrinr.arv Home for Destitute Women . Woman’s Christian Association of Pittsburgh and Allegheny. Home for the Friendless . Home for Aged Women . Shelter Home* . Holy Communion Church Institute . Memphis Bethel . The Turner Home . The Cadle Home . The Little Sisters of the Poor Home for the CMldren’s Hosnital . Epiphany Church Home . | ---Is I IsSIS illSSS SS SSSSgSlls gs 864 REPORT OF THE COMMISSIONER OF EDUCATION. List of orphan asylums, soldiers* orphans? homes, infant asylums, industrial schools, and mis¬ cellaneous charities, from which no mformation has been received. Name. Location. Part 1.— Orphan Asylums. Male Orphan Asylum and Industrial School . Homan Catholic Pemale Orphan Asylum . Eoman Catholic Male Orphan Asylum . . . Sheltering Arms . Cobbs’ Orphan Asylum . Sacramento Protestant Orphan Asylum . Ladies’ Protection and Relief Society . Pacific Hebrew Orphan Asylum and Home Society . St. Boniface Orphan Asylum . St. Francis Orphan Asylum for Girls . St. Mary’s Orphan Asylum . Female' Orphan Asylum . Roman Catholic Orphan Asylum . Episcopal Orphans’ Home . Roman Catholic Orphan Asylum for Girls . Roman Catholic Orphan Asylum for Boys . Chicago Nursery and Half-Orphan Asylum . St. Aloysius Asylum of St. Boniface Church . German Protestant Orphan Asylum . St. Ann’s Orphan Asylum . Kansas Orphan Asylum and Home for Friendless Children St. Vincent’s Orphan Asylum . German Orphan Asylum . St. John’s Orphan Asylum . Louisville Presbyterian Orphan Asylum . Masonic TVidows’ and Orphans’ Home . Presbyterian Orphan Home . . . Protestant Episcopal Orphan Asylum . . . St. Joseph’s Orphan Asylum . St. Vincent’s Female Orphan Asylum . Orphans’ Home . St. Vincent’s Orphan Asylum . Asylum for Colored Feniale Children . . Beauregard Asylum . . . New Orleans Orphan Asylum . Orphans’ Home . Poydras Asylum . Protestant Episcopal Children’s Home . St. Joseph’s Orphan Asylum . St. Mary’s Orphan Asylum . St. Theresa Female Orphan Asylum . "Widows’ and Orphans’ Asylum . Annapolis Orphan Asylum . St. Francis Orphan Asylum for Colored Children . The Orphan Asylum of St. Paul’s Church . St. Patrick’s Orphan Asylum . German Orphan Asylum, (Sisters of St. Benedict) . St. Joseph’s Orphan Asylum . . . St. Mary’s Orphan Asylum . Home of the Guardian Angel . Mulanphy Orphan Asylum for Females . . . Protestant Orphan Asylum, (German) . St. Joseph’s Half-Orphan Asylum . St. Philomeua Orphan Asylum and School . St. Joseph’s Orphan Asylum . St. Joseph’s Orphan Asylum . St. Patrick’s Orjihan Asylum . Roman Catholic New Orphan Asylum for Girls . County Almshouse, (orphans’ department) . St. Mary’s Orphan Asylum . St. Joseph’s Asylum . St. Mary’s Orphan Asylum . St. John’s Orphan Asylum for Girls . St. Vincent s Male Orphan Asylum . Colored Orphan Asylum . House of Preservation of Children . St. Aloysius Orphan Asylum . Mobile, Ala. Mobile, Ala., (cor. Conti and Clai¬ borne sts.) Mobile, Ala., (La Fayette st., north of Dauphin way.) Mobile, Ala. Montgomery, Ala. Sacramento, Cal. San Francisco, Cal. San Francisco, Cal. San Francisco, Cal. New Haven, Conn. New Haven, Conn. Wilmington, Del. Macon, Ga. Savannah, Ga. Savannah, Ga. Washington, Ga. Chicago, Ill. Quincy, Ill. Indianapolis, Ind. Vincennes, Ind. Leavenworth, Kans. Leavenworth, Kans. Covington, Ky. Covington, Ky. Louisville, Ky., (211 5th st.) Louisville, Ky. Louisville, Ky., (606 Preston st., near St. Catherine.) Louisville, Ky. Louisville, Ky. Louisville, Ky. Baldwin, La. Carrollton, La. New Orleans, La. , (Hospital an d C onti sts.) New Orleans, La., (Paulino, bet. St. Claude and Rampart sts.) New Orleans, La. , (Camp and Clio sts.) New Orleans, La., (7th st., bet. Maga¬ zine and Constance.) New Orleans, La., (Magazine st., bet. Leon tine and Peters aves.) New Orleans, La., (St. Charles st., 6th dist.) New Orleans, La. New Orleans, La. New Orleans, La. New Orleans, La., (St. Claude, near Pauline st.l Annapolis, Md. Baltimore, Md., (cor. Chase st. and Forest place.) Baltimore, Md. Lawrence. Mass. St. Paul, Minn. St. Paul, Minn. Natchez, Mis.s. St. Louis, Mo. St. Louis, Mo. St. Louis, Mo. St. Louis, Mo. St. Louis, Mo. Brooklyn, N. T. Erie, N. Y. Newburgh, N. T. New York, N. Y., (Madison ava and 52d st ) Onondaga Hill, N. Y. Rondout, N. Y. Syracuse, N. Y. Syracuse, N. Y. U tica, N. Y. Utica, N. Y. Cincinnati, Ohio. Cincinnati, Ohio. Cincinnati, Ohio. STATISTICAL TABLES. 865 List of orphan asylums, soldiers’ orphans’ asylums, ^'C. — Continued. Name. Location. Paut 1.— Orphan Asylums— Concluded. German Orphan Asylum . St. Vincent's Male Orphan Asylum . . Asylum of Franciscan Sisters . German Catholic Orphan Asylum . Protestant Orphan Asylum . St. James’ Orphan Asylum . Foster Home Association . St. John’s Male Orphan Asylum . St. Joseph’s Itoman Catholic Orphan Asylum . St. Vincent’s Orphan Asylum . Allegheny County Home . . Home for Friendless Children . . . Children’s Friends’ Society . . . St. Aloysius Orphan Asylum . Boys’ Orphan Asylum, (Roman Catholic) . Catholic Female Orphan Asylum . Charleston Orphan Asylum . Palmetto Orphan Asylum . Church Orphans’ Home . County Asylum, (orphans’ department) . Protestant House of Industry . St. Mary’s Orphan Asylum . - . St. Paul’s Orphan Asylum . St. Mary’s Orphan Asylum . Taylor Orphan Asylum . . . St. Vincent’s Female Orphan Asylum . Washington City Orphan Asylum . St. Genovefa Female Orphan A.sylum . St. Vincent’s Male Orphan Asylum . Part 2.— Soluiers’ Orphans’ Homes. Union Orphan Asylum . . . ITuion Home and School . Soldiers’ Orphan Home . The National Homestead . . National Soldiers’ and Sailors’ Orphans’ Home . . Part 3.— Infant Asylums. St. Vincent’s Infant Asylum . St. Vincent’s Infant Asylum . St. Mary’s Asylum for Foundlings and Infants . . The New York Foundling Asylum Society . . St. Vincent’s Home . Part 4.— Industrial Schools, Industrial School. . . . . Industrial School . St. Alphonsus Industrial School . St. Elizabeth House of Ir du stry . . . Industrial Home of the Ladies’ Relief Association. . St. Vincent’s Industrial School . St. Vincent’s Industrial School . Brooklyn Industrial School . Martha Industrial School . . Industrial School . . . St. Vincent de Paul’s Industrial School . School for Nurses, Charity Hospital, B. I . Boys’ Home of Industry . . St. John’s Industrial School . Mary Warren Free Institute . Industrial School of Guardian Angels . . Horae of Industry . . Industrial School . . Protestant House of Industry . . Part 5.— Miscellaneous Charities. Magdalen Asylum . . Home of the Friendless . . Hebrew Widows’ and Orphans’ Society . . 55 E Cleveland, Ohio. Cleveland, Ohio. Helphos, Ohio. Allegheny, Pa. Allegheny, Pa. Lancaster, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa., (1720 Race st.) Philadelphia,Pa.,(18thand Wood sts.) Pittsburg, Pa. Wilkes-Barre, Pa. Providence, R. I. Providence, R. I. Charleston, S. C,, (77 Cannon st.) Charleston, S. C., (cor. Meeting and Chalmers sts.) Charleston, S. C. Columbia, S. C. Memphis, Tenn. Nashville, Tenn. Nashville, Tenn. Norfolk, Va. Norfolk, Va. Elm Grove, Wis. Racine, Wis. Washington, D. C. Washington, D. C. Vancouver, Wash. Ter. Vancouver, Wash. Ter. Baltimore, Md. New York, N. Y. Andersonburgh, Pa. Gettysburg, Pa. Washington, U. C. New Orleans, La., (cor. Magazine and Race sts.) Baltimore, Md., (cor. Townsend and Division sts.) Buffalo, N. Y. New York, N. Y., (58th st.) Philadelphia, Pa. Rockford, Ill. Sugar Grove, Ill. New Orleans, La. New Orleans, La. Baltimore, Md. Newark, N. J. Albany, N. Y. Brooklyn, N. Y., (1 Concord st.) Buffalo, N. Y. New York, N, Y., (25th st., cor. 8th ave.) New York, N. Y., (343 West 42d st.) New York, N. Y., (cor. 3d ave. and nth st.) Rochester, N. Y. Syracuse, N. Y. Troy, N. Y. Cincinnati, Ohio. Allegheny, Pa. CharIe.ston, S. C. Nashville, 'Tenn. San Francisco, Cal., (Porter’s ave., near 21st st.) Fail haven. Conn., (Clinton ave., cor. Pine st.) Hartford, Conn. 866 REPORT OF THE COMMISSIONER OF EDUCATION. List of orpJian asylums, soldiers’ orphans’ homes, 4'C. — Concluded. Name. Location. Part 5.— Miscellaneous Charities— Concluded. House of Shelter . Asylum of the Immaculate Conception . Home for the Destitute . Home of the Good Shepherd . The Henry "Watson Children’s Aid Society .... Home for the Friendless . . House of Shelter . . Lutheran Orphan Asylum and Hospital . Home of the Friendless, or Old Ladies’ Home.. St. Stephen’s Home . . St. Johnland . Girls’ Lodging House . Home for Friendless Girls . . Home for the Aged and Infirm, (Chapin Home) Industrial Home for Women . . Newsboys’ Lodging House . . Peabody Home for Aged Women . . . . Children’s Home . The House of the Good Shepherd . St. Luke’s Home, with hospital department _ Union Bethel and Newsboys’ Home . Church Home . . Aimwell School Association . Church Home . . Sr. John’s Hospital for Children . Hartford, Conn. New Orleans, La., (350 Chartres st.) New Orleans, La., (Magnolia and La¬ fayette streets.) Baltimore, Md., (corner Mount and Hollis streets.) Baltimore, Md. Detroit, Mich. Detroit, Mich. Kirkwood, Mo. St. Louis, Mo. Buffalo, N. Y. Long Island, N. Y., (Smithtown.) Ne-^York, N.Y..(27 St. Mark’splace.) New York, N. Y., (7th avenue, comer W, 13th street.) New York, N. Y., (E. 66th street, be¬ tween Lexington and 3d avenues.) New York, N. Y., (223 E. 31st street.) New York, N. Y, (9 Duane street.) New York, N. Y., (33d street and Lexington avenue.) Rochester, N. Y. Stony Point, N. Y. Utica, N. Y. Cincinnati, Ohio. Allegheny, Pa. Philadelphia, Pa. Pittsburg, Pa. Washington, D. C. Table XXI. — Memoranda. Name. Location. Remarks. Part 1.— Orphan Asylums. Roman Catholic Orphan Asylum . Denver, Colo . Fitch’s Orphans’ Home . Darien, Conn. Roman Catholic Asylum . Community of the Poor Handmaids of Jesus CHrist. State Almshouse, (orphans’ depart¬ ment.) State Almshouse, (orphans’ depart¬ ment.) Orphan Asylum . Orphan Asylum of the Infant Jesus .... Fort Wayne, Ind . Hesse Cassel, Ind . Hampden County, Mass. Plymouth County, Mass Shakopee, Minn . Hathaway, Mo . Orphan Asylum of the Church of the Holy Trinity. St. Joseph’s Boys’ Orphan Asylum . Sisters of St. Dominick’s Orphan Asylum German Orphan Asylum . Orphan Asylum . Su. Joseph's Orphan Asylum . Brooklyn, N. Y., E. D . . . Buffalo, N. Y., (Lime¬ stone H 11.) New York, N. Y . Utica, N. Y . Mars Hill, N. C . Cleveland, Ohio . Oberlin Orphan Home Orphan Asylum . Oberlin, Ohio . . Burlington, Vt, Methodist Orphan Asylum . Norfolk. Ya . Protestant Orphan Asylum . Milwaukee, Wis St. Joseph’s Orphan Asylum Milwaukee, Wis , Part 2.— Soldiers’ Orphans’ Homes. Not in existence. Now a boarding school for both sexes. (SeeFitch’s Home School, Noroton, Conn., Table YI, Part 3.) Not in existence. Not an orphan asylum. Almshouse abolished. Now a prison. Closed. See Evang. Luth. Orphan Home, Des Peres, (identical.) See Orphans’ Home, (identical.) See Catholic Protectory for Boys, Table XXII, (identical.) Not found. Not found. Closed. A branch of St. Mary’s Orphan Asylum and included in its sta¬ tistics. Closed. See Providence Orphan Asylum, (identical.) Not in existence. See Milwaukee Orphan Asylum, (identical.) A branch of St. Rose’s Orphan Asylum and included in its sta¬ tistics. Soldiers’ Orphans’ Home. Soldiers’ Orphans’ Home. S'ldiers' Orphans’ Home. Soldiers’ Orphan School.. Mansfield. Conn .. Cedar Falla, Iowa. Trenton. N. J . Titusville, Pa . Not found. United with that at Davenport. Closed. Closed. STATISTICAL- TABLES, 867 Table XXI. — Memoranda — Concluded. Part 3. Name. Location. Remarks. —Infant Asylums. Nurse]^ of the Church of the Holy Com¬ munion. Infants’ Nursery and Hospital . New York, N. T Randall’s Island, N. Y . . See Babies’ Shelter and Day Nurs¬ ery, (identical.) Discontinued. Part 4.— Industrial Schools. Orphan Girls’ Home . . . .... Sg. Mary’s Industrial School for Boys ... Industrial School of the Convent of Mercy. Children’s Aid Society Industrial School. Industrial School . Industrial School . Industrial School and Boys’ Lodging- House. Woman’s Educational and Industrial Society Training School. Trinity Churcb Industrial School . . Industrial School . Chicago, HI . Boston, Mass . Greenbush, N. Y. Not found. Not in existence. Closed. New York, N. Y., (rear 120 W. 16th street.) New York, N. Y., (306 4th st., cor. Avenue C.) New York, N. Y., (93 Crosby street.) New York, N. Y., (709 E. 11th street.) New York, N. Y., (47 E. 10 th street.) Rondout, N.Y . Cincinnati, Ohio . Included in report of Children’s Aid Society Industrial Schools, 19 E. 4th street. Removed, not found. Closed. See Protestant Industrial School, (identical.) Part 5.— Miscellaneous Charities. Sheltering Arms . Trinity Church Home . St. Vincent’s House of Providence . Asylum and Manual Labor School . Boston Fatherless and Widows’ Society. Ladies’ Home Society . New York Juvenile Asylum House of Reception. Cleveland Industrial School . Bishop Potter Memorial House . Home for the Friendless . Mobile, Ala . New Haven, Conn . Chicago, Ill . La Fayette, Indiana _ Boston, Mass . New York, N. Y . New York, N. Y . Cleveland, Ohio . Philadelphia, Pa... . Pittsburg, Pa . Closed. Only a parish day school. Not found. See St. Joseph Male Orphan Asy¬ lum, Part 1, (identical.) Not an asylum or school. See Baptist Home for Aged and Infirm Persons, (identical.) Included in statistics of New York Juvenile Asylum. See Cleveland Children’s Aid So¬ ciety and Home, (identical.) Not an asylum or school. See Allegheny City. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — StatisHcs of reform schools for 1876 j Name. Location. A 1 S 4; [3 P Control. 1 a 3 4 Middletown, Conn . 1870 Directors . Chicago Industrial and Eeform School. . . Chicago, Ill . 1863 E.C. Bishop _ _ Pontiac, Ill . 1871 State _ Indiana Eeformatory Institution for Indianapolis, Ind . 1873 State . Women and Girls. Plainfield, Ind . 1868 State E id ora, Iowa . 1868 State . Girls’ dep’t of the lowaEeform School. . . Salem, Iowa . 1873 State Louisville, Ky . 1865 IMnnieipa.l _ Cape Elizabeth, Me . 1850 State . . House of Eefuge . . Baltimore, Md., (box 875) . . 1855 State and municipal. House of Eeformation and Instruction Cheltenham, Md . 1873 State and municipal. for Colored Children. Maryland Industrial School for Gills _ Orange Grove Station, B. 1867 Directors . & 0. E. R., Md. Boston, Mass . . 1868 Municipal . Boston, Mass . 1827 Mmiicipal _ Lancaster, Mass . 1856 State _ Lawrence, Mass . . 1874 Muuioipal House of Employment and Eeformation Lowell, Mass . 1851 Municijjal . tor Juvenile Offenders. State Primary School . Palmer, Mass . 1854 State . Plummer Farm School of Eeform for Boys State Eeform School . . Salem, Mass . Westboro’, Mass . . 1870 1647 Private . State . Worcester Trna.nt Reform Sehnol .. Worcester, Mass . . 1863 Municipal . Deti'oit House of Corr'ecfiou . Detroit, Mich . 1861 Municipal . . Michigan Reform School _ Lansing, Mich . . 1859 State . . . Minnesota, State Reform School* St. Paul, Minn . 1868 St-ate _ _ Catholic Protectorate _ Glencoe, Mo . 1872 Private _ ... House of Refuge* _ _ St. Louis, Mo . 1854 Municipal . vState Eeform School. _ _ Manchester, N. H . 1855 State . State Industrial School for Girls Ewing Township, N. J _ Jamesburgh, N. J . 1871 State . New .Jersey Stat.e Reform School 1865 Catliolic Protectory for Boys . Truant Home of the City of Brooklyn. .. Evening School in Mionight Mission .... Buffalo, N. Y., (Limestone Hill.) Jamaica, N. Y . Now York, N. Y., (260 1866 1853 1876 Private . . Municipal . Trustees . Home for Fallen and Friendless Girls . . . Greene st.) New York, N. Y., (86 W. 1865 Board of managers . . Home School . Fourth St.) New York, N. Y., (110 Sec¬ ond ave.) New York, N. Y., (136 Sec¬ 1845 Board of managers . . House of the Holy Family Association for 1867 Private . Befriending Cliildreu and Young Girls New York House of Eefuge . ond ave.) New York, N. Y., (Station L, Harlem.) Rochester, N. Y . . . Westchester, N. Y . 1825 State . Western House of Ref n ve . . . 1849 State . New York Ca.tholfc Protectory _ _ 1863 State . Cincinnati House of Refncre _ Cincinnati, Ohio . 1850 Municipal . Girls’ Industrial Home . Delaware, Ohio . 1869 State . Sta,te Reform Farm School Lancaster, Ohio . . . 1858 State . Toledo House of Eefuge and Correction . Pennsvl va.nia, Reform School Toledo, Ohio . Morganza, Pa . 1875 1854 Municipal . . State and county .... State . Sfate . Ladies’ Chr’n Ass’n House of Eefuge, (colored department) . . House of Eefuge, (white department) _ Sheltering Arms* . Pniladelpbia, Pa . Philadelphia, Pa . Wilkinsburgh, Pa . 1850 1826 1873 Pi'ovidence Reform School Providence, R. I . 1850 Municipal . . . Vermont Reform School Vergennes, Vt . . 1865 State . Wisconsin Industrial School for Boys . .. Girls’ Reform School n. . Wn.nkft.^ha, Win . _ 1860 1873 State _ .......... Washington, D. C . Trustees . Reform School of the District of Columbia Washington, D. C . 1870 United States . * From Eeport of the Commissioner of Education for 1875. STATISTICAL TABLES 869 from replies to inquiries l)y the United States Bureau of Education. Superintendent. Number of teachers, officers, and assistants. M. Conditions of commitment. Age. Other conditions. S. N. Eockwell . Eev. Brother Albian _ J. D. Scouller, M. D . Sarah J. Smith . James O’Brien .... Charles Johnson . L. D. Lewelling . . P. Caldwell . . Eben Wentworth . Charles A. Leas, M. D . , John W. Horn . John E. Kowe. . Guy C. Underwood.. Guy C. Underwood.. Loring Lothrop . N. Porter Brown.. Lorenzo Phelps... James H. Bradford . . Charles A. Johnson _ Allen G. Shepherd . . John Farwell . M. V. Borg man . Prank M. Howe . Eev. J. G. Eiheldoflfer, D. U. Brother Leo . . John D. Shaffer . John C. Eay . H. P. Perry, (matron) . James H. Eastman _ Eev. Thomas P. Hines. . . Jared Clark, . J. L. J ones . . . A. E. Wetraore, (chair¬ man.) Alicia K. Pearson . Mrs. Mary C. D. Starr. . Israel C. Jones . Levi S. Pulton . Brother Hugh and Mother M. Eegina. H. A. Monfort . Ur. John Nichols _ G. E. Howe . James M. Waddick . George A. Shallenberger J. Hood Laverty .... W. Alex. Bulkley . . . Hessy E. Miller , (matron) Martin L. Eldridge . William G. Pairbank . . . A. U. Hendrickson .. 8-16 8-21 8-16 12-15 6-16 8-16 Under 16 6-16 8-16 5-16 7-16 9-18 5-21 7-17 7- 17 8- 16 7- 17 3-16 8- 15 7-17 7-16 Vicious inclinations, petty crimes, and danger of habitual immorality. Homeless orphans, petty offences, abandoned or committed by parents. Committed for crime only . . Vicious and incorrigible conduct . . Vagrancy, incorrigibility, larceny, &c . Larceny, vagrancy, incorrigibility, &c . . Committed by parents or guardians through man¬ agers. Any offence amenable to law except murder . Vagrancy, larceny, vicious conduct* . Crime, vagrancy, incorrigibility, and need of care. Vagrancy, incorrigibility, &c . . Neglected children committed by courts and pau¬ per children permitted by board of directors. Truancy, vagrancy, larceny, and juvenile delin¬ quencies. Commitment by court, vagrancy, viciousness, neglect, &c. Commitment for mild offences, truancy, &c . Truancy, larceny, vagrancy, and stubbornness* . Petty crime and poverty* . . Idle and vagrant boys belonging to Salem . 8-16 Under 16 10-18 3-16 7- 17 8- 16 8-16 Truancy . Misdemeanors . Offences amenable to law.. Commitment by courts . . . . Being abandoned, guilty of crime or misde¬ meanor, or incorrigible. Conviction of some offence . Offences against the law, vagrancy, and incorri¬ gibility. 8-14 14-50 Truancy . None ; voluntary application . None ; voluntary application . In need of reformation, or in danger from evil associations. Crime, vagrancy, and disorderly conduct . . 8-18 7-14 6-16 7-16 Under 16 6-16 6-20 7-16 Committed by court for larceny, vagrancy, &c . . Truancy, vagrancy, and petty crime . Larceny, vagrancy, incorrigibility, disorderly conduct, &c. Good health . . . All classes of offences against the laws . Petty offences . Incorrigibility, vicious conduct, petty crime, &o. Incorrigible dr vicious conduct, or vagrancy _ Under 18 10-16 10-16 Larceny, vagrancy, truancy, &c . Committed by parent or guardian . Petit larceny or misdemeanor, vagrancy incorri¬ gibility, &c. Neglect," ill-treatment, vagrancy, prostitution, vicious life, &c. Committed until reformed or during minority. .. a Not yet reopened; waiting for a congressional appropriation for buildings. 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 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Statistics of reform !N’ote. — X indicates Name. Number committed during the year. Number discharged during the year. Present inmates. Sex. Race. Nativity. 6 o 2 r® © '6 2 'o a5 > d .U) 'S 1 10 11 13 13 14 15 16 17 43 34 109 93 16 Chicago Industrial and Reform School . 300 140 160 0 160 0 120 40 83 80 174 154 20 144 30 50 25 150 140 10 and Girls. 133 125 325 282 43 Iowa Reform School . 95 94 131 40 154 17 160 11 Girls’ department of the Iowa Reform School. . 18 15 0 43 37 6 19 14 75 75 155 48 184 19 49 53 143 140 3 78 261 0 261 0 House of Reformation and Instruction for 105 86 186 0 186 180 2 Colored Children. Maryland Industrial School for Girls . 16 20 37 37 17 16 City" Almshouse School . 112 53 151 58 205 4 202 7 House of Reformation . 220 201 276 29 289 16 223 82 State Industrial School for Girls . 41 42 135 124 11 114 21 Lawrence Industrial Schon) _ . _ _ 8 9 24 22 2 20 4 House of Employment and Reformation for 61 51 95 3 98 0 650 611 Juvenile Offenders. State Primary School . c267 110 322 109 410 21 Plummer Farm School of Reform for Boys. . . . 15 16 29 0 29 0 29 0 State Reform School . 171 175 349 324 25 332 17 Worcester Truant Reform School . 9 12 5 0 5 0 5 0 Detroit TTonae of Correction . . . _ 2, 272 2, 251 554 141 Michigan Reform School . ’ 110 88 258 226 32 Minnesota St.ate Reform School* . . 28 25 104 6 107 3 Catholic Protectorate . 25 6 35 0 35 0 35 0 House of Refuge* . 218 161 186 53 219 20 203 15 State Reform School . 53 42 96 15 111 0 27 84 State Industrial School for Girls. .. _ 18 dll 30 25 5 29 1 New Jersey State Reform School . 74 76 214 0 197 17 182 32 Catholic Protectory for Bovs _ _ 73 68 138 Truant Home of the City of Brooklyn . 89 147 38 0 38 0 33 5 FiVenincp School in Midnic^ht TVlis.sion 12 12 Home for Fallen and Friendless Girls. . . . e88 88 24 24 0 14 10 Horae School . e411 67 65 67 House of the Holy Family Association for el41 130 90 90 0 54 36 Befriending Children and Young Girls. New York TTonse of Refngo _ 917 812 846 139 927 58 89 Western TTonse of Refno-ft _ 229 171 440 New York Catholic Protectory 1, 488 988 1, 545 776 2,316 5 Cincinnati House of Refnge . . . 175 161 214 40 211 43 Girls’ Industrial Home . 47 23 0 203 191 12 202 1 State Reform Farm School _ _ 234 149 537 507 30 Toledo House of Refuge and Correction . 134 94 82 80 2 70 12 Pennsylvania Reform School _ _ . 111 127 168 60 206 22 House of Refuge, (colored department) . 63 58 88 29 0 117 117 0 House of Refnfe (white department.) 215 334 290 79 369 0 Sheltering Arms* . 26 12 5 8 13 0 Providence Reform School . 120 134 182 36 190 26 201 17 Vermont Reform School _ _ 34 125 13 133 5 36 102 Wisconsin Industrial School for Boys . _ 107 82 415 408 7 329 48 Girls’ Reform School jjr _ 0 0 0 Reform School of the District of Columbia . . . 65 44 159* 77 82 156 3 * From Report of the Commissioner of Education for 1875. a Also instrumental music. b Committed during the year. c 54 committed; 213 admitted from State almshouse. STATISTICAL TABLES. 871 schools for 1876, ^c. — Continued, the studios taught. Present inmates. Both parents dead, j Parents illiterate. | Illiterate when comudtted. ■§.-s 2 s si - 0 s ^ It. I'l'? In umber could read and write when committed. 1 Number taught to read. | 0 =c 1-2 Jb a p 1 ci G . II G OC 3 ? 1 Arithmetic. j Algebra. j j Book keeping. | j Geometry. j j Geography. | Grammar. j History. j Philosophy. | w h Si S 5 36 ci Q 37 1 38 1 Native par¬ entage. a 0 »0 O O lO lO O 1 CO’nr^CC I tjT cf lo cT o* ! o of • oi ^ oi d • th if3 •Qoiooai 00 H i O O O *10 • ^ t- O — I • O O O • rH • • rH o • lo o o • 05 • • CO 00 • (ti* lo* « (?f • • ifi go • . \ . ^ 1, 000 50, 000 $200 100 13, 426 200 10, 000 10, 000 4, 825 2, 500 30, 000 1,000 ( 10,000 1 10,000 1,700 726 $5, 000 Object of benefaction and remarks. 13 Centennial endowment. On condition of free tuition to 50 sons of masons. For tbe founding and maintenance of an astronomical observatory. There were numerous gifts of books to the library and of fossils, minerals, &c., to the museum. To found a professorship of natural science. Subscriptions towards a centennial fund of $100,000. For endowment of a centenary chair. To pay debt on building. > To complete new hall. For new buildings. Valuable additions have also been made to the college library. For the endowment of the chair of the Bible. For library fund. For library. Gifts of books, apparatus. «feo., to the value of about $1,000 have also been received. For new chapel. In real estate; for theological educa¬ tion. Twenty-four pupils must have free tuition for 25 years. From Kentucky Baptist Centennial Fond. 726 5, 000 For 5 scholarships. 878 REPOKT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Siaiistics of educational Organization to which intmsted. Benefactor. Name. Location. Name. 1 3 3 Universities, &c.— Continued. One of the alumni Samuel Eliot, esq. Eesidence. 4 Harvard University ■Williams College - ... Adrian College . University of Michigan. Hope College . Kalamazoo College . OEvet College . Carleton College . Lewis College . La Grange College . William Jewell College. Drury College . Cambridge, Mass. Executor of Mrs. Ann E. Schaeffer. Executor of Miss Levina Hoar. A member of the class of 1841. Trustees of the will of Joseph Baker. Agassiz Memorial Com¬ mittee. Executor of Charles Sum¬ ner. Trustees of the James Arnold fund. F. G. Gorham, esq . Prof. Child . Cambridge, Mass . . . William3to’n,Mass Adrian, Mich . Ann Arbor, Mich. Holland City, Mich Kalamazoo, Mich Olivet, Mich . Korthfield, Minn Glasgow, Mo . Executor of Charles A. Goodnow. Trustees of Massachu¬ setts Society for Pro¬ moting Agriculture. Anonymmia _ _ Through Prof. Gray, (anonymous.) Edward Wigglesworth, esq. George W Wales esq "WillinTn TC’. "RnllnTd Trustees of the Museum of Comparative Zoology Members of the class of 1853, A . "R C-ra.vp.s _ . . - Kew Vork . . Vfl.rinns pp.rsnns _ . f . < Directors of Calumet and ( Hecla Mine. ^ Two gentlemen . Kewark, K. J . Va ri nn ft per.cinTi s _ Michigan . Varlmia per.ftnris _ r Vn.riniis pp-rsonist _ ! Eobert Crane, M. D . ] Charles Boswell, esq.... 1 S. K. Stockwell, esq . Maj. Jas. W. and Jas. B. Lewis. Kew Haven, Conn . . West Hartford, Conn Boston, Mass . Glasgow, Mo . La Grange, Mo - Liberty, Mo . Springfield, Mo... Charles Fairbanks. S.M.Edgell . G. & C. Merriam. .. Various persons — William Schrader. . Tunbridge'Wells,Eng St. Louis, Mo . . Springfield, Mass . . . St. Louis, Mo. Central Wesleyan College. Warrenton, Mo . . . \ Louis Kessler [ Other persons Ballwin, Mo. STATISTICAL TABLES. 879 benefactions for 1876, ^c. — Continued. Benefactions. S) ^ a? a §3 . c . "o S OJ 1 ndowment and era! purposes rounds, bnild and apparalui rofessorships. ellowships, sch ships, and priz 0 aid indigent dents. a a X} cS Object of benefaction and remarks. H W O Ph H 5 6 7 8 9 10 11 12 ("$12, 375 $5, 000 Focindation for the William SamuOl Eliot scholarship. To found the Dana scholarships of the class of 1852. 1, 974 4, 000 To found a scholarship for the town of Lincoln, Mass. 1, 000 To increase the fund for the class schob 7, 770 arship. For the general uses of the divinity school. $7, 000 3, 361 To be added to the Sumner book fund. 1,500 25 Subscription to the fire relief fund. Part of the net profits of the Harvard memorial biographies. For the teachers’ and pupils’ fund. For iron gates at Memorial Hall. $49, 210 600 65 $500 1, 500 1, 000 For the botanic garden. For the herbarium. 1, 000 300 For library of the engineering depart¬ ment of Lawrence Scientific School. 200 For books for the library. For the library. The transfer of all the property held by 40 them. A portrait of President Eliot, by Will¬ iam Page. 4, 000 30, 000 4, 000 For prizes. Donations to the centennial fund. 30, 000 12, 000 Model of stamp mill for the use of the school of mines. 1 4, 000 ^ . 2, 000 For scholarships. i 2, 000 20. 000 20, 000 Subscriptions in land and money. 8, 926 8, 928 f . $20, 469 To endow a chair of physical science. In real estate. 1 ^ 26,969 J 4, 000 $2, 000 J [ . 500 For a library fund. 2,000 2, 000 20, 000 20, 000 r . 15, 000 For new dormitory. 1 33,000 J 3. 000 1 i: .500 J <13. .500i 1 r . 6, 000 To found a professorship of German language and literature. 1 > 20,000 I 10, 000 To found a professorship of theology, ! i (German.) i L 4, 000 1 . 880 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to which, intrusted. Name. Location. Name. Benefactor. Eesidenco. 3 3 4 Universities, &c.— Continued. Doane College . Creighton College . St. Benedict’s College . Eutgers College . Crete, Nehr . Omaha, Nebr - Newark, N.J — New Brunswick, I'Jai "Worcester, Mass... ) Mrs. W. J. Baker . . i H. N. Gates . Mrs. Edward Creighton. . . Worcester, Mass... Omaha, Nebr . Omaha, Nebr . Many persons. College of New Jersey. . St. Stephen’s College.*’... St. Lawrence University Hobart College . Madison University .... Manhattan College . Vassar College . Princeton, N. J . . Annandale, N. Y. . Canton, N. T . Geneva, N. Y _ Hamilton, N. Y . . . New York, N. Y . . Poughkeepsie, N. Y. John C. Green . Various persons . f Hon. Abner Chapman . . . C Other persons . . Mrs. H. Seymour . ( Samuel Colgate . j P. B. Spear . ) William Bucknell . . [ Isaac Davis and others. . Edward J. Sears, LL. D., (deceased.) Various persons . Onondaga County, N. Y. Buffalo, N. Y. University of Eochester Union College University of North Carolina. . Eochester, N. Y. . . Schenectady, N. Y. Chapel Hill, N.C.. John B. Trevor, esq fMrs. C. L. Wolfe .. Hon. L. H. Morgan s James H. Cook _ I G. D. G. Moore...., I Hon. Eobert Earl . , Various persons ... Yonkers, N. Y . . New York, N. Y Eochester, N. Y. Newark, N. J . .. Newark, N. J . .. Herkimer, N. Y . Trinity College . Hebrew Union College. . . University of Cincinnati. Denison University. Marietta College . Oberlin College . Wittenberg College.. Heidelberg College. . . Urbana University .. Otterbein University Trinity, N. C - Cincinnati, Ohio Cincinnati, Ohio S. J. Browne estate. Granville, Ohio . . . M. E. Gray . Various persons Painesville, Ohio... Marietta, Ohio .... Oberlin, Ohio _ Springfield, Ohio.. TiflSn, Ohio . C Samuel C. Morgan, (de- < ceased.) (other persons . Various persons . Various persona . C Mrs. Barbara Kleins . Norwich, Conn. Canfield, Ohio. Urbana. Ohio - Westerville, Ohio . Various persons Genova College . Wilmington College . .. Wilberforce University Antioch College . Christian College . West Geneva, Ohio Wilmington, Ohio Xenia, Ohio . Yellow Springs, Ohio. Monmouth, Oreg. . Eeformed Presbyterian Synod. African M. E. Church and friends. Eev. E. E. Hale, E. W. Clark, and others. Various persons . Oregon Philomath College . Lebanon Valley College. Diciiinson College . Lafayette College . . Philomath, Oreg . . Mrs. S. others. McLean Annville, Pa Carlisle, Pa . Easton, Pa... Various persons and Philomath, Oreg . . . STATISTICAL TABLES, 881 benefactions for 1876, ^c. — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar- chips, and prizes. To aid indigent stu¬ dents. Library and museum. Object of benefaction and remarks. 5 O 7 § 9 10 11 13 1 ( . $100 100 About $1,000 have also been pledged for Merrill Hall. 1 $225 J [;•■■■ 25 200, 000 400 $200, 000 To establish the college. 800 800 For apparatus. 100, 000 8, 000 100 000 8, 000 ( 740 ^ 1, 040 ( 300 10, 000 1 10,000 f 2, 500 j 2 000 1 1 20,000 J> For centennial and library funds. ] 1, 000 L 14,500 J j 30, 000 $30, 000 To endow professorship of classics. 112 volumes for library, and birds, min¬ erals, and shells for cabinets; total value, $690. Telescope and building; value, $1,803. 1 r 4, 500 1 100 ] ^ 5, 100 <; 50 250 y For art instruction mainly. J [ 200 J 41 Also numerous donations to the library and museums, and to the chemical and physical apparatus. 9, 000 10, 000 2, 815 9, 000 2,815 C 500 f The interest at 6 per cent, only to be expended ; all income from interest 1 6, 000 i 5, 500 < over 6 per cent, to constitute a sink¬ $2, 000 ing fund to supply losses arising [ from insecure investments. For scholarships. Mainly for alumni professorship. ^ 15,000 1 . 13, 000 19, 740 10, 000 19, 740 10, 000 1 1, 500 C 1, 000 1 500 1,000 17, 000 17, 000 $8,000 for permanent endowment ; $9,000 lor contingent expenses and to pay debts. 1, 557 1, 557 6, 000 ' 2,500 750 2, 500 750 15, 554 1,700 12, 000 600 15, 554 To complete the north wing of the col¬ lege building. Subscriptions to be paid when $8,000 are raised. 1,700 600 For repairs on college buildings. 6, 432 882 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIY. — Statistics of educational Organization to which intrusted. Name. Location. Name. 1 3 3 TJniveksities, &c.— Concluded. Benefactor. Besidence. 4 Thiel College . ^ . Haverford College . TJniversity at Lewisburg . Mercersburg College . . St. Joseph’s College, . University of Pennsylvania ... Greenville, Pa Haverford, Pa Joseph A. Doyle . Pittsburg, Pa . t Isaiah Y. Williamson _ Philadelphia, Pa _ < Various persons . Lewisburg, Pa .... Mercersburg, Pa . . Philadelphia, Pa . . Philadelphia, Pa . . Various persons Various persons Citizens of Philadelphia. . Phihadelphia, Pa . . . The Lehigh University . | Swarthmore College . . Brown University . King College . South Western Presbyterian University. Southwestern Baptist Univer¬ sity. Bethel College . South Bethlehem, Pa. 1 Col. Bobert Klotz Various persons . Mauch Chunk, Pa.. Swarthmore, Pa. .. Providence, B. I. . . Bristol, Tenn . Clarksville, Tenn . Isaiah V. Williamson Deborah F’. Wharton John C. Brown . Sundry persons . Various persons Philadelphia, Pa . . . Philadelphia, Pa . . . Jackson, Tenn McKenzie, Tenn Fulton County, Ky . . Maryville College . Central Tennessee College Vanderbilt University. . . . University of the South . . Maryville, Tenn . . Nashville, Tenn. . . Nashville, Tenn. . . William Shaw, esq., and C Hon. William £. Dodge. ^ Cornelius Vanderbilt .... W. M. Cartmell . Sewanee, Tenn _ Mrs. Marigault Pittsburg, Pa . . . New York, N. Y New York, N. Y Wilson Coun Tenn. South Carolina.. ty, Southwestern University . Washington and Lee Univer¬ sity. Bichmond College . Boanoke College . University of Virginia . < Georgetown, Tex . Lexington, Va .... Dr. T. M. Haling Belton, Tex Bichmond, Va . . . . Salem, Va . . University of Vir¬ ginia, Va. Various persons . ( W. W. Corcoran Washington, D. C . . . 1 Anonymous Bethany College . . Lawrence University . Beloit College . . University of Wisconsin . Bipon College . . Northwestern University. Bethany, W. Va.. Appleton, Wis ... Beloit, Wis . Madison, Wis _ Bipon, Wis . Watertown, Wis. Various persons .. Mr. St. John . Samuel C. Morgan John A. J ohnson . . Portage City, AVis . . Norwich, Conn . Madison, Wis . SCHOOLS OF SCIENCE, {mining, engineering, agriculture, c£;o.) Illinois Industrial University.. Champaign, Ill. . . . Emory Cobb, esq. Kankakee, HI. Maine State College of Agri¬ culture and Mechanic Arts. Worcester County Free Insti¬ tute of Industrial Science. Orono, Me Hon. Abner Coburn. Skowhegan, Me .... Worcester, Mass.. Hon. William Knowlton.. Upton, Mass Stevens Institute of Technology Hoboken, N. J _ H.rmpton Normal and Agricult- Hampton, Va . urM Institute. Various persons Various persons STATISTICAL TABLES. 883 henrfaciions for 1876, — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. ‘ Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. Object of benefaction and remarks. 5 6 7 8 9 10 11 IS $1, 200 ) 0 0 For scholarships. For scholarships. Subscriptions in 1875-’76 for a new col¬ lege hall. c . V 85,000 15, 000 1,200 2, 500 $75, OOC ( $15, 000 1,200 2,500 50, 000 $50, 000 To endow the “John Welsh centennial professorship of history.” More than 300 relics and curiosities. Books for the libraries, fossils, miner¬ als, ores, &c., for the museums. 1 30,000 C 25,000 \ 5, 000 A 50, 000 For library building; also lot of land. value not estimated. For scholarship and general fund. i 53,922 1 . 3, 922 100 20, 000 28, 000 20, 000 28, 000 Subscriptions towards permanent en¬ dowment. ^ Centennial contributions for endow¬ ment. 440 acres of land for perpetual scholar¬ ship. ^ 1, 500 1,163 1, 500 $1, 163 1 300, 000 ^ 320, 000 35, 000 20, 000 10, 000 For scholarships. For Theological Hall and for scholar¬ ships. 1,720 acres of land. 1 . . 25, 000 600 volumes to the library. To erect museum. 25, 000 10, 000 5, 000 1 25, 000 10, 000 5, 000 To erect a library hall. To endow schools of history, literature, and moral philosophy, and for library. For museum building and to complete natural history collection. f 50,000 $5, 000 U25, 000 70, 000 j 20, 000 1,000 5, 000 5, 000 1 20, 000 1, 000 5, 000 For scholarships or general purposes. For scholarships. 5, 000 2,210 2,210 8.000 Ward’s college set of casts of cele¬ brated fossils. 600 100 500 2,000 6, 800 39,234 2,000 700 Also valuable minerals from various 6, 000 2,235 100 persons, and books and a large pho¬ tograph of Krupp’s Steel Works. 21, 739 12, 750 2,510 Also books for library and miscellane¬ ous articles. 884 EEPOET OF THE COMMISSIONEE OF EDUCATION. Table XXIV. — Statistics of educational Organization to whicli intrusted. Name. Location. Name. 1 3 3 SCHOOLS OS’ THEOLOGY. Benefactor. Nesidence. 4 Pacific Theological Seminary . . Chicago Theological Seminary Presbyterian Theological Sem¬ inary of the Northwest. Danville Theological Seminary Newton Theological Institution Theological department of Hopi College. Seabury Divinity School . Augsburg Seminarium . Bishop Green Associate Mis¬ sion and Training School. The German Theological School of Newark. Theological Seminary of the Deformed Church. Theological Seminary of the 1 Presbyterian Church. 3 Theological department of St. Lawrence Dniversity. General Theological Seminary of the Protestant Episcopal Church. Dnion Theological Seminary... Mt. St. Mary’s Seminary of 1 the West. 3 Dnion Biblical Seminary Moravian Theological Seminary Theological Seminary of the E vangehcal Lutheran C hu rch. Theological Seminary of the Deformed Church. Meadville Theological School . . Union Theological Seminary... Theological Seminary of the Evangelical Lutheran Synod, South, Protestant Episcopal Theolog¬ ical Seminary. Nashotah House . Wayland Seminary . SCHOOL OF LAW. Union College of Law _ SCHOOLS OF MEDICINE. Medical Institution of Yale 1 College. 3 College of Physicians and Sur¬ geons. Boston Dental College . Boston University School of Medicine. Oakland, Cal Chicago, Ill . Chicago, Ill . Various persons Several persons. Danville, Ky . Newton Centre, Holland City, Mich James Lenox and others Several persons . Various persons . Faribault, Minn . . Minneapolis, Minn Dry Grove, Miss . . Various persons . Congregations of the Nor¬ wegian Danish Confer¬ ence. Various persons . Bloomfield, N. J . . . Various persons New Brunswick, N. J. Princeton, N. J - Canton, N. T . Gardner A, Sage . ( Messrs. D. L. & A. Stuart ] W. H. Collins . ( Margaret H. Creswell - S. C. Herring . Now York, N. Y _ New York, N. Y .... Baltimore, Md . Petersburg, Pa - New York, N. Y ... New York, N. Y .. Miss Caroline Talman New York, N. Y ... New York, N. Y Cincinnati, Ohio. . . Dayton, Ohio . . Bethlehem, Pa ... Gettysburg, Pa . . D. D. Springer . Other persons . Daniel Stover . Franklin Tenny . Martin V. B. Hoover . Dev, S. L. Livingston Moravian churches Cincinnati, Ohio .... Indianapolis, Ind. . . . Bowjing Green, Ind Newburg, Pa . . Wapakoneta, Ohio .. Lancaster, Pa. Dev, 1. W. Love and others Meadville, Pa - Various persons Hampden Sidney, Mrs, Davidson . . Va. Dockingham County, Va. Salem, Va. Theological Semi¬ nary P. O., Va. Nashotah, Wis. . . Washington, D. C Various persons Chicago, HI Henry Booth, LL. D. Chicago, HI New Haven, Conn. Indianapolis, Ind ^ John De Forest, M. D Physicians . Indiana Boston, Mass. Boston, Mass. Various persons STATISTICAL TABLES, 885 benefactions for 1876, ^c. — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 5 6 7 8 9 19 11 |1, 200 |1, 200 ’'7', 000 "5; 600 $1, 200 $200 2' 200 $2, 200 1, 000 $1, 000 4; 000 2, 500 $1, 000 500 1, 500 1, 500 4, 000 4, 000 6, 000 6, 000 3, 000 3, 000 1, 179 1, 179 700 700 ) S 103, 500 . 2,500 ( . 350 350 12, 500 12, 500 22,000 10, 000 12, 000 C 500 1 2,000 i 1, 500 1 f 4, 000 1 1 2, 000 } 15,000 < 1, 000 1 1 1, 000 J (. 7, 000 2,000 2,000 6.000 6, 000 500 500 1, 295 450 845 1, 400 1, 400 5, 000 5, 000 50, 000 50, 000 400 800 800 2, 500 2,500 ^ 5, 500 C 5, 000 1 500 500 500 100 100 2,500 2,500 Object of benefaction and remarks. 1‘4 Collections in cburcbes. For a cbapel and library building. To endow the professorship of dt^aetio and polemic theology. For the support of Peter Herzog ITaU. A bull din g for lecture hall— Stuart Hall. For a scholarship. For Herring Library. Talman scholarship of $8,500 and Bishop G. W. Doane scholarship of $4,000. $10,000 for prize fellowship and $2,000 for scholarship. In land. General offerings, for library chiefly. The services of Judge Booth as de&n. 886 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to •whicli intrusted. Name. Schools of medicine.— Concl’d. Missouri Dental College . . Eclectic Medical College of tlie City of New York. New York Medical College ? and Hospital for Women, j Woman’s Medical College of the New York Infirmary. Medical College of Syracuse' University. Cincinnati College of Pharmacy INSTITUTIONS FOR SUPERIOR IN¬ STRUCTION OF WOMEN. Hamilton Eemale College.. St. Mary’s School . . Pockford Eemale Seminary... College of the Sisters of Bethany Logan Female College . . Smith College . . Wheaton Female Seminary . . . , Mt. Holyoke Female Seminary Adams Female Academy . Tilden Ladies’ Seminary. . Packer Collegiate Institute.... Ohio Wesleyan Female College. Lake Erie Seminary . Due West Female College _ Cumberland Female College. . . . Martin College . . ". . Waco Female College _ _ _ Vermont Methodist Seminary and Female College. Kemper Hall . . Milwaukee College . . PREPARATORY SCHOOLS. Talladega College.. Norwich Free Academy . Connecticut Literary Institu¬ tion. Woodstock Academy . Burtington Collegiate Institute. "Waterville Classical Institute . Phillips Academy . High School ....’ . Worcester Academy . . Austin Academy . . Cazenovia Seminary . Cook Academy . Park Institute . St. Louis, Mo...... New York, N. Y . . New York, N. Y . . New York, N. Y . . Syracuse, N. Y - Cincinnati, Ohio . . Benjamin Brandreth . C Miss H. Wolfe . . . . . < William Steinway . Various persons . . . . Sing Sing, N. Y . Hamilton, Ga . Knoxville, Ill . Pockford, Ill.. Topeka, Kaus . Pussellville. Ky . . . N o rtha m pton, Mass. Norton, Mass .... C South Hadley \ Mass. 4 East Derry, N. H. . West Lebanon, N. H. Brooklyn, N. Y . . . Delaware, Ohio . Painesville, Ohio Due West, S. C ... McMinnville, Tenn Pulaski, Tenn . . . Waco, Tex . Montpelier, Vt. . . . Kenosha, Wis _ Milwaukee, Wis . Talladega, Ala . . . Norwich, Conn.. Suffield, Conn . . . Woodstock, Conn Burlington, Iowa Waterville, Me . . Andover, Mass. . . Concord, Mass ... Worcester, Mass. Centre Strafford, N. H. Cazenovia, N. Y. . Havana, N. Y _ Bye, N. Y . Various persons . Graduating class of 1876. Syracuse, N. Y.. Hon. James Knox, (dec’d) Alumnae and friends . Various persons . Knoxville, Ill . Northampton, Mass Mrs. E. B. Wheaton . . fMr. and Mrs. A. L.Willis- j ton. j Mrs. J. P. Willi ston, and [ many others. Mrs. Philip Nowell . . Jacob Prescott . Florence, Mass . Northampton, Mass Mrs. E. T. Pell and others Brooklyn, N. Y - Prof. Fred. Schmidt. . Citizens . Various persons . Various persons _ Various persons . Due West. S. C . Milwaukee, Wis . . . American Missionary As¬ sociation, &c. Norwich, Conn.. Various persons . Abner Coburn ... Several persons.. Cyrus Stowe . Skowhegan, Me . Concord, Mass . Several persons . . . , Various persons .. Board of trustees . Total. STATISTICAL TABLES. 887 Imefactions for 1876, ^c.— Continued. 1 5 $100 250 16, 600 1,100 10, 000 100 150 10, 000 10, 000 2, 500 1, 500 1, 500 2, 000 20, 000 1, 000 2,000 2,000 3, 000 1, 500 1, 500 1,000 5, 000 1,300 12, 000 1.000 1, 000 10, 237 50, 000 4, 000 600 1,000 40, 000 780 1,000 3, 00*0 125 75, 000 10, 759 1, 000 Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar- , ships, and prizes. To aid indigent stu¬ dents. Library and museum. & 7 8 9 10 11 $250 ( 2, 500 { 13,500 ( 600 1, 100 $10, 000 100 150 10, 000 10, 000 2, 500 1, 500 $1, 500 2, 000 1, GOO $2, 000 $2, 000 3, 000 1,500 1,000 5, 000 1,300 12, 000 1, 000 1, 000 4, 000 600 1, 000 40, 000 600 1, 000 80 100 125 75, 000 9, 759 1, 000 1 1,665 Object of benefaction and remarks. 13 Payment of interest. For enlargement of building on condi¬ tion that as much more be raised. For endowment of department of men¬ tal and moral philosophy. For art gallery. The income to be nsed to pay tuition of needy day scholars. To found two scholarships. There were also many contributions to the cabi¬ nets. On condition that the amount be in¬ creased to $50,000. For the school, chapel, and library. For astronomical observatory. Not to be used till doubled. For endowment ; not yet available. In cash and pledges. 888 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to whicli intrusted. Preparatory schools— Concl. Chambersburg Academy . "Wyoming Seminary . Lapbam Institute . Claflin University . Schools for hoys. Cbambersburg, Pa Kingston, Pa . Kortb Scituate, K.I Orangeburg, S. C . . Hon. Ziba Bennett . C Wm. Winsor . i Benedict Lapbam . f Ex-Governor Claflin - I Miss L. Olaflin . . . . J Ereedmen's Aid Society, \ M. E. Cburcb. Other societies and indi- i. viduals. Cbambersburg, Pa Wilkes-Barre, Pa . Greenwich, R. I . . . C.entreville, R. I. .. Massachusetts .... Massachusetts .... St. Matthew’s Academy. Monroe, La Boys’ School of St. Paul’s Parish Baltimore, Md - Albany Academy . Albany, K. Y . Young Catholics’ Friends’ . Society. St. Paurs parishioners _ Baltimore, Md Various persons . Albany, K. Y . St. John’s School for Boys. Biddle Memorial Institute Leesburg Academy . Schools for girls. Manlius, K. Y . Charlotte, K. C - Leesburg, Va - Mrs. R. I. Brown . Hew York . H. J. Biddl« . Philadelphia, Pa - Various persons . H. T. Harrison . Trustees and citizens . School of the Holy Cross . Wolfe Hall . . St. Margaret’s School for Girls St. Hyacinth’s Academy . . Mt. Hermon Female Seminary . Brownell Hall . Scotia Seminary . Kotre Dame Academy . Muncy Seminary . Lexington Female High School. Clarksville Female Academy .. Santa Crnz, Cal . .. Denver, Colo . Waterbary, Conn . Monroe, La . Clinton, Miss .... Omaha, Kebr . ... Concord, N. C _ Baker City, Oreg. Muncy, Pa . Lexington, S. C . . Clarksville, Tenn Miss Catherine L. Wolfe.. Mrs. W. H. Boardman and others. Young Catholics’ Friends’ Society. ( Rev. Elisha Hathaway. . . < Miss Anne Walworth .... ( S. A. Dickey . Various persons . Residents of Baker County Anonymous . B. 0. Kesee, esq New "Fork, N. Y _ Connecticut . Bristol, R. I _ Cleveland, Ohio Clinton, Miss . . Oregon Clarksville, Tenn . . . Sullins College . . Lakeside Seminary . . St. Mary’s Institute. . . . . . St. Catharine’s Academy _ St. Paul’s School . . Schools for hoys and girls. Greene Springs School . Napa Collegiate Institute . . . , Morgan School . . Durham Academy . . Winchester Institute . . Bristol, Va . Oconomowoc, Wis. Prairie du Chien, Wis. Racine, Wis . Walla Walla, Wash. Citizens . . John S. Rockwell, (de¬ ceased.) John Lawler . . Benevolent Society . Bristol, Va . Oconomowoc, Wis .. Prairie du Chien, Wis. Munich, Bavaria... Greene Springs, Ala. Napa City, Cal.... Clinton, Conn . Durham, Conn - Winchester, Conn. Joe. E. Matthews . . Hon. C. Hartson - Charles Morgan . . . . Hon. S. S. Scranton. Mrs. Mitchell . Dallas County, Ala. . New York, N. Y - Durham, Conn . Wiusted, Conn . Total. STATISTICAL TABLES. 889 benefactions for 1876, — Continued. 5 1900 500 ^ 300 ] I J> 3, 130 I I ] 100 2, 400 7, 000 23, 500 1, 500 500 30 1,000 800 300 1, 150 500 7, 000 700 200 30 20, 000 1,500 500 1,000 265 COO 500 3, 000 20, 000 50 5, 000 Benefactions. Endowment and gen¬ eral puiposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 6 7 8 9 10 It $900 $500 C $150 \ 150 f 750 200 1 1, 650 1 530 1 $100 $2, 400 7, 000 23, 500 ( 300 < 300 ( 900 r . \ 500 1,000 800 300 c . 700 200 250 1 . 400 100 700 200 30 20, 000 1, 500 500 1, 000 . 600 ’ 500 3, 000 20, 000 50 5, 000 Object of benefaction and remarks. 13 For library and improvement to grounds. For library. For maintenance of 15 scholarships. Subscriptions towards a permanent en¬ dowment fund of $25,000. To pay indebtedness. Building lot, on condition that a dwell¬ ing house for the principal be built. For dwelling-house. For a clock and for printing. A mansion to be sold at the death of his widow and proceeds to be invested and interest used to improve the academy grounds. For ornamentation of grounds. Value of telescope. To erect Ladies’ Hall, For library. 890 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to which intrusted. Location. Name. 1 2 3 Institutions fob secondary INSTRUCTION— Continued. Benefactor. Eesidence. 4 "Wilmington Conference Acad¬ emy. Cookman Institute . Masonic Academy . Dover, Del. Yarious persons •Tacksonville, Bla . Yarious persons Milton, Bla . . Yarious persons Clark University . Fairburn Academy . Nacoochee Male and Female High School Talbot Yalley Select School .... German Evangelical Lutheran School. Howe Literary Institute . Chaddock College . Atlanta, Ga . Fairburn, Ga . Nacoochee, Ga .... Mrs. Bishop Clark . . . W. G. Garner and others . . Fairburn, Ga — G. W. W illiams . Charleston, S. C . Pleasant Hill, Ga . Addison, 111 . J. H. McCoy East St. Louis, Ill Quincy, Ill . Ten trustees . Charles Chaddock. Astoria, HI. Friends’ Bloomingdale Acad¬ emy. Spiceland Academy . Ackworth Institute . Coe Collegiate Institute - .... Friends’ Select School . Lenox Collegiate Institute . Cedar Yalley Seminary . "Wilton Collegiate Institute _ Alexander College . Bloomingdale, Ind. Spieeland, Ind .... Ackworth, Iowa . . C edar Eapids, Iowa Coal Creek, Iowa . Hopkinton, Iowa. . Osage, Iowa . "Wilton, Iowa . BurksviUe, Ky . . . . Citizens Spiceland, Ind T. M. Sinclair Mr. Young... Cedar Eapids, Iowa . Yinton, Iowa . T. M. Sinclair . Yarious persons . Franklin Butterfield. Several persons . Cedar Eapids, Iowa . Hebrew Educational Institute East Maine Conference Sem¬ inary. Westbrook Seminary . Hallowell Classical and Scien¬ tific Academy. Hampden Academy . Hanover Academy . Leicester Academy . Peirce Academy . Wesleyan Academy . Christ Church Parish School. . . Wesleyan Methodist Seminary. Grand' Eiver College . . Marionville Collegiate Institute Stewartsville Seminary . Proctor Academy . Penacook Normal Academy. . . . Francestown Academy . Coe’s Northwood Academy .... Kearsarge School of Practice . . South Jersey Institute . St. Stephen’s School . Ives Seminary . Cayuga Lake Academy . Adelphi Academy . New Orleans, La. Bucksport, Me . . . New Orleans, La. . . . Deering, Me .. Hallowell, Me. Mrs. Moore and others Hampden, Me . Hanover, Mass ... Leicester, Mass . . . Middleboro’, Mass. Wilbraham, Mass. Eed Wing, Minn.. Wasioja, Minn .... Edinburg, Mo . Marionville, Mo. .. Stewartsville, Mo Andover, N. H _ Fisherville, N. H . . Francestown, N. H Northwood, N. H. . Wilmot, N. H . Bridgeton, N. J. . . . Millburn.N. J .... Antwerp, N. Y _ Aurora, N. Y . Brooklyn, N. Y _ Citizens . Hampden, Me. Former students of the academy. David Smith . Springfield, Mass . . . Six persons . . j . Yarious persons. Anonymous . Hon. David Clark and others. John S. Brown and Charles Amsden. Sarah F. Wallace . Eben S. Coe . Hartford, Conn . Fisherville, N. H - Francestown, N. H . . Bangor, Me . Mr. and Mrs. I. B. Young- man, Mrs. Calvin Fiske, , and others. C Miss Anna M. Mulford. . . i Yarioas persons . E. S. Kenwick, esq - Yarious persons . Hon. E. B. Morgan - Several persons . Bridgeton, N. J _ Millburn,* ii." J ’. ’. ! ' Aurora, N. Y . Candor Free Academy Candor, N. Y. STATISTICAL TABLES. 891 henefactions for 1876, ^c. — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. Object of benefaction and remarks. 5 6 7 § 9 10 11 13 $6, 000 1,000 $6, 000 To liquidate debt. $1, 000 200 volumes for library at an average value of $3 per voluine. 1,000 1,000 2, 500 2,500 300 $300 250 250 333 3, 000 3, 000 30, 000 4, 000 To pay debt. $24,006 to pay debt ; $6,000 for endow¬ ment. 30, 000 4, 000 3, 400 3, 300 300 $100 300 1 2, 500 For repairs and improvements. ^ For salaries. C 1, 500 i 1, 000 200 200 896 896 2, 000 2, 000 300 800 500 To pay debt and repair building. For endowment, on condition that $2,000 be raised. 1,500 1, 500 1,000 2,000 105 2, 000 105 For repairs. 500 500 100 100 To repair building. 200 200 Completion of gifts to the amount of $10,000, to be kept as a permanent fund. 600 j 1, 150 ^ 1, 000 150 For library. 350 350 300 300 For repairs. 2, 100 400 62 62 250 250 For current expenses and library. 300 300 For school apparatus and furniture. 500 500 300 300 1, 000 V 1, 500 \ . 500 S 1 40,000 ( 5 17,000 1 To pay debt. i 23,000 1 209 1, 200 419 500 500 Books for library and specimens for cabinet. For librarv. 50 50 892 ItEPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to which intrusted. Institutions for secondary INSTRUCTION— Concluded. Clinton Liberal Institute. . Greenville Academy . St. Vincent’s Pree School . Eochester Eealschule . Saugerties Institute . Hicksville High School . Ealeigh Graded Public School.. Washington School . . Albany Enterprise Academy. . . Germantown Institute . . Friends’ Select School . Lake Shore Seminary . Friends’ Select School . Missionary Institute . Avery Normal Institute . Curryton Baptist High School.. Lexington High School . The Willard Library .. Boston Public Library . Thayer Public Library . HaverhiH Public Library . Williamsburg Library Associa¬ tion. Astor Library . Georgic Library . Cleveland Library Association Cane Creek Academy . West Tennessee Seminary .... Nashville Normal and Theo¬ logical Institute. Madison Academy . . Eiver-Side Institute . Troy Conference Academy. . . . St. johnsbury Academy . . Green Mountain Perkins Acad¬ emy. Carroll College . St. John’s School . School of the Good Shepherd. . Brigham Young Academy .... St. Mark’s Grammar School _ Salt Lake Collegiate Institute LIBRARIES. Bridgeport Library . . Moline Public Library . . Clinton, N. T . . Greenville, N. Y . . New York, N. Y., (Eiverdale P. O.) Eochester, N. Y . . Saugerties, N. Y . Hayesville, N. Y . Ealeigh, N. C . Ealeigh, N.C . Albany, Ohio . Germantown, Ohio Germantown, Pa . . North East, Pa.... Philadelphia, Pa . . Selin’s Grove, Pa . Charleston, S. C . . . Curryton, S. C - Lexington Court- House, S. C. Cog Hill, Tenn.... Hollow Eock, Tenn Nashville, Tenn. Orrin Perry and others . . Several persons . ... Thomas C. Cornell . Marshall, N. Y . , Yonkers, N.Y ... Eochester Eealschule So¬ ciety. Saugerties, N. Y . . . Churches and individuals Eev. K. Koeberlin — Elizabeth E. Fisher . Friends’ Meeting . Jacob Stroup . Greenville, Ohio . . Germantown, Pa . . North East, Pa _ American Missionary As¬ sociation. Fourth Division, Edgefield Baptist Association A. S. Barnes & Co . G. P. Wetmore . Citizens . Dr. Nathan Bishop. . New York, N. Y _ New York, N. Y _ Newport, E. I . N 6w York, N. Y . . . . Eutledge, Tenn .. . Lisbon, Tex . Ponltney, Vt . St. Johnsbury, Yt. South Woodstock, Vt. Waukesha, Wis. . . Logan City, Utah . Ogden, Utah .. Provo, Utah. . Salt Lake Utah. Salt Lake City, Utah. Various persons . Thaddeus Fairbanks.. Nathan T. Churchill .. Lisbon, Tex. . St. Johnsbury, Vt . . . Woodstock, Vt . Joseph Eichardson.. Various persons . City, Various persons and Sun¬ day schools. Sunday schools in the East Utah County and Provo City. Bridgeport, Conn. Moline, Ill . Evansville, Ind .. Boston, Mass . Braintree, Mass . . Haverhill, Mass. . Williamsburg, New York, N. Y . Starkey, N. Y _ Cleveland, Ohio . . Various persons . Mr. and Mrs. S. W. Whee- lock and others. Mr. Willard Carpenter . . . Evansville, Ind . Boston, Mass.... E. A. Hollingsworth. . Hon. E. J. M. Hale . . . Mrs. Sam’l Williston . C W. B. Astor, (deceased) ( J. J. Astor . Mr. L. A. Cheney . -. Leonard Case . . Easthampton, Mass New York, N. Y . . . , New York, N. Y _ Starkey, N. Y . Cleveland, Ohio . . . . . STATISTICAL TABLES. 893 henefaciions for 1876, ^c. — Continued. Benefactions. Total Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. Object of benefaction and remarks. 5 * 6 7 8 9 10 11 13 $40, 000 431 $40, 000 For new building on condition that $80,000 be raised. $431 3, 000 726 4,250 80 4, 250 To pay debts. 300 300 240 (24 0) 3U0 A library of 200 volumes. 200 200 2, 000 494 3, 000 366 $3, 000 For the second professorship in theo¬ logical department. 366 300 300 80 $80 Value of school books donated. 500 volumes for library. 3, 500 25,000 25 25, 000 Given in 1875 and 1876. 1, 300 4, 000 4, 000 1, 300 For furniture. 4, 000 3, 000 1,000 $1, 000 1,000 1, 200 750 750 900 900 For scholarships. For an Estey organ. 300 300 7, 000 400 7,000 400 1, 200 3, 500 1, 200 3, 500 To pay indebtedness and purchase books. To establish library. 409, 000 500 400, 000 500 To establish the library. To extend the department of pure mathematics. 500 500 4, 500 100 4, 500 ’loo |260, 000 250, 000 \ . 10, 000 A house and a lot of 11 acres. Library building. 300, 000 300, 000 894 EEPOET OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Staiistics of educational Organization to wliicli intrusted. Benefactor. Name. Location. Name. Eesidence. 1 2 3 4 MUSEUMS OF NATURAL HISTORY. Museum of "Wesleyan Univer¬ sity. "Uotre T)ame MnaPiTim Middletovn, Conn. Notre Dame Ind Earlham College Museum Eichmond, Ind . Tabor College Mnaenm _ Tabor, Iowa . . Cutting’s Mnaenm _ Lunenburg, Vt INSTITUTIONS FOR THE DEAF AND DUaiB. Maryland Institution for the Education of tbe Deaf and Dumb. Pennsylvania Institution for the Deaf and Dumb. Eredericlr, Md .... Philadelphia, Pa Benjamin Eeigle, (de¬ ceased.) Hagerstown, Md.... STATISTICAL TABLES. 895 ’benefactions for 1876, ^c. — Concluded. Benefactions. Object of benefaction and remarhs. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. « • g'C p. % Ph To aid indigent stu¬ dents. Library and museum. 5 6 y 8 9 10 12 ^450 $450 100 100 450 450 125 125 600 600 11, 000 $11, 000 Estimated value of legacy ; estate not yet settled. 22, 751 Including interest on invested fund, &c. Table XXV. — Publications, educational, historical, 4'C., for 1876; compiled from publishers^ announcements, by the United States Bureau of Education. 896 EEPOET OF THE COMMISSIONEE OF EDUCATION. lO 40 o o o o» c =■ CHO lO 40 S s O R O c > c-i a -.o O'^-g-grO .;e-®fq-g 0-3 ®O.^0 ^ ■ o-g 2 fl • OT <1 -• I ca ‘ O ft® >j ® o ^ ft Mci ^ R3 af C3 ^ g li!^ |^3| ^ O ^ o '02 'P| •.S bi) .2 R.S <«og J-i M ® rt P o a .2 jcl® .'! p|5§| pg§|2 rft - 5 p ft .2 P ‘^.03^ a l-Sp g b£o3 op-' - - ^ ® -ft 1 a l-g ® “I S.gl a ® .S Sca"^ >4 1 25 ® 2 a 2 2 O 2 S'^M ^ ® ® « .'==> P-a o.S^'S 2 2 § >r 00 a:)«4H . 4^^ c^.S'gS ?oiS|' ■g 2 ig.S 1.1 o| J.S §3| I g S|5 Se^ » .an <] OOHCSfl SH Hfiwn ccHW H H IrfWl r-|it 35°al" l«l.«l ^ a o'^'Sp Pl2 2'® 2 • Web ® ft . Pea >4 P 2 >-. p p Pp . >iti 0^043 ®M a'j3 oM a > a-.S'^ aSS^§° olS .2^®a^J SbVQ o®|‘^laed ® a5‘g aP ^“.a aP.2r:3 '^®go42|5 £ ®P £fe £^’^| a lo^fi 0-5^ §H3'-5 6 ^PH<1 fi |||P ^|>3|H O bJ) strong. o OO o ooo o o OO O OOlO o ^ ^ OCMCl O STATISTICAL TABLES. 897 oooooo ooo 04ft o o o o t-- d C« 1-i ! §3’^ 2 H ■ ® : W d Mo "£ § i.a a O : .9 : o |l Mcc § c ® a a M o ® o a Igas 0'E;S«a;g .9 <103^0. W Q, ..H sj ■|W2.S® o ^ 5^ q fl'd*" ^ .g 1 ^ 2 <1 ^ i Cj bc^.S ■B qO , g -2 a m.2 o 2^^2I|'E:21 2«4-I 9 a q^'Stdr go”te§432 ' > hf^-a.2gJ-S o* S o § § : I| 2 a o a^H^H P^i S'®® §.cq>^ ® H OTS M S .kJ ® i:j ® ® . a ®5^ g'd £ 2 a 5 2fef2.t •SO 3”® Hpq-g.9 I w h'I 2 2 ;s >-. E ■£ a ‘d . p ® Pw-0’W ■gi‘gLA.E g o £ le^siSd ^ 5 c3 Sal' gp o o 3 ® §C5 aO . ^ ^ ® ! 0^5 l-nl ;li| !<1 .opHbt 2*^faM.-g .Eajaaj® a !aag ^ &.2P § E®lcq^ i| o.| afli tllagi^g^lpliili^llSi = ® ^ H q-.§ ^ a ®l a ^ 57 E W^*:gp <1 M rg| a 2 I o 2 0^.2 a.2 a-sn.! 1^ gW'Of^ c ®;^ g E’.2.-2|^|h.3h aqS ^ H <1 HO <5Wf=HMW fl fl M M Table XXV. — Publications, educational, historical, 4'G., for 1876, ^c. — Continued. 898 REPORT OF THE COMMISSIONER OF EDUCATION. o o o o o o Irt O O O irt o t- tH 00 ^ (N r-1 .-I 02 00 00 00 00 00 00 tH 00 I-H I®® 1-1 00 00 00 r-l o cs N : : :!25 O O CtH - . © <1 : : :^ gW'^ ••a 73 pa ^ 2 u a 3 pq o 5 I pd.5 nri=s;- l-tpq Ph pa ^1- il 2 Ip'S ^ o O * © ^ ^ • a 4i ft ^ p^2 ^ ^ -g ^ ,> S bQ-® -. ^ - a^'i ,23^ . ..i sm si I Sl’^iirs “ i Js|| a a o-p © o 2 pq a © a-jo'© ’llllll-° s 'g a-a . -^|.2 =s I 2 g'aSi ai-s © ft H 5rg ^ 1^1 a W -a !-a.5 •Spa ai ^a ®2 c _S b f^-o^-g-^pa--g S ^ . © a .'a :<1 ©w Pd RP 5.2':;^ g ® g<1'® © a g g g i5 a 'o tJ S ® -, ■© .a 'o a © ?'S +=> -g “ ao o S’gR ^ RR<1 O <1 ^ R R §f| Itl g a ••> , - . ..H © bc'2 -p a iSw^^|§©g-^ , • bc-a la ^ ® "a r*i'^..SSg^-^-feSi 'S'S:a«l^''S-lii ;2 M J pa' a .p';S w ^ w ha^ ^ ^ ^ I— 5 O <» a ^ ^ "o j§ ©4 “^olgoas o 3^4^c4-( ^ :§ oQ flc« p o 5s ^a^iS-Sgu '”0 ° ® ® g r i . S a©H--.2-2 0-2 ■|-.2H--2igi^© o oo o o o « Cti-I STATISTICAL TABLES. S ^ S S 899 oi s :a‘ > f CO ^ s: • ' ' • > • o a ' S ' : : 1 iiu . > oo CM ; (» ; ; i ^ d d d d d d d • • • d ^ • • d d d • d bil ® bC • ^ d d P 1 a (» 02 M a a CM 1 a (M a a CM CM o p pa® p ao tx) cjot-hO cx) 8vo 12m 1 a pa M (» M p p P h4 ll II •SS O tf •s| OPLI M 0<^J o H : II •A 'd =< I f4 .a o o H ® >s w O p' ^ ® w -.M “J 2^'® ..2 gczj ® 1-3 p’ ill 11^3 ® c3 j 03 ^ S-J m I Wo o a .P g Is I •a::! I id 2 ^ P^cc P {25 Izj o :i <1 d n M . p lllS^ .P o| q" ® cj ® „ 2 o S o ®* 2 q q a 9 ce-^ ® .-5 '■:qdQ ® > S Hip- S-ad! ® >5®P q gP 2 ^ •§) -I bC fcJO W H ^ N Om p >. rH j3 C* • {§ .3 2 S.H t »■ .2 P © q p^.q^Pi'q'o'i H n3"d += ad a .-epdlS"" ^ I J w g ^ >a Ec] M „ q o ^ 02 q >il3 . g H =« a) J qP q . ® ®4i'^ a g ceH q ® t>q3d 2 o .a a M a gojopQmoH'qq “opo^'^q te 2Sg-S<2'si®p=2 p p ;3 •c-s® ^ A 'Scb'op'^’^2 .a ®i-i p p q q • 2^P-§ O’-* g(?« § o®m 5^ o:a PM Sm ®^®0'2^ a q os .2 ifsn>mm ^^rT-3c3P_od ^d ^Pp^drcs b'o'S §P gp'o'o a o2^'*'^^®qoM®M®o9 •© Hs ad aP^PJd^^«i'Sa3-ao2^ ,P P o cc^co ^cqj» ii? ill'll ^ a a-||p3:§P SP - o ^ dp|p“ a P--§ . q-a > gp P^p "p o|o||ag'g^| -H ® §P®P|§'2^'gq l«l3f::|llK:i pP ^ MO'-M-gPP O § ^ ®'^.2{> ® § t>;S02g q'^^S P .2*^9'® o “>•*. § oS OM g S'^d'g So ®,gqo^oa2®qro,® P ® I .saiM §S^ES:gfl L® ® ®^®p^q ■© § ‘o P 'o O ;q 'o w is Is 1 1^3 S ^ PP Wm John B. DulTey. Table XXV. — PuMioations, educational, historical, 4'C-ifoii' 1876, ^’c. — Continued. 900 EEPOKT OF THE COMMISSIONER OF EDUCATION. O O O O O O W m OIrH o m t- o g Ph_- 0°^ S ® ® a ®a2 12 S3 o 3 ^ 3 o CCrg ^ N ‘ i ^ C3 C5 a s t- >5 5 pa o o 5jP p p O PP bt-43 9 a <1.a ® "g 5 a a 2. »=• a 9 2 33 H 3 a •a| lO o o o STATISTICAL TABLES. D O O O ' O O O ‘ GICO « o S S ij* o o moo 901 o o o o c? o o o a a 3 to (M o o o o a I ce 00 00 GD r- ■ o’do ododd • ^lll lllll^ o o o a a a to to O O Oo o ©S 02 § = 'H ; : : : ®i> 3 fi ■.H • ^d ; ■ :W : •- : i i 'a'g' 3 • * • 2 M 1 ■^'■ 3 I : I M § 2 § "o -2aPM OW ^'3 2 =3 .a a CM C •|o| £g<^ ; ® a_* ; oi-sP : ill ^ ^ o P 2 ^ o ® a ■lo.2 ^ 5 M a W I t>> 'pj ^ >~rs O ® ® a3 'Sas ■£ a a ^ o .2 ^2 '®c®®'t« Wo i 'o'® ^.a o'© a'+=‘ . "3 §2 ■“' 9 a „ o _o mW o g M a go ■ a jO H 9 'C .■y ® rrs a §a H s 0+3 5a 3£ = ^6) w CO ^ .W .2 M .t o a 9 M-S ® '='•2.9 a ^-agL 0;fl2 2 . WO O g OQ O O g^O oa q.2 W pp W bC 3 '2 ^ pS* W . 'C 5 H ^;^HEHO*Po ^ © 4J 00*^ CS'« . I .o i iii i o p • cd ^p;®c:i'4h3 ® ce 1 t>. ® ig=« s 3 . o ® o >^0 -g g bS © opqa^ g g U . P'CSS ® fa ct ^ n. <0 > O «w^'^k53,Tit.’p;a9'^Oa5 2^2 o m c3 ^ a J g © o t» -g 1 l^i I oJ.S ■sfill g^ogj 1 gl°>®^ i POfaO^fa ^ litliiiis ®^'r®2^ cj^ MB ■“ o t^©2 ©^ P t. o § 3 ®!2J . «h § ..W:g3.33©-^®2 p©©c'p§p-2'35„^-. |'2g5§Pi®S|2e^ 3 ci- 2 9^^ &B o llSilSgli5S>?5 H fa>^ p HH •fa ;p^J >.. >;JrT °^© : ©"p. 'o © ^ J CD Ph 2.p'§'B ©p^l i O t>-.2.S p|a® os B o‘3 §00 ® I © © '< fafaHH p'^iS .3 >5 = 3 ® ©faPfa 'P K W - H=« 'fl 3 9 ® -7^ o 3^3 ©BJ fll^H b3.o'P i3:-gi^i|iii ,...S.«|alS.ag| I^^W.SiStSJ.'g.gHf'S o fa M <1 hPh 02 ^ol. 6, 635 1 25 STATISTICAL TABLES. 905 OrHrH ^ Ql Cl d Cl Cl t- O O d 0 • 0 6 I : \s a : s a : d i i d i ! d i d i i i s • ^ ri • 00 > I t> > ; : i ! 1 ® ® • ® 0 i a 00 00 ; ; ; 0 0 c3 § d « cS • 1 d c5 d d 0 0^00 a d ctf ^3 *0 • d d s a ® 3a 3 & 0 0 0 0 0 a a a a a a ^-a a 0 a 0 ? a 0 000 a a O-Qn C w^cn O! ^ > 00 0 > 00 c^3 Cl 32m3S M2 M M^2 ^ CO CO w 1^’ w KjOOOOOO oo l^nsr^snsrrjnjr^ - - £> •MO • o If.i '°|p^ g : s ® -S a I e3 O 3 ^ <1 H hi MS IS 0,0 o os o o StO 'O -O M ^ ns . fi M ^ ^ I B ^ S 3" « oS-o a ^ 0*5,; CC M Id 5 ►•P S j MM I Sf^ v,-^ -M ^ 3 a? -- . ^ .a ® 0-^ eBr-H %% 'Em ^ I •1^ fl:§l i « a I " ^ fi < o Xt< soM 2 O’..- >--2 mP^ -3 o.S g I M .12 ..aqo^S 'a 'O! d 5 a^ 'Sc'S Pi «:i dfi >o t m3 ^3 i ca o '~^ S o . a cM gM ®M o 2|wsf,5|||||^|“« I'iJl'.Sswjiallfg .•M 'M °°"' :M 3;^ . ® 1.3 oPM tn s:- a o diO’ M o ’B^ js'^ Otrj jui'a^ll ^ jO M3 W M t>-s • a = SoM ® -si O 2 !3 • iM Ph Qj I ® -d O M ^ ® O CM M ? fi © ..(5 05 32 rjsiiiii II z I |l!=l§l:ll«'i”lSl MM'S y o'-';g^ . no .Mno S ® =l.-3|S,2l||:^l I all-5'1 .Jl' c a. 2 ®'^ ®.2M3^ g.M.a^ es+=.a o -2,:^ , tpa®5jp'id — >-M 0>j®bt i|MM.2i|5iM P-g^ .$® • >5-^52 o-M o cS'2 ■tn •tt'M'a g o a Ssis ,, _ «5|“,iS^-s”g s-s I p3«_it.^*oS5>;0 n sso'M^:g^isoip;i| '®“3sSP23®®'^o ®.2 2!»'®'o'ae^so®^ ^t^pSPs.sog3-'S;2®;2pp o® o§®.^=3M3| >> § § ^••5 if P 3m uJ ®'^P . 53 ■ a ■Srci a > >. a a .ap v2 P O . 'SO ^ a 5^3 Pi iS i S o. nSP 5=: 3 Oczj I® s ^ > J-l © o So Wo -^•^'Sp^' >p £ cs - . . s=-a <» Sm i_ifcjw(iJCar3 — ‘SPPOOWm .3^ U m’fcf a • _o O O O O O s‘S •- a? o o o o o 3g lO* ;Ni >50 C 'SP_ 1“”^ Sill ® O fH 3 3 2^;2 Pcg>5« •s S^' oW ^"3 I «? j M 3 o a s| |3 M 0'^Pi.253 o T • .. , o ^ P 3 I 3 •< ' P^W _ p [fe ^ ole's, M'S §p a O ^ gW'^ §ll 0§3 > a •a. - . .^'S'S ^.na ■ ■ ' wi^ o a_w) 23'^ a ao 03 y O Ji,(u O 3“ ®Ph.2P ©- .r; .i; 2 'cj .*^;^ © © c ® il r f-* os 5 L fc^uj ^ StdtdUHijind c 2 2 ® •- ^ 9 «-* © ^ ^ t: nWBWPW|j^ ^^'OPW 'IW SO.^P 3-^ ^--o a-4^ - gs ® 2W.^-3^pO PH M HPH HHHH l^iP P P P ,S-| sS|n|^| tl»ai£|lgla=.=| M-'^ ^^m.2 K2 >=--'0 ^no P,g -g'S H a-g a ^ g iJa a>5^^g>o3'^^^-g .P'S S 5 a S’'^ -3 ^ 3.0 S > ^ ■§ a fcC a P td a • ' >-.2 aa03fj:^WOmc^^C4.H2 « t35 oP 3 >5 05.® O o5 . ^ o « I - - O « i.2OiCiO}(H o o a a a to GO a Wo 2^ OS;. 00 Mas OCQ 000 o o rri ns nri rri rrs fH < ^oQ £^-2 ;o ss ■ « § 1^1 ii iea^,| «p5«I M-a art 2 ei - - >v |S|I rol^ o ti -2 W®s £.: a art^cj o a 2 o £ >;Q . >> PW^ r2 !? 35 H p r § 00 g^PW^a® o?3| c: a >>:a ® a °P ® 2 -no g ^^.SnS^-CdEij a^ bfi .sc«gg - I® -S-a^ WX-^ . .W^^^a-C§ S'® i-2 2 . '^ p -2 a <1 _ 2^.”.'S'| ='||J rt's^l i-rt l.alfc] a ®‘3 S^caciT: .gOp^i^o >--^ bia I® P.2 =.^s.- 1^ P P P-gg W"2o 2 fS rt' a . b5 |o| a«| a ® '®W w ® W a g & -lap P o ^■2 M ” W i® P Sb'S ;9w.S a-® l|® S2g||^ ^o®|-'®| a a^ ■s§-g^i'2 Silio<§S ^.2^ fpog^agl;^ ta ° ^ P S « >J . S'd W p ?ap 'H gw 2 |P o . 2.^ rt aj-jH Ph c5 a/k^ S’J o H o 2 £ . fl a-s B-a S a ^g.gp2 £='cr5to':.-’42.2 ^a ,> .^' ■ t. OS'S &c^S2^ 2 ® g S2 § ®^ fcfl §J3H^.2P.S«.2i5.§ i'Sw S.2PW.§.2P^.2 ^ M W HPP <5W H EhW aW a i-sip-? 'ioi’^-a |'§p-2| ® ®-S3 I g||l 2 &i.aigl.s'i^.5 rt' I' <1m ^WP P mPPWP ^ ®OH Sa ® .§0 .g ® CO ® g!^ ^-a^' 1^ c3 O kSIjI ^ ° dip . S' I 1 121-1” t !§s2|I^S !’n'^ = rt ®Q gOrg ^:S'“ a l^ii@i S)^j£2^2 2||^ rtW ^ H <1 WkP P P ■Publications, educational, historical ^'C.,for 1876, — Continued. 908 EEPORT OF THE COMMISSIONER OP EDUCATION. rsinifs w oo moooc '?I(M(MCO©KMCM(M -GC .S?Q M & .2 fiW W i| a u i-sM :o pfel to O'© jd •> fl •*3^ < i® VU^ si W I £ SO ^ a = 3 a 2!^ ^65 W.2g _® ®o p "o p ^ § a § iis <1 ® ,r© P p S p O o; >j bf.i >s a .a p ^.pq •S'? •'Hg . -.2 ‘^Ph C3 ^ 0, ^(71 O PE-i'p iwg I a a ® p :^ww §|l§ .2 .S Q o a g a 0 2 o J g-43 1 .1-^3 . p a^p^a'Ti^s-gfeg. HHP ftp <1M’< h' „ CULM'S® p’ ■ ec^ = ,_j.'p p>5P pp fia® ||f-. ^S'on °li2'i‘^ Sifl •s-g •-a • 'aoiP'ajcSsp p 4J s p^^agpi®®y^® p^.,2rr»c«'i'S^^-Hr3 9 b20j p^^.jS|fea| .agHp^g^® .g^SgsgaSiOassa S .2 ^ r/5 ^ g|^ "4 C«f,£ . . .a> Mj Mm p £m . g ■sis.sg S iS p p p P a :P . ® bcja ^.S^.'Sp'Pmp Pp >?| ■2-i'lx'i ®'r'l 3®“ STATISTICAL TABLES. 909 ooo oooooo o ifi »r3 o iri ifj o O fH ^ 1- o o o o o o ooo O O O ^ O O O O 00 xn o CO iO s s o o £ > > « 00 CC r- H 00 00 00 00 ooo > > t» oooooo ? 3 5 > (N > 00 rH 00 ® H ■ ^.2 ■ 2 ^ U I •S ^ ooo o o 3 oj a®2 i : i ; : rp rpr^rp i i i i M- 2§ i : S o'^p j : i i i : III 6 6 i ® i w ^ Pd Oj O ^ c3 c3 "tf n3 ITS ® ^ 2 a o Ih •2^1^ ^ § O cS ^'O ^ m 9 i 1 1 • >s :p :p ! ao ig I §C • 0 :S'3 ^ t- 2 1 “P 5ta „ a p 2 ^^p .03^ 5H ® if ® O 3 Ah §■ ^ 2-2|^Ah fl=3 i • ^ ® I fl .a aS ^ -2 .2 a - q-J a-S . ® p a^a J§ni“ il'^3 ||I|h .2 :h pi > • - s £ S =|1i I PI^H §1 -123 s".i';l| a n ®i® - o 1^ a I ■•§ &j ^ P 2 >■1 O So a OQ P P '® ®L®;p mP*^ a'S j t>. "la . :t> a £•'2 Pq^P ©, ga^P^ P P P £ ^ p a a 2-2 « PW M oP P pAH P I w 3 oj h-j i« ia ^ ^SS 'M-a * B-O t>,J I -a ®cH ® • a >> a aj-’-S ►f ^ ip.2 2 2 . .g^rg.; >5^ a o d o aoi ^ I •3 -a na ® 2 • H 5= ® o .-S ^'3 o< P S'2 a ;P ® p • 5’^ ^ ®a g-2 P SJCa, r.. 1^1 >1H P 'C ® O P &2 tH CSP ap-H ^ a M cS-O O PHP t'f-’: S‘-wO w ^ cS >^ ta © ■qa'aPgo^ap § a -SSI'S .2 ^aP-2^^'i^ a aa^^Pj'gg^ |ai||.§^«|§® 22^ 2^ M-aP.-sa U HPH OH O I a[a „ ! ®o-c «2 o ap — a- 6 2 m" a 2 g > M g .2 ^1® a“'Sia gP a a tiP-g g 2 2 S '3 “S i^lAnPaO l5|2®Sa-2 p|^'a« Sop 1^ p ^*8 o.g Pr§ ^p ©S o a s d’p a.2^ P.-ti . r^'gW a B POS p o p c3 S c;p ® gP Pm^ ^ • >X -•-'EM I ^ ft :l§p5 i-^'pM © g-^l <^H <1 H 8vo . I vii, 111 1 2 00 Table XXV. — Publications, educational, historical, ^'c.,for 1876, — Continued. 910 REPORT OF THE COMMISSIONER OF EDUCATION. ■O tc I ft M O 01 lO O 00 O O O O t> > > > 00 GO 00 00 00 CO 00 o o o > > > CO 00 00 o a > ©* 00 iH is ■£^3 O a W 'gl S (N tj ^ P I •o (D cS 0,:0 1-3 «U. >5fn fe St .-wa 3 fl 'c ^r & O O a ot> -W '03'Cp -2§ . .at> n +2^ ® f>-§ ID §,S O i g awo^-3 B ® a i<5s^|w8 O HHw S Ef^-p o'a-vi tliD®£5S S (^p^.s P " "S .i4 oaj'®® ftpL_:'^ 03 >-ra_ .|l!i:-|l|||iln^^ J ^11 i2il4li&i«l|S||oJ s||Iq g agon's “M-sl t-^T3 .2 gP © CO 0 9 PI i g a-gr^.s ” .2 n.S'^iiv.PHsHl rt^g « a;3 -iM ®.2 gp ® al •r3 'C C '5 05 += a W ^-3 ^ t?3 J© g gn^p g ©a i o^g's'^.s ^ g's i s §3'95ph'|^:;:^:3 'S-S'g.B ^ ®.& fl-S.2 § ^ |2i||.a||i!|^rl^'|l||^ -.^ © O ^© P ^§t-P - dp|pP| ■p's a t>'.s © p ° © M cc a ll!s°'il ll^p Ip P HP O o o o o o Irt lO o o STATISTICAL TABLES. 911 C< U5 O «5 (N Ut lO rH (NrHi-l(Nr-l iH^ D O O O ift CT) O t- rH CM o ire O O -q O o tg O o s a = a g o a o (M Oi !0 > (M > oooooooo aaaaaaaa i i : id p : : 'Q : : i * * • ^ • • 1 • • Mi i : : a 1 :>• q- i^\\\ i : i ^ i.2 : j : ji^ ^ i i i i ft ! . "q "Sb ^ • * * ■ ' * ^ ■'Oi • ■ ’ ‘ to » « • cs • ,ir ♦ • • • ^ 1 • • ■ • 'S a;E O 08 s ® "''V'^rS'a'CnS - 0.2 t 6'^i o 'Sis M • d o :d:^ lg§ wg? o ® ft ; g^'S'^ Sq<3 ^ ' 'Cu "a fl'o^o o -opt; o«a O’g CO 9 ©■s ija l§ ■|P • 2 o a •So . c a ;i-5a2 at ® .aW o • a ’ o t>;ai W <1 Cm O ■§'^1 o'a oi-l gj ® 2 Sal a > a pi? a^ ® , O ® M h aS PS Ssl •a a. 2 ®.2 S P^ (H d^g .1 fti •:a pq'S^ • d,B >5 . p4 .2 a o ® " ^..P ^•B Sis I® aw H P SmM a, *1 , Ctj O o _i ® J3 ;»'s$lil S«|S3|-S’' SP.g a c geo o 2 w)§.9 - bt«2 S§) . 2 2 2'm '§h'=^BI^p^£ p”l’.§1ll J glw|| -g a p,+a a ..« § 2.al oa O a C:3 9 S a ® a ’^l <1 ‘2 ;g=Mftp£ios-fi„2 o s •i 'r >-.— t>p .a ®;B . p g^p '*-' § o o >j .. 4sP.a g MP |o •^SpI p & ^3 2 -a 2 •lT' ps I ^ § >5 Pg ^ W o'P j aj 2 ? -2 P P a p ^ P B ©P ^ 0^1 a ^ M ST? (z >J ^ ® .^3 'SI .-§3 ^02 a a2 B®9BsS®'^P iS 5 0.2^=^ btaa ® . P a pg .2 vh .2 P P 03 ez2 ^o ^ f a ®, B aS«3i H S o.a S-'^S “P Bssi o=„ p'gP® SSkm§S“ 5h|s|||| ® 9 HP W S Table XXV. — Puhlications, educational, historical, ^c.,for 1876, ^'C. — Concluded. 912 KEPORT OF THE COMMISSIONER OF EDUCATION. 2 0 a 00 > GO r- X ^ Pu C3 a s « 1. o §3 pH s . ^ <53 •|c? W § roO ei!Z2 S'O s ® 02*^ . 0) ^ fT> Fh g M S lT &. S.^ o_ ® >j Hpq .ai > ®cd 2't- 5 '0 ® ® PP ^ ® O'^ rj 2 5 ^ i .2 § br*" W • ® ^H"n3 § cqS '2 a o « era I 'O ^ §P^ ® |l rq^ 'o'O >>2 » a m3 I ° d| c I fl ® ^ . g'«’q -53 &» ^ §d^;5o| 2 I aj ®m3 ^ ® o a ® Mh^a I wcg I'lo §|P^ istf S a oS ’S =•§2 - • •li|] . 22 .^® ^ S'® 'C'^ d ® -S - -pp 2 a P 3 03 ® S ® ^ 2 P3S ®:_ ■^'oco g Scti - a 2t 2 b'^' ^ ^ ■g O r3‘ I || b'o ;|w^!l^ i a)H ® § 3^2 ^- ^3.® g'^p «^a JU3 -U ® .%( l2 ^ tj .9 ^ aS^a . c;.0 Os-.o.3 o'-io' o'® 2 '=^2'^PhP^( a "an IwPa^ .a®;^ . H p'-gF ® ” g ;P ® -2=^.2 -■5 8 25 2 §2 2 « t a'S ®.5M.a £P O HP H p «gQ ..^; q |§^oi1^l'-i 1 '^.^|‘^®2 1 2 ® Co's ® -S’S O I -2 q §3§gp^®a "3.3 ^ . I g bo^§1bbl^55 ® J q jj t>-.~ !=> Q .2^ ®p a s ® ■g ^'1 a 9 ® g S O ® .2 a cq- o 3 -q, ® P rp d rh-SP t>:K-H3'ggq“ lSig'sS-l5||li HPL, <1 Part 2. STATISTICAL TABLES. 913 So o o o r-l r-l Cl ® 30 OOO OO OOO OOOOO 30 OOO Od OOO OOOOO >5 CO to O d Cl Cl CO r-l rH Cl Cl Cl rH 9 9 P P S o o OC .XI • •• I I ■! II !■ ■!! iiiiii ■ ** **^* * * ** * * "* ■*■ IIIIII MM o o c o o ^ ai li Mh, o o OO il M PiO , r • a fi-2 >5 § « I fc^.M a 1^-2 P N p*^' Ip Jo §1 P g P^'oi O!^ M © •" ? "S M.2 ® ocM P o ^P PS a<1 g§ cijtii >2- M CO S P 'a --2a ;-2 O O'Ci^ . f-i t> f> ® ® woSa <) , M'P ^ a ! -^^ogS) I M g OJ tS !/2 P ® I g :0 M- P^ W'gM 1 gw s" M-a •as zn S ill S :si «^iil a« «a 31 ...«1 |M S'jQ||p ;gSM a a a 1^-a a'W ^qPI a — a .a '> ra ^ Q at— ® Q 'S ijCcsKt-^© — — ©-C— B r-agM- 2-S W^iiJM .2 ^“2 s ^M-SaPo- aP- M';!j- s'iaw a W w t- ^ o I a- a g d § §wa .£2^ -S p PJS^"^ pq a P'Ppg o .^. g_^-J l^-P ^ tc O E3 lj ^ ^ ^ .aW'go^ aq-^'p'rt'^ © ® Is 13 ^ s o © a o 'd Ph P^ Ph 'a p" 1 ^ zi k! . ^ g 1 i ■g, p 'S®.3 P'l^ U fixl: ^ p . ..'Pi ^ . “a ti.§.2 g.3 «'='=§ i=l .saoSlMH P N ©"P^ t oP p^' Pi a I ^ ap' b © > P M©P P 54H PL, © o P fH rqj © .3 b£i« 'Srq'nS § 3r- d d . '^ © P P5 o P S3 ®^P3 ^ d ©Pi © g a a^: d ^ a a d 1 1 a H.. „ 1 ^ d O O “lliii 11111” >1 a« o lb a’S q-d p'^'^ o •E^'C a;sf^ ©.p's ®p-5 P P © E'^ dP^-i bCd-tiopH „ «d dw 1 1 S llll^jlala J S3P o-l^^ ^.a w ;0 g|3.£ a p3P- 11^ 32 STATISTICAL TABLES. 915 O o O O O O O UO o o o ^ ^ o o S 00 S 00 00 00 le^ pi 1 g 'g £ ® § - ®a2 >> «} ® S S fl I 1“'^ fils § o gi;| I W s 1-2^ 0 £-e'^ o i ^ 'S: ; fi «| -■^5 ^•S'gQtl >>fe - K 45 9 ^•| . 11®. S §5 2 Mo « ^- 9 Cj'IS m j. FQ 1-5 >= P .^jq-:sH|||i|i ® giH ® ® 2fi ofi^'^ S ©aql aP-is . g S ^='q I >=8)^ ^ ® &'-'^.i 2 9 O-F § “I fiP b c ^ Mg 2 o^e » BS g d’g ® ^ O cj . >; n ^r— p q ffififiqq wg" o g o'.3« ^ I §|§| ip"^ Ifig'^11^1 S'! gfin > § J o O |S_§ |;gfiw ^^Jfi's ® _o I a^t 'c fe tD d ^ Ih ° 2 o ® P p| ® ^-M P =o-2“-'a-‘-‘^ tEp2.-. ^jca'tsP 5 > ®-®cd g'-5^'S b£, ®^jp pfi g^_;^2 s ;i3 ’I P '? o j P H ^ £-p-2w|.^^|(£ b^^5;ao.§^ p ®|||||a|^g^| r,. « P P <1 O O c^H 5 H P Table XXV. — PiiIjH cations, educational, Mstorical, L^-c.,for 1876, cfc. — Continued. 916 EEPOET OF THE COMMISSIONER OF EDUCATION. o o CO CO S Ph CO o 3 ^ ■ • • t * 1 1 1 It 2 ! I 1 I ! ! ! ! 3 § i :t>i : : : : : : M I I I 1 I I I I *~1. S 0 P5 : : : 111 C • =3 rSg-'N II d1 2> -e.o c f-* S^oo is p43 ^■| n o 2^ c3 ifi a , “I P^H .3-g ~ C5 "3 P . ta .2,»-a -P l-S If ^1 II a1 a| M« os ■2- -"0 "Sc W OS O .M'g 05 .^.C^ "o 05 ^ 6 . ^ of I n p P" 4^ ^ ' pT^ sc -• ® fl Ph I M fi^'l ^ O O ^ .t5 ^2'i .^•3 a 1 .I'^S p r <0 Jrj P p2 5 c« P^ a o ® cs q £:§I«5. . S|S^_g.2 ^ r .p Co® Sci'P o .’« P.2 M.SP{ q^M tT P r (D c 2 o jM ' gii-5 . 41 EH W STATISTICAL TABLES. 917 O irt o O o CO lO o o o o o a 'S ^ a WcHI-S O P M w li ^ § ,p m|^’ *^3 ^ ro s5 O .2-oy • l^a a I cS . 4 - W? -J o ^ ^ -cS .,3 ill s cS <1 iSp I !^ ;w. p 2 O fcD a 2 W ^ I !^' ^ M : o c : o ^ p. „ P-P'-S-S M fl O cS :-sP PS-5gP CLi t^gpi* P M ^ o|S -u 3 q ® a tr 2 Sh.St lp g^ pp O •-p ^ p r >5 .p p 2P !>5 txo'^ : o o ® ^ "o ® ® P^ui *S ^ CO T pl§ i •r! o3 o c .:= tig I O'S^ P-sC ipaiPi p o e .^o2^P S ■oO ^^P-^ai siKtsi® KB's^'sa'^ O P 3 ^ Isi ® cSr^ fc-j _ S tUD.2 - ,P fl ^ C "h P< j m a a ® >;'a 2 Pg |5PPH |ti '&§ I 3 a S I § a i go £ ® jsoaH.S' ^.qg p-^gg'ig^ . § 05 ^3 P ^ 1 ^ «»-! 03 'S ® ? 'S'S 2 ®-f J ® t^Qj lCj P^ ai W •'S ^3c^® M-®®- 1 ■’lllia-ri "=S o, i.aC^'-' pp S'? IpI i ®'i.® .p a s ;^d - 5 'S *3 ^ d^S oP o ® ®Pco.2H 3 g -' ®?,o'S^Q 5'S§ Ss ®P P ® o o o ' J I a 5:P.2^ ® ® fciC K a ^3 S^pf^.2^.2<^l^^ico.2^P.2 O HP<1 P M PhHO P P y P'2 ^ * c-l o .o .‘^P O 0.33 a “2 a ® 9 ® ap ^ ®^-g 01 O o 2 •’j £.-( ”“ P 9 ® >'^ H ® 2 ? o S-O CO 5 > «n£ ^-|§ Q.rt 05 ... > ® >.§0 cS-g 03 cH .2 2 ® ss <3P Table XXV. — Piihlications, educational, historical, ^c.,for 1876, 4'C. — Continued. 918 EEPORT OF THE COMMISSIONER OF EDUCATION. O O O O iC O 00 00 00 ^ : O an a an gPH g ^ a S 6 |W .£3.^2 I" ^ : ^ i >5 •gi^ 0.2 L -M A o ^ -:a >. P" £p br t*j =1 cc-^.2 P fig] ^.2 •o • PI ■'.'3 ^ 0 . W . Q.M o*r^ P ll^ll |211p CC.S;a'5^.-g oO o o §P 1 5 O O .. -J oHmo.2- o 2 o'-l H -g ^ _ g 2 c» P .2 0 .2 <3 pco o'2 p : P : |p Ip !i 3h‘ .2p rtP o - .2P “ >> P ® o > 2 be - .S'3 pa p ® ll IS .'o ^ o ro ’s g ^.s^Sigtlllol L. i^ieg-r-^o^o 5 ►-5 P .s i g 4:j § 'P^-2 OCU!^ . P" o p< o o pl« S C ^=e2 p a p 'c tc llll^ .2 2 3H^ BP'S H ' ■ '•g.a^'o a; t ‘p as® ■ - P P .S B H >. ..2.S '-'"-PC 2 9 §§53^ i -^1 §® g0^o= ;rt >3ja o P .2 p0.aBB a P H tc p-^ o H STATISTICAL TABLES. 919 .s » CS S O n! O 6 a g 1- O 02 aS o 'a Ph Ph o M o <4 M i 1 p : p : • i P : ^ . . . . p <4 : P oo p :W i I a : 1-5 ^ ; o : ; ; : 02 •• • ■ P;g 1^ PP '!p OP^ ^ 03 H’i |pN 'S'Sa p^gg, l^v P a u na ’i mJ ®p ^ t-. . ® ;|PP5 P^P ^|l ® rt a P ” ® §a^ Ph^<^ =o5 go gW-g o-g a 03 ® .a 1-5 ®a3 >• &-a ;§.g a Soc^ 0:1 a §•-5 gPpP > .9 So ig^§§-:::ii8”j ^ ^ -2 .2 a • ® o -o M . ^p.p^^gO®jg.-o=gpqg 2 -.2 I £ ^a^aa g ° a ® ®?,| i«l" Sl||i3l|H| ||^ I ^'5P'-gG4^P^!i2g®p^-43-gflaa^^p§a<1a3-g-. HOOHHnHHi-scQeiHH fAP’i^ .i^-2 ,-<«2.2 o fcjp a i- i>c '1 02 -3 § * g ^|i ^^02- cs o ^;3 gp 9 J d3 .2 o >, P ® 4J iS 3 3^ II a a ?3 P i § ® i ® .P a a pf a §a ^ oP p> p^ 1 p p - a '^p 2 o . p ^p 'w O » o m a p o (-5 a I ll -■P ® >'.'3 Pp IP'S l^-'lw 'p-^a^a .go 2 - w ^ a^p^p:^ii ®|'^'i § g !|p2 i^p ® o carw*^ ^ 3 g-op-ap^ >o O H HP H p®^^ IIq rpa„ ^ 1 1 -'2'^ Illo-sp'l^l h'® _:®®2S£=^ -^-S loads'. s:Si?; cl P®_ p< a I a ” -A^ ® ®iafe>53p'aaoaPa gJ.g®J aapo o flPp a aa*^ gPl'S ^db>5s-3^^ Ij'O fci P 5^1 P.2 l-H ® P s >, S'® Pas fctjsig Sj"^ 2'2-S § 3 a g’SP a^ HP P P riudlay, M. A. Table XXV.-~PuUicaiio7is, educational, historical, cjc., for 1873, Concluded. 920 REPORT OF THE COMMISSIONER OF EDUCATION. o o o s s a t> _ p ri' w pp'S.s P.-^O} P P CJQS 2 a’?? > ..a O o ■a P ^§So|02oC’f C’2® H-2 o © ^ 2.S g'S 2 a'^'^ ©'^■'^f§ P P S 2p S a a ° £ .o-g- P.-20P ® ^p^tp © c Q a © P © o C;=£ !:JQrt6 o S "S w g o . a © a Pk p £^p ^ B CP^ PP P PPH BPP I' STATISTICAL TABLES. 921 Table XXVI. — Imp'ovenicnts in school furniture, ojjparatus, ventilation, ^'C., patented in the United States for the year ended June 30, 1876. Name of patentee. Eesidence. Number of patent. Title of patent. 1 3 3 4 Browne, N. N . Hall.J.S . Dyer, I. T . Evarts, H. H . Bradford, “W. A . Puterbairgh, Gr. W., and Teal, A. E. Crumrine, S . Tharp, T. D . Grant, G. H . . Spencer, W. F . Dole, J. A . Wilbur, G. A . Lockwood, R . Marshall, H. B . Childs, J. W . Nichols, J. H . Chinnock, G. H . Conklin, B. Y . Hughes, F. M . Peard, J . Richardson, H. J . Taylor, De Witt C . Whaley, B. B . Scatcherd, J, N . Arzt, F . Juch, J . Kingham, W . . Kuhnel, P . Poznanski, J . Woodstock, Ala .... San Francisco, Cal.. Chicago, Ill . Chicago, Ill . Goshen, Ind . Greenfield, Ind _ _ Indianapolis, Ind . . . Marion, Ind . Richmond, Ind . Richmond, Ind . Bangor, Me . Skew began. Me . Boston, Mass . Kingston, Mass . Kansas City, Mo. . . . Fhillipsburg, N. J. . . Brooklyn, N. Y . Brooklyn, N. Y . Brooklyn, N. Y . Brooklyn, N. Y . Brooklyn, E. D., N. Y Brooklyn, N. Y . Brooklyn, N. Y . . . . . Buffalo, N. Y . New York, N. Y _ New York, N. Y _ New York, N. Y - New York, N. Y - New York, N. Y _ 169, 950 170, 083 171, i:0 172, C07 170, 810 173, 340 173, 272 174, 032 176, 622 176, 701 171,272 173, 197 167, 455 169, 649 174, 480 173, 988 168, 229 a6, 797 176, 532 177, 549 166, 938 171, 884 167, 812 173, 502 178, 043 172, 268 170, 174 174, 424 174, 852 Rosenfeld, L . Somers, D. M . . Stagg, D.I . . Stagg, D. I . . Kilbourn, B . Hintz, J. C . . . Schneider, G. P . Kline, W. H., Upham, J., and Tattle, S. D. Haggerty, J . Melhorn, S. L . Buzby, A. G . Hempleman, A. W . Irrgang, B . Sallbach, O . Burrington, H. H . Darling, S . Darling, S . Darling, S . Butt, D.L.R . Schirmer, H . Durant, E. G . Dennis, J., jr . Stith, F . Redmayne, T . New York, N. Y _ New York, N. Y _ New York, N. Y _ New York, N. Y _ Richfield Springs, N. Y. Canton, Ohio . Cleveland, Ohio . Eaton, Ohio . Corry, Pa . Hanover, Pa . Philadelphia, Pa ... . Philadelphia, Pa.... Philadelphia, Pa.... Pittsburg, Pa . Providence, R. I _ Providence, R. I _ Providence, R. I _ Providence, R. I _ Pilot Point, Tex.... Wheeling, ,W. Va . . . Racine, Wis . Washington, D. C. . . Washington, D. 0 . . . Sheffield, England . . 168, 673 168, 850 167, 033 177, 583 172, 270 169, 543 177, 663 172, 451 178, 847 169, 826 174, 777 177, 835 166, 382 178, 961 178, 594 169, 152 176, 776 a6, 574 170, 708 169, 735 172, 401 171, 507 169, 597 169, 478 Geographical globe for schools. Combined pencil sharpener and eraser. Pencil sharpener. Friction j oint for school desks. School seat. School desk and seat. School desk. School desk and seat. School furniture. School furniture. School desk. Inkstand. India-rubber eraser. < Blackboard attachment. School desk. Relief map. Toy building blocks. Blackboard and other rubbers. Puzzle block. School seat. Ruler. Alphabet board and blocks. Alphabet exhibitor. Drawing board. Slate frame attachment. Musical spelling tablet. Ventilating churches, houses, &o. Planisphere. Combined pencil sharpener, eraser, and holder. Inkstand base. Erasive tablet holder. Folding school desk. School desk. Calculators for manufacturers of picture frames. Drawing board attachment. Pencil sharpener. School desk and seat. Blackboard rubber. School seat. Pencil sharpener. School desk. Letter block apparatus. Mechanical ledger. Blackboard rubber. Inkstand. Inkstand. Inkstand. Adding machine. Inkstand. School furniture. Dissected picture and letter block. Draftsman’s ink-saucer. School desk. INDEX [ITote. — Education, teacliing, instruction, school, and other words of like character will not he found among the topics; e.g.: instead of “schools of science,” look for “science, schools of In indexing the abstracts of State school reports (pp. 5-465) the schedule on p. 3 has been followed for the arrange¬ ment as nearly as possible.] A. Absenteeism and truancy : Increase of, in California, 26 ; truant law in Mas¬ sachusetts 181. (See also truant school at Ham¬ burg.) Academies: In Connecticut, 48; in Maine, 160 ; in Maryland, 165, 172; grants to, 166 ; in Massachusetts, 188; in Xew Hamp.shire, 257; in Hew York, 282; in Utah, 461. Statistics of, table VI, 584-671 ; summary, Ixx- Ixxix. Academy, Military : (See Military Academy.) Academy, Haval ; (See Hav.al Academy.) Accents, Greek, 482, 483. Adams, Hon. John S. : (obituary notice,) 397. Adrian College, 206. Age of the scholastic population : In Alabama, 5, 6, 7 ; in Arkansas, 14, 16 ; in Cal¬ ifornia, 23, 24, 25 ; in Colorado, 36, 37 ; in Con¬ necticut, 42, 43 ; in Delaware, 55 ; in Elorida, 61, 63; in Georgia, 67; in Illinois, 77, 78 ; in In¬ diana, 94 ; in Iowa, 110, 111 ; in Kansas, 122, 123 ; in Kentucky, 132, 133, 134 ; in Louisiana, 145, 146, 148 ; in Maine, 153, 154 ; in Maryland. 164, 168, 169, 170 ; in Massachusetts, 178, 181 ; in Michigan, 199 ; in Minnesota, 211 ; in Mis¬ souri, 228 ; in Hebraska, 240; in Hevada, 248; in Hew Jersey, 261; in Hew York, 272; in Horth Carolina, 296 ; in Ohio, 304 ; in Oregon, 322; in Ehode Island, 351; in South Carolina, 361 ; in Tennessee, 369 ; in Vermont, 390 ; in Virginia, 398; in West Virginia, 411 ; in Wis¬ consin, 418; in Arizona, 431, in Dakota, 434; in District of Columbia, 437 ; in Idaho, 446 ; in Indian Territory, 449 ; in Montano, 452 ; in Utah, 458; in Washington Territory, 462; summary, xx. Agriculture, colleges of : In Alabama, 11 ; in Arkansas, 20 ; in California, 32; in Colorado, 40 ; in Elorida, 65, 66 ; in Geor¬ gia, 72, 73 ; in Illinois, 84 ; in Iowa, 117, 118 ; in Kansas, 129, 130 ; in jlentucky, 140 ; in Loui¬ siana, 151 ; in Maine, 161 ; in Maryland, 174 ; in Massachusetts, 191 ; in Michigan. 207 ; in Minnesota, 218 ; in Mississippi, 225 ; in Mis¬ souri, 237 ; in Hebraska, 245, 246 ; in Hew Hampshire, 258, 259 ; in Hew York, 286 ; in Horth Carolina, 302 ; in Ohio, 317 ; in Oregon, 327 ; in Pennsylvania, 343 ; in South Carolina, 367 ; in Tennessee, 379 ; in Texas. 388 ; in Ver¬ mont, 396; in Virginia, 405 ; in West Virginia, 415 ; in Wisconsin, 426, 427. Statistics of. Table X, 729-737; summary, xcvii-c. Akron, Ohio : School system of, 309. Alabama, State of : Summary of statistics— school population and attendance, teachers and their pay, school dis¬ tricts and schools, income and expenditure, school fund, 5. Historical sketch of the State school system, 5- 9 ; authorities ; constitution of 1819, act to es¬ tablish a system of free public schools, county supervision, constitution of 1865, 6 ; constitu¬ tion of 1868, 6, 7 ; fchool fund provided for, powers of school board, administration of Alabama. State of— Continued. school system. State teachers’ association or¬ ganized, 7 ; paralysis of school system, im¬ proved condition, provisions of the constitu¬ tion of 1875, 8 ; superintendents, names and terms of office, 8, 9. Elementary instruction — school fund, schools and teachers, 9. (See Table I, 500-507.) Training of teachers — State normal school, Elor- ence, other normal schools, 9. (See Table III, 550, 565.) Secondary instruction— public high schools. 9 ; private secondary schools, 9, 10 ; preparatory schools and departments, 10. (See Table VI, 584-671.) Superior instruction— University of Alabama, other colleges, colleges for women, 10; statis¬ tics of universities and colleges, 11. ( See Table IX, 698-728.) Scientific and professional instruction — State agricultural and mechanical college, law de¬ partments, medical colleges, theological in¬ struction, 11. Statistics of schools for, 12. (See Tables X- Xm, 729-759.) Special instruction — institution for the deaf and dumb and the blind, 12. (See tables XIX, XX, 806-811.) School officials, list of, 13. Albany, Hew York : School system of, 277, 278. Albion College, 206. Alcorn University, 225. Alexandria, Virginia ; School system of, 402, 403. Algeria : Educational statistics of, clxxxii. Algona College, 116. Allegheny, Pennsylvania : School system of, 336, Allen, Professor George, LL. D. : (obituary no¬ tice,) 348. Allentown, Pennsylvania: Schools of, noticed, 338. Alsace-Lorraine: Educational statistics of, clxxxix. Altoona, Pennsylvania : Schools of, noticed, 338. American Association for the Advancement of Science, 472. American Philological Association, 468. American Social Science Association, 469, 470. Amherst College, 188. Anglo-Saxon, the study of, 475, 479; until re¬ cently generally ignored in American col¬ lege 'courses, character of the language and availability as a means of mental discipline, 475; importance of, in its relation to modern English illustrated, 475, 476; methods of study¬ ing languages, desirability of the philological me thodrin studying Anglo-Saxon, 476 ; time for Anglo-Saxoii in the college course, 476, 477 ; great need of, in normal schools, 477 ; histor¬ ical sketch of instruction in Anglo-Saxon in America, with notices of text-books, 477-479 ; statistics, 479; opening for Anglo-Saxon schol¬ ars, 479. Ann Arbor, Michigan : School system of, 203. Ansgari College, 85. Argentine Eepublic: Educational statistics of, cxciii, cxciv. Arkansas, State of : Summary of statistics — school population and 923 924 INDEX. Arkangag, f^tate of— Continued. attendance, teachers and tlieir pay, school districts and schools, income and expendi¬ ture, school fund, J4. Historical sketch of the State school system, IS¬ IS ; authorities, constitution of 1836, territori¬ al provision for schools, duties of school trust¬ ees, of county school commissioners. State hoard of education, 15; changes in school law, 15, 16 ; constitution of 1868, act to establish an industrial university, organization of city schools under act of 1869, institute for the blind organized, 16 ; school for the deaf and dumb opened, 16, 17 ; changes in school law in 1873; school administration, causes of de¬ creased attendance in schools, 17 ; financial difficulties, school law of 1875, 18. Elementary instruction — condition of public school system in 1875, present condition, 18. (See Table I, 500-507.) . City school system — of Little Hock, 19. (See Table II, 508-549.) Training of teachers — normal department of In¬ dustrial University Branch Hormal College, district normal institutes, 19. (See Table III, 550-565.) Secondary instruction — public high schools, pri¬ vate secondary schools, preparatory schools and departments, 20. (See Table YI, 584-671.) Superior instruction — Arkansas Industrial Uni¬ versity, other colleges, 20 ; statistics of a uni¬ versity and colleges, 21. (See Table IX, 698- 728.) Special instruction— Institute for the Blind, Deaf-Mute Institute, 21. (See Tables XIX- XX, 806-811.) School officials, list of, 22. Arkansas College, 20. Arkansas Industrial University, 16, 20. Arizona, Territory of : Summary of statistics— school population and attendance, teachers and their pay, schools, income and expenditure, 431. Historical sketch of the territorial school sys¬ tem, 431, 432; early difficulties, 431; final pas¬ sage of a school law in 1871 ; subsequent pro¬ gress and present condition of the schools, 432. School officials, list of, 433. Art Education, Special Report on, cxxxix, cxl; museums changing character of, cxli. Associations, Educational. (See Conventions educational. ) Association of the Representatives of American Medical Colleges, 470, 471. Atlanta, Georgia : School system of, 70. Atlanta University, 72. Attendance in schools : In Alabama, 5 ; in Arkansas, 14 ; in California, 23 ; in Colorado, 36 ; in Connecticut, 42, 45 ; in Delaware, 55 ; in Florida, 61 ; in Georgia, 67 ; in Illinois, 77 ; in Indiana, 94 ; in Iowa, 110 ; in Kansas, 122 ; in Kentucky, 132, 135 ; in Loui¬ siana, 145 ; in Maine, 153 ; in Maryland, 164 ; in Massachusetts, 178, 183 ; in Michigan, 199 ; in Minnesota, 211 ; in Mississippi, 221 ; in Mis¬ souri, 228 ; iu Kebraska, 240 ; in Kevada, 248 ; in Kew Hampshire, 252 ; in Kew Jersey, 261 ; in Kew York, 272 ; in Korth Carolina, 296 ; in Ohio, 304 ; in Oregon, 322 ; iu Pennsylvania, 330; in Rhode Island, 351 ; in South (Carolina, 361 : in Tennessee, 369 ; iu Vermont, 390, 392 ; in Virginia, 398 ; iu West Virginia, 411 ; in Wis- con.sin, 418 ; in Arizona, 431 ; iu Dakota, 434 ; in District of Columbia, 437 ; in Idaho, 446 ; in Indian Territory, 449 ; in Montana, 452 ; in Kew Mexico, 4.')7 ; in Utah, 458; in Washing- ton Territory, 462. Auburn, Kew York : School system of, 278. Augusta, Maine : School system of, 158. Austria-Hungary : Educational statistics of, clxxxii, clxxxiii. B. Baden : Educational statistics of, clxxxviii. Baltimore, Maryland : School system of, 171. Bangor, Maine: School system of, 158. Bates College, 160, 161. Bavaria : Educational statistics of, clxxxviii. Bedford College, 103. Belgium : Educational statistics of, clxxxiii, clxxxiv. Belleville, Illinois : School system of, 83. Bellevue Hospital School : c'lvii-clx. Bethel College, 138. Binford, Superintendent, J. H.: (Obituary notice,) 408. Bittle, President: (Obituary notice,) 409. Blackburn University, 85. Blind, instruction of the : In Alabama, 12 ; in Arkansas 16, 21 ; in Califor¬ nia, 33 ; in Illinois, 90 ; in Indiana, 106 ; in Iowa, 119 ; in Kansas, 130; in Kentucky, 141; in Louisiana, 152; in Maryland, 176 ; in' Mass¬ achusetts, 195 ; iu Michigan, 209 ; iu Minnesota, 218, 219; in Mississippi, 226 ; in Missouri, 239 ; inKevada, 251 ; in Kew York, 290 ; in Korth Carobna, 303 ; in Ohio, 320 ; in Oregon, 328 ; in Pennsylvania, 334, 347, 348 ; in South Caro¬ lina, 368 ; in Tennessee, 380 ; in Texas, 389 ; in Vermont, 397 ; in Virginia, 407 ; in West Vir¬ ginia, 416 ; in Wisconsin, 427. Statistics of. Table XX, 810, 811 ; summary, cxliv, cxlv. Board of education : Organized and powers of, in Alabama, 7 ; abol¬ ished, 8 ; organized in Arkansas, 15, 16 ; abol¬ ished, 18 ; established in California, 24 ; in Colorado, 37 ; in Delaware, 56, 57 ; in Florida, 63 ; in Georgia, 68 , in Indiana, 95 ; members of, 97; provided for, in Iowa, 112; abolished, 113 ; created in Kansas, 126 ; in Kentucky, 134 ; in Louisiana, 148 ; in Maine, 155 ; duties of, 155, 156 ; abolished, 156 ; organization and powers of, in Maryland, 168, 169 ; discontinued, 169 ; reappointed, 170 ; created in Massachu¬ setts, 180 ; powers of, 182 ; provided in Miss¬ issippi, 223 ; in Missouri, 229, 230 ; in Kevada, 249 ; in Kew Hampshire, 255 ; in Kew Jersey, 2G4 ; in Korth Carolina, 299 ; in Oregon, 324 ; in Texas, 385 ; discontinued, 386 ; created in Vermont, 391 ; created in Virginia, 401 ; in District of Columbia, 438; in Idaho, 446, 447. Boston, Massachusetts : School system of, 183, 184. Boston Public Library, cxxxv-cxxxviii. Boston Training School forKurses, clx. Boston University, 188, 189. Bowdoin College, 160. Bowdou College, 72. Brazil ; Educational statistics of, cxciv. Breckenridge, Dr. William L.: (Obituary notice) 142. Bridgetown Library, cxxxii. Brooklyn Collegiate and Polytechnic Institute, 283. Brown University, 358. Buck, Rev. J. Lloyd : (Obituary notice) 428. Buildings for schools : Tax for, in California, 25 ; condition of, 26 ; in¬ creased number of, in Colorado, 38 ; small and ill-furnished in Delaware, 57 ; funds for, in Hlinois, 80 ; trustees empowered to provide, in Indiana, 95 ; law authorizing the issue of bonds for, in Kansas, 124 , trustees to provide, in Kentucky, 133 ; taxes for, in Louisiana, 147,148; tax for, in Maryland, 168; district taxation for, in Massachusetts, 179, 180 ; num¬ ber of in Michigan, 203 ; in Minnesota, num¬ ber and condition of, 213,214; in Mississippi, provision for, 222 ; in Missouri, funds for, 229 ; in Kebraska, 242; in Kew Jersey, provision for, 263 ; in Ohio, 304, 305 ; in Oregon, number of, 322 ; in South Carolina, number of, 361, 364 ; act to provide, 362 ; in Tennessee, number of 369; in Texas, provision for, 384; in Virginia, number of, 398 ; in West Virginia, 411 ; in Wis¬ consin, number of, 418; in Arizona!, 431; in Dakota, improvement in, 435; in District of Columbia, number of, 437 ; need of more, 440, 441 ; in Indian Territory, 449 ; in Montana, 452; in Kew Mexico, 457 ; in Utah, 458; in Wash¬ ington Territory, 462. Burlington, Vermont : School system of, 394. Business colleges : In California, 29, 30 ; in Georgia, 71 ; in Hlinois, 84 ; in Indiana, 102 ; in Iowa, 115, in Kansas, 128 ; in Kentucky, 138 ; in Louisiana, 150 ; in Maine, 160; in Maryland, 173; in Massachu- setts, 188 ; in Michigan, 205 ; in Minnesota, INDEX. 925 Businoas colleges — Continued. 216; in Mississippi, 224; in Missouri, 235; in H’ebrasliai, 215; in ISTew Hampshire, 257; in New Jersey, 268; in New York, 283; in North Carolina, 300 ; in Ohio, 314 ; in Pennsylvania, 341 ; in Phode Island, 358 ; in Tennessee, 376; in Virginia, 404; in West Virginia, 415; in Wisconsin, 425 ; in District of Columbia,443 ; in Europe, Ixvii, Ixviii. Statistics of. Table IV, 560-571 ; summary, Buisson, E., visit of, ccx, C. California, State of : Summary of statistics — school population and attendance, teachers and their pay, school districts and schools, income and expendi¬ ture, 23. Historical sketch of the State school system, 24-26 ; authorities ; provision for a school sys¬ tem in 1849, school law of 1851, revised in 1852, schools to be non -sectarian, decrease of school income, 24 ; provision for district tax. State normal school established, bills to pro¬ vide for State and county school taxes, re¬ vised school law of 1870, Slate University es¬ tablished, compulsory school law passed', 25 ; superintendents, names and terms of office, 25, 26. Elementary instruction— the schools, popular interest in them, mode of apportioning school funds, 26 ; Kindergarten, 26, 27. (See Table I, 500-507.) City school systems— of San Erancisco, 27 ; of San Jose, 28; of Stockton, 28. (See Table It, 508-549.) Training of teachers— State Normal School, 28 ; other normal training, 28, 29 ; school journals, 29. (See Table III, 550-565.) Secondary instruction — public high schools, private secondary schools, preparatory schools and departments, 29 ; business colleges, 29, 30. (See Table VI, 584-671) Superior instruction — University of California, 30; other colleges, 30, 31 ; colleges for women, 31 ; statistics of universities and colleges, 32. (See Table IX, 698-728.) Scientific and professional instruction — scien¬ tific colleges of the University of California, other scientific departments, theological in¬ struction, medical colleges, 32 ; statistics of schools for, 33. (See Tables X-XI, 729-747 ; Table XIII, 752-749.) Special instruction — institution for the deaf and dumb and the blind, schools for the Chinese, 33. (See Tables XIX-XX, 806-811.) Educational conventions, 34. School officials, list of, 34, 35. Cambridge, Massachusetts: School system of, 184, 185. Camden, New Jersey: School system of, 265. Canada : Educational statistics in, cxciv-cxcix. Cane Hill College, 20. Carbondale, Pennsylvania: Schools of, noticed, 338. Carleton College, 217. Carthage College, 85. Centennial Exhibition— Kindergarten at, Ixix, ef¬ fect of, on art education, cxl, cxli ; efforts of this office, cci ; space secured for education, cci-cciii ; foreign visitors. International Educational Con¬ ference, cciii ; effect of exhibition on educational thought, cciii, cciv; exhibit of Bureau, ccv, ccvi. Centennial Normal Institute, ccvi, ccvii. Centennial reports, cciv. Central American States : Educational statistics of, cxcix. Chariton, Iowa : School system of, 114. Charleston, South Carolina : School system of, 365. Chattanooga, Tennessee : School system of, 374. Cherokees. (See Indian Territory.) Chester, Pennsylvania : Schools o‘f, noticed, 338. Chicago, Illinois : School system of, 81, 82. Chickasaws. (See Indian Territory.) Children, prevention of cruelty to, clxxviii, clxxix; laws relating to, clxxix. Chili : Educational statistics of, cc. Chillicothe, Ohio : School system of, 309. Chinese, schools for, in California, 33. Choctaws. (See Indian Territory.) jChristiau College, 326. Cincinnati, Ohio : School system of, 309, 310. City school systems : Of Arkansas, 19 ; of California, 27, 28 ; of Colo¬ rado, 38 ; of Connecticut, 45-47 ; of Delaware, 58 ; of Georgia, 70 ; of Illinois, 81-83 ; of In¬ diana, 99-101 ; of Iowa, 114 ; of Kentucky, 136, 137 ; of Maine, 158, 159 ; of Maryland, 171 ; of Massachusetts, 183-187 ; of Michigan, 203, 204 ; of Minnesota, 215 ; of Mississiiipi, 224 ; of Missouri, 232-234; of Nebraska, 244; of New Hampshire, 256, 257; of New Jersey, 265-267 ; of New York, 277-281 ; of Ohio, 309- 313 ; of Oregon, 325 ; of Pennsylvania, 336-339 ; of Bhode Island, 356, 357 ; of' South Carolina, 365; of Tennessee, 374, 375 ; of Vermont, 394 ; of Virginia, 402, 403 ; of West Virginia, 414 ; of Wisconsin, 423 ; of Dakota, 436 ; of District of Columbia, 439-442 ; growth of efficiency in, Iv ; best methods of administration, Ivi, Ivii. Statistics of. Table II, 508-t549 ; summary, xliv- Iv. Claflin University, 367. Clarke, Eev. Orlando : (Obituary notice,) 120. Cleveland, Ohio: School system' of, 310, 311. Clifford, John H.: (Obituary notice,) 196, 197. Cohoes, New York : School system of, 278. Colby University, 161. College of New Jersey, 268, 269. College of Saint Augustine, 30. College of the Holy'Cross, 189. Colleges and universities. (See Superior instruc¬ tion.) Colleges of agriculture and the mechanic arts. (See Scientific and professional instruction; see also Agriculture, College of.) Colorado, State of : Summary of stati sties- school population and attendance, teachers and their pay, school districts and schools, income and expendi¬ ture, 36. Historical sketch of the State school system, 36, 37 ; authorities ; territorial school law passed in 1861, school fund created, provisions of State constitution ; State institutions, 37 ; superintendents, names and terms of office, 37. Elementary instruction — increase in the value of school property, and of teachers. Kinder¬ garten, 38. (See Table I, 500-507.) City school system— of Denver, 38. (See Table 11,508-549.) Secondary instruction — public high schools, 38, 39; other secondary schools, 39. (See Table VI, 584-671.) Superior instruction— University of Colorado, other colleges, 39. (See Table 'IX, 698-728.) Scientific and professional instruction — State Agricultural College, School of Mines, 40 ; sta¬ tistics of schools for, 40. (See Table X, 729- 737.) Special instruction — Deaf-mute institute, 40, 41. (See Table XIX, 808-809.) School officials, list of, 41. Colored children, schools for : In Alabama, pro\ision for, 7, 8; no provision for, in Delaware, 56 ; recent tax for, 56 ; pres¬ ent condition of, 57 ; in Indiana, 98, 99 ; in Kentuckjr, 135, 136 ; in Louisiana, law respect¬ ing, 148 ; in Maryland, 170, 171 ; in Missouri, laws concerning,' 230, 231; establishment of, in Missouri, 232 ; in New York, 276 ; in Ohio, 307, 308; in Tennessee, law providing, 372; in Texas, tax for, 385 ; in Virginia, statistics of 398 ; establishment of, in Virginia, 401 ; in West Virginia, 412, 413 ; in District of Colum¬ bia, establishment of, 439 ; number and char¬ acter of, 441, 442. Columbia College, 283. Columbian University, 443. Columbus, Ohio; School system of, 311. Commissioner of Education, Keport of : Progress of education during the year, vii. The question of compulsory education, viii-xi. National aid to education — public lands, xii-iv ; other aid, xv, xvi ; recapitulation, xvi, xvii. Number of educational systems and institutions 926 INDEX, Commissioner of Education, Eeport of— Cont’d. in correspondence with the Bureau for seven years, xvii. Comparative summary of institutions, instruct¬ ors, and students, for six years, with remarks, xviii, xix. Table of school ages in the United States, with remarks, xx. State and Territorial systems of public instruc¬ tion — school age, population, enrolment, at¬ tendance, &c., xxi, xxii; discussion of the statistics, large residuum of uneducated chil¬ dren, xxii, xxiii ; teachers and their salaries, with remarks, xxiii-xxv ; annual income and expenditure, xxvi-xxviii ; per capita expendi¬ ture, xxviii, xxix ; comparative summary by years and topics of school population, enrol¬ ment, attendance, income, expenditure, &c., xxix, XXX ; educational condition of the United States in 1876 in the New England States, xxxi, xxxii; in the Middle States, xxxii, xxxiii; in the Southern States, xxxiv-xxxvii ; in the "Western States, xxxviii-xl ; in the Pacific Slope States, xl, xli ; in the District of Colum¬ bia, xli, xlii. The Peabody fund, xlii, xliii. School statistics of cities, xliii; summary of population, enrolment, attendance, income, expenditure, &c., in 192 cities, xliv-liii ; per capita expenditure, liv, Iv; growth of effi¬ ciency in city systems, Iv ; discussion of the best methods of administration, Ivi, Ivii. Normal schools— comparative exhibit of schools, instructors, and pupils, for seven years, Iviii; statistical summary, lix, Ixi ; per capita ap¬ propriations for normal schools, Ixii, Ixiii ; progress of normal schools, Ixiii-lxv; syllabus of a course of study, Ixv, Ixvi. Commercial and business colleges — comparative exhibit for seven years, statistical summary, Ixvi ; commercial education abroad, Ixvii, Ixviii. Kindergarten— comparative exhibit for 4 years, summary, 1 xviii; great increase during the year, the Kindergarten at the Centennial, Ixix ; in St. Louis, Ixix, Ixx. Secondary instruction — comparative exhibit for seven years, need for extending secondary instruction, strength of this feature of the German system, Ixx ; summary of x>upils re¬ ceiving secondary instruction, Ixxxi ; sum¬ mary of statistics of schools for boys, Ixxii, Ixxiii; summary of statistics of schools for girls, Ixxiv, Ixxv; summary of statistics of schools for boys and girls, Ixxvi, Ixxvii ; num¬ ber of preparatory schools for four years, Ixxviii, summary, Ixxviii, Ixxix. Superior instruction of women — comparative exhibit of schools for seven years, Ixxix ; summary, Ixxx, Ixxxi ; degrees conferred, satisfactory progress, Ixxxii ; Uarvard exami¬ nations for women, Ixxxii-lxxxiv. Universities and colleges — comiiarative exhibit of institutions for seven years, Ixxxiv ; sum¬ mary of statistics, Ixxxv-lxxxvii ; general re¬ marks, proposed improvements, Ixxxviii ; sta¬ tistics of college graduates, Ixxxviii-xci ; number of college students in the States and Territories in 1872, xcii ; number of students in colleges, in schools of science, and in schools for the superior instruction of women, xciii ; students in classical and scientific pre¬ paratory courses, xciv; college entrance ex¬ aminations, xcv-xcvii. Schools of science— comparative exhibit of schools, &c., for seven years, xcvii ; summary of statistics, xcviii-c; ibho origin and purpose of scientific colleges, difficulties encountered, and results achieved, ci, cii ; preparatory de- p^artments of, cii; scientific instruction in Prussia, cii, ciii; in France, ciii; in Wiirtem- berg, ciii, civ; in Denmark, civ; in Bavaria, civ; in Kussia, civ, cv; statistics of scientific associations, academies of science, &c., cv-cxi. Schools of theology— comparative exhibit of schools, &c., for seven years, cxii ; statistical summary, cxii, cxiii. Schools of law— comparative exhibit for seven years, cxiii; summary, cxiv. Commissioner of Education, Deport of— Cort’d. Schools of medicine — comparative exhibit for seven years, cxiv; statistical summary, cxv, cxvi ; devation of the standard of inedical education, cxv^i, cxvii ; American medical di¬ plomas abroad, cxvii. Degrees, statistical summary of all conferred, cxviii-cxxii ; sale of diplomas in England ; prosecutions under the English act, cxxii, cxiii. Libraries — statistics of additional libraries, cxxiii, cxxiv ; general summary of the library table, cxxiv ; libraries for the United States Life-Saving Service, cxxiv, cxxv ; Library of the Department of the Interior, cxxv-cxxix ; Conference of Librarians at Philadelphia, cxxx, cxxxi ; notices of additional libraries during the revolutionary period — United Eng¬ lish Library, cxxxi, cxxxii ; Bridgetown Li¬ brary, Library of the Moravian Archives, cxxxii ; Darby Library, cxxxii- cxxxiv ; the Special Deport on Public Libiaries, cxxxiv ; Library of Congress, cxxxiv, cxxxv ; Boston Public Library, cxxxv-cxxxviii ; common school and the public library, cxxxviii, cxxxix. Museums of natural history — summary, zoolog¬ ical gardens at Philadelphia and Cincinnati, cxxxix. Delation of art to education — ^interest in draw¬ ing, the Special Deport on Art Education, cxxxix, cxl ; effect of the Centennial Exhibi¬ tion, cxl, cxii ; noteworthy events of the year, change in the character of art museums, cxii. Schools for the deaf and dumb — National Deaf- Mute College and its relation to other schools, cxiii ; statistical summary, cxiii, cxliii. Schools for the blind — statistical summary, cxliv, cxiv. Orphan asyliuns, soldiers’ orphans’ homes, in¬ fant asylums, industrial schools and miscel¬ laneous charities, cxlvi-cxlviii. Deform schools — statistical summary, cxlix, cl ; importance of correctly classifying reform schools, cl, cii. Schools for the feeble-minded — statistical sum¬ mary, progress made during the year, cii. Benefactions— statistical summary by institu¬ tions, ciii ; by States, cliii, cliv ; noteworthy ifts of the year, Hon. Tappan Wentworth’s equest, civ. Educational publications, 900-921 ; summary, civ, clvi. Patents for improvements in school furniture — summary, clvi, clvii. Method of teaching geography, clvii. Training schools for nurses — Bellevue Hospital School, clvii-clx ; Boston Training School for Nurses, Connecticut Training School for Nurses, clx; Philadelphia Lying-in and Nurse School, clx, clxi. School of domestic science, clxi. The duty of the State respecting education, clxi, clxii ; the results of five years of com¬ pulsory education in Great Britain, education acts in England and Scotland, clxii, clxlii; education in Ireland, clxiii, clxiv ; in Scot¬ land, clxiv ; in England, clxiv, clxv ; prose¬ cutions in London, clxv, clxvi ; in Liverpool, clxvi-clxviii ; in Manchester, clxviii ; in Bir¬ mingham, clxviii, clxix; in Glasgow, clxix- clxxi ; in Edinburgh, clxxi-clxxiii ; conclu¬ sions, clxxiii, clxxiv. Industrial day schools, clxxiv. The Boston "W hittling School, clxxiv-clxxvi. Statement as to comi)ulsory education in France, clxxvi, clxxvii ; sentiment respecting compul¬ sion in this country, clxxvii, c Ixxviii. Prevention of cruelty to children, clxxviii, clxxix. Laws relating to children — address of Ex-gov¬ ernor Haines, clxxix ; the truant school at Hamburg, clxxix-clxxxi. Deformatories in England — excerpts from Dr. Wiiies’s report, clxxxi, clxxxii. Education in foreign countries : Europe, Asia, and Africa — Algeria, clxxxii ; Austria- Hungary,clxxxii, clxxxiii; Hungary, clxxxiii ; Belgium, clxxxiii, clxxxiv ; Egypt, INDEX. 927 Commissioner of Education, Eeport of—Cont’d. clxxxiv, clxxxv ; Finland, clxxxv; France, clxxxv, clxxxvi; GeMnany,clxxxvi, clxxxvii; Prussia, clxxxvii, clxxxviii ; Bavaria, Saxo¬ ny, Wiirtemberg, Baden, clxxxviii ; Hesse, Alsace - Lorraine, Enfjland and Wales, clxxxix; Scotland, clxxxix, cxc; Ireland, Greece, Italy, Japan, cxc j Netherlands, Portugal, cxci; Kussia, cxci, cxcii; Servia, cxcii, cxciii ; Spain, Sweden, Switzerland, Turkey, cxciii. North Ameiica and South America — Argen¬ tine Eepuhlic, cxciii, cxciv ; Brazil, cxciv ; Canada, cxciv -cxcix; Central American States, cxcix ; Chili, Jamaica, cc. Australasia— New South Wales, New Zea¬ land, Queensland, Tasmania, cc; Victoria, cci. Education at the International Centennial Ex¬ hibition— efforts made by this office, cci ; ne¬ gotiations respecting space, cci, ccii ; space secured, ccii ; relaxation of effort, ccii, cciii ; foreign visitors. International Educational Conference, cciii ; effect of exhibition on ed¬ ucational thought, cciii, ccix ; note ; centen¬ nial reports of the Bureau of Education, cciv ; its own exhibit, ccv, ccvi. Centennial Normal Institute, ccvi, ccvii. International Educational Conference, ccvii, ccviii. Notable educational visits— Dom Pedro, ccviii- ccx ; Professor Meyerberg, ccx ; M. Buisson, ccx, ccxi; Doctor i^gerka, Mr. Tanaka, ccxi, Hon. J. G. Hodgins, Hon. H. K. Hitchcock, ccxii. , Eecommendations, ccxii. Conclusion, ccxiii. Compulsory education, viii-xi ; in Great Britain, clxii-clxxiv ; in France, clxxvi, clxxvii; sen¬ timent respecting compulsion in this country, clxxvii, clxxviii. Concordia College, 103. Conference of librarians at Philadelphia, cxxx, cxxxi. Congress, Library of, cxxxiv, cxxxv. Connecticut, State of : Summary of statistics — school population and a.ttendance, teachers and their pay, school dis¬ tricts and schools, income and expenditure, 42. Historical sketch of the State school system, 43-45 ; authorities, first general school law (1650), length of school session, the “collegi¬ ate school ” founded, school tax levied, change from town to parish system, 43 ; school funds, whence derived, 43, 44 ; permanent school funds, supervision, office of school visitor cre¬ ated, board of school commissioners, 1838 to 1842, 44 ; State board of education established, 44, 45; superintendents, (ex-officiis), names and terms of office, 45. Elementary instruction— general condition of the schools, improved attendance. Kindergar¬ ten, 45. (See Table I, 500-507.) City school system’s — of Hartford, 45, 46; of New Haven, of Meriden, 46 ; of Middletown, of New London, 47. (See Table II, 508-549.) Training of Teachers— State normal school, 47. (See Table III, 550-565.) Secondary instruction— public high school, 47, 48; academies and kindred schools, prepara¬ tory schools, 48. (See Table VI, 534-671.) Superior instruction— Trinity College, 48, 49; AVesleyan University, 49 ; Yale College, 49, 50 ; colleges for women, statistics of a university and colleges, 50. (See Table IX, 698-728.) ' Scientific and professional instruction — Sheffield Scientific School, 50, 51; theological depart¬ ment of Yale College, Berkeley Divinity School, Theological Institute of Connecticut, law department of Yale College, 51 ; medical department of Yale College, museum of med¬ ical department, (foot-note, ) 51, 52 ; statistics of schools for, 52.) See Tables X-XIII, 729- 759.) Special instruction — American Asylum for the Deaf and Dumb, 52 ; Whipple’s Horae School for Deaf Mutes, 52, 53; school for imbeciles, 53. (See Table XIX, 806-809 : Table XXIII, 875.) School officials, list of, 53, 54. Connecticut Training School for Nurses, clx. Conventions, educational : In California, 34 ; in Delaware, 60 ; in Hlinois, 9); in Indiana, 107; in Iowa, 119; in Ken¬ tucky, 142 ; in Maine, 157, 162, 163 ; in Michi¬ gan, 209,210; in Minnesota, 219 ; in Missouri, 239 ; in Jn ebraska, 246, 247 ; in New Hampshire, 259 ; in New York, 291 ; in Ohio, 320 ; in Ore¬ gon, 328 ; in Ehode Island, .359 ; in South Car¬ olina. 368; in Vermont, 397 ; in Virginia, 408 ; in We.st Virginia, 416 ; in Wisconsin, 427, 428. National Educational Association, 466, 467 ; pa¬ pers read before the association and its depart¬ ments, 466 ; resolutions respecting the Bureau of Education and as to the disposition of pub¬ lic lands, 467. International Educational Conference, 467, 468. American Philological Association, 468. Orthographic Convention, 468, 469. American Social Science Association, 469, 470. New England Association of School Superin¬ tendents, 470. Association of the Eepresentatives of American Medical Colleges, 470, 471. Intercollegiate Literary Association, 471. New England Normal Mttsical Institute, 471. American Association for the advancement of Science, 472. Copeland, Professor Herbert E., (obituary notice,) 108. Cornell College, 116. Cornell University, 283. Corry, Pa., schools of, noticed, 338. Corvallis State Agricultural College, 327. Cost of public school system per capita : In Alabama, 5 ; in Arkansas, 14 ; in California, 23 ; in Georgia, 67 ; in Iowa, 110 ; in Kansas, 122 ; in Louisiana, 145 : in Maine, 153 ; in Ma¬ ryland, 164 ; in Massachusetts, 179 ; in Michi- igan, 199; in Minnesota, 211 ; in Missouri, 228 ; in Nebraska, 240 ; in New York, 272 ; in Ohio, 304 ; in Pennsylvania, 330 ; in Ehode Island, 351; in Tennessee, 369; in Virginia, 399; in West Virginia, 411 ; in Wisconsin, 418 ; in District of Columbia, 437 ; in Indian Territory, 450 ; in Montana, 452 ; in Utah, 458 ; summary, xxviii, xxix. County superintendents. (See officials of school systems.) Covington, Kentucky : School system of, 136, 137. Creeks. (See Indian Territory.) D. Dakota. Territory of : Summary of statistics — school population and attendance, teachers and their pay, school dis¬ tricts and schools, income and expenditure, 434. Historical sketch of the territorial school sys¬ tem, 434, 435 ; authorities, provisions of the early school law, 434 ; its subsequent amend¬ ments, 434,435; figures from the school re¬ ports, list of superintendents, 435. General condition of education — steady prog¬ ress, partial introduction of graded schools, improvement in school buildings and furni¬ ture, 435 ; the difficulties to be overcome, 436. (See Tabled, 500-507.) Citv school system— of Yankton, 436. (See Ta¬ ble II, 508-549.) School officials, list of, 436. Darby Library, cxxxii-cxxxiv. Dartmouth College, 258. Davenport, Iowa ; School system of, 114. Davies, Prof. Charles, LL. D.; (Obituary notice,) 292. Dayton, Ohio: School system of, 311, 312. Deaf-mutes, institutions for : In Alabama, 12 ; in Arkansas, 16, 17, 21 ; in Cal¬ ifornia. 33 ; in Colorado, 40, 41 • in Connecti¬ cut, 52, 53; in Illinois, 90; in Indiana, 106; in’ Iowa, 119 ; in Kansas, 130 ; in Kentucky, 141 ; in Louisiana, 152; in Maryland, 176, 177; in Massachusetts, 181, 196 ; in Michigan, 209 ; in Minnesota, 218, 219 ; in Mississippi, 2v:6 ; in Missouri, 238, 239; in Nebraska, 246; in Ne¬ vada, 251 ; in New York, 290; in North Caro¬ lina, 303; in Ohio, 320; in Oregon, 328 j in 928 INDEX. Deaf-mutes, institutions for — Continued. Pennsylvania, 334, 347 ; in South Carolina, 368 ; in Tennessee, 380 ; in Texas, 389 ; in Ver¬ mont, 397 ; in Virginia, 407; in West Virginia, 416; in Wisconsin, 427; in District of Coliun- bia, 445. Statistics of. Table XIX, 806-809 ; summary, cxlii, cxliii. Decatur, Illinois : School system of, 82. Degiees, sale of American, in England, cxxii, cxxiii. Delaware College, 59. Delaware, State of : Summary of statistics— school population and attendance, teachers and their pay, schools, income and expenditure, 55. Historical sketch of the State school system, 55, 57 ; authorities, 5.^ ; legislation respecting schools, 55, 56 ; sources of income, detects in legislation, tax for colored schools, 56 ; school law of 1875, 56, 57. Elementary instruction — general view, condition of schools in Xew Castle County, in Kent, and in Sussex County, schools for colored people, 51. (See Table I, 500-507.) City school systems — of Dover, of Wilmington, 58. (See Table n, 508-549.) Training of teachers — teachers’ institutes, nor¬ mal department of Delaware College, 58. (See Table III, 550-565.) Secondary instruction— public high schools, 58, 59 ; private secondary schools, 59. (See Table VI, 584-671.) Superior instruction— Delaware College, Wes¬ leyan Eemale College, 59. (See TableTX, 698- 728.) Scientific and professional instruction — in Dela¬ ware College, statistics of Delaware College and its agricultural department, 59. (See Ta¬ ble X, 729-737.) Special instruction — no State provision for, 60. Educational conventions — State Teachers’ As¬ sociation, 60. School officials, list of, 60. Dentistry, schools of : In Louisiana, 151 ; in Maryland, 175 ; in Massa¬ chusetts, 194; in Michigan, 208; in Missouri, 237 ; in Xew York, 288 ; in Ohio, 318; in Penn¬ sylvania, 345. Statistics of. Table Xm, 752, 759 ; summary, cxvi. (See, also, statistical summaries of scientific and professional instruction in the several States.) Denver Colorado : School system of, 38. Detroit, M- ^ an : School system of, 203. Dickinson College, 341. Dimond, Prof. E. W.: (Obituary notice,) 260. District of Columbia : Summary of statistics— school population and attendance, teachers and their pay, schools, income and expenditure, 437. Historical sketch of the District school system, 437-439; authorities, 437; early comprehensive plan for a school system, modest beginning, first sources of school revenue, the Lancaste- rian school, 438 ; reorganization of the system, appointment of a superintendent, abolition of tuition fees, consolidation of Washington, Georgetown, and county schools, colored and normal schools, 439. Elementary instruction — school administration of the District, 439,440 ; statistics of the white schools of Washington and Georgetown, lack of accommodation, arrangement of studies, drawing, 440 ; need of more school buildings, 440, 441 ; recommendation to build instead of renting, 441 ; schools for colored children, 441, 442 ; Kindergarten, 442. (See Table I, 500-507.) Training of teachers— the Washington Kormal School, normal classes in Howard University and Miner Xormal School, 442. (See Table III, 550-565.) Secondary instruction— public high schools, pri¬ vate secondary schools, 442; business college, 443. (See Table VI, 584-671.) Superior instruction — Columbian University, (S-eorgetown College, Howard University, Ka- tioual Deaf-Mute College, statistics, 443. (See Table IX, 698-128.) District of Columbia — Continued. Professional instruction— schools of theology, 443; of law, 443, 444; of medicine, statistics of professional instruction, 444. (See Tables XI-XIII, 738-759.) Special in.struction — Columbia Institution for the Deaf and Dumb, 445. (See Table XIX, 806- 809.) School officials, list of, 445. Doane College, 245. Domestic science, school of, clxi. Dom Pedro, list of, ccviii-ccx. Dover, Delaware : School system of, 58. Drury College, 235. E. Easton, Pennsylvania: Schools of, noticed, 338. East Saginaw, Michigan : School system of, 203. Egypt : Educational statistics of, c'lxxxiv, clxxxv. Elementary instruction : In Alabama. 9 ; in Arkansas, 18 ; in California, 26, 27 ; in Colorado, 38 ; in Connecticut, 45 ; in Delaware, 57 ; in Elorida, 64, 65 ; in Georgia, 69, 70 ; in Hlinois, 80, 81 ; in Indiana, 98, 99 ; in Iowa, 113, 114 ; iu Kansas, 127 ; in Ken¬ tucky, 135, 136; in Louisiana, 149; in Maine, 158 ; in Maryland, 170 ; in Massachusetts, 182, 183 ; in Michigan, 202, 203 ; in Minnesota, 213, 214 ; in Mississippi, 223, 224 ; in Missouri, 231, 232 ; in Xebraska, 244 ; in Nevada, 250 ; in New Hampshire, 257 ; in New Jersey, 264. 265 ; in New York, 276, 277 ; in North Carolina, 299 ; in Ohio. 308, 309 ; in Oregon, 324, 32» ; in Penn- sylvania, 334-336 ; in Khode Island, 354-356 ; in South Carolina, 364, 365 ; in Tennessee, 373, 374; in Texas, 3S6, 387; in Vermont, 392-394; in Virginia, 402; in West Virginia, 413, 414; in Wisconsin, 422, 423; in Arizona, 432; in Dakota, 435 ; in District of Columbia, 439-442 ; iu Idaho, 447, 448 ; in Indian Territory, 450 ; in Montana, 454 ; in New Mexico, 456 ; in Utah, 460 ; in Washington Territory, 463, 464. Statistics of. Table I, 500-507 ; summary, xxi- xxix. Elgin, Illinois : School system of, 82. Elizabeth, New Jersey : School system of, 265, 266. Eminence College, 138. England : Educational statistics of, clxxxix. Erasmian method of pronouncing Greek, 460-483. Erie, Pennsylvania : Schools of, noticed, 338. Eureka College, 85. Ewing College, 85. Expenditures for school purposes : In Alabama, 5 ; in Arkansas, 14 ; in California, 23; in Colorado, 36 ; in Connecticut, 42; in Del¬ aware, 55 ; in Elorida, 61 ; in Georgia, 68 ; in Illinois, 77, 80, 81, ; in Indiana, 94 ; in Iowa, 110; in Kansas, 122; in Kentucky, 132; in Louisiana, 145; in Maine, 1.53; in Maryland, 164 ; in Massachusetts, 178 ; iu Michigan, 199 ; in Minnesota, 211 ; in Mississippi, 221 ; iu Mis¬ souri, 228; in Nebraska, 240; in Nevada, 248; in New Hampshire, 253 ; in New Jersey, 262; in New York, 272; in North Carolina, 296; in Ohio, 304 ; in Oregon, 322 ; in Pennsylvania, 330 ; in Khode Island, 351 ; in South Carolina, 361; in Tennessee, 369; in Vermont, 390; in Virginia, 398 ; in West Virginia, 411 ; in Wis¬ consin, 418 ; in Arizona, 431 ; iu Dakota, 434 ; in District of Columbia, 437 ; in Idaho, 446 ; in Montana, 452; in New Mexico, 457; in Utah, 458; in Washington Territory, 4G2. (See Ta¬ ble I, 500-507, and summary, xxi-xxix.) E. Eeeble-minded, institutions for: In Connecticut, 53 ; in Illinois, 90 ; in Kentucky, 142 ; in Massachusetts, 196 ; in New York, 291 ; iu Pennsylvania, 348. Statistics of. Table XXIII, 875 ; summary, cli. Einland : Educational statistics of, clxxxv. Eitchburg, Massachusetts : School system of, 185. Elorida, State of : Summary of statistics — school population and at¬ tendance, teachers and their pay, school dis¬ tricts ancl schools, income and expenditure, 61. Historical sketca of the State schoolsystem, 61-64; INDEX. 929 [ Florida, State of— Continued. autiiorities, 61 ; congressional land grants for j schools, action concerning, 61, 62; small rev- ! enue from school fund, township and county supervision, 62 ; East and W est Florida sem¬ inaries established, 62, 63 ; uniform system of t free schools provided, progress under'the sys¬ tem, 63; financial difficulties, 63, 64; superin¬ tendents, names and terms of service, 64. Elementary instruction— present school system, ; 64, 65 ; its defects and failure to carry out its I provisions, 65. (See Table I, 500-507.) Secondary instruction — public high schools, pri¬ vate secondary schools, 65. (See Table VI, 584-671.) Superior and scientific instruction— State agri¬ cultural college, 65, 66. (See Table IX, 698-728.) School officials, list of, 66. Fond du Lac, Wisconsin : School system of, 423. France : Educational statistics of, clxxxv, clxxxvi. Franklin and Marshall College, 341. Franklin College, 103. Fremont, Ohio : School system of, 312. Funds for schools : In Alabama, 519 ; in Arkansas, 14 ; in California, (mode of apportioning,) 26; in Connecticut, 44 ; in Illinois, 77 ; in Indiana, 94, 98 ; in Kansas, 122; in Kentucky, (lack of ,) 136 ; in Louisiana, 145; in Maine, 153, 157; in Maryland, 164, 167; in Massachusetts, 179 ; in Michigan, 199 ; in Minnesota, 211; change in basis of apportion¬ ment, 214; in Mississippi, (formation of,) 222; in Missouri, 228; formed, 230; in Nebraska, 240; provided, 243; in Nevada, whence de¬ rived, 249 ; in New Hampshire, formed, 255; in New Jersey, formed, 262; increase of, 263; in New Tork, 272; formation of , 273, 275, 276 ; in North Carolina, formation and management of, 298; in Ohio, 304; in Pennsylvania, founda¬ tions of, laid, 322 ; in Khode Island, 351 ; in Ten¬ nessee, (land grants to found,) 370 ; in Virginia, 399 ; in West Virginia. 411 ; in Wisconsin, 418 ; in Arizona, 432 ; in Dakota, 434, 435 ; in Dis¬ trict of Columbia, 438, 441 ; in Idaho, 447, 448 ; in Indian Territory, 450 ; in New Mexico, 457 ; in Utah, 458. (Se« also Table I, 500-507.) G. Gainesville Male and Female College, 72. Gardner, Francis M. : (Obituary notice,) 197. Gay, Augustine M. : (Obituary ’notice,) 197, 198. Geography, method of teaching, clvii. Georgetown, District of Columbia : School system of. (See District of Columbia.) Georgetown College, District of Columbia, 443. Georgetown College, Kentucky, 139. Georgia, State of : Summary of statistics — school population and attendance, schools, public and piivate, 67 ; in¬ come and expenditure, 68. Historical sketch of the State school system, 68,69; authorities; no free school system be¬ fore the war, 68; school law of 1870,68,69; school funds lost, schools established, sources of present school fund, present organization of the schools, 69. Elementary instruction— progress of the public school system, 69; local taxation recommended, 69, 70 ; Peabody Fund, 70. (See Table I, 500- 507.) City school systems — of Atl.'inta, of Savannah, 70. _ (See Table II, 508-549.) Training of teachers — recommendation that nor¬ mal schools be established, 71. (See Table III, 550-565.) Secondary instruction— public high schools, pri¬ vate secondary schools, preparatory schools and departments, business colleges, 71. (See Table VI, 584-671.) Superior instruction — University of Georgia,?!, 72 ; other colleges, statistics of universities and colleges, 72. (See Table IX, 698-728.) Scientific and professional instructicn — State Agricultural College, 72, 73 ; North Georgia Agricultural College, theological instruction, medical department of University of Georgia, Savannah Medical College, law departments of universities. 73. 59 E Georgia, State of— Continued. Statistics of schools for, 74. (See Tables X- XIII, 729-759.) Special instruction — academy for the blind, edu¬ cation of the deaf and dumb, 74. (See Tables XIX-XX, 806-811.) School officials, list of, 75, 76. Germany : J^ducational statistics of, clxxxvi, clxxxvii. Girard College for Orphans, 347. Government and education. (See National aid to education.) Graduates, college, statistics of, Ixxxviii-xci. Grand Kapids, Michigan : School system of, 204. Great Britain, compulsory education in, clxii, clxxiv. Greece ; Educational statistics of, cxc. Greek, the pronunciation of, in this country, 480- 483; the three methods employed in American colleges, 480 ; statistics as to their relative u^ e, 480, note ; vowel sounds in the Erasmian method, 480, 481 ; diphthongs, 481 ; consonants, 481, 482 ; breathings, 482 ; accents, 482, 483 ; pronunciation of GreeJt proper names, authorities, 483. H. Hamilton, Ohio : School system of, 312. Hamilton College, 284. Hampton Normal and Agricultural Institute, 405. Hanover College, 103. Hai-risburg, Pennsylvania : School system of, .336, 337. Hartford, Connecticut : School system of, 45, 46. Hartsville University, 103. Harvard College, i89, 190 ; examinations for women, Ixxxii-lxxxiv. Hedding College, 85. Hesse ; Educational statistics of, clxxxix. High schools, public : In Alabama, 9 ; in Arkansas, 20 ; in California, 29 ; in Colorado, 38, 39 ; in Connecticut, 47, 48 ; in Delawai e, 58, 59 ; in Florida, 65 ; in Georgia, 71; in Illinois, 84; in Indiana, 102; in Iowa, 115 ; in Kansas, 128 ; in Kentucky, 137 ; in Lou¬ isiana, 149; in Maine, 159,160; in Maryland, 172 ; in Massachusetts, 187, 188 ; in Michigan, 204, 205 ; in Minnesota, 216 ; in Mississippi, 224 ; in Missouri, 234 ; in Nebraska, 244, 245 ; in Nevada, 250; in New Hampshire, 257 ; in New Jersey, 268; in North Carolina, 300; in Ohio, 314; in Oregon, 326 ; in Pennsylvania, 340; in Khode Island, 357 ; in South Carolina, 365, 366 ; in Tennessee, 376; in Texas, 38^ in Vermont , 395; in Virginia, 403; in West'^Vliginia, 414 ; in Wisconsm, 425; in District of Columbia, 442. Hillsdale College, 208. Historical sketch of the school system : Of Alabama, 5-9 ; of Arkansas, 15-18 ; of Califor¬ nia, 24-26 ; of Colorado, 36, 37 ; of Connecticut, 43-45 ; of Delaware, 55-57 ; of Florida, 61-64 ; of Georgia, 68, 69 ; of Illinois, 77-80 ; of Indiana, 95-98; of Iowa, 111-113; of Kansas, 123-127 ; of Kentucky, 132-135; of Louisiana, 145-149; of Maine, 1.53-158 ; of Maryland, 165-170 ; of Mas¬ sachusetts, 179-182 ; of Michigan, 200-202 ; of Minnesota, 212, 213 ; of Mississippi, 221-223 ; of Missouri, 228-231 ; of Nebraska, 241-244 ; of Ne¬ vada, 248-250 ; of New Hampshire, 253-256 ; of New Jersey, 262-264; of New York, 273-276; of North Ciarolina, 297-299 , of Ohio, 305-307 ; of Oregon, 323, 324 ; of Pennsylvania, 331-334 ; of Khode Island, 352-354 ; of South Carolina, 362-364 ; of Tennessee, 370-373 ; of Texas, 3r3- 386; of Vermont, 390-392; of Virginia, 399-402 ; of West Virginia, 412, 413 ; of Wisconsin, 419- • 422 ; of Arizona, 431, 432 ; of Dakota, 434, 435 ; of District of Columbia, 437-439; of Idaho, 446, 447 ; of Montana, 452-454 ; of Utah, 458-460 ; of Washington Territory, 462,463; of Wyom¬ ing, 465. Hitchcock, Hon. H. K., ccxii. Hobart College, 284. Hodgins, Hon. J. G. : visit of, ccxii. Holy Angels’ College, 464. Holy Communion Church Institute, 366. Hope College, 206. Howard College, 10. 930 INDEX, Hotrard University, 443. Humboldt College, 116. Humphreys, Dr. E. R. : correspondence of distin¬ guished scholars with on Latin pronunciation, 4d9, 490 ; remarks of, on proposed changes, 490, 491. Hungary : Educational statistics of, clxxxiii. Huntington, Indiana : School system of, 99, 100. I. Idaho, Territory of : Summary of statistics — school population and attendance, districts, income and expenditure, 446. Historical sketch of the territorial school system, 446, 447 ; authorities, 446 ; provisions of the school law of 1864, 446, 447 ; the amendments of later laws, process shown in the annual re¬ ports, superintendence, 447. Elementary instruction — school reports incom¬ plete, 447, 448 ; school fund, unqualified teach¬ ers, proposed hoard of examiners, 448. (See Table I, 500-507.) School officials, list of. 448. Dlinois, State of : Summary of statistics— school population and attendance, number of schools, income and ex¬ penditure, school fund, 77. Historical sketch of the State school system, 77-80 ; authorities, 77 ; permanent school fund, whence derived, general school law of 1825, school tax made optional, 78 ; township super¬ vision provided, 78, 79 ; revision of school laws in 1841, provision for State and county super¬ vision, 79 ; unification of the school system, present system. State institutions, superintend¬ ents, names and terms of office, 80. Elementary instruction — progress, 80; school ex¬ penditures, 80, 81 ; Kindergarten, 81. (See Ta¬ ble I, 500 or 507.) City school systems — of Belleville, 81; of Chicago, 81, 82 ; of Decatur, of Elgin, of Peoria, 82 ; of Springfield, 82, 83. (See Table II, 508-.549.) Training of teachers — State Uorraal University, Southern Dlinois Kormal University, other normal schools, 83; school journal, 84. (See Table III, 550-565.) Secondary instruction — public high schools, pri¬ vate secondary schools, preparatory schools and departments, business colleges, 84. (See Table VI, 584-671.) Superior instruction — Dlinois Industrial Univer¬ sity, 84, 85 ; other colleges, 85-87 ; colleges for women, statistics of universities and colleges, 87. (See Table IX, 698-728.) Scientific and professional instruction — scientific department of Illinois Industrial University, 87,88; department of natural science of West- field College, schools of theology, 88 ; medical schools, 88, 89 ; law depai-tments, statistics of schools for, 89, 90. (See Tables X-XIII, 729- 759.) Special instruction — education of the deaf and dumb, of the blind, asylum for feeble-minded children, 90. (See Tables XIX, XX, 806-811 ; Table XXIH, 875.) Educational conventions — State Teachers’ Asso¬ ciation, County Superintendents’ Association, 91. School officials, list of, 91-93. Dlinois Agricultural College, 85. Illinois Industrial University, 84, 85, 87, 88. Indiana, State of : Summary of statistics— school population and attendance, teachers and their pay, school dis • tricts and schools, income and expenditure, school funds, 94. Historical sketch of the State school system, 95-98 ; authorities, early voluntary free schools, legislation under the first constitution and de¬ lay in carrying out its provisions, system of free schools established bylaw in 1852, 95 ; su¬ perintendents noticed, 96, 97 ; officers and in¬ stitutions of the school system, 97 ; school fund, w'hence derived, 98. Elementary instruction— report of State super¬ intendent for 1874-’75 and 1875-’76, noticed, topics discussed in it. (1) illiteracy in the State, 98 ; (2) schools for colored children, 98, 99 ; (3) Indiana, State of — Continued. the means of making country schools more effective, county superintendency. Kindergar¬ ten, State educational exhibit at the Centen¬ nial, 99. (See Table I, 500-507.) City school systems— of Huntington, 99, 100 ; of Indianapolis, of Lafayette, 100. (See Table 11. 508-549.) Training of teachers — State Normal School, Northern Indiana Normal School, other normal schools, 101 ; teachers’ institutes, 101, 102 ; school journals, 102. (See Table III, 550 -565.) Secondary instruction— public high schools, pri¬ vate secondary schools, preparatory schools and departments, business colleges, 102. (See Tar ble VI, 584-671.) Superior instruction — State University, 102, 103 ; other colleges, 103, 104 ; statistics of universi¬ ties and colleges, 104. (See Table IX, 698-728. ) Scientific and professional instruction — Purdue University, theological departments, law d^ partments, medical colleges, 105. Statistics of schools for, 106i (See Tables X- Xm, 729-759.) Special instruction — Institute for the Deaf and Dumb, education of the blind. Soldiers’ Or¬ phans’ Home, 106. (See Tables XIX-XXI, 806-867.) Educational conventions— State Teachers’ As¬ sociation, county teachers’ institutes, township institutes. State institutes, coUegiate associa¬ tion. 107. Obituaries— Hon. John Purdue, 107,108; Pro¬ fessor Thomas Oleott, Professor Herbert E. Copeland. 108. School officials, list of, 108, 109. Indiana Asbiuy University, 103. Indianapolis, Indiana : School system of, 100. Indiana State University, 102, 103. Indian children, schools for, in New York, 277. Indian service. United States, educational statis¬ tics of, 451. Indian Territory : Summary of statistics — school population of, at¬ tendance, schools and terms, teachers and their pay, 449 ; income and expenditure, 450. General educational condition — school revenues, boarding and higher schools, of the Cherokees, of the Creeks, and of the Choctaws, 450 ; of the Chickasaws, 450, 451 ; of the Seminoles, 451 ; educational statistics of United States Indian service, schools maintained by religious denomi¬ nations, 351. (See Table I, 500-507.) School officials, list of, 451. Indians, schools among, maintained by religious denominations, 451. Industrial schools, clxxiv. Institute.^, Teachers’: In Arkansas, 19 ; in California, 25 ; in Delaware, 58; in Indiana, 96, 101, 102, 107; in Kansas, 125 ; in Kentucky, 135 ; in Maine, 156, 157 ; in Maryland, 169 ; in Massachusetts, 187 ; in Michigan, (authorized,) 201 ; in Nebraska, 243; in New Hampshire, 255; in New Jersey, (authorized,) 263, 267, 268; in New York, 281, 282 ; in Ohio, 313 ; in Oregon. 325 ; in Pennsyl¬ vania, 340 ; in South Carolina, 365 ; in Tennes¬ see, 376 ; in Vermont, 395 ; in Wisconsin, 424. Intercollegiate Literary Association, 471. International Educational Conference, ccvi, ccvii, 467, 468. Iowa, State of : Summary of statistics — school population and attendance ; teachers and their pay ; schools and school-houses ; income and expenditure, no. Historical sketch of the State school system, 111-113; authorities, territorial provision for free schools, appointment of a superintend¬ ent, rate bills assessed, provisions of first State constitution. 111 ; State board of educa¬ tion, its duties and its abolition, 111. 112; graded or union schools formed, county high schools established. State board of examiners created, 112; superintendents, names and terms of office, 112, 113 ; county and district supervis¬ ion, 113. Elementary education — the public schools, 113; Kindergarten, 113, 114. (See Table 1, 500-507.) INDEX, 931 Iowa, State of— Continued. City school systems— of Chariton, of Davenport, of West Des Moines, 114. (See Table II, 508- 549.) Training of teaehers — normal schools, 114, 115 ; SchoolJ eurnal, 115. (See Table III, 550-565.) Secondary instruction— public high schools, pri¬ vate secondary schools, preparatory schools and departments, business colleges, 115. (See Table VI, 584-671.) Superior instruction — State Dniversity, 116 ; . uther colleges, 116, 117 ; statistics of universi- './ties and colleges, 117. (See Table IX, 698-728.) Scientific and professional instruction — agricult¬ ural college, 117, 118 ; provision for theolog¬ ical instruction, law departments, medical col¬ leges, 118. Statistics of schools for, 118. (See Tables X- ■ Xni, 729-759.) Special instruction— education of the deaf and dumb, of the blind, 119. (See Tables XIX, XX, 806-811.) Educational conventions — State Teachers’ Asso¬ ciation, association of principals and city superintendents, 119. Obituary — Eev. Orlando Clarke, 120. School officials, list of, 120, 121. I-owa College, 116. Iowa State Agricultural College, 117, 118. Iowa State Dniversity, 116. Iowa Wesleyan University, 116. Ireland ; Educational statistics of, cxc. Italy : Educational statistics of, cxc. Ithaca, Xew York : School system of, 278. J. Jacobus, Prof. M. W., D. D., LL. D. (Obituary notice,) 348, 349. Jamaica : Educational statistics of, cc. Japan : Educational statistics of, cxc. Jersey City, New Jersey: School system of, 266. Johns Hopkins TJniversity, 173. Johnson, Hon. Warren: (Obituary notice,) 163. Journals, educational. (See periodicals, educa¬ tional.) Judson TJniversity, 20. e:. Kansas, State of : Summary of statistics — school population and attendance, teachers and their pay, school dis¬ tricts and schools, income and expenditure, school fund, school property, private schools, 122. historical sketch of the State school system, 123-127 ; authorities, first territorial schools, duties of territorial superintendent, law of county superintendents, township trustees, in¬ dependent district system, 123; final territorial details, 123, 124 ; State superintendencies no¬ ticed, first and second, 124; third, 124,125; fourth, 125 ; fifth, 126; sixth, 126, 127. Elementary instruction — current sentiment upon important topics, recommendations of the su¬ perintendent, 127. (See Table I, 500-507.) Training of teachers — normal schools, 127, 128 ; normal course in State University, 128. (See Table in, 550-565.) Secondary instruction — public high schools, pri¬ vate secondary schools, preparatory schools and departments, business colleges, 128. (See Table VI, 584-671.) Superior instruction — University of Kansas, other colleges, statistics of universities and coUeges, 129. (See Table IX, 698-728.) Scientific and professional instruction — State Agricultural College, 129,130; school of the¬ ology, 130. Statistics of schools for, 130. (See Tables X-XI, 729-747.) Special instruction— education of the blind, of the deaf and dumb, 130. (See Tables XIX, XX, 806-811.) School officials, list of, 130, 131. Kansas City, Missouri : School system of, 232. Kansas State Agricultural College, 129, 130. Kentucky, State of : Summary of statistics— school population and attendance, teachers and their pay, schools, income and expenditure, 132. Kentucky, State of — Continued. Historical sketch of the State school system, 132-135 ; authorities, 132 ; early action with respect to schools, land grants, literary fund, permanent school fund formed, 133 ; school system established, main features of it, 133, 134; subsequent changes, powers of State board of education, 134 ; provisions for exam¬ ination of teachers, 134, 135 ; superintendents, names and terms of office, 135. Elementary instruction— remarks upon the sta¬ tistics of] 135, 136 ; schools for colored children, obstacles in the way of improvement, Kinder¬ garten, 136. (See Table I, 500-507.) City school systems — of Covington, 136, 137 ; of Louisville, 137. (See Table Lt, 508-549.) Training of teachers — normal schools, 137. (See Table HI, 550-565.) Secondary instruction — public high schools, private secondary schools, 137 ; preparatory departments of colleges, business colleges, 133. (See Table VI, 584-671.) Superior instruction— Kentucky University,138; other colleges, 138, 139; colleges for women, statistics of universities and colleges, 139. (See Table IX 698-728.) Scientific and professional instruction —agricult¬ ural and mechanical college, instruction in theology, law colleges, medical coUeges, 140. Statistics of schools for, 141. (See Tables X- Xm, 729-759.) Special instruction— institution for the blind, for the deaf and dumb, 141 ; for feeble-minded children, 142. (See Tables XIX-XX, 806-811 ; Table XXIII, 875.) Educational conventions— State Teachers’ Asso¬ ciation, 142. Obituary — Dr. William L. Breckenridge, 142. School officials, list of, 142-144. Kentucky Military Institute, 139. Kentucky University, 138. Kepler, Dr. Samuel : '(Obituary notice,) 177. Kindergarten : In California, 26, 27 ; in Colorado, 38 ; in Con¬ necticut, 45 ; in Illinois, 81 ; in Indiana, 99 ; in Iowa, 113, 114 ; in Kentucky, 136 ; in Mary¬ land, 170 ; in Massachusetts, 183 ; in Minne¬ sota, 215 ; in Saint Louis, Missouri, 233 ; in Xew Hampshire, 256 ; in New Jersey, 265; in Xew York, 277; in Ohio, 309; in South Caro¬ lina, 365; in Wisconsin, 423; in District of Columbia, 442. Statistics of. Table V, 572-583 ; summary, Ixviii. Kingston, Hew York, school system of, 278. Knox College, 85. Knoxville, Tennessee, school system of, 374. X Lafayette, Indiana, school system- of, 100. Lake Eorest University, 85, 86. Lancasterian school noticed, 438. Languages, method of studying, 476. Latin, the pronunciation of, 484-497 : Three methods in use, progress of the Latin or Homan method, 484 ; bibliographical list of Latin method,''484-487 ; sounds of the letters, 487, 488 ; accent, 488 ; correspondence of dis¬ tinguished scholars respecting, 488-490 ; re¬ marks by Dr. Humphreys, 490, 491 ; statistical summary, 491 ; universities and colleges using the Eonian method, 492, 493 ; the Continental, 493, 494 ; the English, 494, 495 ; preparatory schools using the Eoman method, the Conti- tinental, 496 ; the English, 496, 497 ; geograph, ical summary, 497. Law schools : In Alabama, 11 ; in Connecticut, 51 ; in G-eorgia, 73 ; in Hlinois, 89 ; in Indiana, 105 ; in Iowa, 118; in Kentucky, 140; in Louisiana, 151; in Maryland, 175 ; in Massachusetts, 193 ; in Michigan, 207 ; in Mississippi, 226 ; in Mis¬ souri, 237 ; in Hew York, 287 ; in Xorth Caro¬ lina, 302 ; in Ohio, 318 ; in Pennsylvania, 345 ; in South Carolina, 367 ; in Tennessee, 379 ; in Texas, 389 ; in Virginia, 406 ; in. Wisconsin, 426, 427 ; in District of Columbia, 443, 444. Statistics of, Table XII, 748-751; summary,, cxiii, cxiv. 932 INDEX. Lehigli UniTersity, 341, 344. Le-n-rston, Maine, school system of, 158, 159. Librarians,- conferenco of, at Philadelphia, cxxx, cxxxi. Lihrarie.s : In Indiana, law providing for township libra¬ ries, 95 ; in Massachusetts, disltict school libraries formed, 160 ; law authorizing free town libraries, 198 ; township librari’es, in Michigan, 200, 201 ; school libraries, 202; dis¬ trict libraries, in hTew York, 274; in Ehode Island, fi-ee public libraries, 355. Statistics of. Table XVI, 777-779; summary, cxxiii. Library of the Interior Department, cxxv-cxxix. Library, public, and the common school, cxxxviii, cxxxix. Life saving service, libraries of, cxxiv, cxxv. Lincoln Univer-sity, Lincoln, Illinois, 86. Littlefield, Joseph: (obituary notice.) 163. Little Lock, Arkansas, school system of, 19. Lombard University, 88. Louisiana, State of : Summary of statistics — school population and at¬ tendance, teachers and their pay, schools, in¬ come and expenditure, school fund, 145. Historical sketch of the State school system, 145-149 ; authorities, 145, 146 ; early legislation, parish schools, office of superintendent created, 146 ; provision for support of free schools, 146, 1 47 ; duties of district directors, parish treas¬ urer to make annual report, duties of superin¬ tendent, effect of system, 147 ; distinctions regarding race, color, &c., abolished, reorgani¬ zation of school system, causes of impaired efficiency, improvements, 143 ; annual tax made obligatory, 148, 149 ; mandatory character of law levying school tax, 149. Elementary instruction— no printed report of, 149. (bee Table I, 500-507.) Training of teachers — normal school and depaif- ments, 149. (See Table III, 550-565.) Secondary instruction— public high schools, pii- vate secondary schools, preparatory schools and departments, 149; business colleges, 150. (See Table VI, 584-671.) Superior instruction — University of Louisiana, other colleges, colleges for women, 150 ; statis¬ tics of universities and colleges, 131. (See Table EX, 698-728.) Scientific and professional instruction — State Agricultural and Mechanical College, law department of University of Lordsiana, the- olo.gical departments of universities, medical schools, Xew Orleans Dental College, 151. Statistics of schools for, 152. (See Tables X- XIII, 729-759.) Special instruction — education of the blind, of the deaf and dumb, 152. (See Tables XIX- XX, 806-811.) School officials, list of, 152. Louisiana State Agricultural and Mechanical College, 100. Louisville, Kentucky : School system of, 137. LoweU Institute, 196. Lowell, Massachusetts: School system of, 185. Lynchburg, Virginia: School system of, 403. Lynn, Massachusetts : School system of. 135, 186. Lyons, Superintendent Jonathan: (Obituary no¬ tice,) 403, 409. M. McMinnville College, 328. Madison University, 284. Maine, State of : Summary of statistics— school population and attend.ance, teachers and their pay, school dis¬ tricts and schools, income and exxienditure, school fund, 153, Historical sketch of the State school system, 15J-153; authorities, 153; early action, 153, 154 ; first State provision for support of schools, school committees, schi>ol districts, amenda¬ tory action, 154 : graded system begun, school laws revised, efforts to unify the system, 153 ; State board of education createdj duties of, 155, 156 ; first meeting of hoard, teachers’ in¬ stitutes established, school laws improved, hoard abolished, county commissioners ap- Maine, State of— Continued. pointed, 156 ; State superintendent, office created, duties of, 156, 157 ; compulsory school law, superintendents, names and terms of office, school funds, normal schools and insti¬ tutes, educational associations, educational journal, 1.57 ; graded and high schools, 357, 153. Elementary instruction — no room for details, 153. (See Table I, 500-507.) City scliool systems— of Augusta, of Bangor, 158; of Lewiston, 158, 159; of Portland, 1.59. (See Table II, 508-549.) Training of teachers- State normal schools, nor- mal deiiartments, 159. (See Table III, 550- 565.) Secondary instruction— free high schools, 159, 160; private academics, i)reparatory schools, business colleges, 160. (See Table VI 584- 671.) Superior instraction — Bowdoin College, 160; Bates College, 160, 161 ; Colby University, college for women, statistics of a university and colleges, 161. (See Table IX, 698-728.) Scientific and professional instruction— State Agricultural College, scientific department of Bowdoin College, 161 ; theological schools, medical school, 162. Statistics of schools for, 162. (See Tables X-XI, 729-747; Table XIII, 752, 759.) Educational conventions — State Teachers’ Asso¬ ciation, 162, 163; association on a professional basis, 163. Obituaries- Joseph Littlefield, Hon. 'Warren Johnson, 163. School official, (chief,) 163, Maine State College of Agricnltui-e and the Me¬ chanic Arts, 161. Maryland, State of : Summary of statistics — school population and attendance, teachers and their pay, schools, income and expenditure, school fund, 164. Hi.storical sketch of the State school system, 165-170; authority; colonial action for free schools, acts of 1695, of 1696, King William's School established, steps to found a free school in each county, law not enforced, supplement¬ ary act, principle of free public schools aban¬ doned, 165 ; insufficient funds, post revolution¬ ary action, colleges organized, origin of “aca¬ demic donations,” acts concerning University of Maryland, 166 ; the lottery mania, 166, 167 ; school fund created, 167 ; provisions of first general school law, 167, 168; second general law. State board of education formed, 168, 169 ; duties of superintendent, of county commis¬ sioners, new school law of 1868, offices elective, hoard of education and State superintendency abolished, financial features, effect of system, 169 ; State School Commissionersappointed,l69, 170; present school law, provision for colored schools, 170. Elementary instruction — schools for colored childr en, the schools in general. Kindergarten, 170. (See Table 1, 500-50 7. ) City scliool . system of Baltimore, 171.- (See Table 11, 508-549.) Training of teachers — proposed new agency for, nbiTual schools, 172. (See Table TTl, 550- 565.) Secondary instruction — public high schools, academies, and kindred secondary schools, 172; preparatory schools and departments, 172, 173 ; business college, 173. (See Table VI, 584-671.) Superior instruction — Johns Hopkins Univer¬ sity, 173 ; other colleges, 173, 174 ; statistics of universities and colleges, 174. (See Table IX, 698-728.) Scientific and professional instruction — Mary¬ land Agricultural College, 174 ; United States Kaval Academy, 174, 175; instruction in the¬ ology, law school, medical colleges, dental col¬ leges, 175. Statistics of schools for, 176. (See Tables X- XIII, 729-759.) Special instruction — education of the blind, 176 ; education of the deaf and dumb, 176, 177; education of colored blind and deaf-mutes, 177. (See Tables XIX-XX, 806-811.) INDEX. 933 Maryland, State of— Continned. Obituary — 'Williaiii H. Perveil, Dr. Sarunel Kep¬ ler, Eenjamin Tippett, 177. School officials, list of, 177, Mainland Agricultural College, 174 175. Massachusetts, State of : Summary of statistics — school population and attendance, teachers and their pay, public schools, private schools and academies, spe¬ cial schools, receipts and expenditures, 178; expenditure per capita, school fund, 179. Historical sketch of the State school system, 179-182 ; authorities, colonial legislation, early State legislation, provision for town schools, 179 ; district system formed, 179, 180 ; succes¬ sive improvements, duties of school commit¬ tees, provision for pennanent school fund, law concerning factory children. State board of exlu- cation created, district libraries established, 180 ; germ of the normal school system, 180, 181 ; duties of towns and their committees de¬ fined, apportionment of the State school fund, town and city superintendence secured, other improvements in the system, truant law en¬ acted, 181; provision for special instmction, 181, 182 ; administration of the system, secre¬ taries of the board, names and terms of office. 182. Elementary instruction— general statistics. State board of education, 182 ; secretary of the board, 182. 183. Agents of the board. State director of art edu¬ cation. city and town school committees and superintendents, common schools, attendance, evening schools, industrial drawing classes, Kindergarten, 183. (See Tabled, 500-507.) City school systems — of Boston, 183, 184; of Cambridge, 184, 185; of Fitchburg, of Lowell, 185; of Lynn, 185, 186; of Hew jBedford, of Kewburyport, of Salem, 186 ; of Springfield, 186, 187. (See Table II, 508-549.) Training of teachers— normal schools, teachers’ institutes, Hew England Journal of Education 187, (See Table UI, 550-505.) Secondarj? instruction — public high schools, 187, 188; private secondary schools, preparatory schools and departments, business colleges, Eromfleld Academy, 188. (See Table VI, 584- 671.) Superior instruction- Amb erst College, Boston College, 188; Boston University, 188, 189; College of the Holy .Cross, 189; Harvard Col¬ lege, 189, 190; Tufts College, 'Williams College, colleges for women, 190 ; statistics of a univer¬ sity and colleges, 191. (See Table IX, 698- 728.) Scientific and professional instmction — Agri¬ cultural College, 191 ; Institute of Technology, 191, 192; other scientific schools, 192; schools of theology, 192, 193. Law schoms, 193 ; medical schools, 193, 194 ; dental schools, college of pharmacy, 104. Statistics of schools for, 194, 195. (See Tables X-Xin, 729-759.) Special instruction — ^Perkins Institution and Massachusetts Asylum for the Blind, 195; edu¬ cation of the deaf and dumb, of the feeble¬ minded, reform schools, libraries, the Lowell Institute, 190. (See Tables XIX- aX, 806- 811; Tables XXII-XXIM, 868-875.) Obituaries — John H. Clifibrd, 196, 197; Francis M. Gardner, 197 ; Augustine M. Gay, 197, 198 ; Professor E. S. Snell, LL. D., 198. School officials, list of, 198. Massachusetts Agricultural College, 191. Massachusetts Institute of Technology, 191, 192. MeadviUe, Pennsylvania : Schools of, noticed, 338, 339. Medical education, elevation of, standard of, cxvi-cxvii. American medical diplomas abroad, cxvii. Medical schools; In Alabama, 11 ; in California, 32; in Connecti¬ cut, 51. 52; in Georgia, 73; in Illinois, 88,89; in Indiana, 105; in Iowa, 118; in Kentucky, 140 ; in Louisiana, 151 ; in Maine, 1C2: in Mary¬ land, 175 ; in Massachusetts, 193, 194 ;' in Michi¬ gan, 207. 208 : in Missouri, 237 ; in Xew Hamp- shii-e, 259; in Xew York, 287, 288; in Ohio, Medical schools— Continned. 318 ; in Oregon, 327 ; in Pennsylvania, 344, 3f5; in South Carolina, 367 ; in Tennessee, 379, 3; 0 ; in Texas, 389; in Vermont, 397 ; in Virginia, 406 ; in District of Columbia, 4 14. Statistics of, Table XIII, 752-759; summary cxiv-cxvi. Mempliis, Tennessee : School system of, 374, Mercer University, 72. Meriden, Connecticut : School system of, 46. Moyerberg, Professor, visit of, ccx. Michigan, State of ; Summary of statistics— school population and attendance, teachers and their pay, school dis¬ tricts and schools, income and expenditure, school fund, 199. Hi.storical sketch of the State school system, 200-202: antboiities, land grants for schools under first State constitution, other provisions, duties of superintendent defined, first primary school law, financial difficulties, tax for schools and for township libraries, 200 ; provisions of constitutioif of 1850, 200, 201; acts regulating tax for schools, establishing rate hills, provid¬ ing for graded district schools and for county supoivision, rate bill system abohsbed and schools made free, compulsory school law X^assed, 201 ; county snperintendency ahoh-shed, 201, 202; superintendents, names and terms of office, 202. Elementary instruction — the schools in 1874-’75, school libraries, 202 ; the schools in 1876, 202, 203. (See Table I, 500-507.) City school systems — of Ajin Arbor, of Detroit, of East Saginaw, 203 ; of Grand Eapids, of Pontiac, 204. (See Table II, 508-549.) Training of teachers— State normal school, 204. (See Table HI, 550-565.) Secondary instruction — high schools, 204,205; private secondary schools, preparatory schools and departments, business colleges, 205. (See Table VI, 584-671.) Superior instruction— University of Michigan, 205 ; other colleges, colleges for women, statis¬ tics of a university and colleges, 206. (See Table IX, 698-728.) Scientific and professional instruction— State Agricultural College, schools of theology, de¬ partment of law of Michigan University^ 207 ; medical colleges, 207, 208. Statistics of schools for, 208; (See Tables X- Xm. 729-759.) Special instruction — State Beform School, 208, 209 ; State Public School, Coldwater, education of the deaf and dumb and the blind, 209. (See Tables XI-XXX, 806-811 ; Table XXII, 866- 874 ) Educational associations — State teachers’ asso- tion, 209. 210 ; association of city school super¬ intendents, association of music teachers, 210. Obituary record — W. L. M. Breg, H. C. Baggeriy, Miss Jennie Carmichael, 210. School officials, list of, 210. Middletown, Connecticut : School system of, 47. Migerka, Dr., visit of, ccxi. Military Academy, statistics of admission to, 760. Mining schools. (See Science, schools of.) Minneapolis, Minnesota : School system of, 215. Minnesota, State of : Summary of statistic.s — school population and attendance, teachers and their pay, schools, receipts and expenditures, school fund, 211. Historical sketch of the State school system, 212, 213; authority, territorial action, early State action, rise of normal schools, modifica¬ tions of the first school law, 212; local super¬ vision of schools. State supervision, 213. Elementary instruction — school-houses, schools, enrolment, &c., 213, 214; graded schools, change in basis of apportionment, 214; re¬ spects in which the system is weak, 214, 215 ; Kindergarten, 215. (See Table I, 500-507.) City scho'^ol systems— of Saint Paul, of Minneap¬ olis, 215. (Sec'Table, II, 508-549.) Training of teachers— normal schools, 216. (See Table ELT, 550-565.) Secondary instruction— public high schools, pri¬ vate secondary schools, business colleges, 216. _ (See Table VI, 584-671.) 934 INDEX. Minnesota, State of— Continued, Superior instruction— University of Minnesota, 216, 217 ; other colleges, colleges for vromen, statistics of universities and colleges, 217. (See Table IX, 698-728.) Scientific and professional instruction — college of agriculture, schools of theology, 218. Statistics of schools for, 218. (See Tables X- XI, 729-747.) Special instruction — education of the deaf and dumb and the blind, 218,219. (See Tables XIX-XX, 806-811.) Educational conventions— Minnesota Educa¬ tional Association, 219. Obituary — Professor Versal J. "Walker. School otScials, list of, 220. Mississippi, State of : Summary of statistics — school population and attendance, teachers and their pay, number of days schools were kept, income and expendi¬ ture, 221. Historical sketch of the State school system, 221- 223 ; authorities, 221 ; foundations laid, 221, 222 ; pi'ovisions for care of school lands, formation and management of literary fund, qualifica¬ tions of teachers, duties of township trustees, 222; school statistics in 1840, 1850, and 1860, 222, 223 ; provisions of constitution of 1869, of school law of 1870, opposition to school system, superintendents, names and terms of otfice, 223, Elementary instruction — the public school sys¬ tem, 223, 224. (See Table I, 500-507.) City school system — of Yicksburg, 224. (See Table II, 508-549.) Training of teachers— normal schools, ^4. (See Table III; 550-565.) Secondary instruction — public high schools, pri¬ vate secondary schools, preparatory schools aiid departments, business college, 224. (See Table VI, 564-671.) Superior instruction — University of Mississippi, 224, 225 ; other colleges, colleges for women, statistics of universities and colleges, 225. (See Table IX, 698-728.) Scientific and professional instruction — Scientific departments of universities, 225 ; school of the¬ ology, 225, 226 ; law school, 226. Statistics of schools for, 226. (See Tables X- Xn, 729-751.) Special instruction — education of the blind, of the deaf and dumb, 226. (See Tables XIX- XX. 866-811.) School ofiicials, list of, 226, 227. Missouri, State of : Summary of statistics — school population and attendance, teachers and their pay, schools, ^^income and expenditure, school fund, 228. liistorical sketch of the State school system, 228-231 ; authorities, 228 ; first steps, care of school lands, act of 1824, revision of statutes in 1835, condition of free schools in 1840, growth of school system, 229; state superintendency reestablished, 229, 230 ; provisions of constitu- tution of 1865, free schools for colored children, formation of school fund, new school law of 1866, county supervision, privileges of incor¬ porated exties, towns, and villages, normal schools established, 230; power to establish high schools, separate schools for colored chil¬ dren imperative, county supervision ineificient, superintendents, names and terms of office, 231. Elementary instruction — poor schools, short school term, 231 ; losses of school money, need for county supervision, colored schools, 232. (See Table I, 500-507.) City school systems — of Kansas City, 232; of Saint Joseph, 233; of Saint Louis, 233,234. (See Table H, 508-549.) Training of teachers— normal schools, normal departments, educational journals, 234. (See Table III, 550-565.) Secondary instruction— ^public high schools, pri¬ vate secondary schools, preparatory depart¬ ments of colleges, 234 ; bustuess colleges, 235. (See Table VI, 584-671.) Superior instruction — State University, 235; other colleges, 235,236; colleges for women, intercollegiate contest, statistics of universi¬ ties and colleges, 236. (See Table IX, 698-728.) Missouri, State of— Continued. Scientific and professional instruction— scientific departments of State university', law schools, medical colleges, 237 ; schools of theology, 237. 238. ■ . Statistics of schools for, 238. (See Tables X- Xin, 729-759.) Special instruction — education of the deaf and dumb, 238, 239 ; of the blind, 989. (See Tables XIX-XX, 806-801.) Educational convention — State Teachers’ Asso- ciation, convention of county commissioners., normal convention, 239. School officials, list of, 239. Monmouth College, 86. Montana, Territory of : Summary of statistics — school population and attendance, teachers and their pay, schools, income and expenditure, 452. Historical sketch of the Territorial school sys¬ tem, 452-454 ; authority, 452 ; first general school law of 1864 and its provisions, 452, 453 ; crea¬ tion of a territorial superintendency, improved school law, 453 ; generally beneficial results of the law, 453, 454. Elementary instruction — marked progress of the public schools, proposed increase of the school term, 454. (See Table I, 560-507.) Training of teachers — ^proposed normal classes in high schools, 454. (See Table ITT, 550-565.) Secondary instruction— public high schools, 455. School officials, list of, 455. Moravian Archives, Library of the, cxxxii. Museum of Medical Institution of Yale College, note, 51, 52. H. XTashua, Xew Hampshire : School system of, 256, 257. Kashville, Tennessee: School system of, 375, Xational aid to education, xii-xvii. National Deaf-Mute College, cxlii, 443. National Educational Association, 466, 467. Naval Academy : Noticed, 174, 175 ; statistics of admissions to, 761. Nebraska, State of: Summary of statistics— school population and attendance, schools, teachers and their pay, income and expenditure, school fund, 240. Historical sketch of the State school system, 241, 244 ; authorities, provisions of territorial school law, first school taught, want of inter¬ est in education, new school law of 1858 crea¬ ting township system, summary of county re¬ ports in 1860, 241 ; great increase in 1861, State normal school founded, condition of school buildings, meeting of State educational con¬ vention, resolutions offered, provisions of school law of 1867, 242 ; removal of State cap¬ ital, 242, 243; standard of qualifications of teachers raised. State list of text books. State Teachers’ Association organized, teachers’ in¬ stitutes held, mania for building school-houses . provision for school fund and school income 243 ; superintendents, names and teims of office, 244. Elementary instruction— no report for 1875-’76, 244. (See Table I, 500-507.) City school system— of Omaha, 244. (See Table li, 508-54J.) Training of teachers— normal school, educational journal, 244. (See Table III, 550-565.) Secondary instruction— public high schools, 244, 245; private secondary schools, preparatory departments, business college, 245. (See Table VI. 584-671.) Superior instruction — State University, Doane College, statistics of these, 245. (See Table IX, 698-728.) Scientific and professional instruction— the In¬ dustrial College of the State University, 245, 246. Statistics of schools for, 246. (See Table X, 729- 737.) Special instruction — education of the deaf and dumb, 246. (See Table XLX, 806-809 ) Educational conventions — State Teachers’ Asso¬ ciation, 246, 247 ; meetiug of county superin¬ tendents, 724. INDEX. 935 Nebraska, State of— Continued. School officials, list of, St?. Netherlands: Educational statistics of, cxci. Nevada, State of : Summary of statistics — school population and attendance, teachers and their pay, schools, income and expenditure, 248. Histoiical sketch of the State school system, 248-250; authorities, 248; provisions of teixi- torial school law, school fund and income, whence deiived, board of education foimied, powers of county superintendents, provisions of State constitution, first State school law, subsequent changes, 249 ; compulsory school act, superintendents, names and terms of office, 2.50. Elementary instruction — progress of the schools, teachers, religious instruction, opinions con¬ cerning, 250. (See Table I, 500-507.) Secondary instruction — public high schools, 250 ; private secondary school, 250, 251. (See Table VI, 584-671.) Superior instruction— State University, 251. (See Table IX, 698-728.) Special instruction — education of the deaf and dumb and the blind, 251. (See Table XIX-XX, 806-811.) School officials, list of, 251. New Bedford, Massachusetts : School system of, 186. New Brunswick, New Jersey: School system of, 266, 267. New England Association of School Superinten¬ dents, 470. New Hampshire, State of : Summary of statistics — school population and attendance, teachers and their pay, schools, school-liouses, income, 252; expenditure, 253. Historical sketch of the State school system, 253, 256; authorities, school law of 1642 for compulsory education and law of 1647 for town schools the laws of the State, independent co¬ lonial action, 253 ; early State action, change from town to district system, 254 ; laws con¬ cerning and duties of. school committees, 254, 255; free text-books for poor children, distri¬ bution of literary fund, teachers’ institutes. State school commissioner appointed, the office abolished and county commissioners appointed, succeeded by board of education, 255 ; law for compulsory "education, State school officers, names and terms of office, 256. Elementary instruction — improvements in school system since 1871, Hindergarten, 256. (See Table I, 500-507.) City school system— of Nashua, 256,257. (See Table II, 508-549.) Training of teachers— State normal school, 257. (See Table III, 550-565.) Secondary instruction — public high schools, academies and seminaries, preparatory schools, business college, 257. (See Table VI, 584-671.) Supeiior instruction— Dartmouth College, col¬ leges for women, statistics of Dartmouth Col¬ lege, 258. (See Table IX, 698-728.) Scientific and professional im-truction- College of Agriculture and the Mechanic Arts, 258, 259 ; Thayer School of Civil Engineering, Med¬ ical College, 259. Statistics of schools for, 259. (See Table X, 729- 731 ; Table XIII, 752-759.) Educational convention— State Teachers’ Asso¬ ciation, 239. Obituary— Prof. E. W. Dimond, 260. Chief State school officer, 260. Now Haven, Connecticut: School system of, 46. New Jersey, State of : Summary of statistics— school population and attendance, teachers and their pay, school dis¬ tricts and property, income, 261 ; expenditure, 262. Historical sketch of the State school system, 262, 264; authorities, first school law, 1693; schools established in colonial times. State school fund created in 1816, 262 ; taxation for the education of poor children. 262, 263; school law of 1829, duties of school committees. State appropriation limited to poor children, im¬ provements in school law in 1838, State and New Jersey, State of— Continued. township supervision provided, 263 ; teachers’ institutes authorized, 263, 264 ; State board of education formed, revised school law of 1867, schools made entirely free, law for compulsory education, superintendents, names and terms of office, 264. Elementary instruction — diminished resources, large attendance on the schools, 264; good schools through good teachers, 264, 265; educa¬ tional exhibit at the Centennial, Kindergarten, 265. (See Table I, 500-507.) City school systems — of Camden, 265 ; of Eliza¬ beth. 265, 266 ; of Jersey City, of Newark, 266 ; of New Brunswick, 266, 267 ; of Paterson, 267. (See Table II, 508-549.) Training of teachers — State Normal School, Ear- num Preparatory School, city normal schools, 267; other means of training teachers, 267, 268. (See Table III, 550-565.) Secondary instruction — pui lic high schools, pri¬ vate secondary schools, preparatory schools and de]>aitm exits, business colleges, 268. (See Table VI, 584-671.) Superior instruction — the College of Now J ersey, 268, 269 ; Kutgers College, Seton Hall College, St. Benedict’s College, colleges for women, statistics of colleges, 269. (See Table IX, 698- 728.) Scientific and professional instruction— schools of science, theological seminaries, 270. Statistics of schools for, 270. (See Table X, 729- 737 ; Table XI, 738-747.) Special xnstruction— State Deform School for Boys. State Industrial School for Girls, 271. (See Table XXII, 868-874.) School officials : List of, 271. New London, Connecticut : School system of, 47. New Mexico, Territory of : General educational condition — letter from Sec¬ retary Kitch, 456 ; statistical report of public schools for year ending December 31, 1875, 457. (See Table 1, 500-5,07.) New Orleans University, 150. New South Wales: Educational statistics of, cc. New York, State of : Summary of statistics — school population and attendance, schools, teachers, income and ex- pemliture, school fund, 272. Historical sketch of the State school system, 273-276 : authorities, provision for schools by the Dutch, eaily English schools, act to en¬ courage schools in the cities and towns, foun¬ dation of school fund, first continuous school system, (1812,) 273 ; town tax made compulsory, increase of school funds, changes in mode of supervision, normal schools established, coun¬ ty superintendency abolished, succeeded by school commissioners, 274 ; system of rate bills, 274, 275; schools made free, opposition, rate bills restored, abolished, and schools free at last, superintendents, names and terms of office, 275; school funds, 2'* 5, 276. Elementary instruction— progress of the schools, compulsory education, 276 ; township system, 276, 277 ; iiidustrial drawing, schools for Indian children, Eandergarteu, 277. (See Table I, 500- 507.) City school systems — of Albany, 277, 278; of Auburn, of Cohoes, of Ithaca, of Kingston, 278 ; of New York City, 278-280 ; of Oswego, of Schenectady, of Syracuse, 280 ; of Troy, 280, 281. (See 'table 11, 508-549.) Training of teachens— normalschools, 281 ; teach¬ ers’ institutes, 281, 282; teachers’ classes in academies, educational journals. State certifi¬ cates to teachers, 282. (See Table III, 550-565.) Secondary instruction- academies and union * schools, private secondary schools, 282; pre¬ paratory schools and departments, 282, 2e3; business colleges, 283. (See Ta'de VI, 584-671.) Superior instruction — Cornell University, 283; other colleges, 283-285 ; colleges for women, statistics of universities and colleges, 285. (See Table IX, 698-728.) Scientific and professional instruction— scien¬ tific departments, 286 ; theological seminaries, ^ 286, 287 ; law schools, 287 ; medical colleges, 936 INDEX^ Kew Yort, State of— Contintied. 287, 288 ; statistics of schools for, 239. (See Tables X-XIH, 729-759.) . Special instruction — education of the deaf and dumb, of the blind, 290 ; instruction of idiots, Valley Home, 291. (See Tables XIX, XX, 806- 811 ; Table XXIH, 875.) Educational conventions — State teachers’ asso¬ ciation, university convention, 291. Obituaries — Prof, (jharles Davies, LL. D., Hon. Henry S. Eandall, 292 ; Kev. George "Whipple, D. D.', 293. School officials, list of, 293-295. Nerv York City, New York ; School system of, 278- 280. Xew Zealand : Educational statistics of, cc. Xevrark, Hew Jersey: School system of, 266. Newburyport, Massachusetts: School system of, 186. Xewport, Ehode Island : School system of, 356. Xorfolk, Virginia: School system' of, 403. Normal schools, need of Anglo-Saxon in, 477. (See also training of teachers.) Norristown, Pennsylvania: Schools of, noticed, 339. North Carolina, State of : Summary of statistics — school population and attendance, teachers and their pay, school dis¬ tricts and schools, income and expenditure, 296. Historical sketch of the State school system, 297-299 : authorities, provisions of first State constitution, (1776,) State university organ¬ ized, report to legislature (1816) in favor of a “judicious system of public education,” ap¬ pointment of'committee to digest a system, 296 ; plan recommended, 296, 297 ; failure to adopt, school fund founded, plan for State system proposed in 1839, 298 ; submitted to a vote of the people, 298, 299; adopted, school system established. State and county boards of edu¬ cation formed, superintendents, names and terms of office, 299. Elementary instruction-i-present condition of the schools, 299. (See Table I, 500-507.) Training of teachers— independent normal schools, 299, 300 ; new State normal schools, 300. (See Table HI, 550-5G5.) Secondary instruction — public high schools, pri¬ vate secondary schools, preparatory depart¬ ments, business college, 300. (See Table VI, 584-671.) Superior instruction — University of North Car¬ olina, 300 ; other colleges, colleges for women, statistics of a university and colleges, 301. (See Table IX, 698-728.) Scientific and professional instruction— scien¬ tific department of State University, theolog¬ ical schools, law department, 302. Statistics of schools for, 302. (See Tables X-XU, 729-751.) Special instruction— instruction for the deaf and dumb and the blind, 303. (See Tables XIX, XX, 806-811.) School officials, list of, 303. North Carolina College, 301. Northwestern Christian University, 103. Northwestern College, 86. Northwestern University, Evanston, Illinois, 86. Nurses, training school for, clvii-cbd. 0. Obitua^ notices : (See names of individuals ; also Obituaries under the States and Territories.) Officials of school systems: In Alabama, 13 ; in Arkansas, 22 ; in California, 34, 35 ; in Colorado, 41 ; in Connecticut, 53, 54 ; in Delaware, 60 ; in Elorida, 66 ; in Geor¬ gia, 75, 76 ; in Illinois, 91-93 ; in Indiana, 108, 109; in Iowa, 120, 121; in Kansas, 130,131 ; in Kentucky, 142-144 ; in Louisiana, 152 ; in Maine, (chief official,) 163 ; in Maryland, 177 ; in Massachusetts, 198 ; in Michigan, 210 ; in Minnesota, 220 ; in Mississippi, 226, 227 ; in Missouri, 239 ; in Nebraska, 247 ; iu Nevada, 251 ; in New Hampshire, (chief official,) 260 ; in New Jersey, 271 ; in New York, 293-295 ; in North Carolina, 303 ; in Ohio, 320, 321 ; in Officials of school systems— Continued. Oregon, 329 ; in Pennsylvania, 349, 350 ; in Ehode Island, 359, 360 ; in South Carolina, (chief official,) 368 ; in Tennessee, 381, 382 ; in Texas, 389; in Vermont, (chief official,) 397; in Virginia, 409, 410 ; in West Virginia, 417 ; in Wisconsin, 429, 430 ; in Arizona, 433 ; in Dakota, 436 ; in District of Columbia, 445 ; in Idaho, 448 ; in Indian Territory, 451 ; in Mon¬ tana, 455 ; in Utah, 461 ; in Washington Terri¬ tory, 464 ; in Wyoming, 465. Ohio, State of : Summary of statistics — school population and attendance, teachers and their pay, school districts and property, income and expendi¬ ture, school fund, 304. Historical sketch of the State school system, 305-307 ; authorities, early legislation, begin¬ nings of a true school system, act to secure better teachers and some school supervision, 305 ; first State Superintendent, 305, 306 ; first report, (1838,) school law of 1838, changes in 1839, State superintendency abolished, 306 ; schools for colored children established, State commissioner of common schools appointed, new law of 1873, superintendents’ names and terms of office, 307. Elementary instruction — the country schools, supervision, free text books for free schools recommended, instruction in drawing, colored schools, 308; private schools, 308, 309; Kin¬ dergarten, 309. (See Table I, 500-507.) . City school systems— of Akron, of Chillicothe,309; of Cincinnati, 309, 310 ; of Cleveland, 310, 311 ; of Columbus, 311; of Dayton, 311, 312; of Fremont, of Hamilton, of Sandusky, 312 ; of Steubenville, 313. (See Table II, 508-549. Training of teachers— normal schools, ti'ainiag schools, teachers’ institutes, educational jour¬ nal, 313. (See Table III, 550-565.) Secondary instruction — public high schools, private secondary schools, preparatory schools and departments, business colleges, 314. (See Table VI, 584-671.) Superior instruction— colleges and universities, 314-316 ; colleges for women, 316 ; statistics of universities and colleges, 316, 317. (See Table IX, 698-728.) Scientific and professional instruction — Ohio Agricultural and Mechanical College, agii- cultural department of Farmers’ College, To¬ ledo University of Arts and Trades, 317 ; theo- logica. schools' and departments, 317, 318; Law Schoo l of Cincinnati College, medical colleges, denial college, 318; college of pharmacy, 319. Statistics of schools for, 319. (See Tables X- Xni, 729-759.) Special instruction — institution for the deaf and dumb, for the blind, 320. (See Tables XIX- XX, 806-811.) Educational conventions — State teachers’ asso¬ ciation, Northwestern Ohio Teachers’ associa¬ tion, 320. School officials, list of, 320, 321. Olcott, Prof. Thomas : (Obituary notice,) 108. Olivet College, 206. Omaha, Nebraska : School system of, 244. Oregon, State of: Summary of statistics — school population and attendance, teachers and their pay, schools, income and expenditure, 322. Historical sketch of the State school system, 323, 324 ; authorities, provisional and territo¬ rial laws, 323 ; provisions of State constitution respecting schools, 323, 324 ; act providing for the election of a State superintendent and for a S'tate board of education, present condition, superintendents, names and terms of office, 324. Elementary instruction — educational outlook encouraging, 324, 325 ; progress of the schools, county superintendents, 325. (See Table I, 500-507.) City school system— of Portland, 325. (See Table li, 508-549.) Training of teachers— teachers’ institutes, edu¬ cational journal. 325. See Table III, 550-565.) Secondary instruction— public high schools, pri¬ vate secondary schools, preparatory depart- , „ ments, 326. (See Table VX 584-671.) INDEX. 937 Oregon, State of— Continned. Superior instruction — Sta.to University, 32G ; other colleges, 326, 327 ; coUego for women, statistics of universities and colleges, 327. (See Table IX, 698-728.) Scientific and professional instruction— Corval¬ lis State Agr icultural College, medical depart¬ ment of Willamette University, 327. Statistics of schools for, 328. (See Table X,729- 737 ; Table XIII, 752-759.) Special instruction — education of the deaf and dumb, of the blind, 328. See Tables XIX- XX, 806-811.) Educational association— State Teachers’ Insti¬ tute, 328. School officials, list of, 329. Orphan asylums : For soldiers’ orphans, in Indiana, 106 ; in Penn¬ sylvania, 347. Statistics of. Table XXI, 812-817; summary, cxhd-cxlviii. Oskaloosa College, 116. Oswego, New York : School system of, 280. P. Pacific Methodist College, 31. Pacific University, 326. Parsons College, 116. Paterson, New Jersey: School system of, 267. Pay of teachers : in Alabama, 5 ; in Arkansas, 14 ; in Califomia, 22 : in Colorado, 36 ; in Connecticut, 42 ; in Delaware, 55 ; in Florida, 61 ; in Illinois, 77 ; in Indiana, 94 ; in Iowa, 110 ; in Kansas, 122 ; in Kentucky, 132 ; in Louisiana, 145 ; in Maine, 153 ; in Maryland, 164 ; in Massachusetts, 178; in Michigan, 199 ; in Minnesota, 211 ; in Mis¬ sissippi, 221 ; in Missouri, 228 ; in Nebraska, 240 ; in Nevada, 248 ; in New Hampshire, 2.52; in New Jersey, 261 ; in North Carolina, 296 ; in Ohio, 304 ; in Oregon, 322 ; in Pennsylvania, 330 ; in Rhode Island, 351 ; in South Carolina, 361; in Tennessee, 369; in Vermont, 390; in Virginia, 399 ; in West Virginia, 411 ; in Wis¬ consin, 418; in Arizona, 431 ; in Dakota, 434 ; in District of Columbia, 437 ; in Indian Terri¬ tory, 449; in Montana, 452; in New Mexico, 457'; in Utah, 458; in Washington Territory, 462, (See, also. Table I, 500-507, and sum¬ mary, xxiii-xxv.) Peabody fund, xlii, xliii ; in Georgia, 70 ; in South Carolina, 364; in Tennessee, 373; in West Virginia, 414. Pennsylvania, State of : Summary of statistics — enrolment and attend¬ ance, teachers and their pay, schools, income and expenditure, cost of tuition, 330. Historical sketch of the State school system, 331-334 ; authorities, the era of private and church schools, 331 ; the era of pauper schools, 331, 332; foundations of a “common school fund ’’ laid, law “to establish a general system of education by common schools,” (1834,) 332; opposition to the law, its reenactment, super¬ vision of free schools provided, oflice of State superintendent created, 333; superintendents, names and terms of oflice, 333, 334 ; normal schools and special schools, 334. Elementary instruction — general view, 334 ; county superintendents’ reports, 334-336. (See Table I, 500-507.) City school systems — of Allegheny, 336; of Harrisburg, 336, 337 ; of Philadelphia, 337 ; of Pittsburg, 337, 338 ; other cities, 338, 339. (See Table 11, 508-549.) Training of teachers— normal schools, 339, 340 ; teachers’ institutes, educational journal, 340. (See Table HI, 550-565.) Secondary instruction— public high schools, pri¬ vate secondary schools, 340; preparatory schools and departments, 340, 341 ; business colleges, 341. (See Table VI, .584-671.) Superior instruction — University of Pennsyl¬ vania, 341 ; other colleges, 341, 342 ; colleges for women, 342, 343 ; statistics of universities and colleges, 343. (See Table IX, 698-728.) Scientific and professional instruction— scien¬ tific schools and departments, 343, 344; theo- Ponnsylvania, State of— Continned. logical seminaries, 344 ; medical colleges, 344, 345 ; dental colleges, Philadelphia College of Pharmacy, law departments, 345. Statistics of schools for, 346. (See Tables X- Xm, 729-759.) Special instruction— Girard College for Cubans, other orphan homes, reform schools, institu¬ tions for the deaf and dumb, 347 ; institution for the blind, 347, 348; training school for feeble-minded children, 348. (See Table XIX- XXni, 806-875.) Obituaries — Prof. George Allen, LL. D., 348; Prof. M. W. Jacobs, D. D., LL. D., 348, 349. School officials, list of, 349, 350. Pennsylvania State College, 343. Peoria, Illinois : School system of, 82. Periodicals, Educational : In Califomia, 29 ; in Illinois, 84 ; in Indiana, 96, 102; in Iowa, 115; in Kansas, 125; in Maine, 157 ; in Massachusetts, 187 ; in Mis¬ souri, 234; in Nebraska, 244 ; in New Jersey, (proposed,) 268; in New York, 282 ; in Ohio, 313 ; in Oregon, 325 ; in Pennsylvania, 340 ; in South Carolina, 365 ; in Wisconsin, 424. Perveil, William H. : (Obituary notice,) 177. Pharmacy, schools of : In Cali'fornia, 32 ; in Illinois, 89 ; in Iowa, 118 ; in Massachusetts, 194 ; in New York, 288 ; in Ohio, 319 ; in Pennsylvania, 342 ; in Tennessee, 380. Stetistics of, Table XHI, 752-759 ; summary, cxvi. Philadelphia, Pennsylvania: School system of, 337. Philadelphia Lying-in and Nurse School, clx, clxi. Philomath College, 326. Pierce Christian College, 31. Pio Nono College, 72. Pittsburg, Pennsylvania : School system of, 337, 338. Pontiac, Michigan : School system of, 204. Portland, Maine : School system of, 159. Portland, Oregon : School system of, 325. Population, Scholastic : In Alabama, 5; in Arkansas, 14; in California, 23; in Colorado, 36; in Connecticut, 42; in Delaware, 55 ; in Florida, 61 ; in Georgia, 67 ; in Illinois, 77 ; in Indiana, 94 ; in Iowa, 110 ; in Kansas, 122 ; in Kentucky, 132, 135, 136 ; in Louisiana, 145 ; in Maine, 153 ; in Maryland, 164 ; in Massachusetts, 178 ; in Michigan, 199 ; in Minnesota, 211 ; in Mississippi, 221 ; in Missouri, 228; in Nebraska, 240; in Nevada, 248; in New Hampshire, 252; in New Jersey, 261 ; in New York, 272 ; in North Carolina, 296 ; in Ohio, 304 ; in Oregon, 322 ; in Penn¬ sylvania, 330 ; in Rhode Island, 351 ; in South (iarolina, 361 ; in Tennessee. 369 ; in Texas, 387; in Vermont, 390; in Virginia, 398; in West Virginia, 411; in ’ Wisconsin, 418; in Arizona, 431 ; in Dakota, 434 ; in District of Columbia, 437 ; in Idaho, 446 ; in Indian Ter¬ ritory, 449 ; in Montano, 452; in Utah, 458 ; in Washington Territory, 462. (See also Table I, 500-507, and summary, xxi-xxix.) Portugal : Educational statistics of, cxci. Preparatory schools and departments : In Alabama, 10 ; in Arkansas, 20 ; in California, 29 ; in Connecticut, 48 ; in (jeorgia, 71 ; in Illi¬ nois, 84; in Indiana, 102; in Iowa, 115; in Kansas, 128 ; in Kentucky, 138 ; in Louisiana, 149 ; in Maine, 160 ; in Maryland, 172, 173 ; in Massachusetts, 188; in Michigan, 205; in Miss¬ issippi, 224; in Missouri, 234; in Nebraska, 245 ; in New Hampshire, 257 ; in New Jersey, 268 ; in New York, 282, 283 ; in North Caro¬ lina, 300 ; in Ohio, 314 ; in Oregon, 326 ; in Penn¬ sylvania, 340 ; in Rhode Island, 357 ; in South (jarolina, 366 ; in Tennessee, 376 ; in Texas 387; in Vermont, 396; in Virginia, 404; in West Virginia, 415; in Wisconsin, 424; in Washington Territory, 464. Statistics of, Table VII, 672-681 ; summary of, Ixxviii, Ixxix. Professional schools. (See Scientific and profes¬ sional instruction; see also under Theology, Law, Medicine, &c.) Pronunciation of Greek, 480, 483. 938 INDEX, Pronunciation of Latin, 4S4, 497 ; statistical sum¬ mary of, 491. Proper names, pronunciation of Greek, 483. Providence, Rhode Island : School system of, 356, 357. Pvassia: Educational statistics of, clxxxvii, clxxxviii. Publications, educational, statistics of, 896-920 ; summary, civ, clvi. Public libraries. Special Report on, csxxiv. Public schools : JS'umber of— in Alabama, 5, 9 ; in Arkansas, 14 ; in California, 23 ; condition of, 26 ; number of in Colorado, 36 ; in Connecticut. 42 ; in Dela- vrare, 55 ; in Florida, 61 ; in Georgia, 67, 69 ; in Illinois, 77; in Indiana, 94 ; in Iowa, 110; in Kansas, 122 ; in Kentucky, 132, 135 ; in Louisi¬ ana, 145 ; in Maryland, 164 ; in Massachusetts, 178 ; in Michigan, 199 ; graded schools in Min¬ nesota, 214 ; number of, in Mississippi, 222 ; in Missouri, 228 ; in Kevada, 248 ; in New Hamp¬ shire, 252; in New Jersey, 261 ; in North Car¬ olina, 296; in Ohio, 304; in Oregon, 322; in Pennsylvania, 330 ; in Rhode Island, 351 ; in South Carolina, 361; in Tennessee, 369; in Vermont, 390; in Virginia, 398; in West Vir¬ ginia, 411 ; in Wisconsin, 418. Purdue, Hon. John : (Obituary notice,) 107, 108. Purdue University, 105. Q. Queensland : Educational statistics of, cc. R. RandaU, Hon. Henry S.: (Obituary notice,) 292. Reading, Pennsylvania : Schools of, noticed, 339. Recommendations of Commissioner, ccxii. Reform schools, classification of, ol, eh ; noticed, in Massachusetts, 19o ; in Michigan, 208, 209 ; in New Jersey, 271 ; in Pennsylvania, 347 ; in Rhode Island, 359; in Vermont, 397; in Wis¬ consin, 427. Statistics of. Table XXII, 868-874; summary, exhx, cl. Reformatories in England, clxxxi, clxxxii. Rhode Island, State of : Summary of statistics — school population and at¬ tendance ; teachers and their pay ; schools ; in¬ come and expenditure ; school fund, 351. Historical sketch of the State school system, 352-354 ; authorities, origination of free schools, repeal of school law, 352 ; revival of free schools, 353 ; modifications and improvements. State board of education created, 353, 354 ; State school commissioners, names and terms of office, 354. Elementary instruction— improvement in meth¬ ods of teaching, 354 ; finances, 354, 355 ; even¬ ing schools, free public libraries, need for an industrial school, 355: illiteracy and its cure, 355, 356. (See Table I, 509-507.) City school systems— of Newport, 356 ; of Provi¬ dence 3.56, 357. (See Table II, 508-549.) Training of teachers — State Normal School, 357. (See Table III, 550-565.) Secondary instruction — public high schools, pri¬ vate secondary schools, 357 ; preparatory schools, 357, 358 ; business colleges, 358. (See Table VI, 584-671.) Superior instruction — Brown University, 358. (See Table IX, 698-728.) Scientific instruction— in Brown University, 353 ; statistics of Brown University and Scientific School, 358. (See Table X, 729-732.) Special instruction— Providence Reform School, 359. (See Table XXII, 868-874.) Educational conventions— Rhode Island Insti¬ tute of Instruction, meetings of school super¬ intendents, 359. School officials, list of, 359, 360. Richmond, Virginia : School system of, 403. Ridgeville College, 103, 104. Roman pronunciation of Latin, 484-488. Russia : Educational statistics of, exei, cxcii. Rutgers College, 269. Rutherford College, 301. Rutland, Vermont: School system of, 394. S. ' Saint Benedict’s College, Newark, New Jersey, 269. Saint Ignatius College, Chicago, Hlinois, — Saint Ignatius College, San I^ancisco, Calif omia, 31. Saint John’s College, Annapolis, Maryland, 174. Saint John’s College, Saint Joseph, Minnesota, 217, Saint John’s College of jlrkansas, 20. Saint Joseph, Mis.souri: School system of, 233, Saint Louis, Missouri : School system of, 233, 234. Saint Marv’s College, 31. Saint Paxxl, Minnesota: School system of, 215. Saint Viateur’s College, 86. Saiut Vincent’s College, Cape Girardeau, Missouri, 235. Salem, Massachusetts : School system of, 186. Sandusky, Ohio : School system of, 312. San Francisco, Califomia : School system of, 28. San Jos6, California : School system of, 29. Santa Clara College, 31. Savannah, Georgia: School system of, 70. Saxony: Educational statistics of, clxxxviii. Schncctady, New York: School system of, 280. School age. (See Age of scholastic population.) School attendance. (See Attendance in school.) School funds. (See Funds for schools.) School officers. (See Officials.) School statistics. (See Statistics.) Science, Schools of. (See Scientific and profes¬ sional instruction.) Scientific and professional instruction : In Alabama, 11, 12 ; in California, 32,33 ; in Col¬ orado, 40 ; in Connecticut, 50-52; in Delaware, 59 ; in Florida, 65, 66 ; in Georgia, 72, 73 ; in Illinois, 87-90 ; in Indiana, 105 ; iiTlowa, 117, 118 ; in Kansas, 129, 130 ; in Kentucky, 140 ; in Lou¬ isiana, 151, 152; in Maine, 161, 162; in Mary¬ land, 174-176; in Massachusetts, 191-195; in Michigan, 207, 208 ; in Minnesota, 218 ; in Mis¬ sissippi, 225, 226 ; in Missouri, 237,238; in Ne¬ braska, 245, 246 ; in New Hampshire, 258, 259 ; in New Jersey, 270 ; in New York, 286-269 ; in North Carolina, 302 ; in Ohio, 317-319 ; in Ore¬ gon, 327, 328 ; in Pennsylvania, 343-346 ; in Rhode Island, 358 ; in South Carolina, 367, 368 ; in Tennessee, 379, 380 ; in Texas, 388, 389 ; in Vermont, 396, 397; in Virginia, 405, 406 ; in West Virginia, 415; in Wisconsin, 426, 427; in District of Columbia. 443, 444 ; schools for, origin and present position of, ci, cii ; sientific instruction in Europe, cii-cv; associations, academies, &c., cv-cxi. Statistics of. Tables X-XIH, 729-7.59 ; summa¬ ries, xcvil-c, cxii-exvi. Scotland : Educational statistics of, clxxxix, cxc. ^ranton, Pennsylvania: Schools of, noticed, 339. Secondary instruction : In Alabama, 9, 10 ; in Arkansas, 20 ; in Califor¬ nia, 29, 30 ; in Colorado, 38, 39 ; in Connecti¬ cut, 47, 48; in Delaware, 58, 59 ; in Florida, 65; in (Georgia, 71 ; in Hlinois, 84 ; in Indiana, 102 ; in Iowa, 115; in Kansas, 128; in Kentucky, 137, 138; in Louisiana, 149, 150; in Maine, 159, 160; in Maryland, 172, 173 ; in Massachusetts, 187, 188; in' Michigan, 204,205; in Minnesota, 216; in Mississippi, 224 ; in Missouri, 234, 235 ; in Nebraska, 244, 245; in Nevada, 250, 251; in New Hampshire, 257; in New Jersey, 268; in New York, 282, 283 ; in North Carolina, 300 ; in Ohio, 314; in Oregon, 326; in Pennsylvania, 340, 341; in Rhode Island, 357, 358; in South Carolina, 385, 366 ; in Tennessee, 376 ; in Texas, 387; in Vermont, 395, 396; in Virginia, 403, 404; in West Virginia, 414, 415; in Wisconsin, 425 ; in District of Columbia, 442, 443 ; in Mon¬ tana, 445; in Utah, 461; in Washington Ter¬ ritory, 464. Statistics of, Table YI, 584-671 ; summary, Ixx- Ixxix. Seminoles. (See Indian Territory.) Servia: Educational statistics of, cxcii, cxeiii. Seton Hall College, 269. Sheffield Scientific School, 50, 51. Shurtleff College, 86. Simpson Centenary College, 116, 117. Smithson College, 104. 1 SneU, ProL E. S., LL. D.: (Obituary notice,) 198., INDEX. 939 South Carolina, State of : Summary of statistics— school population and attendance, teachers and their pay, school dis¬ tricts and schools, income and expenditure, 361. Historical sketch of the State school system, 362-364 ; authorities, act of 1710 for founding a free school, repealed and similar act passed in 1712, 362; early State free schools, 362, 363 ; steps toward a better system, pubbc schools opened in Charleston, 363 ; uniform system of free schools after the war, 363, 364 ; increase of schools. State superintendents, names and terms of office, 364. Elementary instruction— studies pursued, school- houses, aid from Peabody fund, 364 ; deficient payment to school officers, Kindergarten, 365. (See Table I, 500-507.) City school system -of Charleston, 365. (See Table 11, 508-549.) Training of teachers— State normal school, nor¬ mal institute, teachers’ institutes, school jour¬ nal, 365. (See Table III, 550-565.) Secondary instruction— public high schools, 365, 366; private secondary schools, preparatory schools and departments. Holy Communion Church Institute, 366. (See Table VI, 584- 671.) Superior instruction — ^University of South Caro¬ lina. other colleges, colleges for women, 366 ; statistics of universities and colleges, 367. (See Table IX, 698-728 ) Scientific and professional instruction — Agricul¬ tural College and Mechanics’ Institute, theo¬ logical seminaries, law department, medical college, 367. Statistics of schools for, 368. (See Tables X- Xm, 729-759.) Special instruction — education of the deaf and dumb and the blind, 368. (See Tables XIX- XX, 806-811.) Educational convention— State board of educar tion, 368. Chief school official, 368. Southern University, 10. Southwestern Presbyterian University, 378. Spain : Educational katistics of, cxciii. Special instruction : In Alabama, 12; in Arkansas, 21 ; in California, 33; in Colorado, 40,41; in Connecticut, 52,53; in Delaware, 60 ; in Georgia, 74 ; in Illinois, 90 ; in Indiana, 106; in Iowa, 119; in Kansas, 130; in Kentucky, 141, 142; in Louisiana, 152; in Maryland, 176, 177 ; in Massachusetts, 195, 196; in Michigan, 208, 209 ; in Minnesota, 218, 219 ; in Mississippi, 226; in Missouri, 238, 239; in Nebraska, 246 ; in Nevada, 251 ; in New Jer¬ sey, 271 ; in New York, 290, 291 ; in North Car¬ olina, 303; in Ohio, 320; in Oregon, 328; in Pennsylvania, 347,318; in Ehode Island, 359; in South Carolina, 36s ; in Tennessee, 380 ; in Texas, 389 ; in Vermont, 397 ; in Virginia, 407; in West Virginia, 416; in Wisconsin, 427; in District of Cffiumbia, 445. Statistics of. Table XVIII, part 2, 796-805 ; Ta¬ bles XIX-XX, 806-811 ; Tables XXII-XXHI, 868-875 ; summaries, cxlii-cxlv, cxhx-cxli. Springfield, Ilhnois : School system of, 82, 83. Springfield. Massachusetts; School system of, 186, 187. Spring Hill College, 10. State, The, and education, clxi, clxxiv. State Agricultural and Mechanical College, of Alabama, 11. State Agricultural College, Florida, 65, 66. State Agricultural College of Michigan, 207. State Public School, Coldwater, Michigan, 209. State University of Oregon, 326. Statistics, summary of : In Alabama, 5; in Arkansas, 14; in California, 23 ; in Colorado, 36 ; in Connecticut, 42 ; in Delaware, 55; in Florida, 61; in Georgia, 67, 68 ; in Illinois, 77 ; in Indiana, 94 ; in Iowa, 110; in Kansas, 122 ; in Kentucky, 132 ; in Louisiana, 145; in Maine, 153; in Maryland, 164; in Mas¬ sachusetts, 178, 179; in Michigan, 199; in Min¬ nesota, 211; in Mississippi, 221; in Missouri, 228 ; in Nebraska, 240 ; in Nevada, 248 ; in New Hampshire, 252, 253; in Now Jersey, 261, 262; Statistics, summary of— Continued. in New York, 272; in North Carolina, 296; in Ohio, 304; in Oregon, 322; in Penn^lvania, 330 ; in Ehode Island, 351 ; in South (Jarohna, 361; in Tennessee, 369; in Vermont, 390; in Virginia, 398, 399; in West Virginia, 411; in Wisconsin, 418; in Arizona, 431; iu Dakota, 434; in District of Columbia, 437; in Idaho, 446 ; in Indian Territory, 449, 450 ; in Montana, 452; in New Mexico, 457; in Utah, 458; in Washington Territory, 462. Steubenville, Ohio : School system of, 313. Stockton, CaUfornia : School system of, 29. Straight University, 150. Svmerior instruction : In Alabama, 10, 11 ; in Arkansas, 20, 21 ; in Cali¬ fornia, 30-32 ; in Colorado, 39; in Connecticut, 48-50 ; in Delaware, 59 ; in Florida, 65, 66 ; in Georgia, 71, 72; in Illinois, 84-87; in Indiana, 102-1U4 ; in Iowa, 116, 117 ; in Kansas, 129 ; in Kentucky, 138, 139 ; in Louisiana, 150, 150 ; in Maine, 160, 161 ; iu Maryland, 173, 174 ; in Mas¬ sachusetts, 188-191 ; in Michigan, 205, 206 ; in Minnesota, 216, 217 ; in Mississippi, 224, ^5 : , in Missouri, 235, 236; iu Nebraska, 245; in Nevada, 251 ; in New Hampshire, 258; in New Jersey, 268, 269; in New York, 283-285; in North Carolina, 300, 301; in Ohio, 314-317; in Oregon, 326, 327; in Pennsylvaiua, 341-343 ; in Ehode Island, 358 ; in South Carohna, 366, 367 ; in Tennessee, 377-379 ; in Texas, 387, 388 ; iu Vermont, 396; in Virginia, 404, 405; in West Virginia, 415; in Wisconsin, 425, 426; in Dis¬ trict of Columbia, 4i3; iu Washington Terri¬ tory, 464. Statistics of. Table IX, 698-728; summary, Ixxxiv, Ixxxvii. Superior instruction of women. (See Women, col¬ leges for.) Supervision of schools : Iu Connecticut, 44 ; in Hlinois, provision for, 79 ; in Minnesota, 213 ; in Missouri, need for, 232 ; in Ohio, acts in relation to 305, 3o6, appro¬ priation for traveling expenses incurred in, recommended, 308 ; in Oregon, 324; in Penn¬ sylvania, 333; in Ehode Island, 353, 354 ; in Texas, 385; in Vermont, 391 ; in Virginia, 400, 401 ; in Wisconsin, provision for, 420, 421 ; iu Dakota, 434, 435 ; in District of Columbia, pro¬ vision for, 439 ; in Idaho, 447 ; in Montana, 453 ; in Utah, 459, 460 ; in Washington Territory, 463. Sweden : Educational statistics of, cxciii. Switzerland : Educational statistics of, cxciii. Syracuse, New York : School system of, 280. T. Tabor College, 117. Tanaka, Fujimaro, visit of, ccxi. Tasmania : Educational statistics of, cc. Teachers, number of : In Alabama, 5 ; in Arkansas, 14 ; in Califor¬ nia, 23; in Colorado, 36; in Connecticut, 42; in Delaware, 55; in Florida, 61; iu Hlinois, 77 ; in Indiana, 94 ; in Iowa, 110 ; in Kansas, 122; in Kentucky, 132; in Louis¬ iana, 145 ; in Maine, 153 ; in Maryland, 164 ; in Massachusetts, 178 ; in Michigan, 199 ; in Minnesota, 211 ; in Mississippi, 221 ; in Mis¬ souri, 228; in Nebraska, 240 ; in Nevada, 248; in New Hampshire, 252 ; in New Jersey, 261 ; in New York, 272 ; in North Carolina, 296 ; in Ohio, 304 ; in Oregon, 322 ; in Pennsylvania, 330 ; iu Ehode Island, 351 ; in South (Carolina, 361 ; in Tennessee, 369 ; in Vermont, 390 ; in Virginia, 398 ; in West Virginia, 411 ; in Wis¬ consin, 418 ; in Arizona, 431 ; in Dakota, 434 ; in District of Columbia, 437 ; in Idaho, 448 ; in Montana, 452 : in New Mexico, 457 ; in Utah, 458 ; in Washington Territory, 462. (See also Table I, pp. 500-507, and summaries, xxiii, xxiv, xxix, XXX. Tennessee, State of : Summary of statistics— school population and attendance, teachers and their pay, schools, cost of tuition, income, and expenditure, 369. Historical sketch of the State school system, 370-373; authorities, land grants to found _ school funds, 370 ; steps toward a school sys- 940 INDEX. Tennessee, State of— Continued. tem, duties of district trustees, and county commissioners, 370, 371 ; growth of schools from 1840 to 1860, 371 ; reorganization of the system after the war, schools for coloied chil¬ dren opened, retrogression, 372 ; provisions of school law of 1873, 372, 373 ; State superintend¬ ents, names and terms of office, 373. Elementary instruction— condition of the puhUc schools, aid from the Peabody Eund, 373 ; pub¬ lic and private schools, 373, 374. (See Table 1, 500-507.) City school systems — of Chattanooga, of Knox¬ ville, of Memphis, 374 ; of Kashville, 375. (See Table II, 508-549.) Training of teachers— State Kormal College, 375 ; other normal schools, 375, 376 ; normal work by the Society of Friends, teachers’ in¬ stitutes, 376. (See Table III, 550-565.) Secondary instruction— public high.schools, pri¬ vate secondary schools, preparatory depart¬ ments, business colleges, 376. (See Table VI, 584-671.) Superior instruction— colleges and universities, 377, 378 ; colleges for wonien, 378 ; statistics of universities and colleges, 378, 379. (See Table IX, 696-728.) Scientific and professional instruction — scientific schools and departments, theological depart¬ ments, law schools, 379 ; medical departments, 379,380; college of pharmacy, 380. Statistics of schools for. 380. (See Tables X- Xin, 729-759.) Special instruction — school forthedeafanddumb, for the blind, 380. (See Tables XIX-XX, 806- 811.) Obituary— Hon. Samuel TFatson, 381. School officials. List of, 381, 3B2. Texas, State of : Historical sketch of the State school system. 383- 386 ; authorities, provision for free schools be¬ fore union with the United States, action at the time of entering, 383 : act to establish a system of schools, 383,384; statistics in 1860, 384 ; the system following the war, 384-386 ; land grants for schools, 384, 385 ; colored schools provided for, compulsory school law. State su¬ pervision, 385 ; statistics for 1871 and 1872, 385, 386 ; provisions of school laws of 1873 and 1875, changes in 1876, disastrous eflect on the school system, superintendents, names and terms of office, 386. 4 Elementary instruction — condition of the State school system, 386, 387. (See Table I, 500-507.) Training of teachers— normal department of Wiley University, 387. (See Table II, 508- 549.) ‘ Secondary instruction — public high schools, pri¬ vate secondary schools, preparatory schools and departments, 387. (See Table VI, 584- 671.) Superior instruction — universities and colleges, 387, 388 ; colleges for women, statistics of uni¬ versities and colleges, 388. (See Table IX, 698-728.) Scientific and professional instruction— State Agricultural and Mechanical College, 388 ; law school, medical college, 389. Statistics of schools for, 389. (See Table X, 729-737 ; Tables XII-XHI, 748-759.) Special instruction— education of the blind, of the deaf and dumb, 389. (See Tables XIX- XX, 806-811.) School officials, list of, 389. Theology, schools of : In Alffiama, 11 ; in California. 32 ; in Connecti¬ cut, 51 ; in Georgia, 73 ; in Hlinois, 88 ; in In¬ diana, 105 ; in Iowa, 118 ; in Kansas, 130 ; in Kentucky, 140 ; in Louisiana, 151 ; in Maine, 162 ; in Maryland, 175 ; in Massachusetts, 192, 193 ; in Michigan, 207 ; in Minnesota, 218 ; in Mississippi, 225, 226 ; in Missouri, 237, 238 ; in Hew Jersey, 270: in Hew York, 286,287; in Horth Carolina, 302 ; in Ohio, 317, 318 ; in Penn¬ sylvania, 344 ; in South Carolina, 367 ; in Ten¬ nessee, 379 ; in Virginia, 406 ; in Wisconsin, 426, 427 ; in District of Columbia, 443. Statistics of, Table XL, 738-747; summary, cxii, cxiii. Tippett, Benjamin : (Obituary notice) 177. Training of teachers : In Alabama, 9; in Arkansas, 19; in California, 28, 29 ; in Connecticut, 47 ; in Delaware, 58 ; in Georgia, 71 ; in Illinois, 63, 84 ; in Indiana, 101, 102 ; in Iowa, 114, 115 ; in Kansas, 125, 126, 127, 128 ; in Kentucky, 137; in Louisiana, 149; in Maine, 159; in Mainland, 169,172; in Massa¬ chusetts, 187; in Michigan, 204 ; in Minnesota, 212, 216 ; in Mississippi,'224 ; in Missouri, 234 ; in Nebraska, 244 ; in Hew Hampshire, 257 ; in Hew Jersey, 267, 268 ; in Hew York, 274-281, 282 ; in North Carolina, 299. 300 ; in Ohio, 313 ; in Oregon, 325 ; in Pennsylvania, 339, 340 ; in Rhode Island, 357 ; in South Carolina. 365 ; in Tennessee, 375, 376 ; in Texas, 387 ; in Vermont, 394, 395 ; in West Virginia, 414 ; in Wisconsm, 424 ; in District of Columbia, 442 ; in Montana, 454; in Utah, 460. Statistics of, TablelU. 550-565; summary, xxiii- XXX. Trinity College, Connecticut, 48, 49. Trinity College. North Carolina, 301. Troy, Hew York: School system of, 280, 281. Truancy. (See Absenteeism.) Truant School at Hamburg, clxxix-clxxxi. Tufts College, 190. Turkey : Educational statistics of, cxciii. U. Union Christian College, 104. Union College, 284. United English Library, cxxxi, cxxxii. University Convocation, Hew York, 291. University of Alabama, 10. University of California, 25, 30. University of Chicago, 86. University of Deseret, 459. University of Georgia, 71, 72. University of Kansas. 125, 126, 129. University of Louisiana, 150. University of Maryland, 166. University of Michigan, 205. University of Minnesota, 216, 217. University of Mississippi. 224, 225, University of Missouri, 235. University of Nebraska, 245. University of Nevada, 251. University of North Carolina, 300. University of Notre Dame, 104. University of the Pacific, 31. University of Pennsylvania, 341, 343, 344. University of Rochester, 284., University of South Carolina, 366. University of the City of New York, 284. University of the South, 378. University of Vermont, 396. University of Virginia, 404. University of Wisconsin, 425. Upper Iowa University, 117. Utah, Territory of : Summary of statistics— school population and attendance, teachers and their pay, school in¬ come and expenditure, school fund, 458. Historical sketch of the territorial school sys¬ tem, 458-460; authorities, 458; incorporation of the University of Deseret, provisions of the first school law, 459 ; various modifications of the school law providing for school revenues, territorial and district superintendence and normal instruction, 459, 460 ; progress as shown in annual reports, list of territorial superin¬ tendents, 460. Elementary instruction — lack of report, private and church schools, 460. (See Table 1, 500-507.) Training of teachers— normal department of the University of Deseret, 460. (See Table III, 550-565.) Secondary instruction— attendance in academies, other secondary schools, 461. (See Table VI, 584-671.) School officials, list of, 461. V. Vanderbilt University, 378. Vassar College, 284,285. y^ermont. State of : Summary of statistics — school population and at* INDEX. 941 Vermont. State of— Continued. tendance, teachers and their pay, districts and schools, income and expenditure, 390. Historical sketch of the State school system, 390-392; authorities, 390; the era of independ¬ ent schools, tirst school law providing for dis¬ trict system, lirst State supervision. State hoard of education created, abolislied, and State superiutendency resumed, names and terms of office of State superintendents and seci'etaries of Board of Education, 391 ; estab¬ lishment of normal schools, school funds, 392. Elementary instruction — school attendance, 392, 393 ; compulsory law, graded schools, central schools, 393 ; length of school year, 393, 394 ; school lands, 394. (See Table I, 500-507.) City school systems— of Burlington, of Butland, 394. (See TWe H, 508-549.) Training of teachers— State normal schools, 394, 395 : teachers’ institutes, 395. (See Table in, 550-565.) Secondary instruction — ^public high or graded schools, private secondary schools, 395 ; pre¬ paratory school, 396. (See Table VI, 584-671.) Superior instruction — University of Vermont, other colleges,' college for women, statistics of a coUege and universities, 396. (See Table IX, 698—728.) Scientific and professional instruction — scientific department of the University of Vermont, 398, 397 ; medical department, 397. (See Table X, 729-737 ; Table XHI, 752-759.) Special instruction — Vermont Reform School, provision for deaf-mutes and blind, 397. (See Tables XIX, XX, 806-811 ; Table XXH, 868- 874.) Educational convention — State Teachers’ Asso¬ ciation, 397. Obituary — Hon. John S. Adams, 397. Chief School official, 397. Vicksburg, Mississippi : School system of, 224. Victoria: Educational statistics of, cci. A^irginia, State of : Summary of statistics — school population and attendance, teachers and their pay, school dis¬ tricts and property, income and exiienditui-e, 398 ; school fund, 399. Historical sketch of the State school system, 399- 402; authorities, 399; first general school law of 1797, 399, 400 ; second law and its fatal defects, 400, 401 ; third and improved law, pro¬ viding for the extension of the school system, with statistics, 401 ; final State system, under the school law of 1870, statistics of growth. State institutions, 401, 402. Elementary instruction — marked progress of primary education, especially in towns and cities, impro%’ement in teachers, increase of pay of the same, defeat of an attempt to over¬ throw the system, 402. (See Table I, 500-507.) City school systems— of Alexandria, 402, 403 ; of Lynchburg, of Norfolk, of Richmond, 403, (^ee Table II, 508-549.) Secondary instruction— public Mgh schools, private secondary schools, 403 ; preparatory schools and departments, business college, 404. (See Table VI, 584-671.) Superior instruction — the University of Vir¬ ginia, other colleges, colleges for women, 404 ; statistics of universities and colleges, 405. (See Table IX, 698-728.) Scientific and professional instruction — Hamp¬ ton Normal and Agricultural Institute, Vir¬ ginia Agiicultural and Mechanical College, Virginia Military Institute, 405 ; other sci¬ entific schools, 405, 406 ; theological, legal, and medical schools, 406. Statistics of schools for, 407. (See Tables X- Xin, 729-759.) Special instruction— Virginia Institution for the Deaf and Dumb and the Bhnd, 407. (See Tables XIX, XX, 806-811.) Educational convention— Virginia Educational Association, 403. Obituaries— City Superintendent J. H. Binford, 408 ; County Superintendent Jonathan Lyons, 408, 409 ; President Bittle, 409. School officials, list of, 409, 410. Virginia Agricultural and Mechanical College, 405. Virginia Military Institute, 405. Wabash College, 104. Wales : Educational statistics of, clxxxix. Walker, Prof. Versa! J. : (Obituary notice, 219. 219. Washington, Territory of : Summary of statistics — school population and attendance, teachers and their pay, schools, income and expenditure, 462. Historical sketch of the territorial school sys¬ tem, 462, 463 ; authorities, 462 ; provisions of the first general school law, 462, 463 ; modifi¬ cations in succeeding laws, school reports, list of superintendents, 463. Elementary instruction — letter from the terri¬ torial superintendent as to paucity of school reports and condition of the public schools, 463, 464. (See Table I, 500-507.) Secondary instruction — the university prepar¬ atory school, 464. (See Table VI, 584. 671. Superior instruction — Holv Angels’ College, 464. (See Table IX, 698-728.) School officials, list of, 464. Washington, D. C. : School system of. (See Dis¬ trict of Columbia.) Washington and Lee University, 404. Washington College, California, 31. AVashington College, Maryland, 174. AVashington University, 235, 236. Watson, Hon. Samuel: (Obituary notice,) 381. Wentwoith, Hon. Tappan, bequest of, civ. Wesleyan University, 49. West Des Moines : School system of, 114. West Virginia, State of : Summary of statistics— school |)opulation and attendance, teachers and their pay, schools and school property, income and expenditure, the school fund, 411. Historical sketch of the State school system, 412, 413 ; authorities, separation from Virginia in 1862, institution of a school system, forma¬ tion of a school fund, progress, 412 ; modifica¬ tions of the system ; increase in numbers and efficiency, superintendents, names and terms of office, 413. Elementary instruction — progress of the system, school finances, loose management, 413 ; edu¬ cation at the Centennial, Peabody fund, 414. (See Table I, 500-507.) City school system— of Wheeling, 414. (See Ta¬ ble II, 508-549.) Training of teachers— normal schools, 414. (See Table HI, 550-565.) Secondary instruction — public high schools, 414 ; private secondary schools, preparatory depai t- ments, hnsiness colleges, 415. (See Table VI, 584-671.) Superior instruction — W est V irginia U ni versity, other colleges, college for women, 415, (See Table IX, 698-728. Scientific instruction — agricultural department of West Virginia University, 415. Statistics of schools for, 416, ’ (See Table X, 729- 737.) Special instruction — West Virginia Institution for the Deaf and Dumb and the Blind, 416. (See Tables XIX, XX, 806-811.) Educational convention— State Educational As¬ sociation, 416. Schools officials, list of, 417. West Virginia University, 415. Western Maryland College, 174. Westfield College, 87. Wheaton College, 87. Wheeling Virginia : School system of, 414. Whipple, Rev. George, D. D. : (Obituary notice,) 293. Whittling School, Boston, clxxiv-clxxvi. Willamette University, 327. Wilmington, Delaware : School system of, 68. William Jewell College, 236. Williams College, 190. Williamsport, Pennsylvania; Schools of, no¬ ticed, 339. 942 INDEX. Wisconsin, State of : Summary of statistics^school population and attendance, teachers and their paj", schools, in¬ come and expenditure, school fund, 418 ; notes on the statistics, 419. Historical sketch of the State school system, 419-422; authorities, a hare beginning made under the Michigan school law, reservation of public lands for school purposes during the territorial period, the school law of 1837, 419, 420 ; various changes in the law, incor¬ poration of provisions respecting education into the State constitution, 420 ; final adoption of a State system, with State and town super¬ intendence, condition and progress, 420, 421 ; State and deputy superintendents and their work, 421, 42?. Elementary instruction— defects of the lower schools, number and character of unmcorpor- ated private schools, 422 ; proposed increase of the State tax for education, 422, 423 ; changes recommended in the State law respecting taxa¬ tion and supervision, discussion of the text hook problem, Kindergarten, 423. (See Table 1, 500-507.) City school system— of Fond du Lac, 423. (See Table II, 508-549.) Training of teachers— statistics of the State nor¬ mal schools, teachers’ institutes, educational journal, 424. (See Table III, 550-505.) Secondary instruction— public high schools, pri¬ vate secondary schools, preparatory schools and departments, 424 ; business colleges, 425. (See Table VI, 584-671.) Superior instruction — University of Wisconsin, other colleges, colleges for women, 425 ; statis¬ tics, 426. (See Table IX, 698-728. ) Scientific and professional instruction — college of agriculture, schools of theology and law, 426; statistics, 427. Wisconsin, State of— Continued. Special instruction— instruction of the deaf and dumb and the blind, Wisconsin Industrial School for Boys, 427. (See Tables XIX-XX, 806-811 ; Table XXII, 868-374.) Educational conventions — State Teachers’ Asso¬ ciation, 427, 428 ; convention of school super¬ intendents, 428. Obituary— Kev. J. Lloyd Breck, D. D., 4^ School officials, list of, 429, 430. Women, colleges for : In Alabama, 10 ; in California, 31 ; in Connecti¬ cut, 50 ; in Delaware, 59 ; in Illinois, 87 ; in Kentucky, 139 ; in Louisiana, 150 ; in Maine, 161 ; in Massachusetts, 190 ; in Michigan, 206 ; in Minnesota, 217 ; in Mississippi, 225 , in Mis¬ souri, 236; in Xew Hampshire, 258; in Hew Jersey, 269 ; in Hew York, 285 ; in North Caro¬ lina, '301 ; in Ohio, 316 ; in Oregon, 327 ; in Pennsylvania, 342, 343 ; in South Carolina, 366; in Tennessee, 378 ; in Texas, 388 : in Vermont, 396; in Virginia, 404 ; in West Virginia, 415. in ‘Wisconsin, 425. _ Statistics of. Table V )ii, 682-697 ; summary, Ixxix-lxxxii. Women, Harvard examinations for, Ixxii-lxxxiv. Worcester Free Institute, 192. Wiirtemherg : Educational statistics of, clxxxviii. Wyoming, Territory of : Historical sketch of the territorial school sys¬ tem, 465 ; authorities, provisions of the schixil law of 1868, subsequent legislation, list of superintendents, 465. T. Yale CoUege, 43, 49, 50. Yankton, Dakota : School system of, 436. o "ji ^ ^ . ^ fe