1 DATE DUE ^mr I’y I 1 GAYLORD PRINTED IN U S A. OF THE COMMISSIOiNER OF EDUCATION FOR THE YEA.H 1878, NATIONAL LIBRARY OF EDUCATION $ J-N 8 . 1998 ¥ «.8.oeproFH>acA!noN WASHIKGTOi^^: GOVERNMENT PRINTING OFFICE. 1880. id 2 <5 rf _ ' L 111 .A3 1878 United States. Bureau of Education . Report of the Commissioner of Education made to the ERRATA. Page 108, line 12. Omit the first ‘‘it” in the line. Page 159. The statement relating to school revenue made in the first three hues of the page arose from a misapprehension of the law. A certain part of each |1,000 raised for public purposes is “apportioned” to the cities and towns, each of which is obliged to raise at least $350 for school purposes for every $1 thus apportioned to it. m-iv CONTENTS. Page. Report of the Commissioner op Education . yii-cci General review of educational condition, vii-viii ; review of the work of the Office, viii-xi ; summaries of educational statistics, with dia¬ grams, xii-xx ; summary of educational condition of the States and Territories, xx-xxviii; comparative statistics of education at the South, with remarks, xxviii-xxxiv ; yellow fever and the schools, XXXV ; education of whites at the South, xxxvi; the Peabody fund, xxxvi-xxxvii ; supervising school officers, xxxvii; text books and courses of study for public school systems, xxxvii-xli ; schools in rural districts, xli-xliii ; course of study for ungraded schools, xliii-xlv ; educational beginnings, xlv-xlix; summary of school statistics of cities, with remarks, i-lxvi; special schools, Ixvi-lxvii; statistical summary of normal schools, Ixvii-lxxiv; statistical summary of com¬ mercial and business colleges, Ixxv ; statistical summary of Kinder¬ garten, with remarks, Ixxvi-lxxvii ; statistical summary of schools for secondary instruction, Ixxvii-lxxxiii ; statistical summary of pre¬ paratory schools, Ixxxiv-lxxxv ; statistical summary of schools for the superior instruction of women, with diagram, Ixxxv-lxxxviii ; statistical summary of universities and colleges, with diagrams, Ixxxviii-xcvi ; classical and scientific instruction, xcvi-civ; statis¬ tical summary of schools of science, with remarks, civ-cxii ; statistical summary of schools of theology, cxii-cxiii; statistical summary of schools of law, cxiii-cxiv ; statistical summary of schools of medicine, cxiv-cxvi ; statistical summary of degrees conferred, with remarks, cxvii-cxxi; statistical summary of libraries, cxxii; statistical sum¬ mary of schools for the feeble-minded, cxxiii ; statistical summary of institutions for the deaf and dumb, with remarks, cxxiv-cxxvii ; statistical summary of schools for the blind, cxxviii-cxxix ; statistical summary of reform schools, cxxx-cxxxi ; special training in school- ships, cxxxii-cxxxiii ,* statistical summary of orphan asylums, sol¬ diers’ orphans’ homes, infant asylums, industrial schools, and miscel¬ laneous charities, cxxxiv-cxxxvi ; statistical summary of benefactions, cxxxvii-cxxxviii ; statistical summary of educational publications, cxxxviii ; statistical summary of patents for school furniture, cxxxix ; education in foreign countries, cxl-clxxviii ; Dr. David Murray and education in Japan, clxxviii-clxxix ; United States education at the Paris Exposition, clxxix-cxciii ; special instruction, cxciii-cxciv ; schools of cookery, cxciv-cxcv; training schools for nurses, cxcv-cxcvi ; industrial training, cxcvi ; drawing in the Boston public schools, cxcvi-cxcvii ; instruction of girls in sewing, cxcvii-cxcviii ; industrial instruction for the dependent classes, cxcviii-cxcix ; for¬ eign apprentice schools, cxcix-cc ; recommendations, conclusion, cci. Abstracts . 1-302 Abstracts of the official reports of the school officers of States, Terri¬ tories, and cities, with other additional information . 5-296 Educational associations . 297-301 Education in Sunday schools . 302 V VI CONTENTS. Page. Statistics of education for the year 1878 . 303-721 Table I. Statistics of the school systems of the States and Territories. 304-311 II. School statistics of cities containing 7,500 inhabitants and over . 312-354 III. Statistics of normal schools . - . 355-366 IV. Statistics of commercial and business colleges . 367-377 V. Statistics of Kindergarten . 378-400 VI. Statistics of institutions for secondary instruction . 401-488 VII. Statistics of preparatory schools . 489-498 VIII. Statistics of institutions for the superior instruction of women . 499-514 IX. Statistics of universities and colleges . 515-547 • X. Statistics of schools of science . 548-557 XI. Statistics of schools of theology . 558-567 XII. Statistics of schools of law . 568-.571 XIII. Statistics of schools of medicine, dentistry, and pharmacy.. 572-581 XIV. Summary of examinations for admission to the United States Military and Naval Academies . 582-583 XV. Degrees conferred in 1878 by universities, colleges, scientific and other professional schools, and by schools for the supe¬ rior instruction of women . 584-598 XVI. Statistics of additional public libraries numbering 300 vol¬ umes or upwards . .599-600 XVII. Statistics of schools and asylums for feeble-minded children. 601 XVIII. Statistics of institutions for the deaf and dumb . 602-607 XIX. Statistics of institutions for the blind . 608-609 XX. Statistics of reform schools . 610-622 XXI. Statistics of orphan asylums, soldiers’ orphans’ homes, infant asylums, industrial schools, and miscellaneous charities . . . 623-677 XXII. Statistics of educational benefactions . 678-701 XXIII. Publications, educational, historical, &c . 702-719 XXIV. Improvements in school furniture,^, apparatiis, &c., patented in 1878 . 720-721 Index . . . . - . 723-7S0 REPORT. Department of the Interior, Bureau of Education, Washington, D. C., November, 1878. Sir: I have the honor to submit my ninth annual report, covering the year 1878. The financial depression noted in several previous reports has continued. The bul¬ warks of society have not escaped assault either by ignorant, unfortunate, or unprin¬ cipled persons. Education has had its share of these attacks. In the midst of these encounters of sentiment, the thoughtful and patriotic mind has found further occasion for alarm in observing how few, comparatively, of those citizens or statesmen who sincerely desire to maintain our institutions in their purity and vigor have been sufficiently familiar with the history of the questions arising to make that complete defense of our liberties which the facts in our national experience warrant. This has been especially noticeable in the case of certain parts of the public school system, such as the high school, the normal school, supervision, inspection, and adequate salaries. Those who have sowed the idea that anybody is competent, unaided, to decide and act on any educational problem have reaped an abundant crop of absurdities. States, cities, and schools have been seen to blunder back into the errors through which they floun¬ dered only a few years before, utterly oblivious of their previous adverse experiences ; more frequently still has it been found true that one blunderer has not learned any¬ thing from the experience of others, while the discussions as a whole have displayed an utter ignorance and disregard of thorough and far reaching principles. This strain upon our free institutions has tempted not a few, whose moderation would otherwise have restrained them, into measures or expressions of antagonism to our educational instrumentalities. This has been particularly true of those who would modify our present freedom of conscience, and of those who would establish a distinction of classes with a view to a permanent aristocracy, as well as of these who desire to practise so-me form of destructive communism. Not a few of the steps proposed, if carefully exam¬ ined, are found to be directly in the return path toward barbarism. This Office, so easily held to the strictest accountability for every act and opinion, as a place under national control, as “a national clearinghouse” of educational in¬ formation, where what has been is carefully recorded and that which indicates the good or bad may be selected, has had its full measure of instructive experiences. It has now passed the first decade of its history. Called for by thoughtful educators in anticipation of the perils that have been in some measure averted and with a hope that it might afford relief or safety therefrom, in the midst of ignorance on the one hand and indifference or opposition on the other, never furnished with either the quarters, the assistants, or the money necessary to do the work required, it has never¬ theless, by the hearty cooperation of an increasing number of educators, citizens, and statesmen in our own land and of collaborators throughout the world, been able to accumulate that information about conditions and results in many similar cases which teachers and school officers have found available in this year of special trial as never before. Seeking and desiring to act only as an office of information, it clearly needs, to do its work satisfactorily to itself and to its friends, according to their own standards, first, a sufficient force of competent and trained men and women ; second, proper quarters; third, a library which should not be considered complete until it contains everything printed on the subject of education; fourth, a collection of edu¬ cational appliances, alike necessary to the most intelligent use of the library and to the study and illustration of improvements in school-houses, furniture, apparatus, text books, &c., by those connected with the Office and its visitors ; fifth, appropriate vn VIII REPORT OF THE COMMISSIONER OF EDUCATION, means for receiving and collecting information whicli educators desire to communicate in regard to their systems, institutions, or methods ; and, sixth, sufficient means to arrange all of this information, summarize, abstract, digest, and publish it, or com¬ municate it, as may be demanded by the educators of the country. That the nation has this function, which is solely one of supplying information, in regard to cnch subjects as agriculture, health, meteorology, and education, and that it must exercise the same or ignore the general welfare, is more and more generally believed. Respecting the extent to which this Office has performed its part in this national function of supplying intelligence during this year of peril to education and respect¬ ing its facilities for performing this duty, it may be said, first, that its clerical force is the same as in previous years ; second, that by going through the trial of removal it has come into the possession of quarters which, though still inadequate, afford some advantages not possessed before, especially as they permit the collection illustrating the condition, progress, methods, and appliances of education to be brought into prox¬ imity with its library,' third, that the accumulation of manuscript information is large and valuable ; fourth, that the publications of the Office, its circulars and reports, furnish a comprehensive review of the period covered not otherwise attainable (being rendered specially available by tables of contents and indexes), copies of which are placed in all the educational centres of the country ; fifth, that the relation between the Office and the educators of the country, upon which the success and usefulness of the Office have largely depended, is a cordial one. Educators manifest this both by furnishing the Office information, frequently at great labor and expense to themselves, and by their appreciation of the summaries and generalizations it is able to make and the frequency of their calls for the same. AIVIERICAN CORRESPONDENTS OF THE OFFICE. The following summary gives the number of the correspondents of the Office, show¬ ing the sources of the information contained in these reports : Statement of educational systems and' institutions in correspondence xeith the Bureau of Edu¬ cation in the years named. 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. States and Territories . 37 37 44 48 48 48 48 48 48 Cities _ _ _ . 249 325 533 127 241 239 241 258 Normal schools . 53 65 98 114 124 140 152 166 179 Business colleges . 26 60 53 112 126 144 150 157 163 Kindergarten _ _ _ _ _ 42 55 95 149 177 217 Academies . . . . 638 811 944 1,031 1, 467 1, 550 1, 650 1, 665 Preparatory schools _ ....... _ _ _ 66 91 105 114 123 125 Colleges for women ...' . 33 136 175 205 209 249 252 264 277 Colleges . . 266 290 298 323 343 385 381 385 389 Schools of science . 17 41 70 70 72 76 76 77 80 Schools of theology . 80 94 104 140 113 123 125 127 129 Schools of law . 28 39 37 37 38 42 42 45 50 Schools of medicine . 63 82 87 94 99 104 102 106 112 Public libraries . 156 180 306 377 676 2, 200 2, 275 2, 440 2,578 Museums of natural history _ _ 50 43 44 53 54 55 55 Museums of art. _ 22 27 27 31 Art schools . 26 29 30 Institutions for the deaf and dumb . 34 36 37 40 40 42 43 45 52 Institutions for the blind: . 10 26 27 28 28 29 29 30 31 Schools for the feeble-minded . 8 7 9 9 11 11 11 Orphan asylums, &c . 77 180 269 408 533 540 638 Reform schools . . 28 20 20 34 56 67 63 63 78 Total . 831 2,001 2,619 3, 449 3,651 6, 085 6, 449 6,750 7,135 WORK OF THE OFFICE. IX THE WORK OF THE OFFICE.^ The Office has sent out about 20,000 communications and 15,000 packages of docu¬ ments, and has received about 24,000 communications and 6,000 packages of documents. It has been greatly disappointed in the lack of means for publication : the resolution to print its report for 1877 has not passed Congress ; it has been able to print only two circulars of information and to reprint certain special articles demanded from the report of 1876. FOREIGN CORRESPONDENTS. The intercourse of the Office with foreign educators has increased in interest. Many important letters have been received and answered. Thirty-five periodicals are exam¬ ined regularly and important works on education are procured as soon as possible and carefully read, the most valuable parts of which are translated and summarized. The advanced educators of the country constantly demand that this information, which is only accessible through the material in the Office, shall be communicated to the public. An efibrt has been made in each annual report to find place for a brief summary of the most important facts in regard to education in other countries. Any fuller com¬ munication will perhaps necessitate an additional publication by the Office in the form of occasional bulletins. The following summary shows one item of the work required of the translator : Foreign periodicals received and examined. Countries. Periodicals. Number of pages. Number. Daily. 3 13 03 Semi¬ monthly. 1 Monthly. Bi- monthly. Total. Daily. Weekly. Semi¬ monthly. 3 CJ o Bi¬ monthly. Frflncpi _ _ 8 3 1 4 522 48 250 224 Germany . . 8 1 4 2 1 380 8 32 240 100 Austria . . 2 1 1 96 16 80 Netherlands . 1 1 8 8 Swit7.erla,nfl _ 1 1 8 8 England . . . 9 1 3 5 336 16 80 240 Ca,nar1a, . . 3 3 64 64 Belgium . 1 1 100 100 Italy.. _ _ _ 2 2 104 104 Total . 35 2 13 1 18 1 al, 618 24 192 250 1, 052 100 a Or 37,220 pages in one year in the above periodicals. OFFICE LIBRARY. Congress has not yet seen fit to grant my repeated request for a librarian, but I have felt compelled, in view of the size and value of the collection of books (numbering ten thousand and pamphlets twenty-five thousand, besides many duplicates) and of the imperative need that it should be made more available for use in the work of the Office, to withdraw from other duties Mr. S. R. Warren, the best informed of my as¬ sistants in library administration, and to assign him to the examination, classification, and arrangement of books and pamphlets, in which he has made great progress, par- *Two clerks long connected with the OflBce have resigned : one, Mrs. L. B. Armstrong, did steno¬ graphic work and held a confidential position in connection with the correspondence; she performed her exacting labor not only acceptably, but in her conscientious devotion to duty sometimes imperilled her health by doing more than her strength would permit. Another, Mrs. E. H. Disbrow, was assigned to the duty of making special investigations and preparing therefrom the summaries and statements so much demanded in the correspondence and reports of the Office ; of cultured mind, her observation extended by foreign travel, ready, accurate, and conscientious as a writer, she performed her difficult task with great satisfaction to the Office. Mrs. H. F. Hovey has been assigned to the former position and Miss A. T. Smith to the latter. X REPORT OF THE COMMISSIONER OF EDUCATION. ticularly since the removal to new quarters. The library is in continual danger of damage to its foreign acquisitions and its valuable sets of periodicals on account of the present restriction as to binding of books. This provision of law, which has been repealed by special enactment for every other important collection of books in the executive Departments, still confines this library to the use of cloth and sheep skin for binding, though it is well known that these are the least durable materials for the purpose. STATISTICS. The following statistics afford, as no lesser collection could, a satisfactory oppor¬ tunity to compare, analyze, and comprehend the systems, methods, and phenomena of our education. Feeble indeed is the apprehension which cannot find food for reflec¬ tion in their study. Here, for the thoughtful inquirer, are recorded losses and gains, defeats suffered and triumphs achieved. These data present an important part of the year’s history and hold out promises which will be abundantly fulfilled in the years to come. Statistics never mislead those who use them understandingly. Their silence is more suggestive than a multitude of noises. They offer the only scientific basis for the study of our educational condition, and from their conclusions there is no appeal. Staiistical summary of institutions, instructors, and students, as collected hy the United States Bureau of Education, for 1873, 1874, and 1875. 1873. 1874. 1875. Schools. Teachers. Pupils. Schools. Teachers. Pupils. Schools. Teachers. Pupils. City schools . (a) 27, 726 1, 564, 663 ih) 16, 488 976, 837 (0 22, 152 1, 180, 880 iJ'ormal schools . 114 887 16, 620 124 966 24, 405 137 1, 031 29, 105 Commercial and business 112 514 22, 397 126 577 25, 892 131 594 26, 109 colleges. Eindergarten . . . 55 125 1,636 95 216 2, 809 Institutions for secondary 944 5, 058 118, 570 1, 031 5, 466 98, 179 1, 143 6, 081 108,235 instruction. Preparatory schools . 86 690 12, 487 91 697 11,414 102 746 12, 954 Institutions for the superior instruction of women. 205 2, 120 24, 613 209 . 2,285 23, 445 222 2, 405 23, 795 Universities and colleges.... 323 3, 106 52, 053 343 3, 783 56, 692 355 3, 999 58, 894 Schools of science . 70 747 8, 950 72 609 7, 244 74 758 7, 157 Schools of theology . 110 573 3, 838 113 597 4, 356 123 615 5, 234 Schools of law . 37 158 2,112 38 181 2, 585 43 224 2,677 Schools of medicine, of den¬ 91 1,148 8, 681 99 1,121 9, 095 106 1,172 9,971 tistry, and of pharmacy. Institutions for the deaf and 40 289 4, 531 40 275 4, 900 41 293 5, 087 dumb. Institutions for the blind .... 28 545 1,916 29 525 1,942 29 498 2, 054 Schools for feeble-minded 9 213 758 9 312 1, 265 9 317 1,372 children. Orphan asylums, industrial 178 1,484 22, 107 269 1, 678 26, 360 278 1,789 54, 204 schools, and miscellaneous charities. Keform schools . 34 579 6, 858 £6 693 10, 848 47 678 10, 670 a 533 cities, towns, and villages were included in 1873, wbicli had a population of 10,042,892. 5 127 cities, containing 10,000 inhabitants or more, were included in 1874 ; their aggregate population was 6,u37,905. c 177 cities, each containing 7,500 inhabitants or more, reported in 1875; their aggregate population was 8,804,654. WORK OF THE OFFICE. XI Statistical summary of institutions, instructors, and students, as collected hy the United States Bureau of Education, for 1876, 1877, and 1878. 1876. 1877. 1878. Schools. Teachers. Pupils. Schools. Teachers. Pupils. Schools. Teachers. Pupils. City schools . {a) 23, 504 1, 343, 487 (h) 23, 830 1, 249, 271 (c) 27, 944 1, 556, 974 Normal schools . 151 1, 065 33, 921 152 1, 189 37, 082 156 1,227 39, 669 Commercial and business 137 599 25, 234 134 568 23, 496 129 527 21,048 colleges. Kindergarten . . . 130 364 4, 090 129 336 3, 931 159 376 4, 797 Institutions for secondary 1,229 5, 999 106, 647 1,226 5, 963 98, 371 1, 227 5,747 100, 374 instruction. Preparatory schools . 105 736 12, 369 114 796 12, 510 114 818 12, 538 Institutions for the supe¬ 225 2, 404 23, 856 220 2, 305 23, 022 225 2,478 23, 639 rior instruction of women. UniTersities and colleges.. 356 3, 920 56, 481 351 3, 998 57, 334 358 3, 885 57, 987 Schools of science . 75 793 7,614 74 781 8, 559 76 809 13, 153 Schools of theology . . 124 580 4, 268 124 564 3, 965 125 577 4, 320 Schools of law . 42 218 2, 664 43 175 2,811 50 196 3, 012 Schools of medicine, of den¬ 102 1, 201 10, 143 106 1, 278 11, 225 106 1, 337 11,830 tistry, and of pharmacy. Institutions for the deaf 42 312 5,209 43 346 5, 743 52 372 6, 036 and dumb. Institutions for the blind .. 29 580 2, 083 30 566 2, 179 30 547 2, 214 Schools for feeble minded 11 318 1,560 11 355 1, 781 11 422 1,981 children. Orphan asylums, industrial 385 3,197 47, 439 389 3, 688 67, 082 schools, and miscellane¬ ous charities. Reform schools . 51 800 12, 087 68 996 13, 966 1 a 192 citiea of 7,500 inhabitants or more reported in 1876 ; their aggregate population was 9,128,955.. & 195 cities of 7,500 inhabitants or more reported in 1877; their aggregate population was 9,099,025. c 218 cities of 7,500 inhabitants or more reported in 1878 ; their aggregate population was 10,224,270 XII REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 1. — Summary (A) of school age, population, enrolment, attendance, ^c. States and Territories, 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 ... Rhode Island ... South Carolina. Tennessee . Texas . Vermont . Virginia . W est Virginia . "Wisconsin _ Total , CG 7- 21 6-21 5- 17 6- 21 4- 16 5- 21 4- 21 6- 18 6-21 6-21 5- 21 5- 21 d6-20 6- 21 4- 21 5- 20 5-15 5-20 5-21 5- 21 6- 20 5- 21 6- 18 4- 21 5- 18 5- 21 6- 21 6-21 4- 20 6-21 5- 15 6- 16 6-18 8- 14 5-20 5- 21 6- 21 4-20 370, 216, 205, 26, 138, 35, 72, 433, 1, 002, 699, 575, 266, 512, 274, 214, 276, c297, 476, 271, 346, 104, 030 9, 922 785 166 256 380 73, 322, 1, 615, 422, cl, 027, 53, /I, 200, 000 ^53, 316 228, 128 917 353 831 701 532 448, 194, 92, 483, 209, 478, 692 14, 418, 923 115, 339 368, 647 166, 446 757, 440 228, 128 307, 742 i201, 645 2, 145, 387 Arizona . 6-21 3, Dakota . | 5-21 12,201 a For white schools only. 5 In the counties, ff In 1677. d For colored population the school age is from 6 to 16. e In rural Louisiana. ® o S o 160, 713 33, 747 154, 064 16, 641 119, 828 26, 730 36, 964 209, 872 706, 723 512, 535 428, 362 177, 806 248, 000 83. 047 155, 150 156, 274 310, 181 359, 702 167, 825 205, 978 448, 033 62, 785 7, 612 66, 023 202, 634 1, 032, 052 228, 092 740, 194 26, 992 936, 780 45, 629 116, 239 261, 152 146, 946 73, 081 202, 244 130, 184 297, 502 9, 294, 316 ?, 125 94, 696 9, 699 73, 565 23, 933 130, 605 c420, 031 315, 893 256, 913 106, 932 160, 000 c54, 390 108, 940 81, 829 228, 447 c210, 000 115, 976 cl82, 000 4, 666 48, 410 113, 604 577, 606 132, 553 465, 372 21, 464 603, 825 28, 756 172, 198 48, 638 116, 464 86, 768 5, 093, 298 84. 66 144.2 91 178. 47 al57. 5 105.8 &90 154. 22 129 146 113 110 c80 118 182 176 150 85 79 102 161 96. 194 179 46 155 94 145 7i80 182 91 77 5. 65 124 107 6. 36 f &161 i 189 2, 740 890 7, 156 1, 342 /In 1873. g Census of 1875. h For evening schools. i Number between 4 and 15, 124 SCHOOL STATISTICS OF STATES AND TERRITORIES. XIII Table I.— Part I. — Summary (A) of school age, population, cfc. — Continued. Territories. District of Columbia Idaho . Montana . . Xew Mexico . Utah . Washington . Wyoming . Indian; Cherokees . Chickasaws. . Creeks . Choctaws . . . Seminoles . Total . . Grand total w 6- 17 5- 18 4-21 7- 18 6- 16 4-21 7-21 7-21 10-18 6-20 38, 800 4, 942 5,315 a29, 312 33, 604 12. 997 17, 000 157, 260 35, 948 33, 604 69, 552 14, 576, 183 2, 214, 939 a o S H 03 22, 842 3, 432 3, 277 5, 151 21,710 5, 385 1, 690 63, 000 6400 6716 61,200 6180 78, 879 9, 373, 195 18, 133 14, 949 448 745 108 38, 115 5, 131, 413 & -3 187 88 132 137 130 200 168 180 a Census of 1870. 6 In 1877. SCHOOL AGES IN THE UNITED STATES. The following diagram shows that there are seventeen different school ages in the States and Territories ; the longest, extending from four years of age to twenty-one, covers a period of seventeen years, and the shortest, from eight years of age to four¬ teen, a period of six years only. Diagram No. 1, shoiving the different school ages in the States and Territories during 1878. School Number of years in each school age. 17. 16. 16. 15. 15. 14. 14. 13. 12. 12. 12. 11. 11. 10. 10. School years. XIV REPORT OF THE COMMISSIONER OF EDUCATION. Diagram No. 2 shows on the left what percentage of the population of legal school age in the several States and Territories was in daily average attendance, and on the right what percentage of said population was enrolled in the public schools. The fact that the school age varies widely in different States not only partially accounts for the relative positions of the States indicated in the table, hut also explains how it is that in Massachusetts more than 100 per cent, of the children of school age are reported en¬ rolled. The percentage of daily average attendance is not given in the States of Arkan¬ sas, Delaware, Minnesota, Nebraska, South Carolina, Texas, and Wisconsin, nor in the Territories of Idaho, Montana, New Mexico, Washington, and Wyoming. Diagram No. 3 shows the average monthly pay of teachers in the States and Terri¬ tories. Fractions of dollars are disregarded in the diagram, but the exact figures may he found in Table I, Part 1. In the case of Alabama, New York, North Carolina, Ten¬ nessee, Texas, Montana, and Wyoming the average compensation is as given in the table, i. e., for the whole body of teachers, and not as given in the diagram, for each sex separately. Table I. — Part 1. — Summary (B) of the number of teachers emi^loyed in the puhliG schools and the average monthly salary of teachers in the respective States and Territories. States and Territories. Number of teachers. Average monthly salary. Male. Female. Male. Female. Alabama . 3, 278 710 1, 522 165 $50 00 83 95 ' 44) $40 00 68 24 Arkansas . California . 1,192 2, 101 341 Colorado . 226 49 90 46 95 Connecticut . a752 a2, 329 6278 61 03 36 50 Delaware . 6235 33 08 26 19 Florida . . . 635 335 Georgia . . . . . 3, 654 9, 475 1, 826 12, 817 Illinois . 54 07 30 87 Indiana.... . . . 8, 039 5, 742 c81 20 c45 80 Iowa . . . 7, 561 13, 023 33 98 27 84 TTanaas _ _ _ _ 2, 861 1, 600 3, 498 33 68 27 10 Kentucky . . . . . . . . . . . 2, 700 40 00 35 00 Louisiana... . . . . . 589 1, 533 d40 00 d37 00 Maine . . . 2, 280 1, 295 4, 540 32 63 15 92 "Marylaud - _ _ _ _ _ 1,776 40 43 40 43 Maaaachnaetta _ _ _ _ _ 1,118 7, 390 75 64 33 04 Michigan . . . . . . . . 3,916 9, 467 41 41 26 16 Minneaota - _ _ _ _ _ _ _ _ _ 1, 757 3,115 37 52 28 12 Mississippi ...... ....... . . . 2,747 2, 016 27 00 27 00 Misaonri _ (11,5 268) 36 36 28 09 Nebraska _ _ _ _ _ _ _ _ 1, 609 2, 121 34 65 25 75 Nevada . . . . 45 124 106 00 84 00 New TT am pah ire _ _ ...... _ COO 3, 026 37 12 24 26 New .Teraey _ _ .... 993 2, 436 60 50 36 14 New Vork _ _ _ _ _ _ _ 7, 978 22, 589 (4- 44) North Carolina _ _ _ 2,719 1, 003 (21 11, 099 12, 292 59 00 '0 Orecon . . 068) 45 00 1 1 uO a Number of males employed in winter; number of females employed in summer. h For white schools only. 0 In cities. d Exclusive of New Orleans. Diagram No. 2, Showinn the relation of enrolment and ameraf/e attendance to ncJiool population. •r -'T’ .J--: ' -r; -■'‘'.-;>':l t ■•■' v . '■.•■• ; -l\ \p. Im r.f^' ■•j I/’ ’■ ■ ' ■■ ■•'■. Diagram No. 3, Showing the average monthly imy of teachem. - (■ SCHOOL STATISTICS OF STATES AND TERRITORIES. XV Table I. — Part 1. — Summary (B) of the number of teachers employed in the public schools, ^'C. — Continued. Number of teachers. Average monthly salary. Male. Female. Male. Female. 9, 319 a300 1, 844 4, 057 11,572 al, 012 1, 273 1,535 $35 58 75 00 23 22 ($2£ $31 32 45 85 25 42 i 12) States and Territxtries. Pennsylvania . . Ehode Island . . South Carolina. Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . Total number of teachers in States Arizona . Dakota . District of Columbia. Idaho . Montana . Xew Mexico . Utah . . . Washington . Wyoming . Indian : Cherokees . Chickasaws . Creeks . Choctaws . Seminoles . (4, 330) c720 2, 853 2,822 (b53 00) c3, 608 1,750 925 (9, 808) 30 44 32 19 d29 54 el05 55 (269, 132) 19 141 31 18 339 91 00 37 16 86 55 20 00 27 14 d26 19 e36 53 74 00 26 54 64 08 Total number of teachers in Territories. Grand total 57 132 254 134 21 59 15 235 145 27 (59 71) 35 00 40 00 22 00 30 00 (71 56) 42 80 (196) 40 00 26 00 50 00 (2, 012) (271, 144) 42 80 40 00 26 00 50 00 a Evening school teachers included. 6 In 1875. c In 1877. d For white schools only. e In cities. XVI REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2. — Summary (A) of annual income and expenditure, States and Terri¬ tories. 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. 3 o H $377, 188 $8, 064 $350, 633 $358, 697 258, 355 $4, 435 121, 397 $6, 788 148, 393 California . 3, 820, 661 456, 556 42, 100 2, 272, 551 426, 708 3, 155, 815 $6, 343, 370 281, 674 24, 599 153, 089 26, 184 243, 850 474, 771 1, 509, 159 132, 587 30, 000 1, 041, 041 302, 849 1, 506, 477 216, 540 125, 859 90, 681 216, 540 484, 361 183,311 11, 595 85, 361 5, 860 134, 880 116, 934 411, 453 411, 453 9, 634, 728 182, 102 76, 00* 4, 445, 657 7, 526, 109 16, 105, 870 4, 591, 968 424, 304 3, 065, 968 1, 161. 639 4, 651, 911 11, 536, 647 Iowa . 4, 840, 856 726, 790 (a) 3, oil, 230 954, 518 4, 692, 538 9, 356, 129 Kansas . 1, 803, 303 265, 061 60, 458 980, 435 235, 463 1, 541, 417 4, 527, 227 Kentucky . 1, 827, 575 5, 000 25, 000 1, COO, 000 100, 000 1, 130, 000 2, 300, 000 Louisiana . 546, 466 7, 898 32, 139 426, 839 91, 355 558, 231 700, 000 Maine . 1, 140, 914 92, 706 30, 339 830, 670 96, 994 1, 050, 709 3, 063, 418 Maryland . . 1, 540, 861 207, 662 23, 250 1, 122, 414 234, 934 1, 593, 260 Massachusetts . . . &4, 535, 635 4, 786 54, 985 c871, 857 439, 255 5, 166, 988 Michij^an . . 3, 240, 486 655, 338 1, 920, 239 ' 540, 942 3, 116, 519 8, 937, 091 Minnesota . 2, 524, 485 77, 471 57, 420 878, 980 480, 814 1, 494, 685 3, 382, 352 Misaiasippi . . . 626, 268 7,412 585, 393 592, 805 Miaannri 3, 424, 408 2, 320, 430 2, 406, 133 8, 321, 399 Nebraska . 665, 068 138, 775 24, 460 444, 500 142, 785 750, 520 1, 806, 467 Nevada . 236, 491 27, 589 106, 301 57, 473 205, 147 283, 338 New Hampshire.. 583, 440 102, 882 14, 093 419, 258 60, 194 636, 655 2, 336, 547 New Jersey . 2, 004, 049 382, 243 28, 180 1, 528, 986 64, 640 2, 004, 049 6, 300, 398 New York . 10, 646, 651 1, 584, 983 129, 400 7, 756, 844 1, 284, 678 10, 755, 905 30, 147, 589 North Carolina... 452, 516 12, 864 13, 495 292, 893 5, 035 324, 287 157, 920 Ohio . 7, 842,011 1, 015, 785 185, 850 4, 956, 514 1, 836, 976 7, 995, 125 21, 329, 864 Oregon . 258, 786 80, 535 194, 571 275, 106 483, 060 Pennsylvania .... 8, 180, 000 1,118, 186 72, 800 4, 755, 620 2, 241, 371 8, 187, 977 24, 839, 820 Rhode Island . 709, 444 175, 363 10, 201 427, 445 66, 761 679, 770 2, 634, 941 South Carolina . . . 316, 197 6, 303 291, 268 21, 459 319, 030 Tennessee . 904, 428 55, 035 16, 074 692, 198 30, 925 794, 232 1, 051, 398 Texas . 859, 484 29, 648 656, 977 747, 534 Vermont . 516, 893 12, 270 407, 835 90, 996 511, 101 Virginia . 938, 381 84, 497 43, 268 714, 651 121, 479 963, 895 1, 012, 503 West Virginia. ... 835, 175 57, 726 14, 149 501, 705 113, 695 687, 275 1, 688, 349 Wisconsin . 2, 749, 956 252, 651 46, 000 1, 601, 252 217,632 2, 117, 535 5, 115, 556 Total . 86, 035, 264 8, 392, 360 1, 074, 007 51, 358, 861 11, 542, 083 79, 652, 553 174, 837, 319 Arizona . 21, 396 3, 406 1,100 14, 947 1, 943 21, 396 47, 478 Dakota . 72, 950 20, 728 30, 489 8, 576 57, 793 60,319 Diet, of Columbia. 373, 606 29, 365 11, 435 237, 189 95, 617 373, 606 1, 181, 664 Idaho . 33, 347 23, 082 23, 082 Montana . 66, 941 10, 328 65, 505 88,285 New Mexico . 25, 473 15, 432 3, 458 18, 890 a Included in teachers’ salaries. 6 Total of items reported. c Only a partial report. SCHOOL STATISTICS OF STATES AND TERRITORIES, XVII Table I. — Pabt 2. — Summary (A) of annual income and expenditure, t/’C.— Continued. Territories. Annual income. Annual expenditure. 1 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. TTinh |113, 413 49, 765 24, 626 72, 298 43, 000 13, 000 29, 022 4, 000 ^27, 463 $1, 500 ^4,230 $113, 193 a49, 705 16, 400 73, 441 21, 000 13, 000 27, 534 2, 800 $382, 112 W/iiSh i Ti o-tnn _ Wynmino' 16,400 43,075 4, 500 11, 200 12,000 2,250 Indian : CheroTrees . . . . Chickasaws .. Creeks . 165, 000 50, 000 Choctaws .... Seminoles .... Total . 942, 837 91, 290 14, 035 494, 794 $109, 594 877, 405 1, 974, 858 Grand total. 86, 978, 101 8, 483, 650 1, 088, 042 51, 853, 655 11, 651, 677 80, 529, 958 176, 812, 177 aEstim ted by the Burean. B—U XVllI EEPOET OF THE COMMISSIOEES OF EDUCATION. Table I. — Past 2. — Summary (B) ofjjer cajnia cxpendiiure. States and Territories. A CS ^5 A -2 Ph IB •5 c Cherokees (Indian Territory) Massachusetts . California . Choctaws (Indian Territoiy) Ehode Island . Connecticut . Montana . Colorado . District of Columbia . Iowa . Illinois . hTebraska . Indiana . Aiizona . Ohio . . Michigan . Minnesota . . Oregon . . . . New Jersey . . Maryland . . Vermont . Kansas . ■Wisconsin . $24 78 15 26 al3 74 12 62 cl2 53 10 71 10 65 10 14 8 91 8 2Jf at 45 7 21 7 04 6 92 6 85 a6 05 5 50 5 146 5 10 5 06 5 04 4 88 4 52 $35 76 14 62 fa8 59 25 62 cl7 10 12 37 14 2’2 16 40 15 13 11 05 alO 63 11 95 9 60 8 00 9 51 alO 80 8 90 $62 76 19 85 a28 19 38 96 cl9 33 20 14 ab|13 74 aWA 04 12 85 27 66 19 08 18 43 9 62 12 84 11 59 14 37 15 57 24 03 15 10 al3 52 9 29 10 98 8 12 8 95 6 43 7 32 7 24 14 47 17 09 9 62 12 18 7 82 dlO 69 10 54 dl2 43 Maine . Washington... West Virginia.. Utah . Kentucky . Louisiana . Virginia . . Mississippi . Tennessee . Alabama . . Georgia . . Korth Carolina. 4 50 3 82 3 33 3 33 2 00 2 00 1 83 1 70 al 53 97 95 707 Delaware . . Pennsylvania.... Kew IIamj)shiro. 6 18 9 24 5 23 5 25 4 00 0 72 4 37 2 93 a3 70 2 25 1 96 1 42 7 72 7 61 at 34 8 80 5 78 . . 7 63 3 33 5 00 . 7 59 3 46 c4 91 3 64 3 15 2 445 11 81 al4 40 2 87 3 07 a In 1877. 6 Per capita of population between 5 and 17. c Includes expenditure for evening schools. d Per capita of population between 4 and 15. Diagram No. 4, Diaijram showivg the total school population, the total piMic school enrolment, and the average daiUj attendance onpuhlio schools for the ivltolc eoimfrify from 1871 to 1878, mchisivc. A SCHOOL STATISTICS OF STATES AND TERKITORIES, XIX GENEIIALIZATIONS BY YEABS AND BY TOPICS WITHOUT BEFERENOE TO STATES.* Staiistical summary showing ike school impulation, enrohnent, attendance, income, expenditure, 4'c.,for 1873, 1874, 1875, 187C, 1877, and 1878, as collected hy the United States Bureau of Education. Year. Numberreport- iug. In Territo¬ States. Terri to lies. ■| In States. ries. ' 1873 37 11 13, 324, 797 134, 128 1874 37 11 13, 735, 672 139, 378 School population . - . 1875 36 8 13, 889, 837 117, 685 1876 37 8 14, 121, 526 101, 465 1877 38 9 14, 093, 778 1.33, 970 1878 38 9 14, 418, 923 157, 260 f 1873 35 10 7, 865, 628 69, 968 1 1 1874 34 11 8, 030, 772 69, 209 1875 37 11 8, 678, 737 ’ 77, 922 Number enrolled in public schools . 1876 36 10 8, 293, 563 70, 175 1877 38 10 8, 881, 848 72, 6.10 1878 38 10 9,294,316 78, 879 r 1873 31 5 4, 166, 062 33, 677 1 1874 30 4 4, 488, 075 33, 4c9 1 Number in daily attendance . . . 1 1875 29 5 4, 215, 380 36, 428 1876 27 5 4, 032, 632 34, 216 1 1 1877 31 4 4, 886, 289 3 5, 119 1878 31 5 5, 093, 298 ' 38, 115 f 1 1873 22 5 472, 483 7, 859 1874 13 5 352, 460 10, 128 Number of pupils in private schools . ■{ 1 1875 13 5 186, 385 13, 237 1876 14 3 228, 867 9, 137 1 ! 1877 12 4 203, 082 6, 088 1 1878 12 4 280, 492 6, 183 f 1873 35 6 215,210 1,511 1874 35 8 239, 153 1, 427 Total number of teachers . ■{ 1875 36 9 247, 423 1, 839 1 1876 37 9 247, 557 1, 72G • 1877 37 9 257, 454 1. i^42 1 1878 38 9 269, 132 2, 012 r 1873 28 5 75, 321 529 ! 1874 28 7 87, 395 499 Number of male teachers . . . •{ 1875 31 8 97, 796 6.56 1876 32 9 95, 483 678 1377 33 9 97, 638 706 1878 34 8 100, 878 789 1873 28 5 103, 734 786 1874 28 7 129, 049 731 Number of female teachers . 1875 31 8 132, 185 963 1876 32 9 125, 644 898 1877 33 9 138, 228 986 1878 1 34 8 1 141, 780 1 1,027 ^Respecting the accompanying diagram showing school population, enrolment, and average attend¬ ance, it may not be out of place to caution the reader that the curves indicate the figures as reported ; for instance, the abrupt rise in school population from 9,632,9()9 in 1871 to 12,740,751 in 1872 is attributable to the fact that only 29 States reported the item iu 1871, while 37 reported in 1872. So in the case of average attendance iu 1875 : only 29 States report the item, while 37 report their enrolment, thus explain¬ ing the absence of concomitant variation iu these items which may be generally looked for. XX EE PORT OF THE COMMISSIONER OF EDUCATION. Statistical summary showing the school g)opulation, enrolment^ 4'c. — Contiuned. Year. Number report¬ ing. In States. In Territo¬ ries. States. Territo¬ ries. 1 1873 35 10 $80, 081, 58;i $844, 666 1 1 1874 37 10 81, 277, 686 881,219 ' Public school income . . . ublic schools, and 142 more teachers for them, with an addition of $11,569 to the receipts for schools and of $13,600 to the principal of her available school fund. GULF STATES — ALABAMA. Youth of school age were reported to be 798 more in number hero than in 1876-77, and not only was this whole additional number gathered into the State schools, but, through fresh activity growing out of new arrangements in the school system, more than twenty-one times that number, viz, 17,142. Then also 1,437 more colored pupils were, on an average, present daily in the schools. The whites showed less zeal and constancy in their attendance, and through their irregularity there Avas a total falling off of 3,893 in the average daily attendance, notwithstanding the additional enrolment. MISSISSIPPI. Statistics of 1877-78, though much less full than those of the preceding year, are umisnally encouraging, showing 23,362 more youth entitled to school advantages, an addition of nearly twice this number (45,450) to those previously in the free schools, and of 18,677 to the average daily attendance. LOUISIAN A- The extensive prevalence of yellow fever, in an nnusually fatal form, during the summer and autumn of 1878 prevented in several parishes the making out of the re¬ ports for the preceding school year. From 9 parishes there were no reports what¬ ever; from 2 others, next to none. Cliielly from this cause the enrolment in the public schools for 1877-78 seems less by 8,171 than that of 1876-77, although there was an increase of 6,905 in youth entitled to attend and of 497 in the schools pro¬ vided for them, with 475 more teachers. The average attendance is not given. Re¬ ceipts and expenditures for free schools went much beyond those of the year before, and from bis personal observations in the schools he visited Superintendent Lusher thought their general condition better than in any previous session for several years. TEXAS. There was here undoubtedly a considerable increase in the youth of school age in 1877-78; but, from the imperfection of preceding returns on this point, it cannot be told how great this increase was. The number in the State free schools was 13,378 greater than in the year before, while 732 more schools were organized, 243 new school-houses built, 747 more teachers kept employed, and $245,843 more expended. The average school term, too, was considerably lengthened, though in several coun¬ ties it remained lamentably short, the number of non-attendants on State schools in¬ creasing too, and the number of illiterates among the children of school age reach¬ ing 61,123. SOUTHERN CENTRAL STATES — ARKANSAS. Growing in population like her neighbor Texas, Arkansas had in 1877-78 a school population 12,908 beyond that of 1876-77, hut failed to gather this increase into her schools, the enrolment in these reaching less than one- sixth of the youth of school age, and going only 377 further than the year before ; this, too, notwithstanding the XXIV EEPORT OF THE COMMISSIONER OF EDUCATION. earnest efforts of an active superintendent to improve, extend, and vitaliao tbe sys¬ tem, There vras some increase of school buildings, but a falling off in valuation of the whole; some growth in the number studying grammar and higher branches, but large diminution of those in the more elementary studies ; 49 more teachers, and better re¬ turns from the school officers. KANSAS. Kansas reports 33,701 more children of school age, 19,731 more enrolled in public schools, and 12,9“23 more in average daily attendance. Other statistics are : 271 addi¬ tional school districts; 4G6 more sending in reports; 363 the increased number of school- houses ; 354 of them built during that year ; school property enhanced in value $250,133; the average time of school extended 5 days ; 379 more teachers of the higher grades, and 83 fewer of the lower ; the average pay of teachers raised in some propor¬ tion to this improvement, with receipts, expenditures, and available school fund all showing signs of like advance. MISSOURI. If the reported statistics were correct, which the State superintendent evidently doubts, the growth at some points here was wonderful : 134,970 in the number of youth of school age, 83,994 in the pupils on the public school lists, 352 in the number of school-houses, 543 in the number of the schools, 1,839 in the number of the teachers. Still, with this increase, there seems to have been, from lack of efficient county super¬ vision, much want of system in the school work outside of cities. In the cities good work seems to have been done, St. Louis, with its excellent arrangements and efficient school force, setting in this respect a good example to the State. KENTUCKY. The few figures given here for two years past afford a slender basis of comjiarison. Such as there are appear, on the whole, to indicate retrogression rather than advance : 13,777 more children to be taught, hut 393 fewer on the State school rolls and 17,607 fewer in average attendance ; 370 more teachers, but 59 fewer new school houses in which to teach ; an increase in the estimated value of school property, hut a con¬ siderably smaller amount expended on the schools. TENNESSEE. The record here is extremely encouraging, the additional enrolment in the State schools including not only the full increase of youth of school age, 6,459, but more than five times this number, 33,509 ; the additional average daily attendance reaching also 29,932. The public schools, too, kept fairly up with this increase of attendance, numbering 742 more than in 1876-’77, with 591 more teachers and an additional ex¬ penditure of $103,160 on them. Private schools also increased somewhat in nomher and considerably in attendance, so that the total educational gain throughout the State was very noteworthy. WEST VIRGINIA. Out of a school population increased by 16,926 children, there were enrolled in the free schools 4,852 more pupils and 2,515 more were in average daily attendance. The average school term was lengthened 5^ days ; 120 additional schools were opened, 17 of them graded and 4 of them high schools; the general condition of the school- houses is said by the superintendent to have been improved, and, though there were somewhat fewer teachers, the quality of those employed is reiiorted to have been better than it had been in previous years. NORTHERN CENTRAL STATES — OHIO. The state of Ohio reported 14,715 more school children, 17,954 more actually iu the schools, and 17,272 more continuously under instruction in 1877 -’78 in the public schools, besides 12,354 additional in private and church schools, the number of the in¬ structed gaining thus 15,593 on the number of illiterates within tbe year. The number of school-houses did not increase proportionately, but 481 new buildings were erected, one of them (that for the Central High School at Cleveland) a noble structure. With 388 PRESENT EDUCATIONAL CONDITION. XXV additional teachers, 189 more were permanently employed. Yet, with all the increase thus recorded, and with $843,822 expended on new school-houses, the whole expendi¬ ture for the whole State syfetem was reduced by $41,469. One interesting evidence of effective teaching was the fact that work of pupils in the schools of Cincinnati, col¬ lected without any special preparation and sent to the Paris Universal Exposition, received both gold and silver medals there in recognition of its excellence. MICHIGAN. A moderate growth appears here of 7,362 in youth of school age, of 2,563 in enrolment in the public schools and 1,676 in private ones, of 55 districts with graded schools and 92 with ungraded, of 81 in the number of school-houses, of 3,364 in the sittings thus provided, of 2 days in the average time of public schools, of 382 in the number of i)ub- lic school teachers, and of $67,709 in the receipts for support of schools ; expenditures, however, falling off, in part from a lessening of the pay of teachers, which has long been going forward and is evidently telling on the schools. Valuation of school prop¬ erty, too, fell off* $258,084. INDIANA. With only 4,447 more educable youth in lo77-’78 than in the jirevious year, this State presents an additional enrolment of 13,809 pupils in her public schools and an additional average daily attendance of 17,569, a gain of 9,362 in the former case and of 13,122 in the latter on the illiteracy once comx:ilained of — this, too, without count¬ ing 1,210 more pupils enrolled in vacation private schools or 485 more in average daily attendance on these schools. The record shows also a gain of 57 districts in which schools were taught, of 52 in district graded schools (the graded ones in town- shixis falling off 13), of 1 day in the average length of the school term, of $159,525 in the valuation of school xiroperty, of 69 in the number of public school-houses, and of 207 in the number of teachers in these. Almost the only falling offf of any note was of $8,608 in the value of school apparatus, of $281,163 in receix)ts for public schools, and of $21,855 in exx^enditure ux)on them, this last apx)arently from a continued reduc¬ tion of the x>ay of teachers. ILLINOIS. Gain on the whole marked the public school history of 1877-78 in this State also : 10,067 more children of school age ; 12,244 more enrolled in XJublic schools (a xiart of these last apparently absorbed from private schools, which lost 9,213) 153 more dis¬ tricts with 5 months’ school or over ; 13 more with that useful means of improvementr a school library ; 131 more public school-houses, 212 new' ones having been built during the year, xrartly in x^lace of others torn down ; 465 more public schools, 20 more teachers in them, out of 299 additional coming from normal schools; a considerable advance ($7.90) in average monthly xray of men (although the pa}’ of women went down $1.36), and in the estimated value of school proxrerty a gain of $2,030,874. Receipts for x>ub- lic schools wmre less by $25,498; but by the reduction noted in the pay of female teach¬ ers and by close economy in other things, the expenditures w'ere brought down $176,416 below those of the former year, or $150,918 below what was required by the de¬ creased income. WISCONSIN. Increasing only 304 in the number of children entitled to a training in her public schools, Wisconsin yet enrolled in those schools 6,232 more pnxnls, besides 2,102 in¬ structed in other ways. Not giving us, however, the average daily attendance, we cannot tell how far these additionally enrolled were kept ux^ to their educational ad¬ vantages. To provide for the increased enrolment, she gave 7,175 more sittings in free schools ; had 241 more school-houses, 27 more graded schools, and otherwise added to school X)rivilege8. For instance, 651 more districts x^urchased the text books for their schools, in the interest at once of uniformity, convenience, and economy; 183 more lent these books to pupils without charge, excexff for damage ; 511 more sold them to parents or pupils at rates much less than these w’ould otherwise have had to jiay ; and 1 The great test of school eflB.ciency, average daily attendance, is not given. XXVI REPORT OF THE COMMISSIONER OF EDUCATION. in 15D, 388 624, 850 16 6:.7, 087 68, 897 16 148, 393 Delaware . . 31. 849 23, 830 75 3, 800 2, 900 76 216, 540 Florida . 40, 606 618, 169 45 42, 001 618, 795 4J» 134, 880 Georgia . 236,319 137, 217 53 197, 125 72, 655 37 411,4,53 Kentucky c . 450. 253 228, 000 50 53, 126 19, 107 36 1, 130, 000 Louisiana . d88, 567 43, 197 49 dl08, 548 33, 632 31 558,231 Maryland . . . e313, 669 130, 058 60 e63. .591 26,216 41 1, 593, 260 MississiiJiii . 5161,237 6103,996 63 6187, 064 696, 9o2 52 592, 805 MLssouri . 650, 368 428, 975 66 37, 880 19, 208 51 2, 406,133 North Carolina . 273, 767 146, 681 54 148, G13 81, 4U 5.5 324, 287 South Carolina . 8.3, 813 54, 118 65 144, 315 62, 121 43 319, 030 Tennessee . 3.36, 817 206, 810 61 112, 100 54, 342 49 794, 2.32 Texas . 149,719 6105, 485 70 44, 634 . 641,461 9.5 747, 534 Virginia . 280, 849 140, 472 50 202, 852 61, 772 30 963, 895 AVest Virginia . 201,237 126, 233 63 1 8, 295 3, 951 48 687, 275 District of Columbia - 26, 426 15, 056 57 12, 374 7, 786 63 373, 606 Total 3, 608, 654 2, 034, 946 1, 578, 930 675, 150 . 11,760, 251 a Ill Delawaie and Keiilucky the school lax collected from colored citizens is the only State appropria^ tioa for the support of colored schools; in Maryland there is a biennial appropriation by the legislature ; in iho District of Colundiia one-lhird of the school moneys is set apart for colored public schools ; and in t he o;ber States mentioned above the school moneys are divided in proportion to the school population wit bout regard to race. Estimated hy the Bureau. c in lr77. and as then reported, the school ago for whites was 6-20 ; for colored. 6-16. d Exclusive of New Oiieuns, where no distinction of race is made ; the school population of the city is 6Di!t<. c Census of 18T0. EDUCATION OF THE COLORED RACE, XXIX Statistics of institutions for the mstrudion of the colored race for 1878. Name and class of institution. Location. Religious de¬ nomination. Instructors. Students. j NORMAL SCHOOLS. Huntsville, Ala . . . Meth . 2 CO Huntsville, Ala . a66 Marion, Ala . 5 225 Mobile, Ala . . . . Con^ . 5 117 Pine Bluff, Ark . 1 91 Atlanta, G-a . Cong . 173 Waynesboro’, G-a . Moth . 3 100 Lexin^’ton, Ky . Cong . 4 342 Iformal department of Straight University.... New Orleans, La . Cong . ... hi 232 New Orleans, La . 2 35 Baltimore, Md . . . 4 100 Baltimore Md _ _ _ _ _ _ M. E _ 5 7.5 Natchez, Miss . . Bapt _ 2 60 Tougaloo University and Normal School . Tougaloo, Miss . Cong . 9 132 .Tefferson Mo . . . 4 139 State Normal School for Colored Students . Fayettevdlle, N. C . 3 74 Bennett Seminary ... . . . . . . ... Greensboro’, N. C . . Meth .... 3 l05 Uumherton Normal School ...... _ ... _ ... Lumberton N. C . . . 1 49 St Auan'd the charter granted by their majesties, fairly illustrate XLYIII EEPORT OF THE COMMISSIOIYER OF EDUCATION. the educational theory of the Virginians. When a school was necessary, to the “ end that the church of Virginia might he furnished with a seminary of ministers of the gospel, and that the youth might he piously educated in good letters and manners, and that the Christian faith might he propagated amongst the western Indians,” — “ a place of universal study, or perpetual college of divinity, philosophy, languages, and other good arts and sciences” — the people turned to the General Government and made their desires known. The charter which they secured was explicit on the essentials of such a foundation, viz, its government and its support, as will appear from two citations. The trustees nominated and elected hy the general assembly, to whom the royal license was granted, were constituted the body corporate to establish the college and to appoint masters or professors, but they were required, after the establishment, “ to transfer to the president and masters or professors, or their successors, the lands, manors, tenements, rents,” and other properties. In the fifth section of the charter it was declared that “ it shall be called and denominated forever the College of Will¬ iam and Mary in Virginia, and the president and masters or professors of the said college shall be a body politic in deed and in name.” It was further provided that after the transfer of the corporate powers, “ the trustees should be the true, sole, and undoubted visitors and governors of the college.” To them was granted “a continual succession,” with “full and absolute liberty, power, and authority of making all laws for the good and wholesome government of the college.” Toward the endowment of the college, William and Mary contributed one thousand nine hundred and eighty- five pounds fourteen shillings and ten pence, raised out of the qaitrents of the colony ; one penny a pound on all tobacco exported from Virginia and Maryland ; the office of surveyor general, with all its issues, fees, «&c. ; ten thousand acres of land lying on the south side of Blackwater Swamp, and ten thousand acres in Pamunky Neck.” Taxation continued to be an important source of revenue to the institution ; thus, in 1726, a duty was laid on liquors for its benefit by the House of Burgesses ; in 1759 a grant was made to it of the tax on peddlers ; from which various revenues it was in 1776 the richest college in North America. The responsibility of government, the necessity of supervision, the justice of a school tax, characteristics all of the modern system of free public education, are embodied in the charter history of this honored institution. Nor was it unfortunate that pub¬ lic interest in this instance was first directed to superior learning. Some forces work most effectually by downward pressure ; systems of education beginning with the ele¬ ments have been known to exhaust themselves in contracted bounds ; but the university virtually involves the necessary antecedents, as the subsequent history of education in Virginia indicates. Through all the action thus surveyed the kindred obligations of family, church, and State were recognized. Public action in no way conflicted with private effort, nor does it seem to have been conceived as possible that the one should supplant the other. When the independence of the United States was accomplished, seven of the original States introduced a general educational provision into their constitutions; of the re¬ mainder, two continued for some time under their colonial charters, and the rest adopted constitutions which guaranteed all the powers and privileges involved in the establishment of schools. Five, at least, of the States proceeded by specific legisla¬ tion to develop school systems. Education having been admitted as a proper object of legislation, the appropriate action on the part of the General Government was left to slow elaboration. By the ordinance “ for the government of the Northwest Territory,” passed in 1785, appropri¬ ating the sixteenth section (one square mile) in every township for the maintenance of common schools, the Continental Congress placed itself firmly in line with its educa¬ tional duties. In 1787 the land grant was renewed and increased by two townships, to EARLY EDUCATIONAL HISTORY. XLIX be given to each State for the purposes of a university. The act was accompanied by the formal declaration “ that, religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall be forever encouraged.’^ In 1789 the Federal Congress, animated by the same spirit as its predecessor, con¬ firmed the ordinance, and accordingly every State that has been organized since the beginning of the present century has received the benefit of the grant. The land devoted to school purposes under these early acts amounts approximately to 69,863,914 acres. The first public action with reference to industrial training was the act of 1862, granting to each State 30,000 acres of land for each Senator and Representative from the State in Congress, for the establishment of colleges of agriculture and mechanic arts. Under this grant nearly 10,000,000 acres have already been absorbed. E— TV L REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school statistics of ■ i 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. 1 Pupils. 1 1 Whole number en¬ rolled. Average daily at¬ tendance. 1 3 3 4 5 6 7 8 ! 1 9 1 1 15 000 7 21 3 004 . 1 2 Little Koch, Ark . 18, 000 6-21 6, 146 7 1,520 21: 168 2, 142 : 1 1,536 26 OGO 6-17 4, 457 12 70 189 3,503 i 2,249 j 308, 215 6-17 552 093 61 659 214 38,672 26,291 5 Stockton, Cal* . 15, 000 5-17 3,011 10 1,693 34 196 1,693 1, 523 j ’S Denver (|of city), Colo. 24, 000 6-21 3, 000 4 1, 615 38 195 2,317 1,563 i 7. Bridgeport, Conn* . 25, 000 4-16 6, 376 17 4, 069 84 196 5,167 3, 194 ; Q Grreenwich, Conn . 8, 000 4-16 1, 934 19 26 1,552 1 c845 ! 0 0 Hartford, Conn . . 50, 000 4-16 9, 661 17 163 7,680 c4, 861 1 J Meriden, Conn . . 4-16 3, 823 12 45 2,782 I cl, 821 j iu 1 1 "NTpiwBrimin ('/Onn _ 11, 000 4-16 3,141 11 42 2,675 j cl, 876 XI 12 Hew Haven, Conn . 59, 829 4-16 13, 219 24 8, 735 213 199 11,418 7,646 i l-s Hew’ London, Conn* . . . 10, 000 4-16 2, 101 9 1, 800 51 200 1,915 ! 1,363 14 Norwalk, Conn. . 15, 000 4-16 3, 262 12 3, 200 47 2,911 cl, 855 1.5 Norwich, Conn e . 17, 500 4-16 1, 512 6 1, 237 33 196 1,298 949 1 Stamford, Conn . /9, 714 4-16 2, 472 32 197 1, 606 972 10 ■J W aterburv Conn 16, 039 4-16 3, 799 21 54 3, 157 cl, 842 1 i 18*. Wilmington, Del . 40, GOO 6-21 *9, 178 19 5, 728 113 196 6, 906 4,490 10 •Jacksonville, Fla _ 12, 000 6-21 3 740 18 124 778 565 ly 20 Atlanta, Ga . 40, 000 6-18 10, 360 8 2, 650 54 182 3, 598 2,486 21 Augusta, Ga . . 27, 000 6-18 5, 628 15 35 165 2,019 1,207 22 Columbus, Ga . 10, 000 6-18 2, 863 6 1, 080 21 182 1, 204 888 O'! 15, 000 6-18 7, 909 55 140 2, 852 1,663 O i (j 7) 30 000 6-18 10, 917 7 76 200 4, 019 3, 085 A-t Til* 10, 500 6-21 3, 164 5 21 196 1, 496 •26 Belleville, Ill . 13, 000 6-21 4, 532 2, 020 42 199 2, 166 1, 990 27 Bloomington, Ill* . 25, 000 6-21 7, 292 11 2, 670 65 177 3, 486 2, 294 28 oo Chicago, Ill . . . . . 4.36, 731 6-21 123, 115 66 43, 900 885 196 58, 142 40, 036 Til* 10 000 6-21 3, 094 6 1,728 29 177 1, 869 1, 321 /iJ TI'T»£V£M'fcriT*X. Tll’^' 12 000 6-21 2, 852 6 1, 600 29 196 . 1, 640 ou 31 JC t'j XI J. Galesburo', Ill . . 14, 000 6-21 4,354 7 2,100 34 178 2, 301 1, 630 oo J.acksonville, Ill . 12, 000 6-21 3, 693 7 1,610 34 188 1, 839 1,327 33 Joliet Ill* . . 14, 000 6-21 3, 557 8 1, 692 36 197 2, 606 1,500 34 j Peoria, HI . 38, 000 6-21 8, 947 16 3, 592 73 200 4, 118 3, 038 35 1 Quincy, HI . .32, 000 6-21 8, 513 9 3, 100 56 197 3, 807 2, 427 36 1 Rockford, Ill* . . 14, COO 6-21 4, 901 10 50 |l95 2, 100 1,900 ‘From Keport of the Commissioner of Education for 1877. a Assessed valuation. b Estimated. c Average attendance for the winter. dFrom a return for 1876. e This report, exclusive of the population, is for the central school district only. CITY SCHOOLS. LI eiUes containing 7,500 inhahitants andovei'. Pupils. Estimated cash value of taxable property in the city. Estimated real value of property used for school purjjoses. Tax for school purposes on assessed valuation — mills per dollar Total receipts. Expenditures. Average expen¬ ses per capita of daily aver¬ age attend- ance in public schools. Estimateil enrolment in private schools. Permanent improve¬ ments. Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 12 13 14 15 16 17 18 19 20 |2, 869 450 a$5, 500, 000 $50, 700 7 34, 921 $14, 020 $23, 603 $10 10 $2 22 803 al2, 000 000 191 000 3 97, 431 $436 51, 803 78, 669 6, 551 a254, 865, 810 2, 699, 000 1.6 1, 058, 470 161, 671 600, 048 989, 259 25 63 5 84 120 5, 000, 000 142, 900 1. 5 59, 701 924 28, 920 38, 044 200 16, 000, 000 190, 040 9 57, 691 4, 000 29, 300 .57, 691 20 47 6 84 450 17, 000, 000 144, 500 1 . 3. 25 62, 419 6, 725 42, 950 62, 336 142 a3, 627, 216 12, 325 35 10, 806 12, 325 1, 500 a49, 752, 062 I dl, 7.55, 269 231, 408 48, 034 108, 522 228, 228 886 a8, 783, 839 1 . 40, 027 2, 783 24, 834 35, 315 27 a4, 687, 841 d99, 500 1 35, 464 5, 724 21, 406 35, 339 1,500 60, 060, 294 558,700 1.5 196, 970 27, 474. 134, 708 202, 886 18 55 4 61 40 10, 000, noo 87, 500 2. 7 26, 547 255 19, 546 26, 547 14 64 127 a6, 482, 966 111,000 28, 099 217 23, 290 27, 436 127 9, 095, 890 j 70,150 2.5 22, 313 3 16, 881 25, 145 20 79 5 59 648 21, 464 428 1 16, 709 21, 459 473 a7, 958, 728 | 43, 988 8, 905 2.3,626 43, 972 26, 000, OCO 265, 339 2.8 88, 740 3, 400 48,690 69, 476 11 15 3 45 28, 000 6, 422 7, 252 600 20, 000, 000 96, 000 1. 5 36, 315 649 30, 000 36, 312 12 87 1 73 500 14,455,792 ! i 39 393 30, 680 300 4,000,000 26,500 i 2. 25 12, 060 650 7, 249 11, 149 9 85 1 97 300 a7, 000, 000 23, 100 1 2 18, 837 416 14, 665 18, 500 9 81 94 500 57, 500 47, 134 46, 682 57, 062 600 5,000,000 75,500 4.4 20, 685 140 11, 075 15, 078 10 10 2 60 550 5,289,020 74,200 16.4 29, 621 13, 485 20, 575 36,314 11 20 1 81 8, 500, 000 230,471 1 14.5 66, 292 1, 494 26, 509 65, 539 11 57 3 97 18, 647 436, 000, 000 2, 378, 673 4. 47 745, 719 23, 211 486, 591 711, 307 12 55 2 91 200 9, 114, 756 95, 600 9 40, 109 136 15, 385 29, 910 13 10 3 31 200 57, 300 34, 577 il4, 983 34, 508 9, 000, 000 100, 100 4 16, 085 20, 601 800 3, 000, 000 160, 700 10.2 41, 948 2, 741 17, 070 48, 844 14 22 3 74 604 3, 249, 080 65, 650 7 25, 001 106 il6, 330 20, 650 10 88 2 80 1,660 21, 428, 000 186, 800 6 56, 928 12, 787 32, 036 54, 6.32 11 20 2 57 1, 800 18, 000, 000 215,000 : 4. 78 50, 060 * 548' 28, 563 47, 154 12 37 j 3 26 475 12,‘000'000 i 120,000 1 5 43, 623 350 j43, 623 . 1 /Cen.sns of 1870. ^rlncludiug Bibb Connty. Including Cbatham County, i Includes cost of supervision, j Includes balance on hand at close of year. 1 2 a 4 5 6 7 8 9 10 11 12 13 14 15 16 17 13 19 20 21 22 23 24 25 26 27 28 29 30 34 .32 33 34 35 36 LII EEPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school Cities. Estimated present population. Legal school age. School population. Kumher of school buildings. Number of sittings for study. Number of teachers. j No. of days schools were taught. ! Pupils. Whole number en¬ rolled. Average daily at¬ tendance. 1 2 3 4 5 ! : 6 1 7 S 9 10 i i 37 Eock Island, Ill . 12, 000 6-21 5, 358 6 2,150 38 180 i 2, 100 1,594 1 38 40, 000 6 21 12, 877 14 115 5, 113 39 Fort Wayne, Ind . 27, 832 6-21 11, 306 9 3, 798 89 195 3, 372 2,571 40 Indianapolis, Ind . 92, 000 6-21 22, 806 25 10, 291 198 194 12, 229 9, 400 1 41 10, 000 6-21 2, 723 5 26 188 1, 300 4-2 Lafayette, Ind* . 22, 000 6-21 6, 020 6 1,900 50 195 2, 705 1, 773 43 Logansport, Ind . 15, 000 6-21 4, 061 12 1, 525 31 195 1, 743 1,139 j 44 15 000 6-21 5 300 7 42 200 1, 700 1,530 j 45 Ilichmond, Ind . 14, 000 6-21 *4, 236 8 1, 679 45 200 2, 142 1,602 ! 46 South Bead, Ind* . 15, 000 6-21 3, 138 7 1, 700 28 178 1,601 1,089 47 Terre Haute, Ind . 22, 000 6-21 7, 665 11 3, 971 76 196 4, 032 2,858 48 Burlington, Iowa* . 28, 000 5-21 5, 963 10 3, 850 71 192 3, 356 2,003 1 49 Council Bluffs, Iowa. . . 13, 000 5-21 3, 260 10 1,500 29 196 1, 620 1,000 i 50 Davenport, Iowa . 25, 000 5-21 8, 888 11 4, 282 85 190 4, 979 3,421 ! 51 Des Moines (w. side) la* 14, 000 5-21 3, 592 4 2,100 36 188 2,211 1,399 52 Dubuque, Iowa . 30, 000 5-21 9, 618 9 3, 461 73 197 3, 896 2, 573 53 Keokuk, Iowa* . 15, 000 5-21 5, 732 2, 500 52 180 Cn o o 2, 100 54 Atchison, Hans* . 12, 000 5-21 3,000 5 23 180 1,210 1, 130 1 55 Lawrence, Hans . 9, 500 5-21 2, 822 12 18 169 1, 618 1,08^ ! 56 Le.avenworth, Kans . . . 21, 000 6-21 6, 100 11 45 179 3, 212 2,240 1 57 Covington, Ky . 30, 000 6-18 10, 055 5 2, 860 63 196 3, 505 2,480 ; 58 Lexington, Ky . 16, 500 C6-20 5, 909 7 2, 000 27 192(Z 1, 772 1,187 59 Louisville, Ky . 130, 000 6-20 42, 401 30 320 211 19, 292 12,999 ' 60 Kewport, Ky* . j 18, 500 6-20 6, 500 5 40 200 2, 674 1,989 61 10 000 6-20 1, 946 13 810 14 215 790 62 j Kftw Orleans T.a, . ... 203, 439 6-21 68, 918 69 438 159 26, 166 17,382 63 , Anorn.qf’.n | 10, 000 4-21 2, 288 28 1,217 ’ 1 /994 64 1 Banger Me* j 18, 500 4-21 5, 586 35 75 182 3, 226 65 Biddeford, Me. . . 10, 285 4-21 3, 662 21 2, 072 40 190 1, 779 gl, 100 66 Lewiston, Me* . . ..... 20, 000 4-21 6, 479 29 68 184 3, 560 2, 200 67 Portland, Me . 36, 000 5-21 9, 581 13 4, 116 112 200 6, 143 4, 222 68 RPiltiinnre Aid 350, 000 6-21 86, 961 61 820 35, 288 29, 518 69 AflninQ 7il5, 765 5-15 3, 171 18 2, 462 53 190 1, 922 70 Boston, Mass . A341, 919 5-15 60, 762 158 55, 646 1, 239 200 r53, 262 46, 624 71 Cambridge, Mass . 50, 000 5-15 8, 422 27 9, 120 208 199 9, 283 6, 751 72 : Chelsea, Ma.ss 22, 000 5-15 1 3, 169 67 3, 919 2,942 73 1 Chicopee, Mass . . 1 . MO, 335 5-15 1 1, 915 39 1,330 1,028 ! *From Heport of the Commissioner of Education for 1877. a Assessed valuation. & Includes cost of supervision. cEor colored children, 6-16. d In colored schools, 185. eDoes not include amount remaining on hand at close of last school year. CITY SCHOOLS. Lin 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 assessed valuation — mills per dollar. Total receipts. Expenditures. Average expen¬ ses per capita of daily aver¬ age attend¬ ance in public schools. Estimated enrolment I in private schools. Permanent improve¬ ments. 'cS 02 S ! o 1 ^ 1 o cd H Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 13 13 14 15 16 17 18 19 20 500 $6, 200, 000 $110, 250 7 $39, 268 $12,564 $15,740 $39,268 $11 72 $4 20 37 501, 800 59,930 i 102, 686 38 2, 200 11, 795, 140 224, 650 4.3 103, 065 3, 796 38, 075 58, 678 17 92 3 42 39 1,340 aCO, 000, 000 939, 127 2 316, 066 33, 704 118,936 205, 487 13 23 3 53 40 300 a2, 600, 000 60, 000 4 23, 003 154 12,918 19, 126 j . 41 1,000 14, 000, 000 193, 000 3. 5 42 800 a6, 000, 000 180, 000 4 33, 073 62 14, 155 31, 73-2 13 74 3 89 43 aA, 400, 000 88, 000 61, 564 15, 000 18, 000 i 49, 816 44 , 10, 600, 000 64, 500 4.1 48, 969 17, 500 21, 500 48, 470 13 92 4 78 45 250 44, 494 11, 207 17, 093 46 500 25, 000, 000 215, 471 3.4 87, 811 188 41, 586 ! 52, 677 15 42 2 94 47 1, 000 12, 000, 000 250, 000 6 87, 925 3,215 33, 450 ' 50, 535 17 OC 5 93 48 200 5, 400, 000 103, 700 6 53, 785 7, 532 16,005 44, 829 17 65 6 54 49 16, 000, 000 291, 200 14 116, 152 8, 982 &58, 369 : 80, 869 17 64 4 13 50 400 7, 033, 000 225, 400 13 55, 216 20,795 49, 184 15 96 8 00 51 1, 700 11. Oil, 680 160, 000 9 48, 772 2, 959 34,636 48, 590 13 16 3 84 52 500 9, 000, 000 125, 000 9 40, 379 3, 090 28,089 35, 340 53 300 4, 800, 000 64, 100 13 150 9,350 13, 640 54 100 ffll, 989, 400 100, 000 10 25, 142 8,876 25, 142 55 840 10, 000, 000 177, 200 5 27, 642 20, 500 23, 430 9 78 1 80 56 2, 150 20, COO, 000 191,000 2 56, 000 24,950 32, 000 70, 800 16 20 2 15 57 800 a4, 928, 759 29, 500 1. 5 18, 120 &12, 900 i 18, 120 58 64, 018, 242 865, 390 4.5 e268, 440 32, 000 178, 195 277, 046 15 97 2 87 59 a6, 200, 000 153, 500 2 31, 282 17, 273 ! 29, 645 9. 40 60 320 6, 000, 000 23,fl00 2 9, 897 7, 350 1 9, 646 12 51 2 38 61 a88, 666, 560 ■ 582,500 2 188, 777 234, 881 295, 560 13 51 3 49 62 65, 000 28, 509 24, 094 63 a9, 906, 100 75, 000 36, 200 ! 41, 512 ($11 88) 64 a5, 682, 000 34, 000 17, 037 gl2, 680 14, 950 65 11, 873, 558 168, 700 2. 3.3 33, 795 24, 780 38, 010 11 26 5 46 66 1,3.30 30, 671, 154 275, 000 103, 637 24, 573 57, 421 103, 637 14 13 4 59 67 13, 550 250, 000, 000 574, 763 55, 013 463, 704 677, 976 68 11, 141, 767 156, 200 4.31 29, 483 1, 148 C5 34) 69 5, 521 a686, 840, 587 ij9, 000, 000 1, 695, 777 113, 661 1, 157, 746& 1, 695, 777 24 83 9 10 70 1,381 a49, 610, 140 582, 000 3.3 168, 938 400 134, 726 168, 938 20 66 4 81 71 418 al6, 410, 612 72 58 a4, 940, 397 73 /Average attendance for the winter. g For graded schools only. Census of 1875. i Average whole number. j Estimated by the Bureau. LIV 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. I 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 74 Fall Fiver, Mass . 50, 000 5-15 9, 793 32 7, 690 133 200 9, 604 5, 727 75 Fitchburg, Mass . 12, 000 5-15 2, 235 19 3, 253 65 191 2, 714 1,997 76 Gloucester, Mass . 18, 000 .5-15 4, 066 24 3, 877 89 200 4,149 3, 163 77 14, 628 5 15 2, 591 70 2, 921 2, 311 78 Holyoke, Mass . 20, 000 5-15 3, 163 14 . 1, 615 57 199 2, 005 1,354 79 Lawrence, Mass . 38, 000 5-15 6, 668 20 5, 461 117 200 5, 461^ 4,312 80 Lowell, Moss . 53, 000 5-15 8,087 39 7, 802 196 197 12, 458 6, 112 1 81 Lynn, Mass . 34, 000 5-15 5, 779 31 *6, 132 110 202 5, 898 4, 575 82 &10, 843 5-15 2, 080 59 2, 599 2 054 i 83 Mii.TLlHliRn.d M.iiSS . 9, 000 5-15 1, 491 27 1, 610 1 172| 84 Marlborough, Mass . . . 8, 774 5-15 2, 127 11 1, 950 38 178c 2, 137 1, 11^ j 1, 859 ! 85 Milford M.asa* (ZO, 890 5-15 2, 223 88 Hew Bedford, Mass _ &25, 876 5-15 4, 208 103 4, 122 3. 394 1 87 Hewburyport, Mass. . . &13, 323 5-15 2, 511 46 2, 285 1, 532 i 88 Newton, Mass . 16, 500 5-15 2, 846 17 3, 676 88 194 3, 359 2,767 89 Northampton, Mass . . . 10, 950 5-15 2, 088 23 3, 000 57 164 2, 073 1, 579 1 90 Pittsfield, Mass . 612, 267 5-15 2, 245 26 2, 169 56 192 2, 069 91 Salem, Mass . 26, 000 5-15 4, 576 16 4, 08G 95 201 3, 860 2,933 j 92 Somerville, Mass . 21,000 5-15 4, 424 17 4, 550 89 190 4, 405 3, 733 i 93 Springfield, Mass . 31, 000 5-15 5, 379 28 5, 757 119 200 5,977 4, 180 94 Taunton M.oss . . 19, 000 5-15 3, 143 36 84 195 3, 885 2,477 i 95 Waltb.ani, M.ass _ _ 10, 500 5-15 1, 995 11 . 43 195 1, 762 96 Weymouth Mass 10, 000 5-15 1, 960 54 2, 147 1, 625 97 Woburn, Mass . 10, 445 5-15 2, 267 20 2, 332 36 200 2, 198 1,775 98 Worcester, Mass . 52, 000 5-15 9, 406 38 8,883 219 192 10, 284 7, 406 99 Ann Arbor, Mich ...... 7, 500 5-20 2,311 6 1,700 35 198 2, 043 1, 420 100 i Bay City, Mich* . 18, 000 5-20 4, 278 7 2, 320 40 196i 2, 841 1,720 10 i Detroit, Mich . 120, 000 5-20 35, 962 30 12, 553 236 196 14, 466 10, 399 102 East Saginaw, Mich... 17, 000 5-20 5, 093 10 2, 769 52 194 3, 084 2, 453 103 Grand liapids, Mich. . . 30, 000 5-20 9,310 14 4. 356 92 195 5, 533 3,370 104 Saginaw, Mich* . 10, 500 6-20 2, 835 6 1,430 28 194^ 1,564 1,073 105 Minneapolis, west di¬ 35, 000 5-21 9 3, 400 78 196 3, 607 2, 380 vision, Minn.* 106 St. Paul, Minn . 40, 260 5-21 *11, 134 13 4, 300 82 200 4, 249 4, 016 107 Natchez, Miss/ . 19, 000 5-21 8, 107 54 2,871 76 120 2, 730 2,599 108 Vicksburg, Miss . 12, 000 5-21 3, 600 3 1, 185 20 145 1,459 820 109 Hannibal, Mo . 12, 800 6-20 2, 982 8 1, 590 28 177 1, 950 1, 315 110 Kansas City, Mo . 45, 000 6-20 10, 622 10 4, 200 63 196 4,612 2, 669 111 St. Joseph, Mo . 30, 000 6-20 7, 119 19 3, 082 56 198 3, 536 2, 475 * From Keport of the Commissioner of Education for 1877. a Assessed valuation. ■h Census of 1875. c In grammar and high schools ; in primary, 157. CITY SCHOOLS. LV statistics of cities, 4^c. — Continued. Pupils. Estimated cash value of taxable property in the city. Estimated real value of property used for school purposes. Tax for school purposes on assessed valuation— mills per dollar. Total receipts. Expenditures. Average expen¬ ses per capita of daily aver¬ age attend¬ ance in public schools. j i i 1 j Estimated enrolment in private schools. Permanent improve¬ ments. Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 13 14 15 16 17 18 19 i 20 000 a$42, 326, 730 f 1, 369, 626 2.33 1142, 645 $34, 536 $73, 886 $143, 271 $13 25 i 15 73 74 15 a9, 570, 997 171, 704 3.9 37, 912 30, 200 37, 912 16 69 3 08 i 75 45 9, 077, 744 116, 150 4.4 53, 452 4, 000 34, 935 53, 452 12 31 1 3 32 ; 76 7'2 alO, 342, 954 i 77 892 13, 000, 000 117, 840 29, 785 6, 064 20, 154 33, 524 15 09 1 3 66 78 1, 000 58, 448 64, 704 79 fiOO 50, 000, 000 492, 300 3.9 139. 677 14, 081 91, 810 127, 048 16 81 1 5 88 80 112 a22, 667, 542 480, 200 4.1 107, 208 4, 708 69, 408 107, 208 15 74 I 5 15 1 81 60 alO, 085, 890 82 36 a3, 708, 700 83 a3, 451, 365 60, 500 5.7 20, 219 1,494 13, 968 20, 661 7 73 i 2 58 1 84 75 1 . 1 85 237 a26, 133, 297 i . i 86 al, 644, 984 ! 87 300 25, 012, 930 426, 000 3. 34 83, 606 2,306 61, 161 83, 606 24 87 6 90 88 75 7, 077, 300 91, 000 3.5 26, 465 17, 449 26, 318 11 05 89 175 7, 369, 274 68, 900 26, 893 1, 750 21, 123 29, 917 I ■ ■ 90 927 26, 000, 000 306, 500 2.89 79, 862 6, 624 56, 775 79, 862 20 21 4 76 91 a25, 479, 400 437, 350 84, 692 66, 701 84, 691 18 40 ! 4 28 1 92 450 a29, 384, 175 549, 983 2.8 85, 292 67, 681 84, 795 16 50 3 51 93 137 20, 000, 000 202, 000 3 47, 158 0 34, 480 47, 158 15 69 j 4 41 ! 94 100 a9, 565, 900 180, 000 3. 25 32, 165 500 c25, 840 28, 240 ($15, 52) 95 58 a5, 573, 851 [ . 1 96 50 8, 150, 730 213, 500 2.8 26, 783 200 20, 373 26, 593 12 50 2 37 97 1,200 41, 969,718 888, 052 3.1 141, 678 851 110, 167 141, 678 15 27 3 74 98 300 3, 811, 800 130, 000 6 32, 215 2, 405 15, 990 32, 164 12 52 3 44 99 8, 800, 000 140, 000 15 38, 798 17, 464 33, 072 11 20 3 37 100 5,574 87, 865, 685 711, 966 2 276, 674 6, 945 141, 554 189, 770 13 61 3 47 101 175 7, 750, 000 150, 000 15 49, 300 7, 464 25, 045 47, 634 11 48 3 68 102 1,000 20, 000, 000 356, 000 6. 75 88, 790 10, 987 44, 330 76, 561 12 07 2 08 1 103 400 6, 125, 708 100, 000 39, 885 325 12, 619 28, 374 13 62 4 64 104 800 27, 000, 000 321, 500 3. 83 117, 611 34, 179 47, 785 106, 479 20 08 1 6 60 i 105 1,700 32, 489, 726 246, 212 1. 24 82, 581 9, 500 46, 790 81, 323 i i 106 240' 3, 300, 000 81, 200 4 9, 625 g8, 995 9, 626 3 70 0 23 i 107 300 5, 000, 000 32, 500 2. 75 12, 527 11, 000 13, 987 14 63 2 42 108 300 a2, 780, 000 39, 500 4 23,429 89 12, 500 19, 211 9 50 1 1 2 65 1 109 8, 400, 000 200, 000 4 76 049 12, 200 42, 000 94, 330 16 48 1 110 800 12, 000, 000 118, 696 7 71, 646 566 34, 101 62, 254 14 65 1 4 33 j 111 d Census of 1870. e Estimated. / Including Adams county. g Includes cost of supervision. 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of schxtol Citiea. 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 2 3 4 5 6 7 i S 9 10 St. Louis, Mo . 440, 000 6-20 107, 225 80 42, 500 1, 119 197 55, 995 36, 170 Omaha, Nebr . 25, 000 5-21 5, 336 8 2, 308 44 201 2, 924 1,810 Concord, N. H . 13 000 5 15 28 66 2, 375 1, 809 Dover, N. IT . . . . in 112 5-15 1,792 18 47 1, 678 1,045 Manchester, N, H . 28, 000 5-15 *3, 065 24 3, 125 79 186 3, 886 2, 454 i^ashua, E". H . 11, 000 5- 2, 072 16 2,140 49 .... 1,997 1,543 10 ono 5 2, 318 13 38 205 1, 902 1, 787 d40 non 5 18 11, 134 110 7, 668 4, 653 30 non 5 18 7, 124 47 3, 406 2, 118 ! Jersey City, 1^. J . ■ 120, 000 5-18 40, 204 *20 *12, 810 317 206 21, 183 12, 214 Newark, N. J . 135, 000 6-18 41, 323 28 16, 708 lO CO '210 18, 564 11, 828 New Brunswick, N. J. 19, 000 5-18 1 5, 727 6 2, 175 50 202 2,818 1,932 Orange, N. J . 11, 000 5-18 3, 680 5 1,242 32 203 1,618 981 Paterson, N. J . 39, 500 5-18 12, 480 10 6, 164 101 204 9, 412 4, 484 Trenton, N. J . 28,000 5-18 9, 221 13 2, 564 71 207 3, 929 2,312 Albany, N. Y . 86, 541 5-21 37, 000 25 10, 332 247 .... 14, 024 9,076 Auburn, N. Y . 20, 000 5-21 5, 143 10 3,272 57 192 2,820 2,229 Binghamton, N. Y _ 17, 624 5-21 4,246 8 2, 479 56 205 3, 102 2,034 Brnnklyn, N. Y 482, 493 5-21 j 1 64, 250 56 1,306 93,333 50, 695 Buffalo, N. Y . . 134, 557 5-21 52, 000 42 457 .... 23, 905 14, 792 Cohoes, N. Y . 22, 500 5-21 9, 556 8 2, 100 41 205 3, 589 1,712 Elmira, N. Y . 23, 000 5-21 5, 732 9 3, 799 78 194 4,195 3, 013 TTndaoTi, N. Y . 8, 784 5-21 3, 500 3 22 1,299 727 Ithaca, N. Y . 11, 000 5-21 2, 572 6 1,534 32 191 1, 812 1,268 Kingston (| of city) N. Y 8, 000 5-21 2, 838 *6 *1, 477 33 191 1, 923 1,251 Lockport, N. Y . . . 13, 000 5-21 4,185 7 2, 448 43 198 2,905 1, 693 Long Island City,N. Y* 19, 000 4-21 5, 170 7 2, 600 39 201 1, 914 Newburgh, N. Y . 17, 500 5-21 5, 896 6 2,958 54 198 3, 365 2, 314 New York, N. Y . 1, 041, 886 5-21 375, 000 127 *151, 091 3, 455 203* 208, 823 128, 559 Ogdensburg, N. Y . 11,000 5-21 4,073 9 1,400 28 198 1,917 1, 112 Oswego, N. Y . 22, 500 5-21 9,041 15 3, 900 67 193 4, 472 2, 897 Poughkeepsie, N. Y*.. 20, 000 5-21 6, 002 14 2,765 42 202 3, 989 2, 187 Ror.hp.ator, N. Y* 75, 000 5-21 29, 146 27 228 197 11, 838 7, 867 Saratoga Springs, N. Y. 7, 516 5-21 2, 331 13 1,637 34 195 1,670 1,240 Sp.hener.taJy N. Y 12, 759 5-21 4, 450 9 41 2, 376 1, 617 Syracuse, N. Y . 60, 000 5-21 17, 217 21 8, 295 176 196 9, 471 7, 095 Troy, N. Y 48, .531 5-21 19, 000 17 146 9, 716 5, 546 Utica, N. Y . j 32, 496 5-21 11, 527 18 4, 384 96 196 5, 131 3,531 Watertown, N. Y . 1 9, 992 5-21 2, 809 9 48 .... 2, 088 1,460 1 *rrom Eeport of the Commissioner of Education for 1877. a Includes cost of supervision. & Ba sed on average number belonging. CITY SCHOOLS. LVII statistics of cities, ^-c. — Continued. Pupils. Estimated cash vahw of taxable liioperty in the ck;y. Estimated real value of property used for school purposes. Tax for school purposes on assessed valuation — mills per doUar. Total receipts. Expenditures. Average expen¬ ses per capita of daily aver¬ age attend¬ ance in pub¬ lic schools. Estiniaieu enrolment in private schools. Permanent improve¬ ments. Teachers’ salaries. Total expenditure. Instruction and su- j pervision. 1 Incidental expenses. 1 11 IZ 13 14 15 16 . 17 IS 19 1 20 18, 000 1229, 880, 975 $2,821,597 5 $1,187,090 $201,815 a$607, 929 $1,479,463 6$16 39 6$2 06 186 20, 000, 000 435, 100 9 .57, 173 2, 023 28, 923 59, 169 18 13 5 09 141 .550 34, 072 8, 900 19, 943 40, 742 140 1.50 24, 343 19, 631 24, 574 1,625 20, 000, 000 278, 000 2.9 50, 148 2, 715 36, 267 48, 811 15 46 3 32 70 c8, 291, 704 239, 391 26, 229 100 20, 519 25, 788 13 84 2 78 160 10, 000, 000 79, 300 27, 460 500 20, 952 27, 349 15 52 4 36 1 513 440 .500 “4 o o o 2 non 100 000 37, 650 10, 000 ! 120,808,562 770, 273 4 222, 464 4, 443 138, 000 222, 364 14 50 3 70 6, 596 78, 523, 618 884, 000 2 206, 160 160, 534 205, 458 13 89 3 27 1, 000 11,276,690 148, 250 2.5 34, 359 19, 260 34, 210 12 24 2 27 900 100, 000 23, 371 653 al9, 061 25, 185 19 43 5 58 1,400 19, 150, 861 247, 500 82, 056 7,526 51,348 78, 219 11 89 3 87 2, 500 20, 000, 000 130, 000 2 54, 908 519 .30, 363 654, 907 14 09 3 71 4, 048 730, 750 288, 637 3, 654 138, 085 202, 754 1,200 12, 012, 450 130, 200 2.8 53, 310 5, 103 25, 244 37, 993 12 13 2 62 553 7, 263, 777 226, 888 4.3 46, 167 2, 780 27, 702 39, 384 14 29 3 70 20, 000 4, 760, 552 1, 541, 288 298, 702 765, 356 1, 193, 357 9, 077 754, 900 441, 878 1, 432 281, 027 310, 408 250 12,080,866 97, 500 6 65, 061 7, 931 21,160 38, 059 12 82 4 64 13,730,918 305, 200 4.5 79, 125 602 39, 687 70, 756 13 67 4 23 700 . . 32, 500 13, 768 722 8, 912 10, 672 56 5,500,000 40, 000 6.3 25, 250 285 14, 848 22, 340 13 28 4 10 213 6,500,000 j 147, 000 3.6 23, 788 2, 187 16, 437 23, 788 13 92 3 95 .500 j 10,000,000 i 102, 000 2.9 40, 427 3, 449 22, 308 31, 558 13 91 2 68 210 20,000,000 50, 000 7.5 38, 832 1, 961 25, 252 38, 198 13 45 5 73 288 13,000,000 i 191, 000 3.5 44, 272 5, 848 27, 880 43, 746 12 69 3 68 45, OCO 01,292,942,859 10,000,000 1.7 3, 375, 746 442, 365 2, 430, 632 3, 375, 746 *20 81 *7 63 730 c2, 248, 194 1 42, 000 4 24, 230 185 10, 118 14, 338 1,332 clO, 711, 170 i 175, 097 3 38, 910 491 29, 410 41, 885 10 34 3 73 610 25, 000, 000 116, 015 4 56, 017 1, 699 24, 620 35, 236 11 62 4 49 50,200,775 i 539, 000 2. 33 201, 714 31, 304 117,497 201, 863 14 93 6 75 85 12,000,000 : 66, 000 43, 546 8, 376 15, 770 30, 112 13 52 2 89 350 70, 000 24, 577 4, 594 16, 979 24-, 577 2, 073 31,051,693 768, 700 2.4 109, 172 5, 809 a79, 338 el 09, 172 11 49 3 88 1,500 235, 000 123, 993 13, 279 80, 070 110, 473 1,500 28,285,787 438, 964 2.5 102, 745 2, 428 48, 569 68, 263 14 46 4 18 100 I . 95,000 36,269 1 14,385 17, 636 36, 269 c Assessed valuation. din 1877. e Includes balance on hand at close of year. L I i 112 113 . 114 . 11.5 116 117 118 119 . 120 121 122 123 124 125 126 . 127 128 129 . 130 . 131 132 133 . 134 135 136 137 138 139 140 . 141 142 143 144 145 . 146 147 . 148 149 . 150 i.v; I I 151 i 152 j 153 I 154 155 156 157 158 159 160 161 162 163 164 i65 166 167 168 169 170 I 171 I 172 i 173 ! 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 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 were taught. Pupils. Whole number en¬ rolled. Average daily at¬ tendance. 1 2 3 4 5 0 7 8 9 10 18 500 5 21 6 437 5 51 3, 276 i 1, 892 Akron, Ohio . . . 17, 000 6-21 4, 429 11 2, 554 52 195 2, 747 2,161 Canton, Ohio . . . 12, 500 6-21 3, 675 6 1, 856 40 193 2, 108 1,469 Chillicothe, Ohio . 15 000 6 21 3, 404 5 2, 025 46 187 1, 844 Cincinnati, Ohio . 300, 000 6-16 67, 110 48 31, 117 696 204 35, 957 26, 977 Cleveland, Ohio . 142, 444 6-21 45, 364 45 18, 881 372 196 22, 881 16, 032 Columbus, Ohio . 51, 434 6-21 14, 246 25 6, 880 137 192 7, 316 5, 375 Dayton, Ohio . 35, 000 6-21 10, 798 12 5, 627 125 196 5, 888 4,394 1 Hamilton, Ohio . 15, 000 6-21 5, 546 5 2, 200 33 1, 917 1,482 Mansfield, Ohio . 10, 000 6-21 2, 821 6 1,962 32 177 1, 889 1,461 T^ewark Ohio'' 11 000 6-21 3, 519 6 38 184 1, 701 1, 230 Portsmouth, Ohio . 12, 000 6-21 3, 474 6 2, 020 42 198 2, 170 1, 623 Sandusky, Ohio . 17, 500 6-21 7, 122 13 2, 680 51 195 2, 576 1,808 Springfield, Ohio* ..... 20, 000 6-21 4, 994 6 2, 648 48 185 2, 835 2,095 Steubenville, Ohio* _ • 13, 500 6-21 5, 036 1, 750 35 198 2, 285 1,751 Toledo, Ohio . 55, 000 6-21 15, 456 23 6, 500 128 1961 7, 801 4, 703 Youngstown, Ohio 18, 000 6-21 4, 769 7 37 1 2, 080 1, 398 Zanesville, Ohio _ 18, 000 6-21 5, 497 19 1 65 j 3, 006 2, 235 Portland, Oreg . 17, 225 4-20 4, 223 1 4 1, 814 37 200 2, 464 1,746 Allegheny, Pa* . 70, 000 15, COO 23 10,000 198 195 9, 672 8, 024 Allentown, Pa . 18, 000 6-21 4, 400 8 4, 000 52 3, 278 2, 430 Altoona, Pa . 17, 000 6-21 3, 604 15 2, 510 43 190 2,254 1, 909 Carbon dale Pa, 9, 500 6-21 3, 000 8 22 186 j 1, 998 1, 026 Chester, Pa* . 14, 000 6-21 3, 400 7 1, 874 41 193 2, 062 1, 702 Danville, Pa . . 8, 000 6-21 8 2, 000 26 :i40 1, 658 1,124'| Ea.aton, Pa* . 14, 000 6-21 9 2, 780 48 203 2, 316 1,725 Eri e Pa, 26, 000 6-21 19 84 4, 040 ’ I TTa-rrishurcTj Pa, 28, 500 6-21 21 5, 173 97 205 5, 586 3,406 j T.a.nea.ster Pa, 23, 000 6-21 65 3, 426 i Hew Castle, Pa* . 9, 000 6-21 2, 250 5 1,500 26 165 1,541 1,040 1 Horristown Pa, 15, 000 6-21 5 2, 130 39 202 2, 102 1,471 Philadelphia, Pa, 765, 000 6- 261 2, 057 200 103, 997 91, 7.54 Pittsburgh, Pa . 130, 000 6-::i . 53 18, 000 442 23, 332 15, 650 9 Pottsville Pa, 14, 500 6-21 9 52 2, 765 . 'S* Pea.diniT Pa, 45, 000 6-21 19 133 6, 280 Scranton, Pa . 45, 000 6-21 16, 000 28 7, 141 145 210 13, 771 8, 312 i Shena,ndoa,h Pa, 8, 500 6-21 3, 300 7 22 168 1, 904 1, 162 Titusville, Pa . 8, 500 6-21 1, 800 5 1,500 1 32 196 1, 500 1, 322 i ■W’ilkesbarre,3d disk, Pa 10, 174 6-21 4 1,600 1 32 193 1,790 1,390 i Williamsport, Pa . 20, 000 6-21 4, 800 14 3, 096 64 164 3, 724 2, 674 ! York, Pa . 14, 000 6-21 2, 500 8 2, 100 45 185 2, 300 1,784 i 1 Newport, R. I . 14, 028 5-15 2, 807 11 2, 390 54 195 2, 316 1, 337 i *From Report of the Commissioner of Education for 1877. CITY SCHOOLS. LIX statistics of cities, ^c. — Continued. Papils. Estimated casli value of taxable property in the city. Estimated real value of property used for scbool purposes. Tax for school purposes on assessed valuation — mills per dollar. Total receipts. Expenditures. Average expen¬ ses per capita of daily aver¬ age attend¬ ance in public schools. Estimated enrolment in private eoliools. Permanent improve¬ ments. Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 12 13 14 15 16 18 19 20 841 a|21, 114, 118 $161, 000 ®58, 151 $3, 437 $43, 155 450 9, 000, 000 100, 000 5 f 71, 916 7, 039 25, 396 $44, 528 $12. 93 $3 63 600 a5, 059, 270 84, 200 5 50, 756 3, 062 17, 547 35, 776 12 87 4 01 350 10, 000, 000 150, 000 5.2 44, 045 2, 928 20, 669 31, 290 14 26 4 50 16, 583 360, 000, 000 1, 900, 000 3.4 704, 513 88, 806 476, 936 699, 587 19 54 3 09 10, 375 210,418, 917 1, 663, 035 4.5 426, 447 81, 864 242, 870 402, 275 15 89 4 71 1,618 45, 500, 000 601, 914 4.5 192, 443 19, 166 95, 977 164, 709 18 78 6 23 2, 100 30, 000, 000 351, 000 5.7 188, 647 28, 169 86, 623 176, 842 20 49 1,000 5, 000, 000 221, 000 3.5 37, 978 1,231 18, 405 1 39, 653 13 90 3 94 135 5, 500, 000 150, 600 4.8 36, 755 969 13, 544 27, 101 10 50 2 17 263 a3, 890, 000 95, 000 45, 681 9, 861 15, 428 33, 871 325 a5, 000, 000 180, 500 5.5 83, 230 32, 826 20, 834 65, 100 13 62 2 10 800 10, 062, 562 180, 800 7 49, 062 17,939 22, 581 83, 324 13 59 3 65 150 a9, 516, 456 150, 000 4.5 67, 964 7, 345 28, 472 62, 691 14 45 5 23 i 450 6, 000, 000 111,200 5 57, 779 2, 426 18, 082 37, 665 11. 24 2 68 i 2,000 al8, 970, 070 551, 000 171, 527 3, 170 61, 789 132, 047 13 56 3 06 ! 138, 562 60, 045 47, 299 1 171, 500 61, 373 44, 846 . 1 445 12, 000, 000 101, 234 4.75 55, 215 27, 202 30, 295 67, 103 18 38 4 46 4, 000 a55, 020, 811 893, 031 4. 16 261, 084 8, 230 103, 418 266, 204 13 00 3 14 400 a9, 150, 750 400, GOO 2. 75 59, 933 13, 005 54, 723 5 90 750 5, 580, 000 65, 200 12 26, 075 120 15, 813 24, 439 8 90 4 68 100 2, 000, 000 35, 500 11 9, 427 1,326 6, 115 9, 540 6 24 1 73 250 8, 914, 973 100, 551 3.5 29, 437 2, 124 19, 018 29, 428 13 67 7 07 65 a924, 201 60, 000 8 9, 520 9, 164 150 a9, 201, 624 255, 300 4 68, 702 5,706 25, 222 55, 204 1, 600 1^22, 439, 977 282, 200 81, .499 71, 344 . [ 500 17, 006, 871 412, 881 13 92, 922 818 49, 892 91,797 15 18 3 22 b\3, 194, 298 147, 000 59, 497 52, 233 .. i 500 4, 910, 568 43, 700 10 15, 272 626 8,398 15, 258 9 33 4 74 1 400 7, T37, 107 100, 555 6 30, 917 29 18, 975 28, 503 13 34 4 72 5, 562, 836 5 1, 535, 310 87, 1 89 1, 061, 434 1, 486, 657 ! 20«, 000, 000 2, 000, 000 2.75 608, 401 50, 038 c287, 313 536, 716 18 36 4 20 125 612, 000, 000 180, GOO 40, 437 40, 004 6, 433 623, 320, 994 299, 000 111, 253 94, 124 . 800 10, 144, 942 275, 000 141, 860 11,410 53, 832 89, 106 10 55 6 35 3, 740, 700 50, 700 10 15, 976 1,433 5, 675 13, 804 6 17 2 29 300 al, 700, 000 80,000 31, 822 31, 019 400 a2, 329, 019 125,400 10 27,576 ! 937 cl8, 400 26, 809 13 26 3 00 10, 000, 000 122,350 6.5 48,253 13,588 23 368 46, 682 9 09 3 25 8, 561, 833 125,000 3. 5 89,129 ! 15 860 29, 116 8 89 732 a25, 360, 000 208,008 1 1 39,279 1, 111 29 072 1 39, 063 1 23 24 5 14 151 152 153 154 155 156 157 158 159 160 161 162 1|63 164 165 166 167 168 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 LX 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 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. Aveiage daily at¬ tendance. 1 2 3 4 5 ' 6 7 1 S 9 10 101, 000 17, 684 47 1 286 ' 194 13, 821 i 9, 490 Warwick, R. I . 11, 700 5-15 . 29 196 2, 045 1, 062 Woonsocket, R. I* _ 14, 000 5-16 3, 236 13 1,608 28 193 1, 925 1,147 Charleston, S. C . 54, 000 6-16 12, 727 5 90 198 7, 281 6, 844 Chattanooga, Tenn .... 11, 488 6-18 2, 522 8 . 26 158 1, 839 Knoxville, Tenn* . 16, 000 6-18 1,949 4 930 22 192 1, 415 725 Memphis, Tenn* . 50, 000 6-20 I 9, 091 10 3, 780 63 170 3,097 2, 457 Ka.shville, Tenn . 28, 000 6-18 9, 219 8 3, 750 76 196 4,235 3, 118 Houston, Tex . . 27, 000 8-14 *2, 890 14 1,430 31 156 1,846 1,420 Burlington, Vt . 15, 000 5-20 33 j 1,580 917 Alexandria, Va . 14, 000 5-21 d4, 447 4 1, 200 18 197 1, 183 871 Lynchburg, Va . 15, 000 5-21 4, 093 6 1, 205 22 192 1,539 1 840 Norfolk. Va* . 23, 000 5-21 6, 244 7 1, 400 26 203 1,514 { 1, 085 Petersburg, Va . . 20, 000 5-21 ! 6 28 I85 2, 075 1, 427 Portsmouth, Va . 11, 000 5-21 3, 399 3 14 200 982 i 592 Richmond, Va . 79, 000 5-21 20, 754 16 5, 558 1 1 126 1 206 6, 272 5,324 Wheeling, W. Va* . 28, 270 6-21 9, 676 15 5, 000 105 198 5, 397 3,401 Eond du Lac, Wis . 15, 000 4-20 5, 846 17 2, 800 47 200 2, 778 1,885 Lanesville, Wis . 9, 500 4-20 3,610 10 1,780 35 180 1,751 1, 230 La Crosse, Wis . 17, 000 4-20 3, 968 9 2, 150 33 193 2, 199 Madison, Wis . 10, 000 4-20 3, 951 9 30 176 1, 800 Milwaukee, Wis . 120, 000 4-20 36, 054 26 12, 760 241 200 16, 054 10, 267 Oshkosh, Wis . 18, 000 4-20 5, 409 10 51 197 I 2, 846 Racine, Wis . 15, 000 4-20 5, 287 2, 231 41 200 2, 323 1, 631 Georgetown, Tf.Ce _ 1 97,062 6-17 24, 241 48 11, 520 222 186 13, 997 11, 082 Washington, D.Ce _ 3 Total . 10, 224, 270 2, 523, 237 8,611 855, 478 27, 944 1, .556, 974 1, 052, 974 * From Report of the Commissioner of Education for 1877. a. Assessed valuation. b Includes salaries of secretary and officers of the board and of janitors. c Includes pay of janitors. CITY SCHOOLS, LXI 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 assessed valuation — mills per dollar. Total receipts. Expenditures. Average expen¬ ses per capita of daily aver¬ age attend¬ ance in public schools. i Estimated eniolmeut in piivate schools. Permanent improve¬ ments. Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 13 13 14 15 16 1 17 18 19 20 i ftOQ $1, 450, 000 $358, 409 $113, 138 $181, 848 $343, 695 $17 23 ! 193 50 (749 305 3.50 5. 3 11, 883 i 11, 588 11, 845 11 23 194 644 ail, 497, 562 143, 000 1.25 21, 062 819 14, 069 25, 424 $5 30 195 a26, 422, 000 125, 000 3 57, 061 ! &50, 843 56, 051 196 250 a3, 750, 000 18, 600 2.5 14, 863 ■ 1,411 9, 722 19, 182 10 40 2 72 197 300 6, 000, 000 21, 600 2 12, 957 257 clO, 091 12, 367 15 57 1 13 198 2, 000 25, 000, 000 139, 050 1 51, 164 540 42, 696 61,014 17 37 7 46 199 400 12, 000, 000 168, 500 4.5 71, 031 635 45, 488 75, p31 15 79 2 30 200 425 7, 000, 000 14, 350 14, 688 429 9, 140 13, 478 8 19 99 201 23, 449 21, 059 202 800 4, COO, 000 24, 250 2.3 9, 927 7, 800 10, 272 9 25 2 08 203 250 al, 728, 954 34, 000 1.4 12, 367 8, 279 12, 359 10 68 4 02 204 740 al3, 458, 421 58, 000 8. 03 19, 856 14, 480 17, 658 13 89 2 37 205 1, 200 67, 000 16, 484 . 12, 456 16, 433 206 2, 948, 478 10, 500 2 8, 499 ! ! 302 6, 190 8, 497 10 96 2 88 207 3, 400 39, 296, 936 248, 655 14.5 76, 990 3, 221 50, 775 76, 990 12 09 1 76 208 2,000 14, 742, 515 236, 680 4 73, 321 38^739 i 67, 844 12 28 3 36 209 500 4, 000, 000 125, 110 5.5 32, 670 2, 878 19, 445 I 27, 528 10 74 2 33 210 350 3, 000, COO 96, 500 5 19, 694 50 11, 470 18, 534 10 13 4 05 211 700 6, 000, 000 90, 625 61, 098 24, 546 i 18, 474 47, 267 212 600 4, 693, 186 100, 000 3. 6 30, 716 14, 320 28, 272 213 9, 500 82, 883, 577 630, 579 3.3 198, 654 93 129, 500 177, 901 214 700 49, 602 27, 358 215 830 7, 768, 310 80, 100 3. 7 31, 412 9, 678 18, 209 31, 352 216 5, 481 89, 129, 525 835, 802 331, 281 13, 135 141, 363 /331, 281 13 42 5. 69 C217 <218 322, 567 6, 887. 842, 594 86, 104, 594 26, 462, 542 2,631,106 1 15, 516, 006 25, 058, 241 . 1 1 ! d, Census of 1875. e These statistics, excepting receijits, are for white schools only. / Includes $106,306 for colored schools. LXII REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Average expenses per capita of daily average attendance in city public schools. Cities, For instruction and supervision. For incidental ex¬ penses. San Francisco, Cal . $25 63 |5 84 I^Tewton, Mass . 24 87 6 90 Boston, Mass . 24 83 9 10 Newport, B. I . 23 24 5 14 New York, N, Y . 20 81 7 63 Norwich, Conn . 20 79 5 59 Cambridge, Mass . 20 66 4 81 20 49 Denver, Colo . 20 47 6 84 Salem, Mass . 20 21 4 76 Minneapolis, Minn . . 20 08 6 60 Cincinnati, Ohio . 19 54 3 09 Orange, N.J . 19 43 5 58 Columbus, Ohio . 18 78 6 23 New Haven, Conn . 18 55 4 61 Somerville, Mass . 18 40 4 28 Portland, Oreg . 18 38 4 46 Pittsburgh, Pa . 18 36 4 20 Omaha. Nebr . 18 13 5 09 Fort Wayne, Ind . 17 92 3 42 Council Bluffs, Iowa _ _ _ _ 17 65 6 54 Davenport, Iowa . 17 64 4 13 Memphis, Tenn . 17 37 7 46 Providence, II. I . I 17 23 Burlington ,..Iow a . .• . . . 17 06 5 93 Lowell, Mass . 16 81 5 88 Fitchburg, Mass . 16 69 3 08 Springfield, Mass . 16 50 3 51 K.ansas City, Mo . 1 j0 40 St. Louis, Mo . i 16 39 2 06 Covington, Ky. . 16 20 2 15 Louisville, Ky . 1 15 97 2 87 Des Moines, Iowa . 15 96 8 00 Cleveland, Ohio. . 15 69 4 71 N.a.shvillo, Tenn . 15 79 2 30 Lynn, Mass . . 15 74 5 15 Taunton, Mass . 15 69 4 41 Knoxville, Tenn . 15 .57 ! 1 13 Portsmouth, N. H . 1 15 ,52 4 36 Manchester, N. H . 15 46 3 32 Terre Haute, Ind . I 15 42 2 94 W orcester. Mass . . . . . . 15 27 3 74 Harrisburg, Pa . 15 18 3 22 Holyoke, Mass . 1 15 09 3 66 Eochester, N. Y . 14 93 6 75 St. Joseph, Mo . 14 65 4 33 New London, Conn . 1 14 64 Vicksburg, Miss . i 14 63 i 2 42 Cities. For instruction and supervision. For incidental ex¬ penses. Jersey City, N.J . . . $14 50 $3 70 Utica, N. Y . 14 46 4 18 Springfield, Ohio . 14 45 5 23 Binghamton, N. Y . . . 14 29 3 70 ChilUcothe, Ohio . . 14 26 4 50 J acksonville. Ill . 14 22 3 74 Portland, Me . 14 13 4 59 Trenton, N. J . . . . . 14 09 3 71 Eichmond, Ind . 13 92 4 78 Kingston, N. Y . 13 92 3 95 Lockport, N. Y . 13 91 2 68 Hamilton, Ohio . 13 90 3 94 New.ark, N. J . 13 89 3 27 Norfolk, Va . 13 69 2 37 Nashua, N. H . 13 84 2 73 1 Logansport, Ind . 13 74 3 89 Chester, Pa . 13 67 7 07 Elmira, N. Y . 15 67 4 23 Saginaw, Mich . 13 62 4 64 Portsmouth, Ohio . 13 62 2 10 Detroit, Mich . 13 61 3 47 Sandusky, Ohio . 13 59 3 65 Toledo, Ohio . 13 56 3 06 Saratoga Springs, N. Y . 13 52 - 2 89 New Orleans, La . . 13 51 3 49 Long Island City, N. Y . 13 45 5 73 Georgetown, D. C . 1 Washington, D. C . ( i 13 42 5 69 Norristown, Pa . . . 13 34 4 72 Ithaca, N. Y... . . 13 23 4 10 Wilkes-Barre, Pa . 13 26 3 00 Fall Eiver, Mass . . 13 25 5 73 Indianapolis, Ind . 13 23 3 53 Dubuque, Iowa . 13 16 3 84 Decatur. Ill . . . 13 10 3 31 Allegheny, Pa . 13 00 3 14 Akron, Ohio . 12 93 3 63 Canton, Ohio . . . 12 87 4 01 Atlanta, Ga . . 12 87 1 73 Cohoes, N. Y . 12 82 4 64 Newburgh, N. Y . . . 12 69 3 68 ! Chicago, Ill... . 12 55 2 91 Ann Arbor, Mich . . 12 52 3 44 Paducah, Ky . . . . . 12 51 2 38 i Wobui-n, Mass . . . . ■ 12 50 2 3- Quincy, Ill. . 12 37 3 26 Gloucester, Mass . 12 31 3 32 i Wheeling, W. Va . 12 28 3 36 CITY SCHOOLS. LXIII Table II. — Average expenses per capita of daily average attendance, — Continued. Cities. Eor instruction and supervision. For incidental ex¬ penses. Cities. For instruction and supervision. j j For incidental ex- j peuses. !|1?! 24 fO. 27 Oswego, H. Y . . |10 34 |3 73 12 13 2 62 Janesville, YTIs . 10 13 4 05 ■12 Of) 1 76 Alton, Ill . 10 10 2 60 12 07 2 08 Little Rock, Ark . 10 10 2 22 11 89 3 87 Columbus, Gla . 9 85 1 97 11 72 4 20 Macon, G-a . 9 81 94 T*Anght fiftpsip, W _ 11 62 4 49 Leavenworth, Kans . 9 78 1 80 Koominp'ton, Ill . . j 11 57 3 97 Hannibal, Mo . 9 50 2 65 Syra.pnapj W _ _ _ _ _ 11 49 3 88 Newport, Ky . 9 40 East Saginaw, Micli . 11 48 3 68 New Castle, Pa . . . . 9 33 4 74 T.PTrisfriTi IVfp 11 26 5 46 Alp')ra,ndrift Ya, . . . 9 25 2 08 StpnhPT) villp Oliin _ _ 11 24 2 68 Williamsport, Pa . . . 9 09 3 25 Warwick, R. I . . 11 23 Altoona, Pa . 8 90 4 68 Bay City, Mich . 11 20 3 37 York, Pa . 8 89 Peoria, Ill . 11 20 2 57 Houston, Tex . . 8 19 99 BelleTille, Ill . . . 11 20 1 81 Marlborough, Mass . 7 73 2 58 'Wilminp'ton, T)p1 . . . 11 15 3 45 Carbon dale. Pa . 6 24 1 73 Rortkampton, Mas#.. . 11 05 ‘ Shenandoah, Pa . . 6 17 2 29 Portsmoutli, Ya . 10 96 2 88 Allento'wn, Pa . 5 90 Joliet, Ill . j 10 88 2 80 Natchez, Miss . 3 70 23 Pond dn 1.3,0 Wia . ! 10 74 2 33 Wa,ltha,m, Ma,aa _ _ n.5 .521 Lynchburg, Ya . 10 68 4 02 Adams, Mass . (15 34) Scranton, Pa . { 10 55 6 35 Bangor, Me . ni 881 Mansfield, Ohio . 10 50 2 17 Woonsocket, R. I . ! 5 30 Chattanooga, Tenn . 10 40 2 72 While critics, both foreign and native, denounce or deride many features of our municipal administrative systems, they are nearly unanimous in approving of the systems and methods of supporting and managing our city public schools. Indeed no one can know the growth of our urban schools during the last twenty years with¬ out wonder, so great has been the improvement in the administration of city boards, in supervision, in the qualification of teachers, in methods of instruction, in text books and other appliances, and in school attendance. That this increase is directly trace¬ able to the system is shown by the results of its substantial adoption in British cities since 1871, and in the cities of Japan after the visit of Mr. Tanaka to this country. Notwithstanding this undeniable progress the city systems have been the occasion of severe criticism, in which ignorance, caprice, and conceit have played a con¬ spicuous part. At one time it is charged that too much is attempted, at another, too little; now, that there is too much drill, again, that no thorough work is done; now, ihat the schools are godless, again, that they are sectarian. Amid these perplexing contradictions the superintendents have in the main stead¬ fastly devoted themselves to the improvement of the schools under their charge ; the reports give encouraging instances of their hearty support by intelligent boards and committees, and it is even more gratifying to observe that whenever a question of merit in administration or methods has come clearly and fairly before the people, they have with remarkable unanimity sustained the better as against the worse. One undeniable result of the great conflict of opinion and heated discussion which LXIV REPORT OF THE COMMISSIONER OF EDUCATION. school interests have excited is a better understanding of the administrative work of public education. Here neither partisan, sectarian, nor selfish considerations have place. Those to whom its duties are intrusted must have the preparation of special¬ ists in that department; they must be men whose motives are pure and whose aims are high. Assuredly, then, if preparation, experience, and science are ever needful in human affairs, they are needful in the conduct of education. A gratifying feature of the year’s history is the effort on the part of intelligent committees to meet well advised popular demands in reference to inspection, methods, and the introduction of industrial training, and in general the relation between pub¬ lic education and public moral and physical well being. Rose colored or dark colored representations are rejected, and marked endeavors are made to obtain and present facts to direct attention to the actual condition of things, and to draw forth critical judgment and suggestion. Everywhere it is evident that the nearer honest, right minded persons get to the facts, to the actual condition of the schools, and compre¬ hend their relation to the tender years of childhood, the better the results. Commit¬ tees charged with financial responsibility have been severely taxed to economize in the direction least detrimental to the schools. In most instances they have shown a com¬ mendable reluctance to cut down teachers’ salaries. The general sentiment is well represented in the language from the report of the board of education of New York City: “The board has steadily resisted the efforts made to reduce the salaries of the teachers, feeling that their labors were not remunerated at all in proportion to their intrinsic value to the community, and that the teachers, while devoting themselves earnestly to the laborious work of the school room, should not find their energies de¬ pressed by a stinted compensation.” Notwithstanding the opposition in and out of school boards to retrenchment in this particular, an examination into financial state¬ ments reveals the mortifying fact that the decrease in city school expenses for the year has been largely made up from the item of teachers’ salaries. It is apparent that too many members of school boards have a very imperfect understanding of the relative value of the expenditure which they vote. Important as are the financial questions, the questions concerning instruction and discipline have recently attracted greater at¬ tention. It would be difficult to describe fully the changes that have taken place in these departments, but the tendency of the chau'ges is easily discerned. It is in brief against what is artificial, formal, rigid, and extraneous in systems of education and towards that which is essential. In an enumeration of specified conditions of the movement no sequence would be possible, as they have appeared at different times and in various orders. Prominent among them is the disposition to judge of teachers’ qualifications by the standards that obtain in other professions. The reports -abound in illustrations. The Milwaukee school board affirm that “ all appliances are of slight importance as compared with the liviug teacher. Let the teacher be able, well in¬ structed and trained, thorough, earnest, apt, and true, and he will convert the rudest shelter into a temple radiant with the light and genius of learning.” The report from Columbus, Ohio, affirms that “in the intellectual progress and constantly growing culture of our teachers alone can we expect broad culture in our children.” Dr. Phil- brick, in his last report of the Boston schools, sums up the requisites to success in teaching as “thorough scholarship, common sense, experience, and professional study.” He urges upon teachers “the study of the principles and methods” of their business and calls attention to the need of a well selected library of pedagogical works in every school. Dr. Samuel Eliot, his successor, considers it essential that there should be “respect for our teachers’ nature,” and adds, “if we would have them equal to their office we must believe they are so and make them believe it. The last thing to do is to make them disbelieve it by putting them into close restraint . The freer their movements, consistent with order and efficiency, the better for them, the better for the schools to which they will then be able to give their own life, instead of one borrowed or im¬ posed.” In proportion to the development of sound ideas, in regard to the position and qualifications of teachers, is the increase of attention given to methods of their appointment and their tenure of office. In some places it may be true that frequent CITY SCHOOLS. LXV elections are necessary in order to drop out those that are incompetent and disquali¬ fied, hut, generally speaking, the annual elections of superintendents and teachers throw into the life of the schools an uncertainty which is the source of serious evils. The cities whose school systems yield the largest and best results and have honor¬ able mention throughout the world are those in which this policy has prevailed of em¬ ploying trained specialists as inspectors, supervisors, or superiT^tendents. The success that is beginning to attract attention in connection with the experiment in Quincy, Mass., is attributable to the same principle, as is constantly affirmed by the committee which had the intelligence to see this better way and the authority to carry the plan into execution. The report submitted in March, 1878, indicated an actual reduction in the rate of expense per capita, and its authors claimed that, if it were possible to demonstrate by a similar kind of contrast and comparison the value of the moral and intellectual products then and before, a far greater constructive economy would be dis¬ closed. It is simply the old story over again, that those fit to do a given work can perform it better than those who are not fit. The marvel is that among a people like the Americans this principle should be so often enforced by leading educators in the schools, on the platforms, and in reports, and should receive so hearty a response from the general good sense of the country, and yet in practice and in matters of education be so often and so utterly disregarded. No doubt every board adopting the same principles would experience the truth of the following words of the Quincy report : The general conclusion which we would deduce from all our previous reports and multiplied observations is that the people of Quincy have reaped and are gathering- to-day a harvest of greater value for their adoption of the system of superintendence than the committee ventures either to anticipate or to promise. A glance at Table 11 of the statistical appendix shows 218 cities, each containing 7,500 inhabitants or over, employing in the public schools 27,944 teachers and hav¬ ing an attendance of 1,556,974 pupils. These figures alone are sufficient indications of the great responsibility pertaining to the office of inspector or supervisor and the im¬ perative need of men trained for its duties ; for, unless the directing authority knows what is good and bad in methods, the community will be in danger of choosing the bad and rejecting the good. The reports of various city superintendents clearly indicate the prevalence of more rational ideas of methods and standards. There is manifested a determination to se¬ cure for the teacher proper freedom of action, while guarding against the follies and errors of incompetent teachers, by the preparation of carefully graded schedules of study, with practical suggestions for the school room. Some reports, like that of New York City, discuss each study separately, especially those pursued in the primary and secondary grades, and thus are made helpful handbooks for teachers. Practical ethics is a notable feature in the schedules. In Cincinnati it is provided that moral instruc¬ tion must be given in all the grades. In Paterson, N. J., and Kansas City, Mo., object lessons on manners and morals are required throughout the course. In the programme of studies for Philadelphia, under the head of “ miscellaneous,” there are arranged topics for each grade, as for example the following for the fifth : “ Habits and con¬ duct ; right and wrong ; politeness at home ; kindness to playmates ; proper treatment of dumb animals ; honesty.” The superintendent of schools at Worcester, Mass., says in his report ; “It cannot be admitted that moral training is absent from our schools ; in nothing is their influence more marked. Sectarian training, it is true, is very prop¬ erly absent ; moral training is positive.” The superintendent of Cambridge, Mass., cites the statute relating to the establishment of schools to show the obligation imposed on all instructors to exert their best endeavors to impress on the minds of the children and youth committed to their care the principles of justice and a sacred regard for truth. In the Boston scheme of studies this class of subjects is provided for by oral lessons in the lower grades and by text books in the higher. In this connection the superintendent says : “In moderating the requirements of our educational system^,, we shall find op¬ portunity of improving the moral tone of the schools ; courage, vigor, thoughtfulness E — V LXVI REPORT OF THE COMMISSIONER OF EDUCATION. ill details (especially in that which is comparatively nnobtrusive), highmindedness in generalization — these are results of infinitely greater value than the highest per¬ centages.” SPECIAL SCHOOLS. It is interesting to observe the efibrts made in different communities to meet special’ demands on public instruction. In not a few instances special schools form an im¬ portant part of the educational system in cities and large towns. They may be divided into three classes: (1) evening schools ; (2) ungraded schools ; (3) industrial schools. The elementary evening schools afford instruction in the ordinary English course, to which are generally added in the evening high schools art, industrial training, and sometimes Latin, German, and French. As examples of special training schools, may be mentioned 6 evening drawing schools in Boston and 1 in Fitchburg; 5 evening drawing schools for both sexes at Worcester, Mass., and the Nautical School in New York ; 2 schools for licensed minors in Boston ; the ungraded and cosmopolitan schools in San Francisco ; the German- American schools of St. Louis, Chicago, Cin¬ cinnati, and Baltimore, and the French-English schools of New Orleans. In Albany the evening schools are reported to have proved almost a complete failure. The 8 evening schools opened in Baltimore, Md., at the beginning of the year were closed in March, in consequence of the want of funds for necessary expenses, but in general the reports bear emphatic testimony to the important and practical success of schools of this class. In the half year from October, 1877, to March, 1878, Boston reports 1 evening high school and 16 elementary, in addition to the 6 drawing schools pre¬ viously mentioned. The average number belonging to the high school was 1,100, the average attendance was 430, and the average number of teachers 11, giving an average of 43 pupils to each teacher. The entire enrolment in 11 schools was 4,744 ; the aver¬ age number belonging, 1,711; the average number attending, 956; and the average number of teachers, 108, giving an average of 9 pupils to each teacher. Worcester maintains 3 evening schools; Salem, Fitchburg, Springfield, Hartford, Providence, and many other New England towns, one or more, according to their population. New York City supported 222 evening classes, but, though the sessions for the year show a large enrolment, the average attendance reached only 39 per cent., and in general these schools were less successful than during the preceding year. The entire enrol¬ ment was 19,809, and the average attendance 7,655 ; of the number who entered, 1,111 could not read and 1,374 could not write; 311 were discharged, and 4,193 received certificates for good conduct. In summing up the case of the night schools the as¬ sistant superintendent in charge of the work calls attention to the great demand for teachers of superior ability in this class of schools. The scholars who attend have gen¬ erally been fatigued by the labors of the day, and unless specially interested must sink into drowsiness and inattention. In Paterson, N. J., there were 5 evening schools. In Philadelphia the exact number is not given. The president of the board of edu¬ cation, however, says the night schools are of inestimable value and should receive a more generous appropriation. Cincinnati maintains one evening high school, in which were enrolled 736 males and 121 females, with 15 teachers; 44 graduates received 'diplomas in book-keeping and drawing. There were 15 elementary evening schools, with an enrolment of 2,262 males and 585 females, taught by 60 teachers. The aver¬ age age of the pupils was 16 years for whites and 23 years in the 3 schools for colored pupils. In Chicago 7 elementary schools were opened 5 evenings in each week for 14 weeks, and 1 high school 5 evenings a week for 25 weeks. The course in the high school, in addition to the common English studies, included mechanical drawing, book¬ keeping, and stenography. Two thousand five hundred and fifty-five males and 690 females were reported ; the average attendance was 847.8, and the total cost was $7,511.28, giving as cost per pupil, estimated on total enrolment, $2.31 ; estimated on average attendance, $8.86. My attention has been called to the withdrawal of the pu¬ pils from these schools and their attendance during the evening upon gatherings for NORMAL SCHOOLS, LXVII the discussion of communistic doctrines, destructive alike to labor and capital, to the individual and the community. St. Louis reports 34 evening schools, with an enrol¬ ment of about 6,000, maintained at an expense of $24,337.64, of which $22,603.40 were for teachers’ salaries. In San Francisco there were 13 evening schools, with a total en¬ rolment of 1,176. Unusual efforts have been made to secure teachers of ability and experience for these and to introduce so far as possible gradation and classification. In the commercial classes the instruction is eminently thorough and practical. Other special classes are those in free hand, mechanical, and architectural drawing, higher mathematics, and classes for foreigners unable to speak English. The principal of the evening schools says: “In a year when the finances of the department have been considerably crippled, the board has recognized the value and usefulness of these schools by opening them two months earlier than usual, and giving the committee authority to organize classes and employ teachers as fast as pupils presented them¬ selves.” TABLE IIL — NOEMAX. SCHOOLS. The following is a comparative summary of normal schools, instructors, and pupils reported to the Bureau for the years 1870 to 1878, inclusive: 187ft. 1871. l87a^ ■ ■ 1873. ■ i 1874. j : 1875, 1^76* ^ 1877.- 1878. Number of iostitutionsc^. . 53 65-; 98 113 1 124 137 151 152 156 Number of instructor^.--. 178 ' 445 ‘ . 773 887 ■ 966 1,031 1,065 1,189 1,227 Number of students. .. _ ’ 10,028 10,022 , 11^778 IF, 620 24,405 29,105 33^921 37,082 39, 6G9 LXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Summary of 1 Number of students. Graduates in the last year. a 1 Number of nor¬ Number of m mal students. other students. ® ti States. f schoc State. J OQ .2 © .a Q o o S ^ a c5 • a © © .£5 © © 'a a Vi 1 o H Male 1 Male a r'“ 'o A fcC a M 5 26 802 193 176 36 259 174 3 3 2l 13 17 664 49 331 (61( 0 248 >0) 0 a9 031 104 707 140 98 509 122 176) 107 8 18 ( (b. 25 23 > a 9 276 \ 25 28 15 minoia . . . . — ...... 9 61 1, 999 605 689 433 272 120 67 Indiana... ...... - - - 6 53 3,738 2,030 1, 362 207 139 68 40 Iowa . . . . & 32 705 230 330 67 78 52 43 2 9 384 410 140 1 141 210 105 20 95 14 69 2 1 Kentucky . . 6 25 17 9 Louisiana . . . . 4 13 378 ‘ 61 157 63 97 41 18 Maine - - - - - - 4 18 559 142 298 59 60 58 43 Maryland. .. . .... .............. 4 30 512 67 150 308 39 98 39 31 Massachusetts. _ _ _ _ 7 57 1, 182 1, 032 224 259 87 Michigan....... _ _ _ _ 1 13 638 114 120 180 96 88 Minnesota . - . 3 26 831 171 366 147 147 59 53 Migsissipp^ . - - - 2 12 256 101 C (W (?} ITS § 67 36 03) 3 (61 ) MissourLu... . 8 55 2,008 ( 747 722 175 161 Sl47 101 K^raska....... ...... _ ..... 2 12 c303 102 130 50 Kew Hampahif 6. ; I- 5 142 14 83 28 17 43 37 Nos® Jersey . > 1 23 241 59 182 41 ) 35 C (68 38) (61, 326) Kew York . ^ 9 173 6,676 c 1 2,643 98 1, 285 U57 275 North Carolina. . . 0 39 1, 090 C (6220) 1 379 1 287 85 7 6 Ohio . . . 15 86 2,922 5 (61 1 1, 213 62) 832 ^ 456 259 225 160 Pennsylvania . . . 13 181 ; 5, 382 1,758 2,212 562 850 383 319 Ehdde Island ............. ...j^ 1 12 145 13 132 19 18 South Carolina . . . 2 17 505 39 42 229 195 10 4 Tennesseo. _ ^ _ 8 40 1.564 460 355 448 442 319 38 11 Vetmonb . . . 3 22 ' 163 239 30 28 99 62 Vu'ginia . . 5 42 1,058 212 213 314 319 73 44 W est Virginia . . 7 28 810 368 265 94 83 56 39 Wisconsin . . . 3 57 2,016 122 563 502 456 495 114 95 District of Columbia. ......... 3 11 12 35 58 ^ 17 20 19 TTt.T,li _ - 1 2 44 23 21 31 TotaL . . . 156 1,227 39, 669 f (61, U0,841 1 496) 1 14, 979 (61, 5,000 ©1 1 a 2,971 1,863 a The Arkansas Indostrial University moke^ no repott o£ Its number of graduates, while reporting 22 as engaged in teaching? NORMAL SCHOOLS. LXIX statistics of normal schools. V olumes in libra¬ ries. Number of schools in which drawing is taught. Number having collections of models, casts, &c., for free hand drawing. Number of schools in which vocal music is taught. Number in which instru¬ mental music is taught. Number possessing chemi¬ cal laboratory. Number possessing philo¬ sophical cabinet and appa¬ ratus. Number possessing a muse¬ um of natural history. Number possessing a gym¬ nasium. Number having model schools. Number in which students receive diplomas on com¬ pletion of the course. Whole number. Increase in the last school year. 2, 800 2 3 3 2 3 2 4 550 210 3 0 3 3 1 0 2 2 1, 416 2 1 2 1 1 2 2 2 1, 500 25 1 1 1 0 1 1 1 0 0 1 2 1 1 1 2 8,522 991 6 3 5 5 9 6 1 5 9 6,500 » 800 5 1 5 2 2 2 1 3 3 3, 100 40 4 1 3 3 3 3 1 2 4 1,400 2 0 2 1 1 1 1 0 1 2 4, 500 200 1 4 4 2 2 2 3 3 1, 002 118 1 2 1 2, 025 25 4 2 3 1 3 4 2 2 4 3, 260 3 2 4 3 2 2 2 2 3 3 8, 870 220 7 6 6 5 5 5 1 2 7 1, 600 0 1 0 1 0 1 1 1 0 1 1 900 200 3 1 3 0 3 2 2 1 3 3 200 12 1 2 2 1 1 0 0 2 2 14,822 670 7 4 7 6 4 5 5 1 4 7 1 1 1 1 1 2 1 1 1 1 12 1 0 0 0 0 1 0 0 1 1 200 50 1 1 1 1 1 1 1 0 1 1 9, 349 ,350 9 6 9 2 9 9 6 4 8 9 3, 200 400 2 6 2 2 2 2 1 2 4 10, 050 681 9 6 10 6 8 9 4 2 5 11 14, 945 1,366 13 7 12 10 9 12 6 4 11 8 1,040 20 1 1 1 1 1 0 0 1 500 1 1 1 1 1 1 14, 300 1,200 4 1 7 4 3 5 3 1 5 2 1,425 25 3 1 2 2 3 1 6 2,843 59 1 0 4 3 2 2 0 1 3 2 2, 670 166 2 2 5 0 1 0 1 6 2,657 244 5 3 5 2 3 5 5 1 4 5 470 20 3 1 3 0 1 2 1 0 3 3 2,717 0 0 0 0 1 1 1 0 0 129, 333 8, 204 109 49 123 74 80 100 61 23 83 121 b Sex of these not reported. c Classification of 71 not reported. LXX REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Summary of statistica of normal schools. Number of normal schools supported by — States. State. County. City. All other agencies. Number of schools. Number of instructors. Number of students, a Number of schools. Number of instructors. Number of students, a Number of schools. Number of instructors. Number of students, a Number of schools. Number of instructors. Number of students, a 2 9 9fi7 3 17 102 O 10 50 1 3 35 Calif omia . 1 17 fina 1 4 Connecticut . . . 1 8 140 1 G 176 1 3 40 2 26 6.=;s 2 11 279 5 24 357 1 9 4.5fl 61 20 2, 555 4 24 387 6 2''8 1 16 163 2 10 139 Kansas . . cl 6 200 1 3 150 Kentucky _ _ _ 6 25 246 Louisiana . . . 4 13 218 Maine . 2 11 387 d!2 7 53 Maryland . . . 2 16 305 2 14 70 Massachusetts ......... 6 50 1 080 1 7 102 Michigan . 1 13 338 Minnesota _ _ 3 26 537 Mississippi . . . e2 12 153 Missouri . . . 5 37 1, 231 2 13 333 1 5 5 Nebraska . . . . 1 8 232 1 4 New Hampshire ....... 1 5 97 New Jersey............ 1 23 241 New "Vork _ 8 114 2 646 1 59 1,321 North Carolina _ ..... 2 15 476 4 24 410 Ohio _ _ _ _ .... _ 1 6 137 5 43 608 ' 9 37 1, 462 Pennsylvania . . 10 147 2, 876 1 27 952 2 7 142 "Rhode Tsland _ 1 12 145 South Carolina. .... _ 2 17 81 Termessee . . 8 40 803 "Vermont _ _ 3 22 402 Virginia . 21 246 /2 9 10 1 6 139 1 6 30 "West Virginia . 6 23 517 1 5 116 "Wisconsin _ 3 38 700 2 19 365 District of Columbia 1 4 20 2 7 27 Utah . S'! 2 44 Total . 72 692 15, 455 5 26 426 14 195 6, 193 65 314 5, 242 a This summary contains the strictly normal students only, as far as reported; for total number of students, see the preceding summary. 6 Eeceives aid from county also. cNo appropriations for the last year. d Eeceive some allowance from State. e One of these does not appear to have had appropriations for the last year. /One of these is partially supported by State. g Territorial appropriation. NORMAL SCHOOLS. LXXI Table III. — AiJijropriations for normal schools. Name of scliool. State Normal Scliool, Florence, Ala . Lincoln Normal University, Marion, Ala . Normal department of Arkansas Industrial University, Fayetteville, Ark Branck Normal College, 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 . Southem Illinois Normal University, Carhondale, lU . Cook County Normal and Training School, Englewood, Ill . Illinois State Normal University, Normal, Ill . Peoria County Normal School, Peoria, lU . Indiana State Normal School, Terre Haute, Ind . . . Northern Indiana Normal School and Business Institute, Valparaiso, Ind. Iowa State Normal School, Cedar Falls, Iowa . Eastern Iowa Normal School, Grandview, Iowa . . . State Normal School, Emporia, Kans . Eastern State Normal School, Castine, Me . ■Western State Normal School, Farmington, Me . Normal department of Maine Central Institute, Pittsfield, Me . Baltimore Normal School for Colored Teachers, Baltimore, 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 . . . Westfield State Normal School, Westfield, Mass . Massachusetts State Normal School, Worcester, Mass . Michigan State Normal School, Ypsilanti, Mich . State Normal School, Mankato, Minn . State Normal School, St. Cloud, Minn . State Normal School, Winona, Minn . Mississippi State Normal School, Holly Springs, Miss . Southeast Missouri Normal School, Cape Girardeau, Mo . College of Normal Instruction, Columbia, Mo . . . Lincoln Institute, Jefferson City, Mo . North Missouri State Normal School, Kiiksville, Mo . Northwest Normal School, Oregon, Mo . St. Louis Normal School, St. Louis, Mo . State Normal School, second district, Warrenshurg, 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 . . . a Exclusive of appropriations for permanent objects. b Appropriation in common with the university, c Annual appropriation to the university. d County appropriation. e City appropriation ; also, ^10,000 county appropriation. f City appropriation. g Also §775 town appropriation. Appropriation, 1878. State appropriation per capita of pupils in the last year, a §5, 000 4, 000 §16 00 &15, 400 1,C00 17 53 24, 500 40 63 12, 000 78 00 c8, 000 22, 790 33 58 die, 000 50 00 24, 700 55 25 d3, 000 18, 000 37 77 el2, 000 6, 750 25 00 /2, 926 /1,000 7, 500 35 00 7, 500 29 52 COO 11 32 2, 000 20 00 10, 500 48 33 11, 000 50 00 13, 000 12, COO 14, 000 44 16 12, 600 93 33 12, 725 18, 300 12, 000 46 73 9, 000 40 00 12, 000 30 00 .3, 000 24 24 7, 500 25 33 (&) 5,000 30 00 7, 500 14 00 /I, 500 13, 371 7, 500 16 59 12, 500 p5, 000 20, COO 18, 000 LXXII REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Appropriations for normal schools — Continued. Name of school. ash •E ft g ft's & ft” u .a a State Normal School, Brockport, N. T . State Normal School, Buffalo, N. Y . . . State Normal and Training School, Cortland Village, N. T.. . State Norm.al and Training School, Fredonia, N. Y . State Normal School, Geneseo, N. Y . Normal College, New York, N. Y . Oswego State Normal and Training School, Oswego, N. Y . State Normal and Training School, Potsdam, N, Y . . . University Normal School, Chapel Hill, N. C . State Colored Normal School, Fayetteville, N. C . Northwestern Ohio Normal School, Ada, Ohio . Cincinnati Normal School, Cincinnati, Ohio . Cleveland City Normal School, Cleveland, Ohio . Geneva Normal School, Geneva, Ohio . Mansfield Normal School, Mansfield, Ohio . Sandusky Training School, Sandusky, Ohio . Pennsylvania State Normal School, sixth district, Bloomsburg, Pa . Southwestern State Normal School, California, Pa . Northwestern State Normal School, Edinhoro’, Pa . State Normal School, Indiana, Pa . Keystone State Normal School, Kutztown, Pa . . Central State Normal School, Lock Haven, Pa . Pennsylvania State Normal School, fifth district, Mansfield, Pa . Philadelphia Normal School for Girls, Philadelphia, Pa . Cumberland Valley State Normal School, Shippensburg, Pa . West Chester State Normal School, West Chester, Pa . "Rhode Island State Normal School, Providence, R. I . Freedmen’s Normal Institute, Maryville, Tenn . McNairy County Normal School, Purdy, Tenn . State Normal School, Castleton, Vt . Johnson State Normal School, Johnson, Vt . State Normal School. Randolph, Vt . Valley Normal School, Bridgewater, Va . Shenandoah Valley Normal School, Strasburg, Va . Concord State Normal School, Concord Church, W. Va . Fairmont State Normal School, Fairmont, W. Va . . . State Normal School at Glenville, GlenviUe, W. Va . Marshall College State Normal School, Huntington, W. Va . Shepherd College, Shepherdstown, W. Va . West Liberty State Normal School, West Liberty, W. Va . Oshkosh State Normal School, Oshkosh, Wis . Wisconsin State Normal School, Platteville, Wis . River Falls State Normal School, River Falls, Wis. . . Wasnmgton Normal School, Washington, D. C . Normal department of the University of Deseret, Salt Lake City, Utah <1 $23, 000 $19 14 18, 000 64 00 18, 000 45 00 18, 000 18, 000 52 00 692, 000 c62, 900 36 51 18 000 2,000 4 97 2, 000 23 00 620 000 67, 600 65, 600 dl, 200 1 42 6500 6600 10, 112 10, 000 5 00 10, 000 15 00 3, 665 12 05 5,000 10, 000 15 00 10, 000 30 00 632, 484 10, 000 11,377 7 75 11, 500 e303 6100 1, 000 24 00 2, 372 19 76 2,644 11 50 e373 /225 1 33 2, 000 2, 000 10 00 1,500 35 00 2,000 14 50 2,000 gZ 35 2,000 18, 243 21 15 16, 900 21 60 13, 113 36 32 62, 500 2, 000 45 45 a Exclusive of appropriations for permanent objects. e County appropriation. b City appropriation. / County apppropriation ; also an equal c $44,900 was a special appropriation. amount from the State. d County appropriation ; also $200 State appropriation, g Per month. NORMAL SCHOOLS. LXXIII The increased recognition of the importance of the teacher’s office consequent upon the widespread discussion of educational interests has led to constant inquiry con¬ cerning the average age at which public school teachers begin their work and the duration of their services. To satisfy these inquiries the Commissioner addressed a circular letter to the principals of normal and high schools asking information as to the two particulars. Of the 74 returns received, 28 were unable to furnish informa¬ tion, in 26 cases additional time was necessary, and 20 supplied the following data : Name of institution. California State Normal School, San Jos6, Cal . German Evangelical Lutheran Normal School, Addison, Ill . Spiceland Academy, Spiceland, Ind . Iowa University, Iowa City, Iowa . Eastern State Normal School, Castine, Me . State Normal School, Farmington, Me . Maryland State Normal School, Baltimore, Md . State Normal School, Framingham, Mass . State Normal School, Salem, Mass . State Normal School, AVestfleld, Mass . State Normal School, Winona, Minn . Fruitland High School, Jackson, Mo . Nebraska State Normal School, Peru, Nebr . State Normal and Model School, Trenton, N. J . Cincinnati Normal School, Cincinnati, Ohio . Western Reserve Normal School, Milan, Ohio . Southwestern State Normal School, California, Pa . Pennsylvania Normal School, Lock Haven, Pa . . . Cumberland Valley State Normal School, Shippensburg, Pa. Wisconsin State Normal School, River Falls, Wis . a « 03 « 0 to cS I Age at which graduates be¬ gin teaching. ® § !>, I 30-21 22 20| (19-24) (18) (24-28) (14-18) (20) (20) (19) (18-22) (20) (19-20) 21 I 17 (18-24) (20-22) 20^ 18f 6i 6-8 6 3-4 The discussion of normal schools is a healthy sign and cannot fail of good results. They need the attention and interest thus excited, since insufficient support and public indifference have chiefly prevented the fulfilment by them of the ends for which they were established. Thus far the facts indicate that the more thoroughly they are studied and under¬ stood the deeper becomes the conviction of their necessity. That there is a science of teaching, founded on abstract principles, and an art of teaching (which, like all other axts, may be acquired by practice under the direction of experienced masters) is no longer doubted. All the arguments for technical and professional schools apply equally to normal schools, with an additional argument for their maintenance by the State. Dr. Martin B. Anderson states the condition in his discussion of voluntaryism in higher education : The principle of self-preservation would justify special appropriations [by the State] for the training of common school teachers in academies and normal schools, if it can be shown that the law of supply and demand, acting through institutions sup¬ ported on the voluntary principle, will not furnish teachers in sufficient number and with sufficient education to meet the necessities of the case. It had been shown when normal schools were first established that the law of supply and demand acting as thus suggested did not meet the necessities of the case, and when this investigation is now made with thoroughness and candor a similar con¬ clusion is reached. The whole discussion is outlined in the following extracts from LXXIV REPORT OF THE COMMISSIONER OF EDUCATION, *tlie speech of Hon. John I. Gilbert, in the assembly of the State of New York, upon the resolution in reference to normal schools : The most skilful and eftective way to destroy [our public] schools is to render them inefficient and unworthy of popular regard. Neglect the means and appliances neces¬ sary to make them useful, and the people will soon consent to the abandonment of those schools which the wisest statemen of our land have ever declared to be the safeguard of our free institutions. Foremost among those appliances is the provision for securing competent teachers. If, therefore, you would break down our system of common schools, I can see no swrer way than to abandon our State normal schools. These schools were not made; they grew, and are still growing^ They sprung up in this and other States to meet a recognized and profoundly felt want — the want of competent and trained teachers. In some of the nations of Europe, particularly in Germany, whose educational sys¬ tem confessedly stands at the head of the world, the same want was felt and substan¬ tially the same means were resorted to to supply it. Thus have the normal schools of this and other countries had their origin in the universal need of trained and competent teachers. A proposition has been submitted to abandon these normal schools as State institu¬ tions. In support of this proposition a test is offered and certain charges made. We accept the test and propose to examine the charges. The normal schools desire and invite the fullest investigation. They dread nothing but false conclusions drawn from a partial and misleading examination. Since the proposition to abandon the normal schools was made in this house, I have received numerous letters from eminent educators occupying high positions in many States of the Union, all of them deprecating any injury to our normal schools as a blow aimed at the entire common school system of the country. The superintendent of public instruction for the State of Maryland says: “I have given ten years of study to this question in all its bearings ; I have watched the discussions through six successive legislatures in this Sta’^e, and I am profoundly convinced that such a step as is proposed would be a national calamity.” From the department of public instruc¬ tion in Rhode Island, we have this : “ My apology for addressing you is the universal importance of the matter now pending in your assembly relative to normal schools. The step proposed in your honorable body is one fraught with the utmost danger, not only to your own State, as I believe, but to the cause of common school education throughout the Union, if not in still wider circles.” The superintendent of public instruction for Wisconsin writes : “ I sincerely hope the normal schools of New York, my native State, will suffer no detriment from the present or any future leg¬ islature. Wisconsin has four normal schools, modelled after those of New York in the main, and these have done and are doing most excellent service for the State in the cause of common school education. There can be no doubt our schools are worth many times their entire cost. I came into office three years ago with some prejudices against them, but every succeeding year’s experience has more fully convinced me of their value in our State system. If the State abandons your schools, I believe it would be a long step backwards — an injury and reproach to the educational cause both in and beyond the State which disowns her own best creations.” W. H. Wells, of Chicago, who stands among the leading educators of the country, and who is now a member of the Chicago board of education, writes : “ I was for twenty years connected with education in Massachusetts, and afterward for eight years superintendent of public schools in Chicago, and have had a pretty good oppor¬ tunity to judge of the fruits of normal schools both East and West. I feel author¬ ized to say that no principle is more fully established in the minds of intelligent edu¬ cators in this country and in Europe than this : that normal schools are essential to the highest success of public school instruction. Do not wise and intelligent legis¬ lators see that the highest interests of education will be subserved by directing at¬ tention to the correction of evils and abuses when they are found to exist in normal schools, and not by the destruction of the system itself? My lifelong interest in the general cause of education must be my apology for this intrusion.” This last sug¬ gestion is entirely in accordance with the purpose of the resolution now under consid¬ eration. Let us discriminate between the imperfections of a system and the system itself; between an incidental defect that may be cured and an essential principle that should be embodied and preserved. We are virtually repeating the discnssion long since closed in Prussia, Austria, and some other European countries. In them the existence of normal schools is assured, and public action is directed to perfecting them. In the normal schools of Germany, the theory of pedagogics is expounded with philosophic breadth and scientific precision. Here students preparing for the teacher’s profession are trained in methods which be¬ come practical guides to them in their work as teachers of the young. The effect of this exact training, having always clearly defined aims in view, is seen in all depart¬ ments of elementary, secondary, and university instruction. BUSINESS COLLEGES. LXXY TABLE IV. — COMMERCIAL AND BUSINESS COLLEGES. The following is a comparative exhibit of colleges for business training, as reported tp this Bureau from 1870 to 1878, inclusive : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. Number of institutions.... 26 60 53 112 126 131 137 134 129 Number of instructors .. . . 154 168 263 514 577 594 599 568 527 Number of students . 5, 824 6, 460 8, 451 22, 397 25, 892 26, 109 25, 234 23, 496 21, 048 4 - Table IV. — Summary of statistics of commo'cial and business colleges. States. Alabama . California . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Nebraska . New Hampshire . New Jersey . New York . North Carolina . Ohio . Pennsylvania . Rhode Island . Tennessee . Texas . Virginia . West Virginia . Wisconsin . District of Columbia Total . Number of schools, j Number of instruc¬ tors. Number of students. Number of volumes in libraries. Increase in the last school year. Total number of students ex¬ cluding dupU- cate enrol¬ ments. In day school. In evening school. 3 5 40 40 1, 100 60 5 37 a749 663 83 750 115 1 3 196 181 15 12 62 a2,099 1, 611 399 17, 900 1,200 6 27 966 746 236 6 25 1, 027 894 317 2 4 60 30 30 2 5 a422 231 66 2 12 313 229 84 800 50 2 2 0274 175 75 1 4 19 457 444 13 150 j 7 20 1, 002 750 285 1, 050 5 ■6) ) 3 6 522 1 397 80 > 179 17 1 10 130 130 0 1, 500 200 C (306) ) 6 32 1,229 ) 729 194 >21, 0256 85 1 2 78 43 35 1 o 100 50 50 4 22 398 273 125 600 20 20 84 4, 393 3, 246 1, 304 2,870 1 1 12 12 11 38 1, 868 1,413 528 150 10 ( (587) > 12 49 o2, 172 J 909 231 > 581 156 3 21 819 679 140 150 3 7 395 249 146 417 1 2 46 32 14 1 1 46 30 16 524 12 2 6 170 117 53 5 20 940 739 228 240 1 3 125 74 51 ( (96 9) 129 527 021, 048 1 15, 116 4,798 > 49, 986 1,875 a Classification not reported in all cases. b Includes library of St. Louis University, which is reported with commercial department. LXXVI REPORT OF THE COMMISSIONER OF EDUCATION. TABLE V. — KINDERGARTEN. The following is a comparative summary of Kindergarten, instructors, and pupils reported to the Bureau from 1873 to 1878, inclusive : 1873. 1874. 1875. 1876. 1877. - W 187a •. Number of institutions .... . . . . . .... 42 73 1,252 55 125 1,636 1 95 216 2,809 130 364 4, 090 129 336 3,931 159 376 4, 797 k. Number of instructors ........ _ ........... _ _ _ ... Nninher of pnpils _ _ Table V. — Summary of statistics of Kindergarten. States. California . Colorado . . Connecticut . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . . Maryland . Massachusetts . Michigan . . Minnesota...... ..... Missouri . New Jersey . . New York . Ohio . Pennsylvania . South Carolina ...... Tennessee . ■Wisconsin . District of Columbia Total . Number of schools. Number of teachers. ^ ^ Number of pupils.f 0 6 7 9^6 1 2 ht, 2 5 ? 1 1 17 7 22 274 1 3 35 I 5 37 1 4 7 78 V 4 4 25 3 10 56 18 31 346 2 3 54 2 8 SO 15 66 1, 129 14 32 552 28 70 855 12 19 196 22 46 387 1 1 20 2 2 7 14 305 6 18 208 159 376 4,797 Efforts have been made during the year to spread the knowledge of Kindergarten principles and methods, in which endeavor the American Frobel Union has aided greatly by its conferences and publications. Wherever the influence has extended mothers have been excited to a deeper and more intelligent interest in the development of their young children, many have sought instruction in normal classes that they might be prepared to apply the train¬ ing to their own children, and in numerous instances neighborhood Kindergarten have been started by mothers thus interested. Mrs. A. R. Aldrich, principal of the Florence (Mass.) Kindergarten, writes : “We have more applications for Kindergarten teachers to go to eastern and western schools than we have had graduates.” In general the schools for training teachers report more applications for Kindergarten teachers than can be supplied. Among the important results of the increased interest in the subject is the multi¬ plication of charity Kindergarten. These reach the children ol4he^poorand,s"STRUCTIOISr OF WOMEN. LXXXVII tutionsfor the superior instruction of women. Students. No. of institutions authorized by law to confer collegiate degrees. Libraries. Property, income, &c. Number in collegi¬ ate 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. In regular course. In special or partial course. Graduate students. 508 41 21 a923 7 7 325 50 $388, 000 46 1 a336 1 4 000 1, 300 15, 000 60 4 1, 900 100 58, 000 60 7 1 83 1 1,500 53, 000 $0 $0 747 98 33 1, 242 13 8, 864 ,300 400, 000 618 205 18 al, 214 8 11,400 175 625, 000 31, 000 820 53 6 0 al39 1 1 300 70, 000 20 2 a327 2 1 740 115 12, 000 46 2 0 al02 1 725 20 100, 000 0 0 , 1, 260 42 7 art of college training. The tendency in the new institutions is not to copy rigidly after the pattern of the old, but to seek the best i^ossible adjustment to the fields which they severally occupy. Johns Hopkins University has developed under conditions that foster rapid maturity and give to a new institution the dignity and force which in general time alone can impart. By means of its extensive laboratories, its relations with local institutions, ^ and its action lichen Werth des Studiums des classischen Altertliumes nannte, wesentlich dem Grriechisclieu zu, denn nur das GriecLenthum ist in Pbilosopliie, Knnst und Litteratur wesentlich productiv gewesen, die Komer sind hierin ISTacbalimer der Griechen geblieben. Also mbge der Theil unserer Jugend, dem das Gllickzu Tbeil werden kann, die bbcbste und volkom- menste Ausbildung zu erwerben, diese zunacbst erlangen an der Hand der classischen Sprachen, sie leme die griechischen Schriftsteller mit einiger Geliiufigkeit lesen und verstehen, vor Allem Homer, die Tragiker, Plato und die Hedner ; sie lerne ferner an lateinischer Grammatik und lateinischem Stil, ihre Gedanken klarer zurecht denken und umgiessen in eine neue Perm. Die geistig so gebildete Jugend ■wird es nicht zu bereuen haben, dass sie auf diese Gogenstande eine Zeit TerTvendct hat, die sie viel- leicht hiitte ausfiillen konnen mit Erwerbung von Kenntnissen und TJebungen, die ihr sofort im prak- tischen Leben von Nutzen gewesen wiiren. Sie wird den idealen Mittefimnct der Hation bilden, sie wird das ganze Geistesleben dieser, veredeln und vertiefen helfen. Sie linden bier in den Hauptpuncten zusammeneefasst, was ein langeres, an Erfahrungen nicht armes Leben mich gelehrt hat. Hehmen Sie mit der fliichtigen Skizze fiiiiieb. Gern hiitto ich ausfuhrlicher und eingehender geschriebcn, ware ich nicht iiberlastet mit Arbeiten verschiedenster Art; denn es soUte mich freuen, wenn ich ein kleines Scherflein beitragen konnte, die Grundlage der Pildung auf Hirem Continente, zu einer an idealen Friichten wahrhaft productiven, entfaltet zu sehen. Mit freundlichem Grusse und den besten Wiinschcn fiir Hire Weiterreise, Hochachtungsvoll Ihr ergeb(mer, Prof. Dr. EH. ZAPHCKE, ix z. Decan der philosophischen Facultdt der Onivcrsit'dt Leipzig. 1 The university is so related to the following institutions as to secure their advantages for its stu¬ dents, namely: The Peabody Histituto, having an endowment of $1,250,000, a' system of public lectures, a conservatory of music, an art museum, and a library of more than 07,000 volumes ; the Library of the Maryland Historical Society; the Johns Hopkins Hospital; the Maryland Institute; the Maryland Academy of Sciences. CIV REPORT OF THE CO]\miSSIONER OF EDUCATION. in stimulating original investigation, its promise of taking a leading position in the department of physical science is being fulfilled. The publication of the results of original research has already placed it in the front rank of the universities of our country. 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 each year from 1870 to 1878, inclusive. The numbers under 1873, 1874, 1875, 1876, 1877, and 1878 include the national Military and Naval Academies : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. Number of institutions .... 17 41 70 70 72 74 75 74 76 Number of instructors .... 144 303 724 749 609 758 793 781 809 Number of students — . . 1,413 3, 303 5, 395 8, 950 7, 244 7, 157 7, 614 8, 559 13, 153 Table X. — Part 1. — Summary of statistics of schools of science. States. Number of schools. Preparatory depart¬ ment. Scientific department. Number of State scholarships. Number of other free scholar¬ ships. Instructors. Students. Corps of instruction. Students. Male. 1 1 Female. | In regular course. ; In partial course. 1 - 1 Number of graduate students. A 1 o. 1 2 104 8 174 2 A T1 S S - - - 1 9 tt375 100 California . 1 0 0 0 14 122 25 5 0 0 &0 - _ _ 1 27 162 6 26 27 TV O TT' O T* A 1 (0) (c) (c) (c) (c) TTl AT*! rl o. ...... &0 riAnTnrifj. . _ _ 2 2 (d) (d) 17 370 550 20 Illinois . 1 1 118 24 27 230 33 11 0 0 Xn^li ? n r^' ... 1 2 90 29 7 65 10 1 JnWf^, . 1 56 17 21 202 3 0 onana ... 13 a208 TrAtif-nr.lrNr . . ... _ 1 12 all8 T.AniQlQTlO. 1 4 122 1 0 0 . 0 7 100 2 0 . . . 1 3 16 0 7 46 0 0 aTi n q pf fq 2 48 227 173 18 106 Mlcbicran . . 0 0 0 8 207 31 1 0 0 "MiTiTiR.'inta, _ _ 1 0 0 0 4 0 0 0 0 *^Tiqqiqqippi 2 5 121 3 11 0 0 ‘^VTiqqmiri 2 6 33 27 14 50 165 Nebraska . 1 5 4 4 . a Total number in all departments. & College not yet established. c Reported with classical department (Table IX). d Reported with students in regular course. SCIENTIFIC INSTRUCTION. CV Table X. — Part 1. — Summary of statistics of schools of science — Continued. States. Preparatory depart¬ ment. Students. Scientific department. Students. £ 3 O ® Nevada . New Hampshire . . New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . Ehode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . Total . H. S. Military Academy IT. S. Naval Academy.. Grand total . (a) (a) (a) 1 4 0 4 (a) 123 50 57 0 142 (a) 75 0 78 85 (a) 10 38 317 68 43 100 64 24 12 (a) 248 11 407 14 12 (a) (a) 119 (&) (a) 60 (c) (a) 200 2 0 (a) (a) 0 200 36 37 1, 153 283 411 97 43 37 1, 153 283 370 523 4, 806 772 97 1, 025 (a) 41 167 0 167 a Reported with classical department (Table IX). b 123 districts may each send a free scholar every year. c The income of $50,000, which has accrued from the national grant, at $100 a scholarship annually. Table X. — Part 1. — Summary of statistics of schools of science — Continued. Libraries. Property, income, (fcc. States. Number of volumes in general libraries. Increase in the last school year. Number of volumes in so¬ ciety libraries. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the lavst year from tuition fees. Receipts for the last year from State appropriation. Alabama . Arkansas . 1,000 500 200 2, 500 $100, 000 170, 000 $253, 500 130, 000 (o) $20, 280 10, 400 (a) $0 $0 5,000 20, 000 California . Colorado . (a) (a) (a) (a) 0 a Reported with classical department (Table IX). CVI REPORT OF THE COMMISSIONER OF EDUCATION. Table X. — Part 1. — Summary of statistics of schools of science — Continued. States. Libraries. Property, income. &c. Number of volumes in general libraries. Increase in the last school year. Number of volumes in so¬ ciety libraries. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive .5^ funds. Receipts for the last year fi om tuition fees. Receipts for the last year from State appropriation. Connecticut . 5, 000 $284, 074 Delaware . (a) (a) (a) (a) (a) (a) (a) Florida . Georgia . {a) b50 1)25 $90, 000 247 000 $20, 510 d»l0 OOO Illinois . 11, 670 621 0 400, 000 318, 000 26, 490 $0 ip L\Jf UUV/ 31, 862 2, 000 300, 000 337 000 16 850 1, 439 6 500 Iowa . 6, 000 300, 000 500 000 40 000 3 972 Kansas . 2, 500 40 350 95, 263 228, 687 16, 465 0 5, 800 150, 090 165 000 9 900 1,500 Louisiana . 14, 000 278, 400 19, 488 3, 783 131 140 000 131, 500 8 200 24 6 500 Maryland . 1, 500 100, OOO 6, 900 12, 000 6 000 Massachusetts . 1,500 550, 000 383 000 23, 317 48 302 8 096 Michigan . 4, 350 403 400 267, 618 130, 785 16, 416 0 12, 337 Minnesota . (a) (a) {a) (a) (a) (a) 0 (a) Mississippi . Missouri . bl, 500 (a) (a) 157, 000 5, 000 c4, 300 1, 980 7, 500 Nebraska . . 250 20, 000 Nevada . New Hampshire . 1,435 120, 000 80, 000 4, 800 900 New Jersey . {a) (a) (a) («) (a) 500 6, 960 New York . 10, 000 100 (a) (u) (d) (a) (a) North Carolina . (u) (a) (a) (a) 2, 200 Ohio . 1, 200 200 1, 000, 000 500, 000 30, 000 15, 800 Oregon . 6, 000 45, 000 4, 500 500 Pennsylvania . 2, 400 350 2, 059 532, 000 500, 000 0 30, 000 Rhode Island . 50, 000 3, 248 South Carolina. . . {a) 50, 000 11, 500 4, 500 Tennessee . (a) (a) (a) (a) (a) (a) (a) Tevas . . 300 200, 000 212, 000 14, 280 Vermont . (a) (a) 0 (a) (a) (a) 495 0 Virginia . 2, 763 109 603 303, 050 230, 000 23, 159 220 10, 329 West Virginia . (a) (a) (a) (a) (a) (a) (a) (a) Wisconsin . Total . 71, 851 2, 204 7, 737 5, 050, 931 5, 020, 446 319, 503 68, 660 192, 556 U. S. Military Acad’y 27, 127 400 1, 250, 000 d292, 186 U. S. Naval Academy 20, 186 939 1, 286, 490 0 0 0 (d) Grand total.... 119, 164 3, 543 7, 737 7, 587, 421 5, 020, 446 319, 503 68, 660 484, 742 a Reported with classical department (Table IX). h For one institution only ; the other is reported in Table IX. c $3,000 of this from leases of lauds. d Congressional appropriation. SCIENTIFIC INSTRUCTION. evil Table X. — Part 2. — Summary of statistics of schools of science. States. Number of schools. Preparatory depart¬ ment. Scientific department. Number of State scholarships. 'o : ^ o CQ D s P* 5 2 O c*-. ^ O a Instructors. Students. Corps of instruction. Students. Male. Female. In regular course. In partial course. Number of grad¬ uate students. California . 1 4 GO Colorado . . . . 2 3 20 Indiana . al Louisiana . 1 7 28 28 Massachusetts . 5 53 160 4 2 20 7 Missouri . . . . 1 11 41 8 0 0 New Hampshire . 2 0 0 0 18 71 1 2 New Jersey . 2 G 35 27 112 2 2 4 New York . . . 5 59 3, 263 45 13 Ohio . 1 Pennsylvania . 6 ih) (0 35 1, 695 16 8 1 Texas . 1 Vermont . 1 1 Virginia . . . . . 4 1 51 25 238 53 24 11 1 Total . 33 1 14 114 235 5, 728 149 51 20 1 62 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, buildings, and ap¬ paratus. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Eeceipts for the last year from tuition fees. Receipts for the last year from State appropriation. California . Colorado . 100 30 $8, 000 $260 $4, 000 Indiana . . . Louisiana . Massachusetts . . 5, 200 50 150, 000 $736, 807 $75, 988 6, 392 Missouri . . 80, 000 & New Hampshire . 2, 000 160, 000 9, 500 3, 200 New .Jersey _ _ _ _ . _ 5, 000 100 50 350, 000 500, 000 40, 000 8, 000 New York _ _ _ 7, 277 1, 500, 000 50, 000 Ohio _ -- _ Pen u syl vn,u i a. 31, 559 955 625, 000 9, 710 Tevas _ Vermont. . Virginia . 5, 730 220 500 355, 000 40, 000 2, 200 10, 900 15, 000 Total . 56, 866 1, 355 1 550 3, 068, 000 1, 486, 807 137, 398 28, 752 1 19,000 a Not fully organized. h Eeported with students in regular course. CVIII EEPORT OF THE COMMISSIONER OF EDUCATION. Prior to the act of Congress of 1862 donating public lands to the several States and Territories which should provide colleges for the benefit of agriculture and the me- •chanic arts, some twenty schools of science had been established, as the Rensselaer Polytechnic Institute, the Cooper Union Schools, the Lawrence, Sheffield, and Chandler Scientific Schools, the Polytechnic School of Washington University. “These,” says Prof. D. C.- Gilman, “showed the desire for an advanced education founded upon some -other basis than the literature of Greece and Rome. They showed the willingness of rich men to give to scientific colleges ; they showed the popular craving for what was vaguely termed, for want of a better word, a practical education.” By the act of 1862 the movement toward scientific training became national, the prospective institutions were sufficiently endowed for the initiatory stages, and each was free to suit its organization to the wants of its locality. It is to be regretted that the institutions did not have from the start the benefit of public conferences of scholars and statesmen, of extended inquiries in regard to the wants of this country and the experience of others, and of such discussions respecting the changes which are possible and desirable in the national education as are now fill¬ ing our periodicals. However, the scientific schools previously established had been organized and developed in accordance with strict scientific principles, and their ■example offered a powerful opposition to the influences which tended to hold the new schools to a lifeless routine of mechanical exercises on the one hand or to a feeble modification of the methods of classical colleges on the other. The reports of the year indicate that the future of these institutions as schools of -applied science, conducted according to the laws of intellectual progress and directed “ to the liberal and practical education of the industrial classes,” is assured, and that in the main the character of each school is to be determined by the material condition of the section in which it is placed. Thus in the East the tendency is to the training of engineers and scientific experts ; in the great agricultural section of the West and South agriculture and horticulture receive most attention, while in the mineral region of the Pacific section mining and metallurgy are made prominent. Even where these special tendencies are marked, other branches of scientific and in¬ dustrial instruction have also received attention proportionate to the demand. In Mas¬ sachusetts the Institute of Technology, thoroughly organized and vigorously main¬ tained, supplies the kind of instruction best suited to the advancement of the arts and industries demanded in the State. Botany is more generally required than heretofore, as affording the proper and natural introduction to the study of biological chemistry, zoology, and palsBontology. The biological laboratory has been furnished with a variety of microscopes and accessory apparatus, and affords unusual facilities for both preparatory and advanced study. The working library of the professor in charge, which contains many valuable monographs as well as the more comprehensive works, is at the service of the students. The State agricultural college has not been so well supported as the Institute of Technology, but it has, nevertheless, accomplished valuable results. In their report of 1878, the trustees say that it is easy to demonstrate that the college, with its scien¬ tific professors, excellent farm, live stock, laboratories, and apparatus, may accom¬ plish great good by the trial of new implements, seeds, fertilizers, methods, and by original investigations. The analyses and inspections of fertilizers, which are con¬ stantly going on under the direction of Professor Goessman, are worth more to the farmers of the State than the entire expense of carrying on the college, and the •experiments of Professor Stockbridge upon the use of chemical fertilizers have been very valuable. The Japanese government took the Massachusetts agricultural college as the model for a similar institution in its own territory, and President Clark was granted leave of absence from May 15, 1876, to September 1, 1877, to superintend the location and de¬ velopment of the college at Sapporo, the capital of Hokkaido. The efforts of the Massachusetts professors at Hokkaido have led to the discovery of new and useful SCIENTIFIC INSTEUCTION. CIX plants and their introduction into the United States. Seeds of about thirty species- were forwarded to the Arnold Arboretum in Boston, where they are now growing. The sum of $1,000 was paid into the treasury by a friend of the college to be used in agricultural experiments, and in the spring a portion of the same was applied to experi¬ ments in forest trees. The Hills fund of $10,000 for the promotion of botanical science was also paid into the treasury during the year. From the report of the board of visitors of Rutgers Scientific School, New Brunswick, N. J., it appears that the exami¬ nation of the students and the inspection of the college farm proved highly satisfactory. The farm was bought, put in good order, and stocked by the trustees of Rutgers College in obedience to the State law, which required them to erect adequate buildings and to furnish and provide a suitable tract of land conveniently located for an ex¬ perimental farm without “ charge to the State.” No money has yet been received from New Jersey towards the establishment or support of this agricultural col¬ lege. The experimental farm cannot now be used for experiments unless additional means are provided to pay the cost. The agricultural college farm and the laborato¬ ries of the college supply the necessary location and appliances for a first class agri¬ cultural experiment station, and, in view of the great importance of such stations to the wants of progressive agriculture, the State board of visitors authorized a com¬ mittee to proceed to Trenton and urge the necessary legislative action for an appro¬ priation. The report includes a detailed statement of the condition and management of the farm for the year, and also a report on agriculture and agricultural teaching in Euroi^e, by George H. Cook, appointed as a commissioner to the Paris Exposition. In the reports of the western and southern institutions, the conduct and results of the agricultural departments are very fully set forth. The experimental farms and gardens appear as indispensable aids in the prosecution of the work. The Ohio State University has established a special three years! course in agriculture, which oflers to the young farmer a practical and serviceable range of study. The experiments on the farm during the year were in hog-feeding, in the use of chemical fertilizers, and in deep plowing. The model farm of Purdue University, La Fayette, Ind., contains abont one hun¬ dred and fifty acres, including nursery, garden, campus, and planthouse. From the report of the Illinois Industrial University, it appears that the State has appropriated $25,000 to the agricultural department for barns, tools, stock, &c., and $20,000 to the horticultural for greenhouse, barns, drawings, tools, trees, &c., and $3,000 for veteri¬ nary hall, stable, and apparatus. The college has for the illustration of practical agriculture a stock farm of 410 acres, provided with a large stock barn ; also, an ex¬ perimental farm of 180 aeres. The experimental department exhibits field experiments in the testing of the different varieties and modes of culture of field crops and in the comparison and treatment of soils ; it includes also experiments in agriculture and horticulture and in feeding stock. A special division of the agricultural department of the State Agricultural College,. Michigan, is the apiary. For this there is a separate building, with grounds on which grow varieties of honey producing plants. In 1878, for the first time, funds were placed at the disposal of the Missouri Agri¬ cultural College for conducting experiments. In the State Agricultural College, Manhattan, Kans., the farmers’ course is made the main feature. The department of agriculture of the Agricultural College, Maryland, is in charge of Prof. A. Grabowskii, ph. d., of the Wiesbaden Academy of Agriculture. Laboratory and field experiments looking to the most economical fertilizers and crops are made. For several years past the work of the chair of agriculture in the University of Ten¬ nessee and State Agricultural College has been increasing beyond the capacity of any one professor, and by recent action of the board of trustees this chair has been divided and an additional professor is to be chosen. The college farm is in fine condition ; it is designed to make it an example of the best modes of cultivation in the various de¬ partments of agriculture, with as little expense as is compatible with that end. cx REPOET OF THE COMMISSIONER OF EDUCATION. The Agricultural and Mechanical College of Kentucky was during the year detached from Kentucky University and placed upon an independent basis. It has, by agree¬ ment with Kentucky University, the sole and exclusive use of 100 acres of land of the Ashland and Woodland estates, and for every matriculate over one hundred one addi¬ tional acre. The college farm of the Agricultural and Mechanical College, Alabama, has always been, both in its extent and in the character of its soil, poorly adapted to the wants of the college ; yet upon this small area and its poverty stricken soil very satisfactory experiments have been made in the production of the staple crops of the country. Es¬ pecial attention has been directed to an improvement in the method of growing cotton so as to lessen the cost of production. It is alleged that these experiments have demonstrated that even upon the average land of the State cotton can be made at about one-half the cost reported by the Commissioner of Agriculture in 1876, viz, 9.9 cents per pound. In connection with the agricultural course the subject of veterinary medicine is receiving increased attention in all these institutions. While thus addressing themselves to one of the great purposes for which they were founded, viz, “the benefit of agriculture, there has been marked advance in the gen¬ eral organization of these schools and in their preparation for efficient work in science and mechanics. The multiplication and extension of laboratories, the collection of libraries and of museums of technology and natural history, and of art galleries, as in the case of the Illinois Industrial University, are preparing them to exercise an im¬ portant influence in the development of the natural resources, the arts, and the industries of our country. As their advantages have been extended impartially to both sexes they take a leading place in the movement for the better education of women. Here, as in other directions, their action is influenced by local conditions. From the report of the Massachusetts Institute of Technology we learn that at the request of the Women’s Educational Association of Boston, and with their generous cooperation, new laboratories have been provided for the special instruction of women. The design is to afford every facility for the study of chemical analysis and industrial chemistry, of chemistry as related to vegetable and animal physiology, and of mineral¬ ogy and biology. The School of Domestic Science in the Illinois Industrial University provides a full course of instruction in the arts of the household and the sciences relating thereto. The subjects pursued are food and dietetics, domestic hygiene, household esthetics, household science, domestic economy, home architecture, landscape drawing, and green¬ house work. The Woman’s Industrial Department of the Kansas Agricultural College has accom¬ plished excellent results. During the year 58 students were taught in the different branches of ordinary family sewing by hand and by machine and 10 thoroughly drilled in cutting and fitting by chart ; two classes were also taught in the kitchen, laboratory. In the minds of those who have especial interest in the problem of technical educa¬ tion the Worcester Free Institute stands as a type of the advanced idea of education in its most popular and practical sense ; hence, the close of its first deCade seems a fitting time for the review of its history : The Worcester Free Institute was founded by John Boynton, esq., of Templeton, who gave the sum of $100,000 for the endowment and support of a free school or institute, to be established in the county of Worcester for the benefit of the youth of that county. Hon. Stephen Salisbury extended the original purpose by a gift of $200,000, with special reference to enabling the institute to receive students who are not residents of the county of Worcester ; and it was resolved. May 10, 1869, “ that there shall be allowed and paid, out of the treasury of the Commonwealth, the sum of $50,000” to the Wor¬ cester County Free Institute, in consideration of which grant the institution “ shall annually receive 20 pupils, and instruct them during the entire course free of tuition; SCIENTIFIC INSTRUCTION. CXI such pupils to he selected by the board of education from the different counties in the Commonwealth, except that none shall be taken from Worcester County.’^ The institution arose from a conviction that there is need of a system of training boys for the duties of an active life, which is broader and brighter than the popular method of “ learning a trade” and more simple and direct than the so-called “liberal education.' It follows, in general, the plan of the polytechnic schools of Europe, with such obvi¬ ous 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 different 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 and incorporated in it. The Washburn Machine Shop, the gift of Hon. Ichabod Washburn, of Worcester, of¬ fers unusual facilities for obtaining a practical knowledge of the use of tools and the management of machines. Boynton Hall, erected by the citizens of Worcester, contains a chapel, chemical and physical laboratories fully provided with apparatus and models for instruction and practme, and two commodious drawing rooms, one for freehand, the other for mechan¬ ical drawing, with model rooms, where are the best French and English plates, manu¬ script drawings, models, casts, &c. There is a full set of instruments for the use of the civil engineers. The institute has come into possession of the celebrated Chevallier universal microscope, and of the Fairbanks testing machine, which was on exhibition at the Centennial. A small library of books of reference belongs to the institute ; Green library, com taining 45,000 volumes, is open to the students, and the library of the American Anti¬ quarian Society, of 60,000 volumes, is accessible to students who are making special researches. The following statement is from the paper prepared by Prcf. Charles 0. Thompson, senior member of the faculty, for the information of the trustees of the institute: Ten years have elapsed since the formal opening of the institute, November 12, 1868. It seems to be a convenient time to call the attention of the trustees to the results thus far achieved, and to state the wants of the institution in a more explicit manner than that of the catalogue. Ten years was the time spoken of by Hon. Emory Wash¬ burn and Dr. Sweetser, in my first interview with them, as the proper limit of the experimental stage of our history, and the event has justified the forecast of those wise friends of the school. The results of the experiment form the ground of the propositions which I wish to submit to the trustees ; and, though these results do not decide all the questions which arise concerning our work, they clearly demonstrate the importance and necessity of the work. Without encumbering this paper with unnecessary details, it is necessary to state — (1) The institute has provided an instructor for every ten or twelve students. (2) The course of study offers 126 weeks of instruction in three years, and for be¬ ginners in mechanics 20 weeks in addition to this. (3) This instruction has covered the vital parts of technological training. This is evident from the fact that the graduates have occupied, and in numerous instances have held through the hard times, positions which are sought and occupied by gradu¬ ates of other schools of technology, without any suggestion of inferiority of preparation. (4) The institute has given instruction to 389 young men of an average age of 17f years at entrance, and has graduated 166, or 44 per cent. The average annual ex¬ penditure has closely approached |25,000, and the annual number of graduates 21 ; so that the cost per graduate is nearly $12,000. (5) The graduates have generally sought, secured and followed the positions for which the training of the institute has specially prepared them ; but enough of them have entered broader fields of knowledge to demonstrate the soundness of the pedagogical ideas which have regulated their education here. (6) Of the 166 graduates, almost all are leading virtuous lives. It was found soon after the shop was opened that the time allotted to practice was not enough to enable us to fulfil, in every case, our promise that our graduates should not suffer in respect to skill in handicraft and general serviceableness when com¬ pared with the average apprentice from the shops. Consequently the apprentice class was organized, in which absolute beginners receive five months of shop training before beginning their full course in September. The rule has always been strictly enforced that all who apply for admission in September must show an amount of mechanical knowledge equal to that of the mem- CXII REPORT OF THE COMMISSIONER OF EDUCATION. bers of the apprentice class. This bas tended to create a pressure for admission to tbe apprentice class. Again, the great decline in the demand for civil engineering has naturally turned the attention of young men towards mechanics, and of course towards the apprentice class, thus increasing the demand for admission to it. Again, it has been the constant effort of all the officers of the institute to give promi¬ nence to our facilities for the technical training of mechanics. This is the only school in the country where a manufacturing shop, with its innumerable direct and indirect advantages and its great attractiveness to a certain class of young men, is found. This feature of the institution is spoken of and watched with more interest than any other. The inevitable result is an increased demand for its advantages, and of course an increased pressure on the apprentice class. We are mainly devoted to the service of mechanics. It is not suprising, but, on the contrary, an evidence of the clearness with which our plan is seen by the community, that the number of students in all other departments put together — i. e., chemistry, civil engineering, physics, and drawing — should about equal that of the mechanics. The whole number of students in the institution, therefore, is not likely to be more than twice that of the mechanics — i. e., more than t^ice that of the apprentice class. The graduating exercises of the ninth class were held July 10, 1878. The class num¬ bered 18 members, and was an excellent one, the average standing being higher than that of any previous class. Addresses were delivered by ex- Governor Bout well, Gov¬ ernor Rice, Professor Thompson, and Hon. Stephen Salisbury, president of the board of trustees. TABLE XI. — SCHOOLS OF THEOLOGY. The following is a comparative statement of the number of schools of theology (in¬ cluding theological departments) reporting to this Bureau each year from 1870 to 1878, inclusive, with the number of professors and number of students ; 1870. 1871. 1872. 1873. • 1874. 1875. 1876. 1877. 1878. Xumber of institutions. . . . 80 94 104 110 113 123 124 124 125 Number of instructors . 339 369 435 573 579 615 580 564 577 Number of students . 3, 254 3, 204 3, 351 3, 838 4, 356 5, 234 4,268 3, 965 4, 320 Statistical summary of schools of theology. Denomination. Eoman Catholic . . Protestant Episcopal . Baptist . Presbyterian . . Lutheran . Congregational . . Methodist Episcopal . . TJn sectarian . Christian . Keformed . . United Presbyterian . Cumberland Presbyterian ... Free Will Bai)tist . Methodist Episcopal (South) . Reformed (Dutch) . Universalist . . African Methodist Episcopal Mennonite . Methodist . . Moravian . . Xew Church . . . Unitarian . United Brethren . Number of schools. Number of professors. Number of students. 17 91 932 68 268 16 65 802 15 79 655 13 38 265 10 75 359 8 49 404 4 20 101 3 7 78 3 9 58 3 9 56 2 6 13 2 10 41 2 8 68 2 5 32 2 10 49 1 6 8 1 4 50 1 1 4 28 1 5 3 1 6 20 1 3 30 125 577 4, 320 Total, THEOLOGICAL SCHOOLS — LAW SCHOOLS. CXIII Table XI. — Summary of statistics of schools of theology. States. Number of schools. Corps of instruction. 1 Endowed professorships. Students. Libraries, Property, income, (fcc. Present number. Eesident graduates. Present students who have received a degree in letters or science. i Graduates at commencement of 1878. Number of volumes. Increase in the last school year. Value of grounds and buildings. 1 Amount of productive funds. Income from productive funds. 1 2 18 2 3 800 $5, 000 2 12 2 15 4 9, 000 100 102, 500 $6 500 $780 3 33 9 130 53 25, 500 294, 127 2 4 124 3 558 55 5, 000 niiaois . 14 47 16 363 5 74 70 38, 670 411 619, 000 550, 530 40, 686 Tndia.na _ 2 3 52 13 5, 000 Iowa . 3 13 4 14 2 1 11 8, 300 750 180, 000 98, 900 5, 800 ^Kansas . . . . . . . . 1 1 2 3, 500 25, 000 0 0 Kentucky . 6 12 4 171 .... 37 25 19, 100 425 33, 500 182, 884 10, 900 Louisiana . 2 2 27 300 Maine . 2 10 5 53 26 16 23, 400 300 90, 000 150, 000 6, 000 Maryland . . 4 32 245 90 52, 626 835 122, 000 500 30 Massachusetts . 7 58 18 318 5 195 76 76, 600 1, 703 578, 835 1,151,415 80, 522 Michigan . . 2 5 1 21 3 3 4 1, 500 200 Minnesota . . . 3 7 13 5 2 3 Mississippi . . 1 3 4 0 4 1, 000 .5, 000 Missouri ............ 3 13 1 139 1 5 12, 500 40, 000 40, 000 2, 000 Nebraska . 1 3 5 1 10 500 10, 000 New Jersey . 4 32 9 270 173 80 76, 200 2, 897 738, 500 1, 187, 000 68, 463 New Tork . 12 68 22 624 16 287 96 99, 957 7,529 915, 000 1,472,665 97, 222 North Carolina 3 9 75 3 2 600 200 50, 000 Ohio . 14 66 11 402 6 119 87 51, 475 1, 935 805, 000 440, 000 31, 600 Pennsylvania . 17 64 27 405 18 125 127 90, 987 3, 433 755, 375 1, 114, 434 61, 653 South Carolina. ...... 2 4 29 25 10 18, 923 30, 000 Tennessee . 5 21 5 126 .... 7 7 5, 106 12 40, 000 665, 200 47, 348 Texas . 1 9 0 12 0 0 Virginia . 4 16 9 192 48 36 23, 800 227 85, 000 224, 703 13, 500 Wisconsin . 2 18 1 280 32 6, 500 1, 050 150, 000 25, 000 2,000 District of Columbia 2 10 129 5 12 2, 800 40, 000 Total . 125 577 144 4, 258 62 1, 186 826 655, 202 22, 062 5, 424, 710 7, 603, 858 468, 504 TABLE XII.— SCHOOLS OF LAW. The following is a statement of the number of schools of law reporting to this Bureau each year from 1870 to 1878, inclusive, with the number of instructors and number of students : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. Number of institutions. . . . 28 30 37 37 38 43 42 43 50 Number of instructors . 99 129 151 158 181 224 218 175 196 Number of students . 1, 653 1,722 1, 976 2, 174 2, 585 2, 677 2,664 2,811 3, 012 E— VIII CXIV EEPORT OF THE COMMISSIONER OF EDUCATION. Table XII. — Summary of statistics of schools of law. States. Number of schools. 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 com¬ mencement of 1878. Number of volumes. Increase in the last school year. Value of grounds and buildings. Amount of productive funds. Income from productive funds. Eeceipts for the last year from tuition fees. 2 5 13 4 15 1 8 159 33 $100, 000 $7, 000 1 11 68 27 8, 000 10, 000 600 2 10 2 9 600 ■ $405 Illinois . 3 15 177 35 55 6, 553 Indiana . . 2 Iowa . 3 13 145 27 103 2, 204 240 6, 160 Hontnol^y . . 3 9 49 22 29 2, 201 2, 400 TiOnisiana . . 2 8 42 5 26, 000 |15, 000 2, 000 TVTaryla.Tid . . . 1 4 62 45 29 5, 000 Massachusetts . 2 21 311 181 99 17, 000 58, 247 8, 155 36, 833 IVfichip'an . . 1 5 406 148 6, 000 "Mississippi _ _ 1 6 Missouri . . 3 12 111 12 45 3, 075 40 5, 560 New York . 4 20 659 318 398 13, 775 140 North Carolina . 2 2 20 Ohio . . . 2 5 118 56 1, 408 300 5, 800 Pennsylvania . 3 5 151 23 300 7, 670 South Carolina . 1 Tennessee . 2 5 82 37 800 16, 000 3, 500 Texas . 1 3 9 2 Virginia . 3 12 170 33 3, 800 9, 730 "Wisconsin _ _ 1 11 50 13 18 1, 097 166 1, 451 District of Columbia. 4 15 194 11 31 300 18 20, 000 9, 672 Total . 50 196 |3, 012 703 1,162 86, 560 904 51, 000 168, 247 15, 755 102, 734 TABLE XIII.— SCHOOLS OF MEDICIXE. 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 1878, inclusive, with the number of instructors and students : 1870. 1871. 1872. 1873. 1874, 1875, 1876. 1877. 1878. Number of institutions . . . Number of instructors .... Number of students . 63 588 6, 943 82 750 7, 045 87 726^ 5, 995 94 1, 148 8, 681 99 1, 121 9, 095 106 1, 172 9, 971 102 1, 201 10, 143 106 1, 278 11, 225 106 1, 337 11, 830 SCHOOLS OF MEDICINE. CXV Table XIII. — Summary of statistics of schools of medicine, of dentistry, and of pharmacy. States. Number of schools. Corps of instruction. Students. Libraries. Property, income, &c. Present number. Present students who are college graduates. Graduates at the commencement of 1878. 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 tui¬ tion and other fees. I. Medical and sur- GICAL. 1. Regular. Alabama . o 39 18 .500 $125, 000 $2, 220 California . 2 ini 11 41 75, 000 12, 427 Connecticut . 1 12 60 Georgia . 3 136 43 4, 800 55, 000 2, 187 3 30 176 124, OCO $14, 000 $2, 300 36 000 Indiana . 3 68 14 31 2, 000 7, 500 8, 050 Iowa . 2 904 107 96 75, 000 8, 500 Kentucky . 4 600 12 184 4, 000 8, 000 3, 500 4, 000 Louisiana . 1 9 147 1, 000 100, 000 14, 380 Maine . 2 21 110 9 24 4,800 25,000 2, 500 130 6,416 Maryland . 2 29 349 79 900 90, 000 20 000 Massachusetts . 1 37 238 101 47 2 000 106, 147 6, 094 44 045 Michigan . 2 28 419 28 86 2, 250 200 105, 000 19, 190 Missouri . 5 66 485 6 121 1, 165 102, 000 1,000 100 32, 133 Ke w Hampshire . 1 11 100 23 . 1, 200 25, 000 1, 200 72 Hew York . 7 155 1, 825 302 547 6, 050 25 256, 500 16, 000 1,490 16, 460 Ohio . 7 96 877 12 302 4, 300 250 141, 000 19, 040 Oregon . 1 7 Pennsylvania . 3 103 1 026 345 8, 500 250, 250 50, 000 3, 000 41, 500 South Carolina . 1 3 71 23 3, 400 Tennessee . . .• . 4 52 433 227 2, 100 50 44, 500 6, 500 Texas . 1 Vermont . 1 13 108 6 33 6, 009 Virginia . 2 19 96 30 500 i 50, 000 4, 000 District of Columbia. 3 33 1.58 11 23 26, 500 2, 950 Total . 64 915 8, 279 649 2,506 46, 065 525 1, 685, 250 214, 347 13, 186 1 289, 398 Eclectic. Georgia . . 1 Illinois . 1 14 50 o 28 40, 000 Missouri . 1 9 35 5, 960 Hew York . 2 20 191 21 25 3, 000 41, 000 3, COO Ohio . 1 8 207 123 80, 000 Total . 6 51 448 1 23 211 3,000 161,000 8, 960 3. Homoeopathic. Illinois . 2 29 372 14 131 105, 000 10, 000 Massachusetts . 1 .32 149 13 42 2, 000 125, 000 40, 000 9, 951 Michigan . 1 6 63 34, 600 Missouri . 2 1 16 55 2 38 20, 000 1 4, 000 CXVI EEPORT OF THE COMMISSIONER OF EDUCATION. Table XIII. — Summary of statistics of schools of medicine, 4'C. — Contiuued. States. 1 Number of schools. Corps of instruction. Students. Libraries. Property, income, &c. Present number. Present students who are college graduates. Graduates at the commencement of 1878. Number of volumes. Increase in the last school year. Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. Eecmpts for tlie last year from tui¬ tion and other fees. Homoeopathic — Con. New York . 2 39 200 66 200 $13, 520 Ohio . 2 20 179 24 33 1, 000 $59 000 43, 000 Pennsylvania . 1 16 197 35 53 2, 000 .... 40, 000 15, 000 Total . 11 158 1,215 88 363 39, 800 349, 000 $40, 000 95, 471 H. Dektal, Louisiana . 1 Maryland . 1 11 82 21 5, 000 5, 500 Massachusetts . 2 26 60 20 25 18, 000 10, 046 Michicjan . 1 9 62 20 14 150 50 15, 000 2, 800 Missouri . 1 13 13 4 800 New York . 1 16 86 4 11 80 10 7, 308 Ohio.. . . . 1 9 50 24 250 50 15, 000 4, 000 Pennsylvania . 3 67 326 121 15, 000. 29, 000 Tennessee . 1 1 10 22 0 7 1, 230 Total . 12 161 701 28 218 505 110 68, 000 60, 734 m. Phaejlvceuti- CAL. California . 1 4 53 8 Illinois . 1 5 60 14 1, 200 3, 000 2, 000 Iowa . 1 Kentucky . 1 3 19 28 8, 000 0 1, 500 Maryland . 1 3 60 22 6, 000 Massachusetts . 1 4 100 80 500 5, 000 2. 500 $150 3, 000 Michit^an . 1 9 71 22 Missouri . 1 4 75 16 6, 500 3, 350 New York . 1 5 251 0 65 48, 000 2, 000 100 11, 562 Ohio . . . 1 3 100 400 60 500 3, 025 Pennsylvania . 1 3 363 116 3, 000 150 76, 000 16, 000 1, 550 Tennessee . 1 6 12 2 2 District of Columbia. . 1 3 23 5 75 20 2, 000 0 0 1,050 Total . 13 52 1, 187 2 380 5, 175 230 155, 000 20, 500 1, 800 25, 487 TOTALS. Medical and surgical : Regular . 64 915 8,279 649 2,506 46, 065 525 1, 685, 250 214, 347 13, 186 289, 398 Eclectic . 6 51 448 23 211 3, 000 161, 000 8, 960 Homoeopathic .... 11 158 1,215 88 363 39, 800 349, 000 40, 000 95, 471 Dental . 12 16! 701 28 218 505 110 68, 000 60, 734 Pharmaceutical . 13 52 1, 187 2 380 5, 175 230 155, 000 20, 500 1, 800 25,487 Grand total . 1 1 106 j 1, 387 11, 830 790 3, 678 94, 545 865 2, 418, 250 274, 847 14, 986 480, 050 COLLEGE DEGREES. CXVII TABLE XIV.— UNITED STATES MILITARY AND NAVAL ACADEMIES. In Table XIV of tbe appendix will be found tbe statistics of the examinations of candidates for admission to the United States Military and Naval Academies for the year 1878. • TABLE XV.— DEGREES. This Office is informed that the better colleges and universities of the country are becomiug increasingly careful in the bestowal of honorary degrees. At the same time it is well known that the sale of diplomas by persons who have obtained control of collegiate and university charters by purchase or fraud is still going on. This dis¬ graceful proceeding has already injured the reputation of American learning and the value of American degrees in other countries ; bat the Federal Government did not create the corporations which are causing this scandal and has no power to cancel their charters. It is for the authorities of the States to move in the matter and thus vindicate the honor of the nation and of American scholars. The following summary o^' degrees in course and honorary conferred by reputable institutions of learning needs no further explanation : Table XY. — Statistical summary of all degrees conferred. All classes. Letters. Science. Philosophy. H < Theology. p4 2 o Q Law. In course. Honorary. In course. Honorary. In course. l^j 3 -■1 o In course. I j Honorary. | In course. 1 h S o fl w In course. Honorary. In course. Honorary. | In course. i o 3 51 Grand total . a9, 999 6396 3, 631 114 990 6 222 31 46 222 159 3, 814 4 1,000 Total in classical and scientific c6, 367 6388 3, 015 111 97' 6 222 31 43 115 157 1, 032 1 881 78 colleges. Total in colleges for women. . . . (Z674 1 616 13 3 1 Total in professional schools . . . 2, 958 7 3 el07 1 2, 732 3 119 Ar.ATtAWA . 129 13 81 4 i 12 3 1 5 18 15 3 Classical and scientific colleges. 69 13 39 4 12 3 1 5 15 3 Colleges for women . 42 42 Professional schools . . . 18 18 ! Arkansas . . 6 1 6 1 1 1 'll Classical and scientific colleges . 6 1 6 1 Colleges for women . Professional schools . _ _ California . 110 36 8 19 2 45 Classical and scientific colleges. 82 36 8 19 19 Colleges for women . Professional schools . 28 2 26 Colorado . . . Classical and scientific colleges . Colleges for women . . Professional schools . _ — _ — _ _ _ aincludes 74 degrees not specified. d Includes 42 degrees not specified. & Includes 4 degrees not specified. e There were also 424 graduates, upon whom in c Includes 32 degrees not specified. most cases diplomas were conferred. CXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Statistical summary of all degrees conferred — Continued. All classes. 2 3 H H a Hi P s m o CO O Ph 1 tH O o hj o H s o a a s d § Q 0 g o d o W d S o o a o o H d 02 O o a H a j d f-t o o H O o o p:l i . u o a o rt 1 In course. 1 Honoiary. In course. Honorary. In course. o a o In course. ; 1 ; 1 Honoiary. i a8'2 &4 12 65 4 Classical and scientific colleges . ao 12 65 &4 4 12 65 134 ~8 89 17 2 2 26 2 2 Classical and scientific colleges. 127 7 8 82 4 17 2 2 26 1 1 ’~250 6 42 1 4 4 175 29 Classical and scientific colleges. 28 18 204 6 24 18 1 4 4 175 og 834 20 383 5 88 13 20 41 7' 188 101 8 Classical and scientific colleges . Colleges for ■women . 740 20 383 5 88 13 20 39 7 96 101 8 Professional schools . . 94 2 92 Michigan . 536 7 84 2 97 1 19 1 3 176 = 148 1 Classical and scientific colleges. Colleges for women . 516 7 84 2 97 1 19 11 1 3 156 148 1 Professional schools . 20 20' Minnesota . 28 .... 17 .... 11 Classical and scientific colleges. Colleges for "women . - 26 2 .... 15 2 .... 11 Professional schools . Mississippi . . . ~3 3 107 7 71 1 6 1 3 29 Classical and scientific colleges Colleges for women . . 51 56 7 15 56 1 6 1 3 29 Professional schools . Missouri . . 466 3 107 1 33 1 2 7 1 275 42 Classical and scientific colleges. Colleges for women _ _ 152 47 267 3 66 41 1 27 6 1 2 7 1 8 42 Profe.s.sional .s(‘,liool.s . . _ 267 NEmRARKA . _ 1 10 1 8 2 Classical and scientific colleges. Colleges for women _ 10 1 8 0 1 Professional schools . Nevada . = = Classical and scientific colleges . Colleges for women . Professional schools . ; = - = c= a Includes 1 degree not specified. & Degrees not specified. cxx EEPORT OF THE COMMISSIONER OF EDUCATION. Table XY. — Statistical summary of all degrees conferred — Continued. All classes. Letters. Science. Philosophy. H •3 c c c fc J ) ) j 1 Medicine. 1 Law. In course. Honorary. In course. Honorary. In course. 1 Honorary. | In course. 1 Honorary. : 1 In course. 1 1 Honorary. | In course. Honorary, j In course. 1 Honorary. | In course. h S o a o a 3 Kew Hajipshire . a59 6 8 .... 20 3 23 Classical and scientific colleges. 43 al6 6 20 3 23 3 8 Professional scliools . New Jersey . = 1 = — ~2 2 243 6 192 ... 51 3 Classical and scientific colleges — 223 20 6 172 20 .... 51 1 .... 3 1, 471 ~49 Y _ _ _ 10 10 339 146 27 Y 49 20 665 ”’238 Classical and scientific colleges. 1, 077 46 339 14 146 1 27 1 7 1 20 319 238 394 3 3 48 346 North Carolina . = 1 = _ _ &71 15 66 2 1 1 1 9 ~3 3 Classical and scientific colleges. Colleges for women . 50 &21 15 48 18 2 1 1 1 9 Professional schools . Omo . . . . . . . - _ |10 10 906 54 310 11 80 - 3 3 8 18 24 439 1 56 Classical and scientific colleges. Colleges for women . . 410 1 30 466 53 1 285 25 11 75 5 8 9 24 38 Professional schools . 9 .... 401 1 56 = Oregon . _ 8 ~17 Classical and scientific colleges. Colleges for women . 25 .... 8 17 Professional schools _ _ _ _ _ Pft.n'ntsvt.vanta . . . . _ 2 2 1, 141 47 368 15 . 52 1 1 25 12 3 21 17 652 23 Classical and scientific colleges. Colleges for women _ 587 14 543 47 357 11 15 . 52 1 25 12 17 130 23 3 Professional scliools _ _ 21 .... 522 Khode Island . _ ~2 85 5 i 79 1 6 2 Classical and scientific colleges Colleges for women ............ 85 5 . 79 1 6 2 2 Professional scliools _ SiiflTIT CATIflT.TNA . _ . . _ _ 75 > 4 45 i £ ! 2 ! 3 2 : 25 Classical and scientific colleges. Colleges for women ...... _ _ 50 1 4 t 45 > £ ! 2 3 2 Professional schools . 25 25 Tennessee . 51C 1 14 1 191 1 . 20 1 ' 2 !l.. .L_ 13 11 234 1 1 37 1 1 Classical and scientific colleges 260 lie m ; 14 I .... 1 81 lie ] 1 . 20 4 .. 2 13 11 100 1 37 n n n.l .qp.1 i q 134 — aliicludes 8 degrees not specified. & Includes 3 degrees not specified. COLLEGE DEGREES. CXXI Table XV. — Statistical summary of all degrees conferred — Continued. All classes. Letters, Science. Philosophy. Art Theology. Medicine. Law. In course. j Honorary, In course. Honorary. j In course. h § S a o a In course. ; 1 Honorary, | 1 In course. Honorary. j In course. Honorary. In course. 1 Honorary. In course. ! 1 Honorary. 1 a46 7 27 3 6 4 Classical and scientific colleges. — a31 15 7 12 15 3 .... 6 4 — 1 = 1 64 6 29 1 2 3 33 Classical and scientific colleges. Colleges for women . 62 2 6 27 2 1 2 1 3 33 T’rnfftssioTial an.hnnla Virginia . ~4 4 6195 18 93 6 42 1 7 17 -- 37 Classical and scientific colleges. Colleges for women . 165 630 18 69 24 6 41 1 1 1 7 17 37 Professional schools . West Virginia . ' = 16 -- 15 1 Classical and scientific colleges. Collefrea for women _ 13 3 .... 12 3 1 Profe.aaional .aeliools .. _ Wisconsin . . . = 1 121 7 65 2 36 1 3 3 17 Classical and scientific colleges. Colleges for women _ _ 109 12 .... 53 12 2 36 1 3 3 17 1 Profea.siona,l aeliools . _ District op Columbia . = = 1l 80 4 22 ... 1 1 2 31 Classical and scientific colleges. Colleges for women . 78 4 22 .... 1 1 1 2 23 31 1 Profeaaiona.l aehools _ 2 2 a Includes 13 degrees not specified. b Includes 5 degrees not specified. CXXII REPORT OF THE COMMISSIONER OF EDUCATION, Table XVI. — Summary of statistics of additional puMic libraries for 1878. States. Alabama . Illinois . . Massachusetts Mississippi. . .. New Jersey... New York _ Ohio . . Pennsylvania . Rhode Island . . South Carolina. Wisconsin . Total . . . . Number of libraries. Number of volumes. Volumes added during last library year. Volumes issued during last library year. Amount of permanent fund. Total yearly income. Yearly expen¬ ditures. Books, periodicals, and binding. Salaries and inci¬ dentals. 1 834 834 1, 470 $0 $867 $581 $250 3 4, 291 1, 058 33, 922 2,418 905 1, 262 2 7, 010 1, 314 56, 237 15, 000 1, 466 1,716 1, 496 1 300 1 1, 768 79 4 3, 076 al74 &800 673 675 a616 1 320 74 1, 064 0 154 95 37 5 4, 645 a654 cc oi 616 al59 2 929 61, 952 67 626 1 1, 037 607 3, 000 0 235 75 160 1 411 1 850 22 24, 621 4, 795 101, 621 15, 000 5, 213 3, 452 4, 006 a Two reported this item. 6 Only one reported this item. Adding the totals of the preceding summary to those of the statistics of 1877, of 1876, and of the Special Report on Public Libraries published by this Bureau in 1876 (see also the Report of the Commissioner of Education for 1875, p. cvii), we have the fol¬ lowing aggregates for the libraries now reported : Total number of libraries reported each having over 300 volumes . 3, 793 Total number of volumes . - . . . 12, 482, 671 Total yearly additions (1,606 libraries reporting) . . . . . 462, 619 Total yearly use of books (823 libraries reporting) . 9, 308, 403 Total amount of permanent fund (1,747 libraries reporting) . . $6, 776, 497 Total amount of yearly income (928 libraries reporting) . 1, 404, 326 Total yearly expenditures for books, periodicals, and bindings (852 libra- 589, 731 ries reporting). Total yearly expenditures for salaries and incidental expenses (723 libra- 746, 281 ries reporting). It should be noted, however, that the figures for these items are but approximately true for the libraries of the country, inasmuch as they do not include the very consid¬ erable increase of the 3,64 libraries embraced in the Special Report on Public Libraries or the increase of the 124 libraries embraced in the Commissioners Reports for 1876 and 1877 from the dates thereof to the present time. SCHOOLS FOR FEEBLE-MINDED. CXXIII Table XVII. — Summary of staiistics of schools for feeble-minded youth. Name. Number of instructors and other employes. Number of inmates. Number dismissed improved since opening. Income. Expenditure. | Male. Female. Total. 14 85 $14, 975 $14, 975 2 IlliDois Asylum for Eeeble-Miuded Chil- 56 131 100 231 205 58, 000 a58, 000 dren. 3 Iowa Asylum for Eeeble-Miuded Chil¬ 22 70 60 130 4 15, 600 15, 600 dren, 4 Kentucky Institute for Educatino; and 25 67 60 127 26, 000 26, 000 Training Feeble-Minded Children. 5 Private Institution for the Education of 49 53 21 74 140 35, 689 Feeble-Minded Youth (Barre, Mass.). 6 Massachusetts School for Idiotic and 20 49 41 90 18, 000 18, 000 Feeble-Minded Youth. 7 Hillside School for Backward and Fee¬ 8 6 1 7 12 ble Children (Fayville, Mass.). 8 Idiot Asylum, Bandall’s Island, N. Y . 4 88 61 149 53 9 New York Asylum for Idiots . 56 148 119 267 46, 810 47, 967 10 Ohio Institution for the Education of Im¬ 100 303 209 512 201 94, 904 78, 670 becile Youth. 11 Pennsylvania Training School for Fee¬ 68 195 114 309 458 50, 191 53, 922 ble-Minded Children. Total . . . 422 1,110 786 1, 981 1,073 324, 480 348, 823 a Estimated. CXXIV EEPORT OF THE COMMISSIONER OF EDUCATION, Table XVIII. — Summary of statistics of institutions for the deaf and dumh. States. Alabama . Arkansas . California . Colorado . Connecticut . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana... . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . . . Missouri . Kebraska . Kew York . Korth Carolina . Ohio . Oregon . Pennsylvania . Khode Island . South Carolina . Tennessee . Texas . Virginia . . . "West Virginia . Wisconsin . . District of Columbia. Total . . Number of institutions. Instructors. Number under instruc¬ tion during the year. Total number who have received instruction. Number of graduates who | have become teachers. | Total number. i ta O ^ a .a g Total. Male. Female. 1 5 0 35 30 25 141 2 1 3 0 47 27 20 135 1 1 6 0 103 67 36 201 3 1 2 1 29 13 16 33 0 2 19 1 273 168 105 2, 227 *60 1 4 2 73 37 36 285 4 2 23 a4 543 321 222 1, 328 *13 1 17 4 379 220 159 1,211 *19 1 8 &4 143 81 62 516 2 1 5 0 109 55 54 207 1 1 5 1 90 45 45 688 12 1 3 0 40 24 16 218 4 1 2 0 12 5 7 14 0 3 12 2 143 91 52 248 3 2 17 1 173 82 91 323 0 2 cl3 2 237 127 110 c675 1 6 3 108 72 36 21*2 2 1 3 1 52 21 31 1 11 2 230 127 103 598 5 1 4 0 56 30 26 90 0 7 73 9 1, 175 647 528 3, 555 72 1 cl5 2 dl56 d79 1 d77 8 2 27 6 553 314 239 1, 757 1 3 1 28 15 13 43 0 3 27 3 462 275 187 1, 938 12 1 3 10 (] (< LO) 1 c4 c41 H) c200 1 6 0 108 68 40 0 1 4 1 68 43 25 163 0 1 9 1 102 60 42 485 1 5 1 66 39 27 137 0 3 17 2 255 151 104 541 3 2 11 4 117 106 11 359 34 52 , 372 6, 036 f (5 \ 3, 440 1) 1 2,545 jl8, 528 281 * From Eeport of the Commissioner of Education for 1877. a Three are deaf-mutes. b Two of these are mutes. c Including the department for the blind. tiFor two years. SCHOOLS FOR THE DEAF AND DUMB, CXXV Table XYIII. — Summary of statistics of institutions for the deaf and dunib — Continued. States. Libraries. Property, income, Ac. Number of volumes. ' Increase in the last school year. Value of grounds, buildings, and apparatus. State appropriation for the last year. Income for the year from tuition fees. Expenditure for the year. Alabama . 500 a$40, 000 a$15, 000 $0 a$13, 000 Arkansas . . 100 25 35, 000 &4, 000 0 cl 9, 155 a250, 000 ci36, 000 1, 050 a42 848 Colorado . 60 45 12, 000 7, 000 0 6, 500 2, 300 250, 000 4 000 52 743 1, COO 30, 000 12, 000 0 15 000 3,000 300 350, 000 79, 000 79 000 Indiana . . 3, 200 100 4S6, 190 61, 000 0 62, 995 900 80 100, 000 d25, 000 Kansas . 150 0 41, 027 16, 150 0 16, 150 Kentucky . . . 1, 200 30 125, 000 20, 000 0 Louisiana . 300 0 225, 000 15, 000 0 8, 000 IVTaine _ _ _ _ _ 0 0 1, 225 480 1 500 Maryland . 2, 000 270, 000 33, 000 175 32, 193 Massachusetts . 684 50 90, 000 14, 250 3, 095 25, 543 Michigan . al, 200 50 a452, 134 c43, 500 ff45, 153 Minnesota . 850 25 275, 000 21, 000 0 20, 898 Mississippi . 200 150 50, 000 15, 000 105 14, 500 Missouri . 600 0 105, 000 40, 500 0 32, 711 Nebraska . . 436 100 36, 000 13, 062 0 8, 890 New York . . 7, 342 172 687, 348 el65, 941 112, 263 265, 726 North Carolina . aCOO a75, 000 a42, 500 0 a40, 000 Ohio . 2, 500 100 500, 000 83, 000 96, 700 Ore.fTon _ _ _ _ 0 0 6, 000 0 Pennsylvania, _ _ _ _ 5,040 500, 000 87, 400 14, 462 /lOl, 959 South Carolina . . a50, 000 a6, 000 Tennessee . 150 50 125, 000 24, 561 0 24, 561 Texas _ _ _ _ 400 100 40, 000 14, 720 14, 720 Virginia . . . al, 700 al75, 000 «35, 000 a35, 103 "West Virginia . 320 0 a70, 000 a28, 000 0 a27, 537 "Wisconsin . 1, 000 100 100,'000 30, 000 1,600 33, 641 District of Columbia . 2, 150 650, 000 (7120, 025 1, 442 7il22, 273 Total . 39, 882 1,477 6, 194, 699 1, 114, 834 138, 872 1, 258, 999 a Including tlie department for the blind. & For salaries, and $150 per capita for subsistence, c For two years. dAlso, $40,000 for building, cincludes $18,017 frpm counties of the State and $1,275 from New Jersey. /$10,000 of this were invested in scholarships. //Congressional appropriation, of which $72,025 wore for building. 7i $71,996 for building. CXXVI REPORT OF THE COMMISSIONER OF EDUCATION. DEAF-MUTE INSTRUCTION. The instruction of deaf-mutes is steadily advancing, and is no longer regarded as a char¬ ity, hut as an essential part of a system of free education. More and more the claims of all classes of deaf-mutes, whether black or white, are recognized. Where the association of different races in the same institution is considered inexpedient, efforts are made for like accommodations and facilities in separate buildings. The course of instruction differs somewhat from that of the ordinary schools, partly because of the peculiar lim¬ itations of the pupils and partly by reason of the general introduction of industrial training. That the training of deaf-mutes should begin at an earlier age than has here¬ tofore been assigned is an opinion steadily gaining ground and strongly supported by the success of the primary department of the Clarke Institution, at Northampton, Mass., to which pupils are admitted at five years of age. It is believed that Kindergarten methods may be advantageously employed in the earlier stages of deaf-mute instruc¬ tion. The distinctive merits of articulation, lip reading, the sign language, and the manual alphabet continue to bo earnestly discussed in the conventions of deaf-mnte educators and in the reports and other publications of these institutions. Parents and relatives of deaf mutes take deep interest in the experiments in articulation and lip reading, fondly hoping that this training may overcome in a greater measure than the sign language the disadvantages which the deaf-mute condition imposes. There is, perhaps, no considerable number of instructors of deaf-mutes who do not now attach a measure of importance to articulation and lip reading, but many of the most judicious instructors of deaf-mutes believe that a large proportion of those born deaf and dumb find it so difficult to acquire command of articulation and lip reading that if sign lan¬ guage were discarded their progress in general culture would be unwarrantably sacri¬ ficed. The year has been an important one in the history of the Columbia Institution for the Deaf and Dumb. On the 16th of February the twenty-first anniversary of the insti¬ tution was celebrated by the formal opening and occupation of the college building. An address was delivered by President Gallaudet containing interesting statements concerning the career of graduates. The work of the college is signally aided by the services many of its graduates are rendering. Dr. M. B. Anderson, commissioner of the seventh judicial district of New York, in a report to the State board of charities on the education of deaf-mutes, presents in a forcible manner the present condition of that interest in the State. He embodies in his report the statement of Mr. Westervelt, principal of the institution in Rochester, concerning his methods of instruction and the considerations which led to their adop¬ tion, which statement is as follows : This method of communicating instruction by the constant and uniform use of the manual alphabet has been introduced into the institution at Rochester the present year as an experiment, and thus far it promises well. It has always been found difficult to teach deaf-mutes to compose with the same rapidity and ease as hearing persons, and to congenital mutes especially this diffi¬ culty has been a serious one. But practice, continued through years of holding all their communication with each other and their teachers in the language of common life by means of the manual alphabet, will evidently furnish them with a complete mastery of vocabulary and expression, and correct those peculiarities in their writings known as “ deaf -mute-isms.” We appreciate the necessity of signs to illustrate, as pictures do, the meaning of words, but would not permit them to supplant words and language for purposes of communication. We would teach the pupil from the beginning to think in words by the use of the manual alphabet, and to this end we wonld use natural motions, signs, in much the same manner as a mother does in teaching her hearing child to speak. We wmuld not limit the child in its use of language to the few hours usually spent in school room exercises, but would give him at every moment of his waking hours the help he needs to express his thoughts, his wants, in words, spelled by the fingers as other children utter their words by speech. We would give him words the moment he feels the need of expression. We have employed, in accordance with this purpose, two teachers for the pupils admitted to our school this fall, who each take charge of the class one-half of the day, SCHOOLS FOR THE DEAF AND DUMB. CXXVJT every day of the week. During part of the time the pupils are under the restraint of school discipline ; during the remaining hours of the day they have full liberty, under the supervision of the teacher — with her assistance, if it is desired — to piay games and amuse themselves ; one purpose being to devise new means and to use every method already practised to make interesting the work of acquiring language and to simulate, though with more rapid progression, the successive stages of developmeut of a hearing child under home influences. During the early period of deaf-mute instruction in this country the sign system was undoubtedly better suited to its necessities than any other. Then pupils were received at school at twelve or fifteen years of age, and educational privileges were limited. Now, by statutory enactment, pupils are admitted to school at six years, an age at which language is readily acquired, when memory is the most active mental faculty awakened. The general change of opinion regarding education, the greater impor¬ tance as a question of political economy given to public instruction of the deaf as well as of those who can hear, has opened a new era in deaf-mute education. The change in method from both signs and articulation to words and the manual alphabet as the foundation of all instruction was introduced as an experiment this fall. At the quadrennial convention of American instructors of the deaf and dumb, held at Columbus, Ohio, last August, the nature of this experiment was informally pre¬ sented, and was given “God speed,” it being. considered that only by experiment could the merits of the theories be tested. Any announcement of results would be premature. It is necessary that the little children be kept entirely separate from the older pupils, and until recently our build¬ ings have not afforded opportunity to affect the result. CXXVIII EEPORT OF THE COMMISSIONER OF EDUCATION. Table XIX. — Summary of statistics of schools ftrr the hlind. States. Number of schools. Number of instructors and other employ6s. Number of blind employes and workmen. 1® ■ft ft SH o ffl .o a Number of pupils admitted since opening. Libraries. Number of volumes, j Increase in the last school year. Alabama . 1 2 0 11 30 50 20 1 13 5 32 130 600 1 8 0 27 95 (a) Georgia _ - . 1 6 4 58 182 600 100 1 34 123 598 993 1 30 3 110 596 1, 838 Tnwfi, -- _ _ _ _ - _ 1 28 8 no 400 600 Kansas . 1 12 2 47 116 147 42 Kentucky . 1 25 7 89 402 1, 200 150 Louisiana . 1 5 3 28 45 100 5 Maryland . 2 17 5 66 239 275 35 Massachusetts . 1 74 33 123 960 2,540 140 IVTiol^i -- _ 1 &11 47 (c) (c) Minnesota . . . . . 1 9 2 21 42 360 23 1 ~’V f * OCS/MTtii 1 7 2 108 Nebraska . . . 1 9 2 23 35 100 100 Kew York . 2 101 43 386 1, 688 1, 783 74 iOoT*r\1i'no. 1 (c) dl07 (c) (c) . . . . 1 56 6 178 1, COO . . . . 1 2 12 18 400 20 Pennsylvania . . 1 38 19 200 1, 006 950 150 Rnn+li f 1T10. 1 bi 1 641 6200 '^rpnnp.ciQPiA 1 15 7 52 221 1, 431 1 11 0 69 Yircrinin, . _ _ _ 1 7 2 35 232 (0 West Virginia . 1 2 1 21 48 100 ■Wisconsin . 1 21 2 90 278 1,050 90 Total . 30 547 157 2, 214 8, 561 15, 117 949 a Scliool not yet opened. h For both departments. c Eeported with deaf and dumb department. (See Table XVin and summary.) d For two years. SCHOOLS FOR THE BLIND. CXXIX Table XIX. — Summary of statistics of schools for the Hind — Continued. Property, income, &c. States. Value of grounds, build¬ ings, and apparatus. Amount of State or mu¬ nicipal appropriation for the last year. Receipts from other States and individuals for the last year. Total receipts for the last year. Total expenditure for the last year. (a) (a) (a) $30, 000 $11, 000 $778 $9, 991 $10, 021 (a) (a) 0 636, 000 (a) 80, 000 13, 500 125 10, 250 9, 802 129, 193 29, 750 31, 505 29, 670 Tnfl 1 . - _ _ _ 330, 000 30, 000 32, 800 31, 405 Iowa . . . . ...... _ ....... _ _ 285, 000 24, 466 540 27, 071 24, 134 "Kansas _ _ ... _ 30, 000 10, 240 0 10, 240 10, 200 TrpnLnr:lry . . __ _ _ 90, 000 19, 920 28, 966 18, 715 Louisiana . . . . cl, 000 10, 000 857 8, 046 7, 958 Maryland . . 255, 000 12, 525 5, 430 25, 955 22, 959 Ma asacim setts _ _ _ 299, 654 30, 000 16, 670 66, 123 65, 440 *\r 1 pHt fTQ-n (a) (a) (a) TV.T 1 r»T^ocr»+a 25, 000 6, 000 0 ^Mississippi . 100, 000 21, 000 0 18, 000 8, 700 8, 700 3, 836 Kew Vork _ _ 691, 952 90, 321 14, 215 244, 539 239, 561 O •! t*a1 1 n Q (a) (a) (a) OVi 1 A 500, 000 40, 553 Or A (TAn c500 2,000 2, 000 2,000 Pennsylvania _ ................................ 200, 000 43, 500 6, 033 63, 844 57, 690 (a) Tennessee _ 88, 400 14, 500 9 14, 511 15, 641 Texas ... _ _ _ 40, 000 19, 080 0 19, 080 18, 769 Virrrinin, (a) (a) 636, 282 (a) "yy'AQf. "VTirmniti. (a) (a) (a) (a) "Wisconsin . 155, 000 18, 500 19, 017 18, 573 Tntal _ _ _ _ _ 3, 348, 699 415, 002 76, 162 663, 415 626, 927 aEeported with deaf and dumb department. (See Table XV ILL and summary.) ftPor both departments, c Value of apparatus only. E— IX CXXX EEPORT OF THE COMMISSIONER OF EDUCATION. Table XX. — Summary of statistics of reform schools. States. 6 w. 41 a a !§ Number of teach ers, officers, and assistants. Number committed during the year. Number discharged during the year. Present i Sex. inmates. Eace. Male. Pern ale. Male. Female. White. Colored. Connecticut . 2 12 23 206 192 259 130 362 27 Illinois . 4 15 41 193 173 337 320 488 24 Indiana . 3 18 30 373 340 339 175 441 48 Iowa . 2 9 13 86 59 140 65 184 21 Kentucky . 1 12 8 101 101 168 35 169 34 T/Ouisia,Tia, _ _ 1 Maine . . 1 7 9 32 38 141 0 137 4 Maryland . 3 30 9 204 239 438 22 252 208 Massachusetts . 14 76 62 855 912 1,320 281 1, 311 68 Michigan . . 3 38 13 2,438 2,352 1, 131 141 2,366 226 Minnesota . . 1 3 5 43 39 101 8 98 3 Missouri . 1 15 7 145 152 188 75 209 54 Kew Hampshire _ .............. _ 1 5 5 40 33 93 15 108 Kew Jersey . 3 32 16 123 98 316 37 319 34 Hew York . 10 151 104 2, 851 2,708 3,178 1, 190 4, 057 106 Ohio . 6 32 21 492 546 1, 008 314 693 73 Oregon _ _ 1 Pennsylvania . 4 39 35 513 414 706 181 680 207 Khode Island . 1 9 12 119 126 191 40 208 23 T’ennesaee _ _ _ _ _ 1 6 11 17 TfivaiS _ _ _ _ _ 1 Vermont . 1 6 7 34 56 102 20 118 4 Wisconsin . 2 22 24 168 112 534 36 560 10 Tlistrief, of nnlnmhia, _ 1 12 9 67 52 174 Total . 68 543 453 9, 083 8, 742 10, 870 3,096 12, 777 1, 174 KEFORM SCHOOLS. CXXXI Table XX. — Summary of statistics of reform schools — Continued. States. Connecticut . Illinois . . Indiana . Iowa . KentncSy . Louisiana . Maine . Maryland . Massachusetts .. Michigan . Minnesota . Missouri . New Hampshire. New Jersey . New York _ _ Ohio . Oregon . Pennsylvania.... Ehode Island ... Present in¬ mates. Nativity. 118 227 145 178 189 451 1, 005 1, 305 103 135 90 163 2,983 564 12 285 5 27 14 957 6 10 18 14 902 143 rrrED states traixixg ships mdvXesota, at new xokk ; Saratoga, at Washington ; poiitsmouth, AT NORFOLK. The school of instruction is divided as follows : Department of seamanship, depart¬ ment of gunnery, department of machinery, and department of studies. The department of studies embraces reading, writing, spelling, arithmetic, grammar, geograj)hy, history, moral and religious instruction, and singing. One hour and a half is the time allotted for study on Monday, Tuesday, Thursday, and Friday of each week, with one hour on Sunday. The boys are encoura^ged to study and improve them¬ selves when bad weather or other causes interrupt the regular course, and at all times when not employed in practical instruction, and every reasonable facility is afforded for this purpose. The schoolmasters are selected by the commanding ofiicer and en¬ listed in accordance with the regulations of the Navy ; one is allowed for the instruc- tiou of every fifty boys. There are on the training and cruising ships one thousand Text books. — Young Seaman’s Manual ; Gunnery Catechism ; Practical Arithmetic, Quackenbos ; Cornell’s Intermediate Geography, latest edition ; Harper’s School His¬ tory of the United States; Webster’s Academic Dictionary; writing books, Lamson’s, Nos. 5 and 6, and such other manuals as may be authorized by the Bureau of Equip¬ ment and Recruiting. CXXXIV EEPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Summary of statistics of orphan asylums, soldie>'^ orphans^ homes, infant asylums, industrial schools, and miscellaneous charities. States and Territories. Humber in each State. Humber of officers, teach¬ ers, and assistants. Total number of inmates since foundation. Present inmates. Libraries. Income. Expenditure. Total. Male. Female. Humber of volumes. Increase in the last school year. Part 1.— Orphan asy- luins. 3 16 250 126 49 77 250 87, 625 $6, 510 California . 6 68 4, 519 1, 001 547 454 1, 404 55 113, 472 88, 615 Connecticut . 4 39 2, 328 398 224 174 1, 500 150 34, 800 34, 500 Georgia . 6 25 278 230 156 74 930 58 15, 519 15, 147 Illinois . 6 3-3 3, 308 557 302 255 362 1 20, 782 22, 871 Indiana . 6 61 2,991 447 338 109 430 40 12, 906 19, 923 1 5 140 25 13 12 75 2. 106 2,147 1 6 325 18 9 9 Kentucky . 12 57 2,512 575 256 319 1, 883 58 36, 350 32, 045 Louisiana . 8 97 6, 032 856 558 298 512 12 27, 685 40, 681 3 18 706 70 11 59 200 8, 000 7 389 Maryland . 10 58 1,146 701 262 439 965 15 27, 730 36, 021 Massachusetts . 14 125 18, 967 1, 074 522 552 1, 669 120 89, 143 96, 594 IMichio’an _ _ 4 36 3, 020 230 78 152 3, 344 3, 989 Minnesota . 3 10 303 46 18 28 6 1, 600 1, 600 Mississippi . 2 17 251 47 47 360 10 10, 648 10, 061 Missouri . 8 143 8, 348 1, 265 503 762 504 25 26, 464 24, 464 Kevada . 1 5 220 69 45 24 350 0 12, 000 Kew Hampshire . 2 9 255 69 30 39 650 4, 200 3, 100 Hew Jersey . 8 53 4, 027 642 265 377 1, 046 12 26, 911 20, 465 Hew Tort . 55 590 40, 309 7, 513 4, 172 3, 341 13, 215 881 674, 209 653, 855 Horth Carolina . 1 7 430 130 56 74 200 8, 944 8, 865 Ohio . . 21 198 11, 776 1, 940 1, 116 824 2, 575 135 116, 477 109, 175 Pennsylvania . 27 249 17, 201 2, 923 2, 101 822 15, 988 289 794, 553 485, 131 Phode Island . 6 28 1, 809 365 189 176 300 60 29, 000 28, 784 South Carolina . 6 40 4, 032 333 175 158 2, 790 154 21, 601 32, 334 Tennessee . 4 13 1, 778 132 44 88 158 1, 900 3, 100 "Vermont _ _ 2 17 1, 728 174 146 28 442 4, 000 4, 000 Virginia . . 6 16 968 182 26 156 479 6 6, 300 10, 109 "W est Virginia . . 1 4 52 0 52 5, 119 6, 205 Wisconsin . 4 37 2, 068 399 197 202 485 20 31,929 22, 848 District of Columbia. . 4 31 756 394 182 212 750 15 19, 891 19, 891 Indian Territory . 1 8 231 146 74 72 13, OOO Total . 246 2, 119 143, 012 23, 129 12, 711 10,418 50, 472 2, 122 2, 183, 208 1, 875, 419 Part 2. — Soldiers’ or¬ phans' homes. Illinois . 1 36 1, 268 290 153 137 1,505 250 36, 265 46, 667 Indiana _ ...... _ 1 24 693 203 125 78 34, 000 34, 000 Iowa. _ 1 20 1, 300 133 70 63 1,200 0 Ohio . 1 94 1, 595 587 362 225 867 90, 679 Pennsylvania . . 13 210 7, 782 2,330 1, 437 893 7, 230 395 197, 234 174, 350 Total . 17 384 12, 638 3, 543 2, 147 1,396 10, 80;> 645 267, 499 345, 696 ORPHAN ASYLUMS. CXXXV Table XXL — Summary of statistics of orphan asylums, fc. — 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 volumes. Increase in the last school year. Fart 3.— Inf ant asy- lums. 1 5 $2, 500 1 2 1, 014 1 4 2, 500 51 22 29 |4, 500 4, 500 1 9 125 59 66 1 108 63 45 18, 701 17, 541 1 11 1, 430 50 20 30 5 105 32, 480 2, 409 1, 104 1,305 140 408, 860 423, 705 4 24 269 153 116 7, 066 8, 549 1 5 16 9 7 District of Columbia.. 1 10 67 45 22 Total . 17 175 36, 410 3, 095 1,475 1 1, 620 140 439, 127 457, 809 Part A.—Indmirial schools. • California . 1 20 2,612 232 158 74 1, 000 200 54, 000 54, 000 Connecticut . 1 2 15 15 60 0 4 422 Georgia.... . 1 3 151 11 2 9 30 5 4, 519 1,410 Illinois . . 4 30 480 254 26 228 253 1,879 1, 277 Indiana . 1 20 90 20 70 30 Kentucky . 1 17 70 0 70 Maine . 2 11 99 71 71 5, 684 4, 608 Maryland . 2 16 1 529 454 414 40 900 8 Massachusetts . 4 4 205 78 78 7, 500 8 000 Michig.an . 1 2 104 65 39 1, 200 Minnesota . 1 Missouri . . . 3 0 ftQ. 67 2 100 230 3 479 5 000 Kew York . 15 243 U/O 28, 526 c^yo i c28, 074 19. 329 8, 535 4, 969 66 338, 160 338, 009 Ohio . 5 99 1 400 17Q 60 119 100 9 529 Q 09i Pennsylvania . 5 28 1, 1 400 xio 152 152 2, 200 y, j/CHt 2, 600 Tennessee . 1 2 66 150 20 807 993 District of Columbia.. 2 4 66 42 24 250 75 7, 091 6, 819 Total . 50 430 36, 566 d30, 817 20, 116 9, 591 9, 812 604 434, 848 438, 192 Part 5. — Miscellane¬ ous charities. California . 2 12 800 275 166 109 230 15, 108 15, 040 Connecticut . 1 2 680 36 36 150 0 3, 398 2, 500 Georgia . 1 300 40 0 40 0 1, 200 1, 200 Illinois . 2 24 e2 107 69 13, 578 28, 183 Indiana . 2 4 1, 784 54 54 1, 200 1, 200 Kansas . 1 4 1, 496 225 75 4,015 3, 364 Maryland . 4 62 1, 854 374 136 238 970 26, 894 33, 376 a Only 1 institution reporting. b Sex of 900 not reported. e Sex of 210 not reported. dSex of 1,110 not reported. e Sex of 2,038 not reported. CXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — 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. i Income. Expenditure. Total. Male. Female. Number of volumes. Increase in the last school year. Part 5. — Miscellaneous charities — Cont. Massachusetts . 5 20 6,000 200 144 55 1,045 50 $17,370 $32, 934 Michigan . 4 39 1, 252 350 275 75 773 162 38, 241 37, 667 Missouri . . ... _ 2 40 3, 505 3,772 INew Jersey. . . 1 5 248 60 39 21 jS'ew York . 21 292 90, 321 2, 099 1, 392 707 4,775 330 366, 993 370, 428 Tforth Carolina . . 1 2 15 60 29 31 185 1, 200 1, 100 Ohio . 1 9 3, 000 61 85 26 150 10, 000 10, 000 Pennsylvania . 8 36 6, 873 674 90 584 1,200 33, 275 33, 619 Smith Carolina _ 1 9 600 85 85 250 15, 000 15, 600 Tp.nnesscft . 1 16 2, 000 500 500 ’Wisconsin 1 4 404 23 7 16 Total . 59 580 121,132 a6, 498 2, 467 1, 993 9, 953 617 551, 744 586, 711 Total, Part 1 . 246 2,119 143, 012 23, 129 12, 711 10, 418 50, 472 2,122 2, 183, 208 1, 875, 419 Total, Part 2 . 17 384 12, 638 .3, 543 2, 147 1,396 10, 802 645 267, 499 345, 696 Total, Part 3. 17 175 36, 410 3, 095 1, 475 1, 620 140 439, 127 467, 809 Total, Part 4 . 50 430 36, 566 630, 817 20, 116 9, 591 9, 812 604 434, 848 438, 292 Total, Part 5 . 59 580 121, 132 a6, 498 2, 467 1, 993 9, 953 617 551, 744 586, 711 Grand total . 389 3, 688 349, 758 667, 082 38, 916 25, 018 81, 179 3,988 3, 876, 426 3, 703, 927 a Sex of 2,038 not reported. 6 Sex not reported in all cases EDUCATIONAL BENEFACTIONS, CXXXVII Table XXII. — Statistical summary of hcncf actions for 1878, ly States. States and Ter¬ ritories. Total. Universities and colleges. Schools of science. Schools of theology. Schools of law. Schools of medicine. Institutions for the su- I perior instruction of women. Preparatory schools. Institutions for second¬ ary instruction. Institutions for the deaf and dumb. $8, 000 $8, 000 3, 000 3, 000 230, 132 ^125, 000 $100, 000 5, 132 5, 000 5, 000 307, 390 189, 590 $90, 000 $2, 800 25, 000 5, 000 $5, 000 3, 800 3, 800 52, 485 50, 000 2, 485 112, 707 58, 970 39, 160 $4, 000 10, 000 577 21, 500 21, 500 23, 800 14, 100 9,700 1,600 1, 600 99, 810 23, 750 46, 000 13, 300 16, 260 $500 Louisiana. ..... 60 60 Maine . 18, 310 10, 500 $310 5, 000 2, 500 Maryland . 28, 400 22,400 6, 000 Massacliusetts . . 1, 091, 974 ’ 238, 532 4, 500 109, 250 181, 000 1,442 557, 250 Michigan ....... 27, 700 27, 700 Minnesota ...... 6, 346 756 5, 450 140 Mississippi _ _ 5, 150 3, 000 2, 150 Missouri . 29, 380 19, 180 325 500 9, 375 I^^ebraska . 12, 000 12, 000 ew Hampshire . 66, 925 35. 000 500 28, 175 3, 250 Hew Jersey . 44, 275 13, 075 30, 000 1,200 Hew York . 196, 976 118, 727 12, 700 14, 562 1,274 25, 750 23, 963 Horth Carolina . 18, 400 17,900 ' 500 Ohio . 165, 993 64,295 17,278 21,270 27, 000 24, 150 12,000 Oregon . 2, 000 2, 000 Pennsylvania . . . 199, 043 161, 880 10, 000 11, 213 1, 100 50 4, 800 10, 000 Hhode Island _ 9, 774 9, 774 South Carolina.. 18, 749 9, 172 7, 176 2, 401 Tennessee _ _ 75, 715 36, 981 35, 000 3, 734 Texas . 22, 525 16, 000 6, 525 Vermont . . 26, 050 10, 000 7,000 9, 050 Virginia . 105, 183 62, 000 34, 145 9, 000 38 Wiscbnsin . 45, 876 22, 165 450 20, 730 2,531 Dist. of Columbia 3, 161 3, 161 Utah . 8, 930 8,930 Washington .... 170 170 Total . 3, 103, 289 1, 389, 633 49, 280 397, 852 100, 000 18, 562 241, 820 97, 191 759, 817 49, 134 CXXXVIII EEPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Statistical summary of henefactions to institutions of various Mnds for 1878 — Continued. Institutions. Total. Endowment and general purposes. Grounds, buildings, and apparatus. Professorships. Eellowships, scholar¬ ships, and prizes. Aid for indigent students. Libraries and muse¬ ums. Objects not specified. Universities and colleges. $1, 389, 633 $735, 892 1167, 900 $84, 865 $43, 300 $24, 791 $156, 560 $196, 325 Schools of science . 49, 280 23, 057 3, 235 12, 988 10, 000 Schools of theology ...... 397, 852 168, 468 95, 200 52, 000 18, 125 35, 000 29, 059 Schools of law . 100, 000 100, 000 Schools of medicine . 18, 562 13, 662 4, 900 Institutions for the supe¬ 241, 820 33, 500 150, 950 21, 000 2,270 20, 000 14, 100 rior instruction of wo¬ men. Preparatory schools . 97, 191 65, 942 15, 475 13, 000 50 1,724 Institutions for second¬ 759, 817 619, 333 67, 060 14, 248 14, 235 3, 350 41, 591 ary instruction. Institutions for the deaf 49, 134 12, 040 100 10, 000 500 26, 494 and dumb. Total . 3, 103, 289 1, 752, 894 504, 820 136,865 119, 673 89, 284 190, 460 309, 293 Table XXIII. — Summary of the number of educational publications. Number of firms in — California . 2 Connecticut . 1 Illinois . . . 5 Iowa . 1 Kentucky . 2 Maine . 1 Maryland . — . . 1 Massachusetts . . 24 Michigan . 2 Missouri . 3 New York . 67 Ohio . 8 Pennsylvania . . 14 Wisconsin . 1 District of Columbia . 2 Total . 134 Number of books on — Archaeology, fine arts, and music .... 36 Bibliography and literature . 58 Dictionaries and encyclopaedias . 8 Education . 59 General science . . . 33 Geography . 5 History . 53 Language . 45 Law . 23 Mathematics . 31 Mechanics and physics . 28 Medicine and surgery . 36 Natural history . 26 Philosophy and logic . 7 Political and social science . . 17 Theology.... . 37 Total . 502 SCHOOL FURNITURE. CXXXIX Table XXIV. — Summary of jyateuts for improvements in school furniture. The following summary shows the patents granted by the Government for inventions of school furniture and appliances during the year : From California . 3 Connecticut . 4 Illinois . 7 Indiana . 5 Kansas . 2 Kentucky . . . 1 Maine . 1 Maryland . 1 Massachusetts . 8 Michigan . - . . — .. 1 Minnesota . 1 Missouri . 2 New Hampshire . 1 Improvements in — Adding machine . G Adding register for pencils . I.. 1 Adding stick . 1 Alphabet block . 1 Apparatus for teaching history . 1 Arithmetical block . . 1 Artificial slate pencil . 1 Blackboard . 2 Blackboard attachment . 1 Blackboard compasses . 1 Blank book . 1 Blotter . 1 Blotter and moistener combined . 1 Book and cover . 1 Calendar inkstand . 2 Cancelling and writing ink . 1 Chart for key board musical instruments 1 Combined pencil sharpener and eraser. 1 Composition for crayons . 1 Copy book . 1 Crayon . 1 Detachable book cover . . . 1 Desk slate holder . 1 Device for calculating percentage .... 1 Device for indicating and automatically regulating the temperature of apart¬ ments . 1 Device for teaching involution and evolution . 1 Device for teaching music . 1 Drafting pencil . 1 Drawing pen . 1 From New Jersey . 2 New York . 14 North Carolina . 1 Ohio . 7 Pennsylvania . 8 Tennessee . 1 Virginia . 3 West Virginia . 2 Wisconsin . 3 District of Columbia . 2 Foreign . 6 Total . 86 Educational and advertising card . 1 Educational appliances . 1 Folding blackboard . 1 Fountain penholder . 1 Fountain penpoint . 1 Heating apparatus for buildings . 1 Indexing apparatus . 1 Inking pad . 1 Inkstand . 6 Inkwell . 1 Musical transposing board . 1 Numbering machine . 2 Object glass for microscope . 1 Obtaining arithmetical results . 1 Parallel ruler . 1 Pen . 1 Pen and pencil clasp . 1 Pencil . 2 Pencil clasp . 2 Pencil holder . 4 Pen holder . 3 Quadrant parallel section line ruler... 1 Rule for making straight and circular lines . 1 Ruling attachment for pen holders .... 1 Ruling pen . 1 Satchel desk . 1 School desk . 8 Soluble ink pen . 1 System of ventilation . 1 Writing ink . 1 Total . 86 CXL EEPORT OF THE COMMISSIONEE OF EDUCATION. EDUCATION IN FOREIGN COUNTRIES. I.— Europe. Austria-Hungary. — a. Austria, constitutional monarcliy : Area, 108,234 square miles ; estimated pop¬ ulation in 1877, 21,752,000. Capital, Vienna; population, 1,020,770. Minister of public instruction, Dr. von Stremayr, The Austro-Hungarian monarchy forms a Tbipartite state, consisting of Austria proper and Hungary, each of which controls its own educational affairs. The present organization of the public schools is due to the law of May 14, 1869. This law gave Austria what is called the “ neue Schule,” the new or modern school. The law makes education compulsory from the sixth to the fourteenth year and pre¬ scribes the following branches : reading, writing, arithmetic, a sound knowledge of the native tongue, history of Austria, geography, elementary geometry, drawing, singing, and gymnastic exercises. In addition to the above named subjects of instruction every child receives religious instruction in the creed of his parents. Frequent objections have been raised against the law of 1869, which makes educa¬ tion obligatory for eight years. A large number of people in the rural districts desire to have this number reduced to six. According to a publication entitled Oesterreichisches Volks- und Mittelschulwesen in der Periode von 1867-1877 (Austrian elementary and secondary schools in the period from 1867 to 1877), by Dr. A. Egger-Mollwald, Vienna, 1878, Austria had in 1875 15,166 elementary schools with 31,196 teachers and 2,134,683 pupils. The school pop¬ ulation (6 to 14 years) was, in the same year, 3,122,863. For secondary schools there were, in 1876-’77, 78 Gymnasien, with 1,652 teachers and 24,810 pupils ; 13 Progym- nasien, with 134 teachers and 1,518 pupils ; 23 Eealgymnasien (without the higher classes), with 241 teachers and 2,934 pupils ; 27 Eealgymnasien (with the higher classes of a Gymnasium), with 511 teachers and 6,444 pupils; 7 Eealgymnasien (with the higher classes of a Gymnasium and a Eealschule), with 174 teachers and 2,466 pupils ; 3 Eeal¬ gymnasien (with the higher classes of a Eealschule), with 44 teachers and 386 pupils; 58 Eealschulen of the first rank, with 1,220 teachers and 18,679 pupils, and 20 Eeal- schulen of the second rank, with 207 teachers and 2,473 pupils. For the training of teachers there were 41 male seminaries, with 590 teachers and 8,195 pupils, and 26 female seminaries, with 329 teachers and 3,528 pupils. Superior education is supplied by seven universities situated at Vienna, Prague, Gratz, Innsbruck, Cracow, Czemowitz, and Lemberg. These universities have 811 pro¬ fessors and 9,142 students. Special schools are very numerous in Austria. There are 47 schools of theology, 1 high school of agriculture, 1 academy of fine arts, and an academy of drawing. The statistics of the foregoing higher special schools have not been received by this Office, but Dr. Egger gives in his work above referred to the following data concerning lower special schools: There were, in 1875-’76, 57 commercial schools (Handels-Lehr- anstalten), with 332 teachers and 6,005 pupils; 185 industrial and drawing schools (Gewerbe- und Zeichenschulen), with 782 teachers and 18,440 pupils; 155 art and music schools, with 479 teachers and 8,509 pupils ; 76 schools of agriculture and for¬ estry, with 429 teachers and 2,055 pupils ; and 6 mining schools, with 16 teachers and 124 pupils. EDUCATION IN FOREIGN COUNTRIES. CXLI Courses of study in Austrian scJiools. — Tlie following tables give the courses of study in the various schools of Austria and comparative statistics for the period of ten years, 1866 to 1876 : Course of study of an ungraded school with three divisions. First division. Second division. Third division. Branches of instruction. First school year. Second, third, and fourth school years. Fifth, sixth, sev¬ enth, and eighth school years. TJ ftli cri nn s in stm oti on _ _ Hours a week. 2 Hours a %oeek. 2 10 4 Hours a week. 2 Mother tongue ......... _ .......... _ 12 10 A ri th m oti o, _ _ 4 4 "N^atinral history _ _ _ 1 c 2 Geography and history _ ................ \ ^ \ 2 "Writing _ _ _ _ _ y i 2 2 "Dr.awinp- a,nri o1onienta,ry rrongraphy _ 2 dS Singing . . . . . . 61 61 61 Gymnastics . . . . . 2 2 Total number of hours a week . 19 25 28 a For girls, 1 hour. 6 In half-hour lessons. Besides the above branches, girls receive instruction in needlework. Course of study of a graded elementary school for boys loitJi eight classes. Branches of instruction. First class. First school year. Second class. Second school year. Third class. Third school year. ’ Fourth class. Fourth school year. Fifth class. Fifth school year. Sixth class. Sixth school year. Seventh class. Seventh school year. Eighth class. Eighth school year. Hours. Hours. Hours. Hours. Hours. Hours. Hours. Hours. Eeligion . . 1 1 2 2 2 1 1 1 Mother tongue . 12 10 9 9 6 4 4 3 Geography and history . 1 2 3 3 3 3 Natural history . . 1 1 3 4 4 5 Arithmetic . a3 4 4 4 4 4 4 4 Geometry and geometrical drawing. 1 3 3 3 Freehand drawing . dl dl 2 2 4 4 6 Writing . 2 2 2 2 1 1 Singing . dl dl dl dl dl 1 1 1 Gymnastics, . dl dl 2 2 2 2 2 2 Total number of hours a week 18 20 23 25 26 27 27 23 din half- hour lessons. CXLII EEPORT OF THE COMMISSIONER OF EDUCATION. Course of study of a graded elementary school for girls with eight classes. Branches of instruction. First class. First school year. Second class. Second school year. Third class. Third school year. Fourth class. Fourth school year. Fifth class. Fifth school year. Sixth class. Sixth school year. Seventh class. Seventh school year. Eighth class. Eighth school year. Hours. Hours. Hours. Hours. Hours. Hours. Hours. Hours. Eeligion . 1 1 2 2 2 1 1 1 Mother tongne . 12 10 9 8 5 4 4 4 Geography and history _ - . 1 2 3 3 3 3 Eatural history . . . . . 1 1 3 4 4 4 Arithmetic . a3 4 3 3 3 3 3 3 Geometry (elements) . 1 1 1 Preehand drawing . ctl al 2 2 3 3 3 "Writing . . . . . 2 2 2 1 1 1 Singing . al al al al al 1 1 1 Gymnastics . . . al al 2 2 2 1 1 1 Needlework . 3 3 3 4 4 6 Total number of hours a week . 18 20 25 26 26 26 26 26 a In halE-liour lessons. Course of study of a male teachers’ seminary. Branches of instruction. First year. Second year. Third year. Fourth year. Eeligion . . . . . . . . . Hours. 2 Hours. 2 Hours. 1 Hours. 1 Pedac'OP'y, with practical exercises and conferences _ 3 5 9 Mother tongue . . . . . .... _ _ _ 4 4 4 4 Geography . . . . . . . . . 2 2 2 1 History and constitution _ .... _ _ _ ................ _ 2 2 2 2 Math em a tics and geometrical drn.winpf.- _ _ _ 5 4 3 2 Natnral history _ _ 4 4 5 3 Agriculture. ..... .......................a............................ 2 2 Writinor . _ _ _ _ 1 Freeh a nr] dra.wing _ _ _ 2 2 2 1 "Violin _ _ _ _ 2 2 2 2 Sinpnnv _ _ _ _ ..... 2 2 1 1 _ _ _ __ _ _ 2 2 1 1 'N'nmher of honra a, wPioTr . - - . 28 29 30 29 EDUCATION IN FOREIGN COUNTRIES. CXLIII Course of study of a female teacher^ seminary. Brandies of instruction. Religion . Pedagogy, with practical exercises and conferences Mother tongue . Geography . History . Arithmetic and geometry . Natural history . Writing . Freehand drawing . Singing . Needlework . Gymnastics . . . Number of hours a week . First year. Second year. Third year. Fourth year. Hours. Hours. Hours. Hours. 2 2 1 1 3 5 9 4 4 4 4 2 2 2 1 2 2 2 1 4 3 2 1 4 1 4 5 3 2 2 2 1 2 2 2 2 2 2 2 2 2 2 1 1 27 28 28 26 Ol)ligatory course of study of Bealgymnasien, Progymnasien, and Eealschulen of the second rank. Realgymnasien. Branches of instruction. First class. Second class. Third class. Fourth class. Total. Gymnasien. Realschnlen. Gymnasien. Realschulen. a .2 ‘S3 c3 o a (>5 o d o Hours. Hours. Hours. Hours. Hours. Hours. Honors. Hours. Religion . 2 2 2 2 2 2 8 8 German . 3 3 3 3 3 3 12 12 Latin . 8 8 6 6 6 6 28 28 Greek _ _ _ 4 4 8 Freneh _ _ 3 3 6 History . 2 1 1 2 2 5 5 Mathematics . 3 3 3 3 3 3 12 12 Geography . 3 2 2 2 2 2 9 9 Viiafnry .... 3 3 6 6 Physics _ ......................... 3 3 niipmiatry ... 1* n Geometrical drawing . > Freehand drawing . \ 3 3 2 4 2 4 10 14 Total . 25 26 26 27 27 28 104 106 CXLIV EEPORT OF THE COMMISSIONER OF EDUCATION, Ohligatory coursQ of study of Bealgymnasien, Progymnasien, and BealschuUn of the second ranlc — Continued. Brandies of instruction. Progymnasien. Bealschulen of the second rank. Hrs. Hrs. Hrs. Hrs. Hrs. Hrs. Hrs. Hrs. Hrs. Hrs. E^ligion . German . Latin . Greek . Prenck . History . klathematics . Geography . natural history .... Physics . Chemistry . Geometrical drawinj Preehand draining . Total . 2 4 8 3 2 22 2 2 2 4 3 3 8 6 6 5 4 2 12 3 3 3 2 2 2 2 1 . 1 3 23 24 25 26 2 2 4 4 4 4 2 2 3 3 2 2 3 . 4 2 3 3 2 4 2 2 3 3 4 28 8 15 16 6 13 3 15 12 109 Course of a Bealschule of the first ranlc. Branches of instruction. Eeligion . German language and literature . . . Prench . English . . . . . . Geography . History and elements of Austrian constitution. Mathematics . Geometrical dra'vv^ing and descrip¬ tive geometry. natural history . Physics . . Chemistry . . Preehand drawing . . Penmanshiii . Total hours a week . Pirst class. Second class. Third class. Pourth class. » Pifth class. Sixth class. Seventh class. Total. Hours. Hours. Hours. Hours. Hours. Hours. Hours. Hours. 2 2 2 2 8 4 4 4 3 3 3 3 24 5 4 4 3 3 2 2 23 3 2 2 7 3 2 2 2 9 2 2 2 3 3 3 15 3 3 3 4 6 5 5 29 6 3 3 3 3 3 3 24 3 3 3 2 3 14 4 2 4 4 14 3 3 3 2 11 4 4 4 4 4 4 24 1 1 2 27 28 28 28 31 31 31 204 EDUCATION IN FOREIGN COUNTRIES, CXLV Statistics of Gymnasien and Progymnasien in 1866- G7 and 1876-77. Provinces. 1 18G6-T7. 1876-’77. Number. Teachers. Pupils. Graduates. 1 Number. Teachers. Pupils. Graduates. a. Gymnasien in : Lower Austria . 8 168 3, 105 290 9 218 3, 021 181 Upper Austria . 3 62 874 67 2 44 589 41 Salzburg . 1 22 375 37 1 21 183 19 Styria . . . 3 66 1,265 149 4 74 1,075 95 Carintbia . . 1 19 427 37 1 17 256 19 Carniola . 2 37 791 73 1 23 421 32 Trieste . . . 2 32 460 33 2 33 388 21 Goritz and Gradisca . 1 23 371 13 1 21 275 17 Istria . 1 17 170 17 2 31 207 14 Tyrol . 7 116 1,614 143 7 123 1, 452 138 V orarlberg . . . 1 19 355 12 Bohemia . 18 315 7,013 696 19 360 5, 065 402 Moravia . . 6 122 2, 778 161 7 157 3, 000 204 Silesia . 3 59 1,082 82 3 66 850 34 Galicia . 14 259 6,399 455 14 361 6, 186 466 Bukowina . 2 43 779 56 2 47 808 02 Dalmatia . 4 52 565 30 3 51 434 48 Total . 77 1,431 28, 423 2, 351 78 1, 6.52 24, 810 1, 793 b. Progymnasien in : Lower Austria . . 1 8 80 Carintbia . . . 1 10 51 1 11 57 Carniola . 1 7 • 83 1 10 53 Istria . . . . . 2 10 76 Bohemia... . 7 45 721 3 24 282 Moravia . . . 3 22 270 3 40 453 Galicia _ j. _ - 4 25 534 3 29 478 Bukowina . 1 11 123 Dalmatia . . . 1 9 72 Total . 19 127 1, 815 13 134 1, 518 Grand total . 96 1, 558 30, 238 2, 351 1 91 1,786 26, 328 1,793 E— X CXLVI KEPORT OF THE COMMISSIONER OF EDUCATION. Statistics of Bealgymnasien in 1866-’67 and 1876-’77. Provinces. 1866-’67„ 1876-’77. a. Bealgymnasien tvithout the higher classes in; Lower Austria. Styria . Carniola . Boliemia . Moravia . Silesia . 556 55 13 224 152 9 108 58 10 499 113 69 1,440 742 71 Total 84 23 241 2, 934 h. Bealgymnasien with the higher classes of a Gymnasium in : Lower Austria , Upper Austria. Carniola . Carintbia . Bohemia . Moravia . Silesia . Galicia . Dalmatia . 23 451 16 145 31 15 16 135 63 12 78 16 1, 902 247 114 150 1, 961 830 122 1,002 116 34 Total 23 451 16 27 511 c. Bealgymnasien with the higher classes of a Gymnasium and a Beal- schule in : V orarlberg Bohemia ... Moravia ... Total d. Bealgymnasien with the higher classes of a Bealschulc in ; Lower Austria. Styria . Bohemia . Total . Grand total. 10 107 1, 438 21 127 26 6,444 136 1,952 378 2, 466 148 110 128 60 970 EDUCATION IN FOREIGN COUNTRIES. CXLVII Stafistics of Bealschulen in lS66-’67 and 1876-77. Provinces. 1366- ’67. 1876-’77. Number. Teachers. Pupils. Graduates. Number. Teachers. Pupils. Graduates. a. Bealschulen of the first rank in : 10 187 2, 518 9 237 3, 169 • 179 1 16 253 2 86 436 24 1 15 192 1 22 222 15 1 23 372 3 50 652 44 1 20 184 1 18 242 24 1 17 210 1 23 336 23 Trieste . 2 33 657 22 1 13 177 1 19 197 7 Istria . 1 13 108 5 Tyrol and V orarlberg . . . 1 15 144 2 32 388 26 Bohemia . 11 177 3, 455 15 286 5, 613 373 Moravia . 3 55 1, 424 9 178 3,212 184 Silesia . 1 19 436 4 83 1, 099 56 Galicia . 1 21 382 5 140 1, 849 174 Bukowina . 1 16 293 25 390 49 Dalmatia . 1 12 111 1 14 109 13 Total . 35 606 10,151 58 1, 220 18, 679 1,218 b. Bealschulen of the second rank in : Lower Austria . 1 8 45 5 67 935 Upper Austria . 1 10 77 Trieste . 1 10 239 Istria . - . - - . 1 10 46 Tvrol . 1 7 49 3 24 160 Vorarlberff . 1 6 44 Bohemia . . . 1 7 60 3 32 590 Moravia . 2 17 222 5 44 523 Galicia . 4 38 319 1 12 87 Bukowina . 1 9 76 Dalmatia . 1 7 33 1 9 56 Total . 13 110 1, 088 i 20 207 2, 473 Grand total . . . 43 716 11,239 78 1, 427 21, 152 1, 218 CXLVIII REPORT OF THE COMMISSIONER OF EDUCATION. Statistics of teachers' seminaries in 1872 and 1876-77. Provinces. 1872. 1876-’77. Number. Teachers. Pupils. Graduates. Number. Teachers. Pupils. Graduates. a. Male teachers' seminaries in : Lower Austria . 3 28 150 40 4 52 691 47 Upper Austria . 1 14 65 10 1 14 223 12 Salzburg . 1 11 53 11 1 14 134 16 Styria . . . 2 21 120 21 2 27 432 33 Carinthia . 1 15 88 8 1 15 261 53 1 7 39 6 1 10 105 Coast land . 3 25 53 16 1 15 139 18 Tyrol . 3 22 111 32 3 27 264 36 Vorarlberg . 1 8 31 9 1 12 63 8 Bohemia . 10 83 571 132 11 155 2, 765 328 Moravia . 3 31 208 81 4 79 1, 344 216 Silesia . 3 40 144 37 3 52 853 112 Galicia. . . 6 57 > 290 28 6 89 709 63 Bukowina . 1 10 22 1 18 137 10 Dalmatia . 1 9 33 5 1 11 75 17 Total . . . 40 381 1,978 436 41 590 8, 195 969 b. Female teachers' seminaries in: Lower Austria . 2 25 206 ’ 37 5 66 677 106 Upper Austria . 1 9 40 1 8 138 34 Styria . 1 13 91 9 2 21 175 44 Carinthia _ _ _ _ 1 16 75 1 7 89 19 Carniola . 1 7 39 1 11 130 26 Trieste . 1 7 33 12 1 16 145 46 Goritz and Gradisca . 1 , 8 27 2 1 16 107 5 Tyrol . 2 19 126 26 3 25 241 68 Bohemia . 2 21 216 40 2 39 668 315 Moravia . . . . . 2 19 121 3 48 401 75 Silesia . 1 11 79 _ 21 1 17 156 59 Galicia . 3 36 242 18 3 41 469 76 Bukowina . . . 1 5 92 15 Dalmatia . 1 9 12 4 1 9 40 Total . •. . 19 200 1, 307 169 26 329 3, 528 888 EDUCATION IN FOREIGN COUNTRIES. CXLIX Statistics of teachers' examinations 7.n 1872 and 187G-’77. Provinces. 1872. 1876-’77. Number of candidates examined. Number of candidates who passed. Number of candid ates examined. Number of candidates who passed. Males. Females. Males. Females. o5 o i Females. Males. Females. Lower Austria . 504 84 378 76 171 67 136 64 Upper Austria . 58 17 36 11 49 3 36 3 Salzburg . 35 22 31 19 20 12 16 10 Styria . 80 16 55 10 19 3 13 3 Carintbia . 63 4 38 4 39 5 27 2 Carniola . .... 33 21 26 19 26 3 18 2 Trieste . 26 26 17 23 Goritz and. Gradisca . 36 13 28 7 13 2 9 Istria . 11 7 Tyrol . . . 76 107 55 ■ 68 26 47 20 38 Yorarlberg . 21 1 11 1 23 11 17 10 Bohemia . 645 66 517 59 374 43 312 40 Moravia . . 245 33 219 29 172 32 144 32 Silesia . . 48 4 40 4 52 12 48 10 Galicia . 41 51 31 34 440 21*3 322 204 Bukowina . . 8 3 6 2 3 1 3 Dalmatia . 11 2 9 2 Total . 1,919 468 1,488 366 1,449 456 1, 137 420 Statistics of commercial schools in 1871-72 and 1875-’7G. Provinces. • 1871-’72. 1875-’76. Number. Teachers. Pupils. .a s p Teachers. Pupils. Lower Austria . 17 133 4,009 16 130 3, 045 Upper Austria . 1 5 65 3 12 113 Salzburg . 2 7 53 2 4 57 Styria . 2 3 52 4 12 228 Cariuthia . . . 1 7 49 1 6 37 Carniola . 1 17 175 2 18 192 Trieste and territory . 3 21 131 3 23 118 Tyrol . 1 10 54 1 5 70 Bohemia . 4 18 347 15 74 1,407 Moravia . . . 5 26 331 5 27 589 Silesia . . . . . . . . 1 4 52 Galicia . . . . . . . . . . . . . ...... 3 16 63 Bukowina . 1 1 34 1 1 34 Total . 38 248 5, 300 57 332 6, 005 CL EEPORT OF THE COMMISSIONER OF EDUCATION, Staiistics of industrial and drawing schools in lP71-’72 and 1875-76. Lower Austria . Upper Austria . Salzburg . Styria . . Carintbia . Carniola . . Trieste and territory, Goritz and Gradisca . Tyrol . Vorarlberg . Bohemia . Moravia . Silesia . Galicia . Bukowina . . Total . 1871-’72. 4, 027 110 228 349 125 535 1,384 1,468 1875-’76. 312 40 19 30 29 12 18 1 18 1 179 73 15 24 11 45 148 8,226 185 782 6, 506 989 333 592 636 216 736 120 330 116 4, 921 2,404 250 250 41 18, 440 Pi’oviuces. Statistics of schools of art and music in 1870-’71 and 1875-76. ProviTiGes. 1870-’71. 1875-’76. Number. Teachers. Pupils. Number. Teachers. Pupils. Lower Austria . . . 52 131 2, 020 55 196 2, 771 Upper Austria . . . 3 8 257 4 11 334 Salzburg . 1 20 y3 1 10 122 Styria . . . . . 4 16 264 3 15 243 Carniola . 1 3 57 1 4 138 Trieste and territory . 2 2 78 2 3 249 Goritz and Gradisca . 1 3 40 2 3 67 Istria . . . . . . . . . 3 3 79 Tyrol . . 1 12 299 3 22 302 Bohemia . . . 24 36 1,111 62 132 2, 838 Moravia . 12 28 613 9 23 619 Silesia . . . . . . 3 3 83 1 1 30 Galicia. _ _ _ _ _ _ _ _ 5 32 464 Bukowina . 2 5 30 2 6 73 Dalmatia . . . 2 3 77 2 18 180 Total . 98 273 5, 126 155 479 8, 509 EDUCATION IN FOREIGN COUNTRIES. CLI Statistics of schools of agriculture and forestry in 1871-72 and 1875-76. Provinces. 1871-’72. 1875-’76. Number. Teachers. Pupils. 1 p Teachers. Pupils. Lower Austria . 4 36 241 12 87 461 Upper Austria . 1 3 14 2 4 26 Styria . . 2 6 50 6 21 171 Carintliia . 1 2 34 3 16 52 Carniola . 1 4 10 2 7 13 Goritz and Gradisca . . 1 5 22 2 12 126 Tyrol . 6 25 104 Bohemia . . 9 75 362 15 105 550 Moravia . . . 9 41 213 13 66 245 Rilesi.a _ _ _ _ _ _ 1 5 25 4 19 95 Galicia . 3 14 89 9 56 182 Buliowina . 1 5 19 1 7 17 Dalmatia _ _ _ _ 1 4 8 Total . . . . . . . 33 19G 1,079 76 429 2, 055 Statistics of mining schools in 1867 and 1875-76. Provinces. » 1867. 1875-’76. Number. Teachers. Pupils. Number. I Teachers. Pupils. 1 Styria . . . . . . . 1 7 22 GiiTlTithia. _ _ _ _ _ _ - 1 2 11 Bohemia . 2 6 90 2 2 62 ^loravia . . . . . 1 3 19 Galicia . 1 5 11 1 2 10 Total . 101 H 16 124 CLII EEPORT OF THE COMMISSIONER OF EDUCATION. Statistics of elementary schools in 1865 and 1875. Provinces. 1865. 1875. Number. Teachers. Pupils. N umber. rS § H Pupils. Of school age. In school. Of school age. In school. Lower Austria . 1,160 2, 576 187, 857 184, 580 1,370 4, 751 278, 158 257,830 Upper Austria . 490 891 76, 396 74, 497 501 1, 006 102, 354 98, 611 Salzburg . 149 234 13, 804 13, 924 161 359 20, 444 19, 265 Styria . 689 1,250 107, 905 96, 486 735 1, 946 168, 210 124, 817 Carintbia . 317 442 32, 644 26, 828 325 561 50, 943 37, 465 Carniola . 234 308 51, 696 26, 812 261 414 58, 450 38, 454 Trieste and territory . 43 127 10, 320 6,400 48 306 17, 609 11, 211 Goritz and Gradisca . 144 128 24, 277 14, 921 221 324 35, 424 19, 216 Istria . 147 303 30, 735 9, 798 145 245 32, 621 13,914 Tyrol . — 1,750 2, 451 91, 067 96, 350 1, 322 2, 528 114, 187 103, 812 Vorarlberg . 199 320 11,844 12, 725 200 366 15, 277 15, 001 Bohemia . . . 3, 849 6, 595 643, 527 624, 933 4,500 9, 456 891, 461 787,419 Moravia . . 1, 734 2, 786 251,298 251, 890 1, 968 3, 626 334, 383 299, 091 Silesia . 425 669 59, 522 57, 684 477 842 89, 726 77, 741 Galicia . . 2, 787 3, 073 548, 316 154, 635 2, 486 3, 856 776, 122 204, 429 Buliowina . 156 196 63, 316 8, 658 185 256 75, 630 13, 345 Dalmatia . 221 280 29, 656 7, 975 261 354 61, 664 13, 062 Total . 14, 494 22, 629 2, 234, 180 1, 669, 096 15, 166 31, 196 3, 122, 863 2, 134, 683 Schools in Vienna.— In 1878 tlie city of Vienna had 171 burgher and elementary schools (Volksschulen). All these schools are free. The total number of pupils in these schools was 59,143, 28,703 boys and 30,440 girls. * The Vienna Padagogium (local teachers’ seminary) liad, in 1877-78, 92 male and 127 female students. The library of this institution has 1,267 volumes. The Female Servants’ Relief Association of Vienna has begun a school for the train¬ ing of female servants. Girls are admitted at the age of 16, and are gratuitously trained in the art of nursing children and the sick, or in cookery and other domestic work. b. Hungary, constitutional monarchy: Area, 118,172 square miles; estimated population in 1877, 15,666,000. Capital, Buda-Pesth ; population, 270,476. Minister of public instruction. Dr. A. von Trefort. Hungary, according to the Austrian Catalogue for the Paris Exposition of 1878, had in 1875 16,499 primary schools, with 23,542 teachers and 1,595,553 pupils; in 1876, 156 Gymnasien, with 1,965 teachers and 29,464 pupils ; 2 Realgymnasien, with 29 teachers and 440 pupils; 44 Realschulen, with 567 teachers and 8,170 pupils; and, in 1878, 3 universities, with 235 professors and 3,708 students. There are besides 47 schools of theology, 12 law schools, 5 academies of agriculture, 1 academy of mining and forestry, 1 commercial academy, 1 conservatory of music, 1 academy of drawing, 3 schools of mining, 8 agricultural and vinicultural schools, and 1 school of agriculture and forestry. For the training of common school teachers there are 54 male and 14 female semi¬ naries. The total number of students is 3,391. Hungary had in 1877 211 Kinder¬ garten, with 18,999 pupils. ^ Women’s education. — In the college for the higher educa;tion of women at Buda- Pesth. there were in 1877-78 four classes, attended by .221 girls. Number of ordinary EDUCATION IN FOREIGN COUNTRIES. CLIII professors, 5, 4 males and 1 female; extraordinary professors, 11, 9 males and 2 females. Age of pupils, 10 to 16 years. Hours of study per week in the i)reparatory class, 23 ; in the higher class, 27 to 28. The English language was studied by 101 pu¬ pils. The school is under the direct supervision of the minister of public instruction. Belgium, constitutional monarchy: Area, 11,373 square miles; population, in 1877, 5,412,731. Capital, Brussels; population, in 1877, 380,238. Minister of public instruction, P. Van Ilumbeeck. The political parties in Belgium struggling for the supremacy in school affairs are known as the Catholics and the Liberals. During the last ten years the liberals have endeavored to abrogate the school law of 1842, which gave the clergy an almost un¬ limited power over the education of the young. The general elections in 1878 were favorable to the liberals. They not only succeeded in getting a majority in the Cham¬ bers, but also obtained the creation of a separate ministry of public instruction, the administration of which had hitherto made part of the duties of the minister of the interior. The newly appointed minister of public instruction, M. Van Humbeeck, immedi¬ ately prepared a project of law which he submitted to the Chambers providing that the government schools shall employ none but lay teachers and laj^ inspectors, and that religion shall no longer form part of the regular course of study. It is prob¬ able that the law will pass. The following statistics have been abstracted from the official catalogue of the Belgian educational section at the Paris Exposition of 1878 : On the 31st December, 1875, there were in Belgium 4,157 communal primary schools for boys and girls, with 489,168 jiupils ; 457 adopted primary schools, with 67,955 pupils; 15 private primary schools, subject to inspection, with 3,214 pupils; 958 private primary schools, not subject to inspection, with 92,320 pupils ; 268 com¬ munal infant asylums (6coles gardiennes), with 30,244 pupils; 298 private infant asylums, subject to inspection, with 38,880 x^upils ; 363 private infant asylums, not sub¬ ject to inspection, with 28,258 pupils. The number of pupils in x)rimary schools and infant asylums is thus 750,039. For adults there are 1,623 communal schools, with 66,979 pupils; 112 private schools, subject to inspection, with 7,688 pupils; and 880 private schools, not subject to inspection, with 130,006 pupils. The total number of pupils of adult schools is thus 204,673. There are 3 state normal schools, with 312 students; 5 state normal departments, connected with secondary schools, with 321 students ; and 30 adopted normal schools (8 for males and 22 for females), with 1,782 pupils. The total number of pupils is thus 2,415. The report also places under the heading of primary schools 430 communal and private workshops for the poor, with 22,181 pujiils; 101 deaf-mute, blind, orphan, re¬ form, and prison schools, with 7,144 pupils, and 270 primary boarding schools (xiension- nats), with 16,535 pupils. The total number of jiujiils receiving primary instruction is thus 1,002,987. For secondary education there are 10 royal athenieums, with 3,679 pupils; 17 com¬ munal colleges, with 1,543 pupils; 11 endowed colleges, with 1,432 pupils; 29 colleges established by the bishops, 18 by religious orders, and 11 by lay persons, with a total number of 10,150 pupils. The secondary schools also include the so-called middle class schools (dcoles moyennes), of which there are 75, with 14^352 jiupils. Fifty of these schools, with 9,857 pupils, belong to the state and 17; with 3,521 pupils, to the communes ; 8, with 974 pupils, are endowed schools. Twenty-seven independent schools, founded by the bishops, religious orders, or private persons, contained 5,157 puxiils. The total number of secondary schools thus reaches 198 and of pupils 36,313. For the training of secondary school teachers there are 5 institutions or departments connected with higher schools. The number of students in 1875 was 45. Belgium has four universities, two of which belong to the state, one (Louvain) to the bishops, and one (Brussels) to a jirivate corporation of the liberal party. The state CLIV REPORT OF THE COMMISSIOJ^ER OF EDUCATION. universities bad, in 1877-78, 899 students, viz, Ghent, 269, and Li6ge,-630. The (liberal) university of Brussels had 015 students, and the (Catholic) university of Louvain, 1,052. The higher industrial schools number 36, with 8,592 students; the 6 Catholic theo¬ logical seminaries, 780 students; the protestant theological school at Louvain, 135 students; the 110 military schools, 13,141 students; the 4 commercial schools, 207 students; the 181 agricultural schools and courses, 18,716 pupils; and the 319 art schools, 12,856 pupils. From the foregoing it appears that there were, in 1875, 10,847 institutions of learning in Belgium, and that about one-fifth of the population attend school. The total amount spent from 1862 to 1873 by the government, provinces, com¬ munes, and families for education is 209,053,216 francs (1 franc = 19.3 cents). From 1831 to 1873 the government alone has spent for primary, secondary, and superior- education, 152,504,225 francs. Denjlvrk, constitutional monarchy : Area, 14,553 square miles; population in 1878, 1,940,000. Capital Copenhagen ; population, 230,000 ; minister of public instruction, A. C. P. Linde. According to the Catalogue de la Section Danoise ^ I’Exposition Universelle de Paris, every child in Denmark from 7 to 13 has to attend school. There are primary schools in every commune. The number of teachers in the rural districts is 2,796 and in the cities 485. Besides the primary schools there are in the rural districts 53 farmers’ high schools. These schools were begun in 1844 by Bishop Grundtvig. In the cities, technical evening and Sunday schools have been established for young mechan¬ ics. The number of these schools is about 50. Among the Sunday schools the most important are those founded by Pastor Massmann in 1800. They number 7, and give gratuitous instruction to 800 pupils. Prominent among the evening schools are the schools of the Technical Society of Copenhagen, with 1,400 pupils. The principal branch of instruction in these schools is drawing. For secondary instruction there are 14 state schools and several private institutions. Copenhagen is the intellectual centre of the kingdom. We find there a university, an academy of fine arts, a polytechnic institute, a school of veterinary surgery and agriculture, a conservatory of music, a royal library with 500,000 volumes, a university library with 270,000 volumes, and several museums, among which the museum of northern antiquities and the Thor waldsen museum are especially noteworthy. In 1877, the Copenhagen schools contained 11,406 pupils, and the expenses of the city for educa¬ tion amounted to ^17*2,120. The University of Copenhagen will complete the fourth century of its existence on the 1st of June, 1879. In the middle ages young Scandinavians wishing to cultivate their minds and widen their field of knowledge had to seek instruction at foreign high schools. At Bologna, Padua, and Paris, there were ^colonies of Scandinavian noble¬ men and future ecclesiastics ; Oxford and Cambridge attracted a smaller number, but generally more distinguished pupils; later on, the universities of Rostock, Prague, Cologne, and Erfurt were preferred. As early as in the beginning of the fifteenth cen¬ tury efibrts were made to establish native colleges for the advancement of the sciences and the education of priests and statesmen. King Ericus, of Pomerania, obtained in the year 1419 a papal license for founding a university at which no theology was to be taught ; but even this scanty privilege was made dependent on the condition that the schools should be opened within the space of two years, and, as the poverty of the royal treasury did not permit the realization of the scheme within this short period, the papal grant was cancelled. Fifty-five years later, Pope Sixtus IV addressed a bull to the archbishop of Lund, primate of Denmark, granting the establishment of a stu- dium generate, comprising all the faculties, with the right of conferring degrees of the same kind and to the same extent as the University of Bologna. The cathedral towns of Roskilde and Lund competed for the honor of receiving the new univer¬ sity, but Copenhagen, since 1448 the residence of the kings, was preferred, and a royal letter patent, dated October 4, 1478, gave the foundation act of the university. The archbishop of Lund and the bishop of Roskilde gave their consent, rejoicing EDUCATION IN FOREIGN COUNTRIES. CLV “that the children of these realms no longer be compelled to visit foreign nations in order to become adepts of science and to beg knowledge from others.” A learned master of arts and medicine, Petrus Alberti, was sent out to collect from German universities professors and teachers, and on May 16, 1479, he made his entry into Copenhagen with the small army he had engaged. The solemn inauguration of the university was performed June 1, 1479, and a few days later the lectures began. Finland, grand ducby, dependency of Eussia : Area, 114,222 square miles ; population in 1876, 1,941,255 capital, Helsingfors; population, 34,579. According to the Notice Statistique prepared for the Paris Exposition of 1878 by K. E. F. Ignatius, of Helsingfors, Finland in 1876-77 had 448 public primary schools, 129 in the towns and 319 in the rural districts. The teaching corps numbered 5.32 persons, 231 males and 301 females. Of this number 298 had received their training in a teach¬ ers’ seminary and 30 had studied at the university. The number of pupils was 20,279, 10,996 boys and 9,283 girls. There were, besides, 45 private primary schools, of which the number of pupils is not given. The number of children receiving no instruction was 6,983, of whom 1,801 were naturally incapacitated. For secondary education there were 14 state lyceums and 4 private lyceums, with 236 teachers and 2,341 pupils ; 18 higher industrial schools, with 105 teachers and 688 pupils ; 17 lower secondary schools, with 43 teachers and 455 pupils ; 7 high schools for girls, with 68 teachers and 744 pupils. There were, besides, several private high schools for girls, the statistics of which are not given. For special instruction there were a polytechnic school, with 16 professors and 118 students, in 1872; 2 technical schools, with 15 professors and 125 students; 6 naval schools, with 25 professors and 229 students ; 1 military school, with 17 professors and 122 students; 2 schools of agriculture; 2 of commerce; 29 apprentice schools, with 79 teachers and 2,111 pupils ; 2 institutions for the blind, with about 50 inmates ; and 4 schools for deaf-mutes, with about 100 inmates. The university founded at Abo in 1640 was transferred to Helsingfors in 1828. In 1878 it had 60 professors and assistants and 978 students. France, republic : Area, 201,900 square miles ; population in 1878, 36,905,788; capital, Paris ; population in 1876, 1,988,806 ; minister of public instruction, A. Bardoux. Few countries have been more active in educational affairs during the last few years than France. The minister of public instruction, M. Bardoux, has published complete reports on the condition of primary, secondary, and superior education. The first vol¬ ume of the report on primary education covers 289 large quarto pages, and the second volume, now in course of preparation, promises to be of equal size. The report on sec¬ ondary schools covers 478 large quarto pages, and the report on superior instruction, 1,121 pages. There is, besides, a very interesting report on education in the department of the Seine, by M. Gr^ard, covering 889 folio pages. Primary instruction. — From the report on x)rimary education the following data have been abstracted : In December, 1876, there were in France 4,502,894 children between the ages of 6 and 13, 2,278,295 boys and 2,224,599 girls. There are proportionately more children in the rural districts than in the cities ; 61 per cent, in the former and 39 per cent, in the latter. For the instruction of these children in 1876-77, France had 71,547 primary schools of all kinds. Of this number 9,352 were entirely free, but all the public schools and a large number of private schools receive children free of cost, besides their paying pupils. The schools are divided into 25,418 schools for boys, 29,126 schools for girls, and 17,003 mixed schools. The lay schools numbered 51,657. The total number of teachers of public and private primary schools of all kinds is 110,709, of whom 58,992 are women. Of the 110,709 teachers, 64,025 are lay persons— 42,249 men and 21,776 women, and 46,684 belong to religious orders— 9,468 men and 37,216 women. Of the teachers, 68,997 possess diplomas of capacity: 40,171 lay male teachers, 19,325 lay female teachers, 3,768 religious male teachers, and 5,733 religious female teachers. There are thus 41,712 teachers without diplomas of capacity. CLVI REPORT OF THE COMMISSIONER OF EDUCATION. The total number of pupils in all the public and private primary schools in 1876-’77 ■was 4,716,935, 2,400,882 boys and 2,316,053 girls. Of this number 1,907,027 boys and 1,835,349 girls — in all, 3,742,376 children — were of school age, 6-13. But to this number must be added 64,1.55 children between the ages of 6 and 7 years who attended the salles d’asile, and 71,620 boys below 13 years of age who were found on the rolls of secondary schools. From the foregoing it appears that 624,743 children of school age (6-13) — 270,680 boys and 354,063 girls — received no schooling in 1876-77. Adult schools. — In 1876-77 there were 22,133 adult schools formen and 5,284 for women. These schools are directed by public school teachers and were attended by 500,043 men and 105,510 women. For musical instruction there were 423 schools, giving instruction to 10,958 men and 491 women. The branches of instruction in the adult schools are drawing, elements of geometry, book-keeping and commercial arithmetic, history and geography, physical sciences, and the French language. School libraries. — In 1877 France had 19,254 school libraries, with 1,943,688 volumes. Daring the year 1877, 1,337,156 volu mes were lent. Normal schools. — In 1877 France had 79 normal schools, including 1 in Algeria, for male teachers, with 79 directors, 847 teachers and assistants, and 3,587 pupils. The course of study lasts three years. The total expenditure for five years (1872-1876) for these institutions amounted to 13,913,860 francs. Of this amount the state paid 1,195,360 francs, the departments 10,216,542 francs, and the communes and families 2,501,958 francs. For the training of female teachers France had, in 1877, 18 normal schools, with 18 female directors, 121 teachers and assistants, and 715 pupils. There were besides 62 normal courses in private schools, with 1,385 female pupils in 1877. There were also 8 x^rivate normal courses for male teachers, 5 of which were con¬ nected with Protestant schools. The private normal courses generally received state or dex^artmental subsidies. Cost of primary education. — The total expenses for primary education in 1876 amounted to 83,078,734 francs, or about 2.25 francs for every inhabitant. A*s about 3,823,000 children are benefited by primary instruction, the cost of their training amounted to 21.50 francs a year for every child. The Paris Exposition and primary school teachers. — In order to enable primary school teachers to visit the Paris Exposition the French Chambers apx^ropriated 100,000 francs and xdaced this amount at the disposal of the minister of x^ublic instruction. A com¬ mittee was appointed to make the necessary arrangements. They decided to invite 1,000 teachers, 90 school inspectors, 80 directors of normal schools, and 80 normal school teachers. These 1,250 delegates were invited to attend the educational conferences arranged for them at the Sorbonne. T he opening speech was made August 16, 1878, by M. Casimir Perier, under secretary in the ministry of public instruction, worship, and fine arts. The first conference was held on the same day by M. E. Levasseur, of the Institut de France. He spoke of the teaching of geography, which is one of M. Levasseur’s favorite subjects. The second conference was held by M. B. Berger, in¬ spector of x>rimary schools and late delegate of the French Government to the Phila¬ delphia Exhibition. His subject was the teaching of the mother tongue. M. Berger has already published several very interesting text books for French schools, and his excellent conference shows that ho knows the art of imparting the mother tongue to young pupils. The third conference was held by M. Brouard, inspector general of i^ri- mary schools. This gentleman exxilaiued the method of teaching history in the primary schools. The fifth conference was given by M. G. dost, inspector of primary schools at Paris. His subject was teachers’ conferences and educational libraries. The sixth con¬ ference — on the teaching of TJhysical and natural sciences in primary schools — was given by M. Maurice Girard. On the 28th of August M. Bardoux, minister of public instruction, ax)peared for the first time at the conferences, he having been officially detained from attending earlier. Pie delivered the following address: Gentlemen : I am not going to make a speech ; I am going to talk familiarly to you. I wish you first a hearty welcome, and I congratulate you on your punctuality in attending these conferences. I have very much regretted that my functions as EDUCATION IN FOREIGN COUNTRIES. CLVII member of tbe council general have prevented mo from attending your meetings from the beginning, but I shall make up for tbe lost time and give you a good example. I am informed that more than 12,000 teachers have expressed their willingness to visit tbe Paris Exposition and to profit by the instructive lectures which several eminent men have prepared for them. I need not assure yon, gentlemen, of the devotion of the republic to you. Facts speak for themselves, and 1 hope that the future will furnish you new proofs, not only, I repeat it, of our devotion to you and to your interests, but also to the noble cause of primary education, without which the great French democracy could not prosper, grow, and bear fruit. Allow me now to call your attention to a few special points : I want to recommend to you the establishment of cantonal teachers’ conferences. You cannot be good teach¬ ers unless you are continually learning yourselves, and you cannot instruct children successfully unless you study every day the progress of the art of teaching. The edu¬ cational conferences which are to be established in the different cantons will be of great advantage; they will strengthen you and bring you closer together; they will enable you, under the direction of your inspectors, to get acquainted with new methods of teaching and with the latest improvements in school apparatus. I recommend you to attend those meetings as regularly as possible. We also intend to establish educational libraries all over the country, and we shall endeavor to give you perma¬ nent cantonal museums. I recommend you above all to create among you an esprit de corps and to help one another. In order to accomplish this we can do nothing better than to establish mutual relief associations for teachers in every department. I favor these associations not only from the standpoint of the material advantages they offer you, but I also look for moral advantages from them. I have still something else to recommend to your zeal. Make great efforts to incul¬ cate in your x^upils a love of reading and of saving. Our school libraries grow from day to day, but you know as well as I that to learn to read is nothing : it is necessary to learn to be fond of it. The teacher has to endeavor above all to make his pupils fond of books, for the good book that you place in the hands of the child will be taken home, where it will have a moralizing influence. You see now why you have to make your pupils fond of books and of reading. Finally, think of our school savings banks. If France is strong, if France is great, if France has regained her fame, it is due to the habit of saving. I cannot therefore entreat you enough to impart this habit to your pupils. Order and economy in school bring order and economy into the family. Our school savings banks are institutions which cannot attract your sympathies too much. In concluding, I recommend you never to get discouraged in your efforts and in the fulfilment of your duties. You may be sure that you do more than anybody else to give moral power to your country. Be proud of your modest task and devote yourselves entirely to it. You will be rewarded for your zeal not only by your own conscience and tbe sentiment of duty which God has placed in all of us, but also by the esteem of your fellow citizens. At the end of your life you will be able to say : I have ac¬ complished a good work ; I have taught the children intrusted to my care a love of duty and a love of their country ; I have made intelligent men of them. You will feel then a great consolation, and the entire country will be thankful to you and honor your memory. I once more entreat you earnestly to devote yourselves entirely to your professional duties. On the same day, M. Michel Brdal, member of the Institut de France and professor at the College de France, gave the seventh conference on the teaching of the French language in primary schools. The eighth conference was given by Dr. Riant, on school hygiene ; the eleventh, on singing in schools, by M. A. Dupaigne ; the twelfth, on elementary chemistry, by M. Lies-Bodart, and the thirteenth and last, but j)rob- ably oxie of tbe most interesting conferences, by M. F. Buisson, inspector general of primary schools, late president of the French delegation to the Philadelphia Exhi¬ bition. His subject was the intuitive method (I’enseignemeut intuitif). At the close of the conferences, M. Bardoux, minister of x)ublic instruction, delivered the follow¬ ing farewell address : Gentlemen: I thank your colleague whom you have delegated to convey your thanks, not to me, but to the government of the republic. As you are going to leave Paris, we want to mark the close of your visits to the exhibition by a few parting words — visits for which, in a feeling of esteem and confidence for you, the govern¬ ment has made a special appropriation. Wo also want at the same time to publicly express our feelings of gratitude to the distinguished gentlemen who in the confer¬ ences of which the recollections will be lasting, have addressed to you profound and practical ideas relative to everything concerning primary education. [Here the min¬ ister gave a short rdsumd of the conferences held, and then continued :] You will study CLVIII EEPORT OF THE COMMISSIONER OF EDUCATION. them, and we shall study them, too, gentlemen, in order to derive from them informa¬ tion relative -to useful reforms to he introduced into our system. May they therefore remain engraved in our memories. You are going to leave us ; you are returning to your departments, after having studied and seen near by the marvels of the human mind under all forms in this astonishing and unique universal exhibition. The government of the republic, also, by inviting you to the matinees at the Com^die Frangaise, wanted you to admire our great dramatic works; we wanted you to derive from your visit to Paris a still more profound love for France, and judge for yourselves of the efforts made during eight years to lift her up again. We also wanted you to be able to teach your children never to fall into undeserved misfor¬ tunes. Inspire those around you with this regenerating flame and cultivate a pro¬ found love for our dear country. May all these examples which have been given you, all these eloquent lessons you have heard, all these great things you have seen, make you better understand your duty and responsibility ; we intrust our children to your care ; make of them honest people and good Frenchmen. And may this year 1878 be for you not a recollection of pleasurable recreation, but an inexhaustible source of moral and patriotic regeneration — a starting point for new efforts and a still greater attachment to your modest but great functions as school teachers. Gentlemen, I bid you farewell. Bureau of education. — Another step in the right direction was the introduction in the Chambers of a project to establish a central bureau of education at Paris. When M. Bardoux, minister of public instruction, introduced the project, May 16, 1878, he said: In my expos6 accompanying the budget for 1878 I expressed my regret that France does not possess anything analogous to the National Bureau of Education at Washing¬ ton. Gentlemen, it is just such a bureau which I now desire to establish, and for which I solicit a favorable vote of the French Assembly. The institution the establishment of which I propose will be, like the Bureau of Education at Washington, above all a centre of pedagogical and statistical information. It will have no functions to exer¬ cise other than gathering and distributing information by means of special conferences of teachers, of which it would be the headquarters. These conferences will doubtless afford a good opportunity for the professional improvement of a large number of zeal¬ ous teachers, since they will find in the bureau many pedagogical and statistical pub¬ lications, both of the bureau and of leading educators. The bill submitted by M. Bardoux passed the Chambers and the bureau was organ¬ ized in connection with the new educational museum in the Palais Bourbon. The organization and direction were intrusted to one of the most zealous educators of France, M. Ferdinand Buisson. Secondary education. — The following has been abstracted from the Statistique de Penseignement secondaire en 1876, Paris, 1878 : December 31, 1876, there were in France 81 lyc6es, or higher colleges, which belonged to the state, and 252 communal colleges, which belonged to the municipalities. These establishments had 79,231 pupils, of whom 40,995 belonged to the state institutions and 38,236 to those of the municipalities. The pupils of the state institutions were made up of 20,920 boarders and 20,075 day pupils. In the year 1885 there were 77 state lyc6es, with 32,630 pupils, namely, 18,135 boarders and 14,495 day pupils. The loss of Alsace-Lorraine reduced the number of lyc^es to 74 and diminished the number of pupils by 1,389. But these 74 lyc6es which remained after the loss of territory could still show 31,231 pupils, of whom 17,514 were boarders and 13,717 day pupils. On December 31, 1876, these 74 Iyc6e3 had 38,135 pupils, namely, 19,415 boarders and 18,720 day pupils, so that they can show for the time from 1865 to 1877 an increase of 6,904 pupils. During this time 7 new establishments were founded, which add 2,830 pupils, thusbringiug up the total number of pupils in the state lyc6es on December 31, 1876, to 40,995. The 252 communal colleges had on December 31, 1876, 38,236 pupils, of whom 15,552 were boarders and 22,684 day pupils. In 1865 these colleges had 33,03*3 l^upils, namely, 12,593 boarders and 20,445 day pupils. Therefore, during the iDeriod from 1865 to 1677 those communal colleges had gained 5,198 pupils. Besides the state lycees and communal colleges, there are also private colleges (colleges fibres). These may be classified into secular and ecclesiastical. On January 1, 1877, there were 494 such secular colleges and 309 ecclesiastical ; whereas in 1835 there were 657 secular and 278 ecclesiastical colleges. Therefore, during the eleven years from 1865 to 1877, 155 secular colleges have di8a})peared, while the clerical colleges EDUCATION IN FOREIGN COUNTRIES. CLIX have increased by 31. The 494 secular institutions in 1876 had 31,249 pupils, of whom 16,870 were boarders and 14,379 day pupils. The 309 ecclesiastical establishments had 33,092 boarders and 13,724 day pupils, or altogether 46,816 pupils. In 1865, the secular colleges could show 22,909 boarders and 20,100 day pupils, or altogether 43,009. Thus, during the eleven years, the number of pupils in the secular colleges had fallen off to the extent of 11,760, while the number in ecclesiastical colleges has increased by 11,919. In the year 1865 the number of ecclesiastical colleges was to the number of secular colleges in the proportion of 2 to 5, while the number of pupils in the former was about four-fifths of those in the latter. But by January 1, 1877, these proportions were radi¬ cally changed. The clerical establishments have risen to three fifths the number of the secular colleges, while the number of their pupils exceeds by 15,567 the number of the pupils in such colleges. This excess is chiefly among the boarders ; while the secu¬ lar colleges can show only 16,870 boarders the clericals have 33,092, or nearly double. The ecclesiastical middle schools are of various classes. There are, first, the petits sper Alsace, in 1877, there were 1,273 classes for public elementary instruction. The number of teachers was 1,279. The city of Strasshurg has 10,638 children in public and private elementary and higher schools. The number of teachers is 128, 64 males and 64 females. Hamburg, free city : population, with rural districts, 388,618. Hamburg has a higher Gymnasium, with 16 classes and 483 pupils; a Realschulo, with 21 classes and 711 pupils ; a higher burgher school, with 13 classes and 369 pupils ; a higher female school, with 20 classes and 643 pupils; 79 higher private schools, with 498 classes and 10,616 pupils. The Hamburg seminary for the training of teachers has 96 students, and the male preparatory seminary 81 students. The female teachers’ seminary has 22 students, and the female preparatory seminary 118 students. For popular education there are 25 public elementary schools, with 224 classes and 5,629 male and 5,116 female pupils ; 87 denominational and private schools, with 303 classes and 108,837 pupils. There is besides a truant school, with 170 children, 154 boys and 16 girls. Of this number 102 were committed once, 36 twice, 17 three times, 9 four times, 3 five times, 2 six times, and 1 seven times. Bremen, free city: population, 142,200. Bremen has a Gymnasium, with 350 pupils; a Realschule of the first rank, with 312 pupils; 2 j)ublic Realschulen of the second rank, with 655 pupils; 1 private Real¬ schule, with 590 pupils; 4 higher private schools for boys, with 836 pupils; 8 higher private schools for girls, with 2,200 pupils ; 15 public primary schools, with 6,055 pupils ; 8 parish schools, with 4,282 pupils; 4 subsidized private schools, with 705 pupils; 2 orphan schools, with 263 pupils. The tuition fees in secondary schools are from 60 to 180 marks a year, according to the grade, and 20 marks in jirimary schools. In 1878 Bremen spent 772,100 marks for educational purposes. EDUCATION IN FOREIGN COUNTRIES. CLXV Gjieat Britain and Ireland, constitutional monarchy: Area, 121,114 square miles; population, 33,799,276. a. England and "Wales. Capital, London; population, 3,533,484. The following is abstracted from the report of the committee of the privy council on education for the year 1877 : In the year ending August 31, 1877, the inspectors visited 15,187 day schools in Eng¬ land and Wales, containing 22,033 departments and furnishing accommodation for 3,653,418 pupils. There were on the rolls the names of 3,154,973 children, of whom 1,100,116 were under 7 years of age, 1,929,523 between 7 and 13, and 125,334 above 13. Of these pupils 2,633,198 were present on the day of the inspector’s visit, while 2,150,683 were, on an average, in daily attendance throughout the year. The night schools examined during the year numbered 1,733 ; 57,785 pupils above 12 years of age were in average attendance. The inspectors found 24,841 certificated teachers at work in the aided schools, while the training colleges, from which the supjily of teachers is mainly recruited, were attended by 3,027 st udents. The following table shows the progress made in elementary education since 1870 : Years ending August 31 — 1870. 1874. 1875. 1876. 1877. Estimated population . 22, 090, 163 23, 648, 609 23, 944, 459 24, 244, 010 24, 547, 309 Number of day and night schools in¬ 8, 281 12, 246 13, 290 14, 368 15, 287 spected. Number of departments : I>ay . 12, 061 17, 646 19, 245 20, 782 22, 033 Night . . 2, 504 1,432 1, 392 1, 474 1,733 Accommodation : Day schools . ". . . 1, 878, 584 2, 861, 319 3, 146, 424 3, 426, 318 3, 653, 418 Night schools a . 10, 507 13, 055 14, 810 16, 169 Present at examination : Day pupils . 1, 434, 766 2, 034, 007 2, 221, 745 2, 412,211 2, 633, 198 Night pupils . 77, 918 36, 720 37, 666 41, 133 50, 203 Average attendance: Day pupils . 1, 152, 389 1, 678, 759 1, 837, 180 1, 984, 573 2, 150, 683 Night pupils . 73, 375 48, 690 48, 382 49, 858 57, 785 Number of teachers : Certificated teachers . 12, 467 18, 714 20, 940 23, 053 24, 841 Assistant teachers . 1, 262 2, 489 2,713 3,173 4, 021 Pupil teachers . 14, 304 27, 031 29, 667 32, 231 34, 008 Studying in training colleges . 2, 097 2, 982 2, 975 3, 007 3, 027 aNot connected with day schools. The population under 1,859 school boards amounts to 12,994,977. The sum expended by the school boards in England during the year amounted to £3,187,535 and in Wales to £200,612. The school hoard for London— Following is an abstract of the report for 1878 of Sir Charles Reed, president of the London school board : The board has under its control 278 schools, with 704 departments. These schools give accommodation for 192,000 children, which is an increase during one year of 36 schools, 112 departments, and 29,092 places. The estimated number of children in the metropolis requiring elementary education is 614,857. Of these the voluntary schools CL XVI REPORT OF THE COMMISSIONER OF EDUCATION. provided at midsummer last for 278,923 and the board schools for 186,468, so that tlie entire provision at that time amounted to 465,391 school places. When the works of the board now in progress are completed its share of the supply will reach 240,000, thus securing a total provision for 518,000 children. London has now 203,132 efiScient school places more than seven years ago, the increase being 77.4 per cent. The attendance shows an improvement on previous years. The average number on the roll for the half year ending at midsummer was 192,425, and the average daily attendance 153,819, or 79.9 per cent. The hoard schools have 2,378 adult teachers, of whom 406 hold first class certificates and 1,283 second class. These were exclusive of 1,479 pupil teachers and 272 can¬ didates. The subjects required by the code are the Bible and the principles of morality, read¬ ing, writing, arithmetic, grammar, history, elementary geography, and (in girls’ depart¬ ments) plain needlework. Singing is tanght in infant schools, with good results. Drawing is taught to all the pupils. Instruction in cookery is given to the female teachers and senior girls. The acknowledged diminution of juvenile crime in the metropolis may fairly be traced in part to the withdrawal by the board of so many children from the streets. In the whole of London the number of arrests on suspicion of children under sixteen was, in 1877-’78, 294 boys and 60 girls, being the smallest number for simple larceny within the decade. In 1877 there were arrested 75,250 persons who could neither road nor write at all, or could do so only with great difficulty, while only 2,732 were arrested who could read and write well. &. Scotland : Population in 1877, 3,560,715. Capital, Edinburgh ; population, 218,729. The following is an abstract of the official report of the committee of the privy council on education in Scotland for the year 1877 : Elementary schools. — In the year ending August 31, 1877, the inspectors visited 2,931 day schools to which annual grants were made, containing 3,217 departments under separate teachers and furnishing acco mmodation, at 8 square feet of superficial area a child, for 535,949 children. There were on the registers of these schools the names of 472,668 children, of whom 105,491 were under 7 years of age, 335,037 between 7 and 13, and 32,140 above 13. Of these pupils 417,699 were present on the day of inspection, while 360,413 were on an average in daily attendance throughout the year. These figures show a considerable improvement on the returns given in the last re¬ port. The accommodation has increased by 79,521 school places, or 17.42 per cent. ; the pupils on the register by 38,919, or 9 per cent. ; those present at inspection by 41,052, or 10.89 per cent. ; and the average daily attendance by 31,330, or 9.52 per cent. Training colleges. — The inspectors found 4,680 certificated teachers at work in the aided schools, while the 7 training colleges, from which the supply of such teachers is mainly recruited, were attended in 1877 by 1,021 students. c. Ireland : Population in 1878, 5,351,060, Capital, Dublin; population in 1871, 245,722. National schools. — In 1876 there were in operation 7,334 schools connected with the national board. The number of pupils on the rolls who made any attendance during the year was 1,032,215 ; the average daily attendance, 416,586 ; the number of male principals, 4,411; of female principals, 2,661 ; of male assistants, 742; of female assistants, 2,463 ; total teachers, 10,277, of whom 938 were first class, 2.950 second class, and 6,389 third class. Reformatory and industrial schools. — These institutions number 10, 5 for males and 5 for females. The number of inmates in 1859 was 140, 94 boys and 46 girls; in 1869, 787, 621 boys and 166 girls; in 1877, 1,077, 824 boys and 253 girls. Of these 1,077 inmates 962 were Roman Catholics and 115 Protestants. Reformatory and industrial schools in Great Britain. — The annual report to the home EDUCATION IN FOREIGN COUNTRIES. CLXVII secretary by the inspector of reformatory and industrial schools in Great Britain states that the schools continued to be managed generally with judgment and discretion, and the results compare favorably with those of previous years. The numbers under de¬ tention at the end of the year show that there is a growing tendency to increase in the numbers of commitments both to reformatory and industrial schools. “That both classes of schools,” says the inspector, “have done and are doing good work may be taken for a fact, for if we look back to the police reports of some twenty or thirty years since we read of a professional class of juvenile criminals, which has in a great measure ceased to exist, owing principally to the action of these institutions.” The number under detention on December 31, 1878, in reformatories was : England — Protestants, 3,601 boys and 795 girls; Roman Catholics, 1,158 boys and 213 girls. Scot¬ land — Protestants, 764 boys and 136 girls ; Roman Catholics, 252 boys and 90 girls. To¬ tal, 5,775 boys and 1,234 girls. The receipts of the reformatory schools amounted to £145,120, and the expenditure to £139,327. Of the 127 industrial, schools in actual operation on the 31st December, 1878, 94 were in England and 33 in Scotland. They were distributed as follows : Eng¬ land — 'boys, 44 Protestant and 11 Roman Catholic; girls, 25 Protestant and 8 Roman Catholics; boys and girls, Protestant, 4; Protestant and Catholic mixed, 2. Scot¬ land — boys, 10 Protestant and 2 Roman Catholic; girls, 9 Protestant and 2 Roman Catholic ; boys and girls, 8 Protestant ; unclassified, 2. Greece, constitutional monarchy : Area, 19,941 square miles; population, 1,457,894. Capital, Athens; population, 44,510. In 1877-’78, Greece had 989 public schools for boys, with 1.041 teachers and 63,156 pupils; 41 private schools for boys, with 3,558 pupils; 138 public schools for girls, with 165 teachers and 11,045 pupils ; 26 xirivate schools for girls, with 1,355 pupils ; 136 Hellenic (secondary) schools, with 280 teachers and 7,646 pupils, and 18 gymnasia, with 120 teachers and 2,460 pupils. The University of Athens has four faculties, with 48 ordinary and 19 extraordinary professors. Up to the close of the year 1877, 8,000 students had studied at Athens. There were 1,428 students in various special schools. Italy, constitutional monarchy : Area, 114,290 square miles ; population, 27,769,475. Capital, Rome; population, 235,302. Minister of public instruction, Sr. de Sanctis. Popular education has again been made compulsory by law of July 15, 1877. In 1875-76, Italy had 38,255 public day schools, viz, 18,991 for boys, 14,630 for girls, and 4,634 mixed. The number of private schools during the same year was 9,156, viz, 3,864 for boys, 4,372 for girls, and 920 mixed. The total number of public and private popular schools, therefore, was 47,411. The teaching corps consisted of 47,085 persons, viz, 23,267 males and 23,818 females. Of the 172,604 recruits examined in 1877, 95,442 had received no school education. The number of scholars enrolled in 1875-’76 was 1,931,617, against 1,008,674 in 1861-62. Of the 1,931,617 pupils on the rolls, 1,722,669 were in public and 208,948 in private schools; 1,054,469 were boys and 877,148 were girls. The municipal council of Rome has resolved to abolish obligatory religious instruc¬ tion in the communal schools. For secondary education there were, in 1876-’77, 80 government lyceums, with 5,684 pupils, and 104 gymnasia, with 10,423 pupils. The total number of technical schools in Italy was 323 in 1874-75. Of these 63 were government institutions, and the rest belonged to the communes, religions corporations, and private persons. The total number of pupils was 22,128, of whom 6,586 were in government schools. CLXVIII REPOST OF THE COMMISSIONER OF EDUCATION. For superior education Italy lias 21 universities, 17 of which are state institutions, and 4 private. The following table shows the number of students at each university in 1877-78 : University of — i 03 -'7 1 O GO 1 i A i C3 a; 1 University of — Number of stu¬ dents in 1877-’78. Bologna . 551 ! Pi aa Cagliari . 72 ! i T?,omA 00«J Catania . 153 ' i Genoa . 440 ^ OCtOOdlXl r m m m » m ...... Macerata . 47 Turin Messina . 96 ij Modena . 216 ' Naples . 2,648 1 j P errara - ......... — ...... - ..... O t Padua . . 907 i| P erugia ........ — ..... - - - - - Urbino - - - — .. — — ... - - - U«J 55 Palermo . 360 Parma . 187 ! Total . 9, 364 Pavia . 642 Netherlands, constitutional monarchy: Area, 20,5-27 square miles; population, 3,924,792. Capital, TheHa^ue; population, 104,095. The following is an abstract of Verslag van den staat der hooge-, middelbare en lagere scholen in het Koningrijk der Nederlanden over 1876-1877 : A new school law has passed the Dutch Chambers and received the sanction of the King. The law requires provision to be made for such education for all children as will make them good citizens. Private schools are allowed. Religious instruction is entirely abolished io the public schools, but the lessons shall be so arranged that the children may hud an opportunity to receive religious instruction outside the schools in their respective churches. Compulsory education is not prescribed by law, but parents who neglect to send their children to school cannot receive assistance from the poor fund. Superior education. — With the elevation of the Athenseum of Amsterdam in 1877 to the rank of a complete university, the Netherlands contain 4 institutions for superior instruction, viz, one each at Amsterdam, Leyden, Utrecht, and Groningen. The fol¬ lowing tables show the condition of these institutions in 1876 : Siatisiics of Dutch universities for 1876. Faculties. Number of students at Leyden. Number of students at Utrecht. Number of students at Groningen. Total. Theology . 62 214 28 304 Law . 574 142 50 766 Medicine . 269 83 63 415 Philosophy and natural sciences . 96 34 37 167 Literature . 79 33 18 130 Total . 1,080 506 196 1,782 Number of students in 1875 . 980 527 177 1, 684 Increase . 100 (a) 19 98 a A. decrease of 21. EDUCATION IN FOREIGN COUNTRIES. CLXIX Statistics of the Athenceum of Amsterdam, 1875-76. Faculties. Number of students. Theoloffv . 12 47 Medicine . . . . . . . 316 Literature . . . . . . . 15 Philosophy and natural sciences . 8 Total . 398 For secondary education there are 51 Gymnasien, -with 1,351 pupils ; 39 Realschulen, with 4,171 pupils ; 10 higher female schools, with 776 pupils, and 19 industrial schools, with 3,929 pupils. The Netherlands have 3,821 primary schools with 258,289 hoys and 234,885 girls. The primary review schools number 195, with 6,076 boys and 4,335 girls. An educational museum has been established in Amsterdam, being designed to pro¬ mote the development of the educational system of the Netherlands by temporary and permanent exhibitions of objects relating to school hygiene, school architecture, and school management. Special meetings are to be held in the museum, at which lec¬ tures are to bo given on the objects of the exhibition. PoETUGAL, constitutional mouarchy: Area, 36,510 square miles ; population, 4,057,538. Capital, Lisbon ; population, 253,496. The budget for 1878 contains 1,673,872 francs ($323,057) for popular schools. In 1876 there were 4,510 schools, with 198,131 pupils ; of these 4,510 schools, 2,798 were public and 1,712 private. For secondary education there were 21 lyceums, with 2,457 pupils. The University of Coimbra had 865 students in 1876-77. Russia, absolute monarchy: Area, 8,444,766 square miles; population, 87,799,009. Capital, St. Peters¬ burg; population, 667,963. Minister of public instruction. Count D. Tolstoy. The following are the principal provisions of the recently published school regula¬ tions : The object of the public schools is to fortify in the population moral and religious deas and to teach indispensable elementary branches. The course of study contains religion, the mother tongue, writing, the four rules of arithmetic, and the singing of hymns. The schools are open to all children without distinction of religious or social position. If circumstances do not permit the separation of the two sexes they have to be educated together. The administrators of schools establish gratuity of instruction, or fix the amount of school fees. Private persons may not establish schools without the authorization of the school council of the district. The district and provincial school councils are appointed by the central civil and ecclesiastical authorities. Condition of education. — The Sanct Petersburger Zeitung contains the following data relative to the condition of education in Russia : The school budget for 1878 amounts to 15,971,289 roubles (1 rouble = 73.4 cents). The number of universities is eight. They are situated at St. Petersburg, Moscow, Kharkof, Kazan, Odessa, Kief, Dorpat, and Warsaw. The following tables give the statistics of these schools for 1874 : CLXX REPOET OF THE COMMISSIONER OF EDUCATION. Statistics of Eiissian universities for 1874. Universities. Paculties. Total number of students. Number of hearers. Grand total. Theology. History and phi¬ lology. Law. 1 Mathematics and j natural sciences. 1 6 .9 *3 ' o Oriental languages. Section of political sciences. Section of history and philology. Section of law. Section of adnjiuis- trative law. Section of mathe¬ matics. Section of natural history. Section of physics and chemistry. St. Petersburg . 98 548 46 1 194 218 1 46 ,1, 150 73 i 1,223 Atoscow . . 75 328 104 22 631 4, 161 40 1, 201 Kharkof . 28 138 26 14 7 194 407 23 430 Kazan . 46 115 26 39 13 223 462 50 512 Odessa . . . 39 143 25 50 2 259 22 281 Kief . 59 171 27 21 416 694 78 772 Dorpat . 85 24 68 189 31 62 294 753 753 "Wars.aw _ 35 171 34 17 225 482 38 520 Total . . . 85 24 448 1,803 72 480 418 9 4,983 46 5, 368 324 5, 692 472 1, 875 907 ScholarsMjJS and subsidies in Russian universilies in 1874. 1 Universities. N umber of scholar¬ ships. Amount. Number of subsidies. Amount. Total amount of scholar¬ ships and subsidies. Roubles.^ Roubles. Roubles. St. Petersburg . 360 88,961 38 495, from 10 to 100 roubles 16, 542 00 105, 503 38 Moscow . 395 99, 243 67 558, from 10 to 50 roubles 10, 723 30 109, 966 97 Kharkof . 146 35. 892 88 178, from 30 to 60 roubles 7, 364 33 43, 257 21 Kazan . 196 46, 442 85 250, from 30 to 60 roubles 8, 988 99 55, 431 84 Odessa . 112 24, 752 51 31, from 20 to 50 roubles 950 00 25, 702 51 Kief . 110 19,749 9 256, from 10 to 120 roubles 7, 625 00 27,374 9 Dorpat . 73 13, 171 10 67, from 10 to 30 roubles 1, 160 00 14, 331 10 Warsaw . 114 23,058 10 475, from 5 to 20 roubles 7,231 00 30, 290 65 Total . 1,506 351, 272 23 2, 310, from 5 to 120 roubles 60, 585 52 411, 857 75 iTlie rouble = 73.4 cents. There are besides 195 Gymnasien and Progymnasien, with 50,701 pupils ; 56 Real- schulen, with 10,888 students ; 53 clerical seminaries, with 12,227 students ; 223 female high schools, with 34,878 pupils; 68 teachers’ seminaries, with 4,968 pupils, under the ministry of public instruction, besides 10 under other control, the number of pupils in which is not given ; and 25,491 elementary schools, with 1,074,559 pupils. Pedagogical museums. — There are two pedagogical museums in St. Petersburg, one specially intended for higher primary, the other for lower primary schools. They aim EDUCATION IN FOREIGN COUNTRIES. CLXXI to keep teachers informed of the new school manuals and appliances which appear and facilitate their choice of the books and apparatus which will be the most service¬ able in the different parts of the empire. There are smaller collections of the same kind in most of the pedagogical seminaries. Spais, constitutional monarchy : Area, 182,758 square miles; population, 16,222,814. Capital, Madrid; population, 367,284. Minister of the interior, F. liomero y Kobledo. Spain has 29,047 schools, 22,884 public and G,163 private. The total number of pupils is 1,633,288. In December, 1877, there were 16,745 persons in Spanish prisons, 15,997 males and 748 females. Of these, 10,545 could neither read nor write, 794 read only, 5,112 read and write, and 294 had received a higher education. Schools in Madrid. — Madrid has 36 elementary schools, 6 infant schools, and 4 review schools for boys, and 37 elementary schools, 6 infant schools, and 4 review schools for girls. The total number of pupils of all these schools is 9,869. There are besides 149 private schools for boys and 192 private schools for girls, with 14,172 pupils. There have also been established 3 Kindergarten, which are in a flourishing condi¬ tion. S^VEDEN, constitutional monarchy: Area, 170,979 square miles ; population, 4,484,542. Capital, Stock¬ holm ; population, 165,677. The following is an abstract of the article “ Education,” in the Swedish Catalogue for the Paris Exhibition in 1878 : Primary schools. — Primary education in Sweden is regulated in accordance with a law of June 13, 1842, with several amendments made to meet the growing wants of the people. According to this law there must be in every community and in every parish at least one primary school, stationary if possible, with a teacher who has been edu¬ cated at a seminary. Two or more parishes forming one pastorate may, however, on account of poverty or sparseness of population, unite in one school district. They may also employ ambulatory teachers if they cannot afford to establish a stationary school. The stationary schools are chiefly found in towns and villages and the ambulatory schools in places where the population is small in proportion to the extent of territory. There is still a third kind of schools, infant schools, which are both stationary and ambulatory. They were first established in 1853. In 1858 the so-called higher national schools were established, the object of which is to give to those children of the working classes who are desirous of obtaining a higher education an opportunity to do so without leaving their usual occupations. School statistics. — In 1874, when the population of Sweden numbered 4,341,559, there were 3,825 primary schools (2,676 stationary and 1,149 ambulatory), 4,298 infant schools, and 10 higher national schools. Besides the public schools there is a large number of private schools, especially in the cities. Education is compulsory for all children of school age, 7 to 14. In December, 1874, the school population was 738,204, or 17 per cent, of the total population. Of these 738,204 children, 374,234 were boys and 363,970 girls. The number of children attending primary schools in 1874 was 615,135, or 83.3 per cent, of the school population. But it has to be taken into consideration that 9,267 children of school age attended the secondary schools, 29,066 various private schools, and 67,021 received an education at home. The total number of children of school ago receiving school or homo education amounts to 720,489, or 97.6 per cent, of the total school population. Two thousand six hundred and five children of school age were either mentally or bodily disabled, and 15,110 did not attend school for other reasons. The number of male teachers in 1874 was 4,803 and of female teachers 4,092. For the training of teachers Sweden has 7 male and 4 female normal schools. In 1877 the male normal schools had 763 pupils and the female normal schools 315. Secondary schools. — The object of the public secondary schools supported by the state is to impart a general education (law of .January 29, 1859) above the standard of the pri¬ mary schools and an elementary knowledge of the sciences which are more thoroughly CLXXII REPORT OF THE COMMISSIONER OF EDUCATION. treated at the university or some other higher institution of learning. These second¬ ary schools are called in Sweden “ elementarliiroverk,” or elementary schools, since the elements of science are treated. The higher elementary schools have seven classes, and the lower elementary schools three or live. Besides the 78 secondary schools there are 18 so-called “pedagogies.” These schools have about the same object as the lower secondary schools. The course of study in secondary schools covers 9 years of 36 weeks each. The num¬ ber of lessons is from 27 to 32 a week exclusive of the time devoted to singing and gymnastics. The subjects of instruction in the different departments and classes and also the number of hours a week fixed for each subject will be seen by the following plan of instruction : Subjects. Ileli"ion . . . Swedish . Latin . Greek . German . Lrench . English . . . Mathematics . . . Natural sciences . History and geography . Philosophical propaedeutics. . Natural history . Physics . Chemistry . Mineralogy . Penmanship and drawing . . . Number of hours per week Kegular course. Classical course. Practical course. Sixth class. Seventh class. Sixth class. Seventh First class. Second class. 1 Third class. 1 Fourth class. 1 Fifth class. First division. Second division. First division. Second division. First division. Second division. First division. I Second division. 3 3 3 2 2 2 2 2 2 2 2 2 2 5 6 6 4 3 2 2 2 2 2 2 3 3 a8 a8 8 8 7 7 7 5 5 G 7 7 4 3 1 1 2 2 3 4 4 5 3 4 4 5 5 &8 68 3 3 3 3 4 5 5 5 5 3 3 4 4 7 7 6 6 2 o 2 2 2 4 5 5 5 4 3 3 3 3 3 3 4 4 2 2 2 2 2 2 2 ' 1 1 4 4 2 2 2 2 \ ^ 3 3 2 2 2 2 2 2 27 30 30 30 30 32 32 30 30 32 32 I 32 32 a Only for pupils not studying English. b Only for pupils not studying Latin. One of these hours may he devoted to instruction in drawing. The total number of pupils in the secondary schools is 13,337. The number of pupils in jtrivate secondary has not been ascertained. Higher schools for girls are found in almost every city. Superior education. — Sweden has two universities : Upsala, the oldest in the North, established in 1477, and Lund, established in 1668. In 1877, Upsala had 1,484 students, and Lund 575. The number of professors in Upsala is 115 and in Lund 72. Technical cdMmh'ow.— Technical education in Sweden is provided for in lower and higher technical schools. The first named are intended for the instruction of workmen who are engaged during the day, and are open on Sundays and every evening during the week. There are four principal institutions of this class — at Norrkopiug, Malmo, Orebro, and Boras — all of them being affiliated with the elementary technical schools in the same towns — with a school intended exclusively for iron and steel workers. EDUCATION IN FOREIGN COUNTRIES. CLXXIII The number of pupils in these 5 schools was 1,318 in 1877. They are in general main¬ tained at the expense of the various communes, but the school for iron and steel work¬ ers is a government school, with an annual grant of 6,600 crowns. The state, moreover, aids the primary schools, 20,000 crowns being annually appropriated for this purpose on condition that each commune contributes an amount equal to the government grant. The elementary technical schools, in the four towns above mentioned, give a higher grade of instruction, involving a course of three years, and including chemistry, mechanics, mineralogy, geology, mathematics, and practical work in the shop. Each staff consists of 4 lecturers, a workshop instructor, and 5 assistant teachers. The four schools together had 366 pupils in 1877, and the grant for 1878 amounted to 99,400 crowns. Chief of the higher technical schools, the school of arts and trades at Stockholm was established in 1846, and has a large staff of teachers, consisting of 14 head teach¬ ers, 17 regular teachers, and from 50 to 60 assistant teachers. In 1877, the number of students was 2,673, of whom 810 were women and girls. At Boras there is also a school for textile weaving, the course of instruction in which is from 18 months to 2 years. It had 39 pupils in 1876-77. The Chalmers industrial school at Gothemburg was formed by a bequest in 1811, though it did not commence operations until 1829. It furnishes a much higher class of education in natural science for those who are going into the various professions. The staff consists of 1 director, 3 lecturers, 8 assistant teachers, and a demonstrator, with such number of assistants as is found necessary. The number of students in 1877 was 124, besides 53 occasional attendants. Although the Chalmers school was founded by a private person, the state contributes about 40,000 crowns a year to its support. The polytechnic school at Stockholm in 1869 absorbed the mining school at Falun. The course of study occupies from three to four years, and the teaching is given by 12 professors, 6 lecturers, 5 assistant teachers, and several special teachers. The attend¬ ance in 1876-’77 was 277, and the state contribution in 1878 was 139,200 crowns. SwiTZEKLANO, Confederate republic : Area, 15,992 square miles ; population, 2,770,035. Capital, Berne; population, 36,001. There are three universities in Switzerland : one at Basel, with 69 professors and 244 students; one at Berne, with 87 professors and 361 students; and one at Zurich, with 83 professors and 352 students. The colleges at Waadt, Neuenburg, and Genf, in French Switzerland, also enrolled 647 students. For special education there is a school of veterinary surgery at Berne with 7 pro¬ fessors and 19 students, and a polytechnic school at Zurich, with 1,014 students. From the Swiss educational reports for 1878, it appears that there are 1,530 primary schools reported, with 7,142 classes, 429,689 pupils, and 7,983 teachers. The 3,185 female industrial schools also had 101,710 pupils, with 2,286 female teachers. In the industrial, trade, and review schools for boys (Fortbildungsschulen), which numbered in all 818, 14,202 pupils were reported. In 8 cantons, 355 infant schools contained 17,025 children. In private schools of different grades for both sexes 10,139 pupils were enrolled. The secondary schools, among which are included some higher industrial schools and normal seminaries, enrolled 30,812, 21,192 boys and 9,620 girls. II.— Asia. IXDLl, British colony: Area, 908,350 square miles; population, 191,168,412. The following data have been translated from Seyffarth’s Allgemeine Chronik des Volksschulwesens for 1878 : In Burmah the total expenditure for educational purposes in 1875 amounted to $133,000. The government aided 1,170 schools. The total number of pupils of all the schools was 33,027. CLXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Tho province of Assam, with a population of over 4,000,000, has 1,191 schools, with 29,9:25 pupils. The expenditure for educational purposes amounted to $24,000 in 1875. In 1876, Lord Lytton, viceroy of India, laid the foundation of the first Anglo-Moham- medan university for India. Jap AX, absolute monarchy : Area, 160,474 square miles ; population, 34,084,784. Capital, Tokio; popula¬ tion, 813,500. Acting minister of education, Tauaka-Fujimaro. The following is an abstract of the report of tho minister of education for 1876 : Elementary schools. — The number of elementary schools in all the seven school dis¬ tricts was 24,947, of which 23,487 were public and 1,460 private. The number of teachers was 52,262, of whom 49,294 males and 983 females were in the public schools and 1,720 males and 265 females in private schools. The number of pupils was 2,067,801, 1,493,583 boys and 501,887 girls in public schools and 47,258 boys and 25,073 girls in private schools. On an average there were 39.57 pupils to one teacher, and one pupil to every 16.48 inhabitants. Compared with the preceding years, it will be found that the number of public schools has increased by 1,499, that of th*e teachers of pub¬ lic schools by 9,228, and that of the pupils of public schools by 191,441 ; while the num¬ ber of private schools has decreased by 777, that of teachers ©f private schools by 1,467, and the number of pupils of private schools by 49,766. If the number of both public and private elementary schools, 24,947, be compared with the school population, 5,160,918, it will be seen that there way one elementary school to every 206 of the school population. Middle schools. — There were 201 middle schools, 18 public and 183 private. The number of teachers was 421, of whom 405 were native male teachers, 12 native female teacher^, and 4 foreign male teachers. The number of pupils was 11,570, 10,540 males and 1,030 females. These figures, comj)ared with the preceding year, show an increase of 85 schools, 156 teachers, and 5,950 pupils. Normal schools. — The number of elementary normal schools was 102, of which 7 be¬ longed to the government and 91 were established at public expense. There were only 2 normal colleges for the training of teachers for middle schools. The total number of teachers of normal colleges was 28 and that of students 157. The number of teachers of elementary normal schools was 709, of whom 690 were males and 19 fe¬ males. The number of students was 8,815, of whom 8,352 were males and 463 females. These figures show that there is an increase over the preceding year of 12 elementary normal schools, 121 teachers, and 1,119 students, and an increase of 2 normal colleges, 28 teachers, and 157 students. Colleges of special sciences. — The Tokio Kaiseigakko (school of science) had 39 teach¬ ers, 21 natives and 18 foreigners, and 284 students. The Tokio Igakko (medical col¬ lege) had 31 teachers, 23 natives and 8 foreigners, and 573 students. Besides the above named colleges there were 5 public and 6 private colleges for special sciences? with a total number of 125 professors and 1,361 students. Foreign language schools. — The number of foreign language schools was 92, of which 9 belonged to the government, 6 were instituted at public expense, and 77 belonged to private individuals. There was one foreign language school in which French, German, Russian, and Chinese were taught, 87 in which English, one in which French, and one ju which German was taught. The number of teachers was 442, of whom 377 were natives. Tho number of pupils was 6,292, 5,825 males and 467 females. Text hooks. — There are 162 different kinds of text books used in elementary schools, of which 60 are published by the department of education, 25 by other departments, and 77 by private publishers. Students in foreign countries. — There are at present 21 students in foreign countries at the expense of the dcpartmeut of education. Two of the students entered the law department of the Boston University, one the law department of Harvard Univer¬ sity, one the law department of Columbia College, three the mining department of the same college, two the Rensselaer Polytechnic Institute at Troy, N. Y., one the Ecole centrale des arts et m6tier8 at Paris, and one the mining school at Freiberg, Saxony. EDUCATION IN FOREIGN COUNTRIES. CLXXV ni.— Africa. Algeria, French colony: Area, 198,960 square miles; population, 2,867,626. Algeria has G31 primary schools, 526 of which are public and 105 private ; 202 for hoys, 228 for girls, and 201 mixed. The number of pupils is 51,075, 25,700 boys and 25,375 girls. For infants there are 163 salles d’asile, which are attended by 19,661 children. The adult schools number 141, with 4,362 male and 396 female attendants. IV.— South America and ISTorth America. Argentine Eepublic, confederate republic : Area, 515,700 square miles; population, 1,877,490. Capital, Buenos Ayres ; population in 1878, 200,000. The following has been abstracted from the Catalogue g6n6ral d6taill6 of the Argen-, tine Republic for the Paris Exposition of 1878 : The Argentine Republic devotes every year $2,000,000 to public instruction. Buenos Ayres alone, where instruction is gratuitous and obligatory, spends $1,000,000 a year. There are 1,368 public primary schools, with 89,568 pupils ; 578 private primary schools, with 26,676 pupils; 5 graded public schools, with 528 pupils ; 6 practice schools, with 1,118 pupils; 2 practice schools at Buenos Ayres, with 618 pupils; 23 public evening schodls for workingmen, with 2,304 attendants; 14 national colleges, with 1,921 stu¬ dents; 10 provincial and private colleges, with 780 students ; 5 male normal schools, with 299 students ; 1 female normal school, with 22 students ; 2 female normal schools at Buenos Ayres, with 150 students ; 1 university at Buenos Ayres, with 1,256 students; 1 university at Cordova, with 296 students ; and 14 special schools, with 1,390 stu¬ dents — a total of 2,031 schools, with 127,036 students. Brazil, constitutional empire: Area, 3,287,964 square miles; population, 10,108,291. Capital, Bio de Janeiro; population, 274,972. In 1875 Brazil had 5,716 primary and secondary schools of all kinds, with 188,270 pupils. The polytechnic school at Rio has 44 professors and 417 students. A decree of November 30, 1876, creates two normal schools at Rio for the training of primary school teachers. In the province of Rio Grande do Sul there are many German schools under the con¬ trol of foreign teachers. These schools are in a flourishing condition, despite the many obstacles to be overcome. Canada (Dominion of Canada), British possession: Area, 3,540,000 square miles; population, 3,686,096. Capital, Ottawa; population, 21,545. Public instruction, in most of the provinces, is under the control of a council of education and of one or more superintendents. Instruction is entirely gratuitous in the province of Ontario. In the provinces of Ontario, Manitoba, and British Colum¬ bia, education is compulsory. In the province 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, whether they send them to school or not. The children of the poor are in all provinces admitted free to the public schools. The number of female teachers is larger by far than that of male teachers. a. British Columbia: Area, 356,000 square miles; population, 33,586. Capital, Victoria. Soperin- tendent of education, John Jessup. The following is an abstract of the official report for 1876-’77 : The number of children in the province between the ages of 5 and 16 is 2,734 ; 1,888 of these children are in actual attendance more or less regularly. To these may be added 50 reported “ of other ages,” making 1,938 in all, 1,072 boys and 866 girls — an increase of 253 over last year. One hundred children are reported as absentees. The above figures do not include the children of the three principal centres of population, Victoria, Nanaimo, and New Westminster. The average salary of teachers is $702.07 per annum. The high school has just completed its first year. Attendance, from the commence¬ ment, has been large — 60 pupils on the rolls and 49 of an average. The course of study includes geography, grammar, rhetoric, composition, mythology, botany, phys¬ iology, natural philosophy, astronomy, chemistry, arithmetic, algebra, mensuration, Euclid, book-keeping, Latin, Greek, modern languages, drawing, and music. CLXXVI EEPORT OF THE COMMISSIONER OF EDUCATION. 6. Nev/ Brunswick; Area, 27,322 square miles; population, 235,594. Capital, rredericton. Chief superintendent of education, Theodore H. Band. New Brunswick has 1,168 primary schools, with 60,513 pupils; 1 normal school, with 109 pupils ; 28 secondary schools, with 2,827 pupils ; 3 colleges, with 186 students ; and 4 special schools, with 224 students. c. XOVA Scotia: Area, 21,731 square miles; population, 387,800. Capital, Halifax; population, 29,582. Superintendent of education, A. S. Hunt. Nova Scotia has 1,729 primary schools, with 91,993 pupils ; 1 normal school, with 112 pupils ; 18 secondary schools, with 3,285 students ; 6 colleges, with 197 students ; and 5 special schools, with 279 students. d. Ontario: Area, 107,780 square miles; population, 1,620,851. Capital, Toronto; population, 46,092. Minister of education, Adam Crooks. The following is an abstract of the report of the minister of education for 1877 : The total receipts for all public school purposes for the year 1877 amounted to ^3,423,185, showing an increase of $29,529 over the preceding year. The total ex¬ penditure amounted to $3,073,489, an increase of $67,033. The school population (.5-16) was 494,804, a decrease of 7,446 ; the number of children 5 to 16 in attendance, 469,241, an increase of 4,877 ; number of children of other ages attending school, 21,619, a decrease of 4,554 ; total number of children attending school, 490,860, an increase of 323. The number reported as not attending any school is 15,974. The average daily attendance was 217,184, an increase of 4,701. The number of Roman Catholic separate schools is 185, an increase of 18. The num¬ ber of pupils in the separate schools was 24,952, a decrease of 342 ; average attend¬ ance, 12,549, a decrease of 230. The number of teachers of separate schools was 334. High schools. — The total receipts for high schools in 1877 was $357,520 ; the total ex¬ penditure, $343,710. The number of pupils in English grammar and literature was 8,819; in composition, 8,772; in reading, dictation, and elocution, 8,762; in penman¬ ship, 6,807 ; in linear drawing, 2,755 ; in book-keeping, 3,621 ; in arithmetic, 9,227 ; in algebra, 8,678; in geometry, 8,113; in logic, 9; in mensuration, 4,435; in history, 9,106; in geography, 9,158 ; in natural philosophy, 2,168; in chemistry, 2,547 ; in natural history, 325; in physiology, 539; in French, 3,091; in German, 442; in Latin, 4,955; in Greek, 871 ; in gymnastics and drill, 1,067. Free piiblio libraries. — The number of libraries, exclusive of subdivisions, is 1,499; the number of volumes, 281,135. The educational museum. — The educational museum forms a valuable part of the Ontario school system. It consists of a collection of school apparatus for public and high schools, of models of agricultural and other implements, of specimens of the natural history of the country, and of casts of antique and modern statues and busts; there are also copies of some of the works of the great Dutch, Flemish, and Spanish mas¬ ters, and the Italian school of painting is particularly well represented. It also con¬ tains many objects of improved school appliances and architecture, as well as collec¬ tions for promoting art, science, and literature. e. Prince Edward Island: Area, 2,133 square miles; population, 94,021. Capital, Charlottetown; population, 8,807. Superintendent of education, Edward Manning. Prince Edward Island has 390 primary schools, with 14,410 pupils ; 1 normal school, with 84 pupils; 25 secondary schools, with 1,344 pupils; and 2 colleges, with 120 students. /. Quebec: Area, 195,355 square miles; poijulation, 1,191,516. Capital, Quebec; population, 59,695. The following statistics are taken from the official report for 1877-’78: Number of universities, 3, with 85 teachers and 731 pupils; secondary schools, 225, with 1,261 teachers and 33,045 pupils ; normal schools, 3, with 49 teachers and 306 pupils ; special schools, 17, with 94 teachers and 1,866 pupils; primary schools, 4,453, with 5,250 teachers and 201,141 pupils ; total, 4,701 schools, 6,739 teachers, and 237,089 pupils. Of these schools 4,209 are under government control. EDUCATION IN FOREIGN COUNTRIES, CLXXVII Jamaica, British colony: Area, 4,250 square miles; population, 506,154. Capital, Kingston; popula¬ tion, 35,000. Inspector of schools, John A. Savage. The official report for 1877 says that, of the children between the ages of 5 and 15 years, there are only 40.64 per cent, enrolled in the schools, showing that a great many more schools are still needed to meet the wants of the population, as well as the adop¬ tion of some means to induce a greater attendance in the existing schools. The follow¬ ing table shows the condition of schools in 1868, 1876, and 1877 : Years. Number of schools. Pupils. Government grants. Classes of schools. On the rolls. Average attend¬ ance. Present on in¬ spection day. s Second. Third. 1 Exceptional. Failure. 1868 . 286 19, 764 12, 216 14, 453 £2, 978 1 6 89 88 102 1876 . 569 46, 270 27, 270 32, 659 16, 250 45 157 314 18 35 1877 . 583 50, 332 29, 185 35, 516 17, 448 51 161 330 15 26 Venezuela, federal republic: Area, 403,261 square miles; population, 1,784,194. Capital, Caracas; population, 48,897. The following is taken from a report on education in the state of Zulia, United States of Venezuela, kindly furnished by Mr. E. H. Plumacher, United States com¬ mercial agent at Maricaibo : Primary instruction in the state of Zulia is in charge of a board composed of 7 mem¬ bers and 7 subordinates, under the jurisdiction of the executive power of the state. In each municipality of the state there must be a school for boys and one for girls. For higher education there is a college at Maricaibo, with 11 professors and 246 pupils. Besides the compulsory and voluntary state schools there are several private schools and colleges for boys and girls. The municipal schools number 23, 15 for boys and 8 for girls. These schools are attended by 968 male and 618 female pupils. The federal schools number 18, 16 for boys and 2 for girls, and the pupils 748, 643 boys and 105 girls. The 26 private schools (15 for boys and 11 for girls) have 463 male and 271 fe¬ male pupils. V. — Australasia. New South Wales, British colony; Area, 323,437 square miles ; population, 629,776. Capital, Sydney; population, 134,756. The following table taken from the report of the council of education for 1877 shows the number of pupils in the various schools from 1867 to 1877 : Tear. Public schools. Provisional schools. Half-time schools. Denomina- tion al schools. Total. 1867 . 28, 434 733 267 35, 306 64, 740 1868 . . 34, 284 3, 113 593 35, 930 73, 920 1869 . 37, 593 4, 788 1, 242 37, 026 80, 649 1870 . 39. 731 5, 185 1,445 36, 460 82, 821 1871 . . . 43, 494 5, 633 2, 267 35, 919 87, 313 1872 . 46, 458 6, 673 1, 792 33, 564 88, 487 1873 . 48, 831 7, 466 2, 209 33, 512 92, 018 1874 . 53, 702 8, 002 2,462 36, 218 100, 384 1875 . 58, 811 8, 786 2, 350 34, 509 104, 456 1876 . 64, 414 9, 196 2, 265 35, 394 111, 269 1877 . 71,794 8, 707 2, 213 34, 538 117,252 E— XII CLXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. The average enrolment in 1877 was 80,929, and the average daily attendance 54,593. There were enrolled in the training school for teachers 89 students, 43 males and 46 females. The receipts in 1877 amounted to £321,646, and the expenditure to £276,940. Queenslaxd, British colony : Area, 669,520 square miles ; population, 187,100. Capital, Brisbane ; pop¬ ulation, 30,883. The official report for 1878 contains the following: There were in 1878 305 schools in operation, against 286 during the year 1877, an in¬ crease of about 7 per cent. The number of teachers has increased from 777 in 1877 to 858 in 1878. The total number of children enrolled increased from 38,646 in 1877 to 40,661 in 1878, an increase of 2,015. The average daily attendance increased from 19,945 in 1877 to 20,994 in 1878, an increase of 1,049. The total expenditure for school purposes in 1878 amounted to £99,117. South Australia, British colony : Area, 903,690 square miles ; population, 213,271. Capital, Adelaide; population, 31,573. The report of the council of education for 1877 contains the following data: The number of children reported as having been under instruction during the year is 30,959 ; 28,696 in public schools and 2,283 in provisional schools. The total number of students in training for teachers during the year was 54 . Schools for infants have been opened in connection with the North Adelaide and Norwood model schools. There were 44 evening schools open during the year, at which 1,069 pupils received instruc¬ tion. Victoria, British colony: Area, 88,198 square miles; population, 840,300. Capital, Melbourne; popu¬ lation, 247,079. The official report for 1878 furnishes the following data : Number of schools, 1,626; number of children enrolled during the year, 234,519, viz, 123,514 boys and 111,005 girls : number of children in average attendance during the year, 116,015, 61,091 boys and 54,924 girls. The above figures include the state and capitation schools. The number of teachers employed was 3,860, 1,431 head teachers, 807 assistants, 571 work- mistresses, and 1,051 pupil teachers. DR. MURRAY^S RETURN FROM JAPAN. Ever since the visit of Hon. F. Tanaka to this country in 1872 this Office has sus¬ tained intimate relations with the department of education in Japan. In the sys¬ tem of education which has rapidly developed in the empire under the fostering care of the present Mikado, the influence of our own country is distinctly marked. It is seen in the classification of the schools, in the organization of normal schools, in the conduct of female education, and in the system of reports. The influence thus exerted on Japanese education is due to the study of our systems, to the introduction of teach¬ ers and officers from the United States, and in particular to the work of Hon. Da\’id Murray, who assumed the office of adviser to the Japanese department of education August, 1873, and continued in the discharge of his responsible duties until the present year. The following letter from Mr. Stevens, acting chargd d’affaires ad interim of the United States at T6ki6, to Hon. Wm. M. Evarts, Secretary of State, forwarded to the Secretary of the Interior and by him transmitted to this Office, indicates the value placed upon Dr. Murray’s services in the empire and the progress realized during his association with the department of education : United States Legation, ToTiio, Japan, December 23, 1878. Sir: On the 18th instant Dr. David Murray, the American gentleman who has acted for the past five years in the capacity of adviser to the Japanese department of educa¬ tion, received from His Majesty the Emperor the decoration of the third class of the order of merit and from the department of education a present of fifteen hundred yen.^ ^The Japanese yen = 99.7 cents. THE UNITED STATES AT THE PARIS EXPOSITION. CLXXIX Dr. Murray’s engagement has terminated, and he is about to return to the United States. The marks of distinction conferred upon him by the Japanese Government, well de¬ served as they are, are as gratifying to his countrymen in Japan as they must be to him¬ self. No foreigner in the service of this government has had a no bier field than he, and none, I am sure, have acquitted themselves more creditably. The advance of education in this empire within the past five years has been one of the most encouraging signs of the progress of Japan. Not only is this true of the train¬ ing ill the colleges of this and other cities of large numbers of students in the sciences, professions, and foreign languages, bub also of the general diffusion of knowledge by the systematization of primary education and the establishment of normal schools in all parts of the country. The attention paid to bettering the condition of the women of Japan by establishing institutions for their higher education is not the least notice¬ able feature of the work done by the department of education during Dr. Murray’s term of service. In this, as in other directions, the officials of that department cor¬ dially acknowledge their obligations to his trained knowledge and intelligent advice. I have the honor, &c., D. W. STEVENS. Hon. Wm. M. Evarts, Secretary of State. UNITED STATES EDUCATION AT THE PARIS EXPOSITION. The profound interest taken by the leading statesmen of the French Republic in the condition and progress of education in the United States led our educators to desire as complete a representation as possible at the Paris Exposition. They were gratified that Congress saw fit to make special provision for the representation of agriculture, and they could not understand why similar provision should not be made for American education. A committee of their appointment, whose chairman was Hon. J. P. Wickers- ham, communicated their views in strong terms to this Office and to the Department of State, indicating a fear that the inadequate provisions for the educational exhibition were likely to render it desirable not to undertake the matter at all. I called the at¬ tention of Hon. R. C. McCormick, Commissioner General, to the importance of this de¬ partment of the exhibition and the interest of French statesmen in the subject, and found that both he and the Department of State heartily appreciated the situation and desired extremely that the best course possible under the circumstances should be pursued. A conference of leading educators was held, at which valuable sugges¬ tions were made, but no plan adopted. It was finally decided by General McCormick, with the concurrence of the Department of State, to select a man most competent for the duty, and to place at his discretion the restricted floor space available at so late a date and the very limited funds that could be set apart for this department of the exhibition in view of the refusal of Congress to make any special appropriation therefor. Hon. J. D. Philbrick, of Mass., was selected; a graduate of Dartmouth College, for some time successful as a teacher and afterwards as principal of a normal school in Connecticut, secretary of the board of education in that State, and later for many years known as the able superintendent of instruction in the city of Boston, he was well known personally to many teachers, but more widely through his unique series of reports as superintendent and his participation in the exhibition at Vienna in 1873 and in that at Philadelphia in 1876. His appointment was recognized as most fit, and assured for his plans the prompt and hearty cooperation of those among us inter¬ ested in participating in this department of the Exposition.' Vessels to take goods were to depart on the 3d and 5th of March, and Dr. Philbrick at once (February 18) issued a circular giving information necessary for the prepara¬ tion and forwarding of articles from school systems, colleges, schools, and individuals. This Office supplied Dr. Philbrick and his clerk with desks in its rooms and such other aid as was in its power to facilitate his difficult task. It possessed a collection of information in regard to each of the several subjects treated in its table of statis¬ tics that with slight expense could have been put in shape so as to represent educa¬ tion in the United States as never before, but in the cramped condition of its means CLXXX REPORT OF THE COMMISSIONER OF EDUCATION. this was impossible and only such a representation was attempted as could be made without additional cost. Dr. Philbrick, on arriving at Paris, found the space assigned to him favorably situ¬ ated but very inadequate in size ; he also experienced his full share of the embarrass¬ ments usually met with in the installation of such a collection ; but, master as he was of the subject and of its progress and condition in the United States and of the material furnished him, he soon disposed of the articles in such a way as to make his depart¬ ment for the study of a nation’s education one of the most attractive in the Exposi¬ tion. The following letter from Dr. Philbrick conveys an excellent idea of the condition, classification, appearance, and significance of this collection : Paris, August 8, 1878. Dear Sir : The American educational exhibit has been prepared, installed in the palace of the Champ de Mars, examined by the three juries of the educational classes of the Exposition, and recompensed in accordance with their estimate of its merits. There yet remain two things to be done to complete the work : first, the preparation of a detailed catalogue for the use of foreign visitors, which until this time it has not been possible to make, and, second, a statement as to the character of the exhibit, for the benefit of educators at home who wish to know in what manner American educa¬ tion is represented at this Exposition. Such a statement I now propose to make in this communication to you, for such use as may seem to you fitting. I shall not, of course, attempt to enumerate all the con¬ tents of the exhibit. I shall, however, endeavor to present such generalizations and summaries and make such mention of particular and characteristic objects as will convey an intelligent idea of the nature, scope, and value of the exhibit. THE PLAN OF THE EXHIBIT. The plan of the exhibit as set forth in my first circular dated February 18, 1878, and hereto appended, was determined largely by the conditions under which the work had to be undertaken, if undertaken at all, namely : the shortness of the time allowed for the preparation (only about four weeks to the sailing of the last vessel employed in the transportation), the sm all amount of money set apart to defray the expenses of pro¬ curing the materials and getting them ready for shipping ($1,400), and the limited space which could be spared for its installation (thirty feet square). The actual space, assigned is about twenty-two feet of front by twenty-five feet of depth. An unex¬ pected obstacle to success was encountered in the unavoidable delay in assigning the space, which was not definitely designated until very near the time of the opening of the Exposition. It was necessary therefore to make choice of such materials as would involve little or no expense, require but a short time in the preparation, and occupy the smallest possible amount of space. The aim was to represent as far as practicable, in view of these limitations, the different grades and systems of education, both gen¬ eral and special, not only in respect to the materials and appliances of instruction and training, but also in respect to the results attained, — to bring together types, specimens, and illustrations of the best things in their respective categories, com¬ prising : the Kindergarten ; the elementary common school, graded and ungraded ; the normal school, city and State ; the free high school ; the academy, preparatory school, and female seminary ; the college pure, with no special departments ; the college mixed, having one or more special schools attached ; the principal types of universities and higher technical schools; the female colleges ; the public libraries, and the institutions for the instruction of the deaf and dumb, the blind, and the feeble-minded. Of course it was not possible to realize fully this ideal: in some cases the best things were not to be obtained. THE FRAMEWORK OF THE INSTALLATION. Having brought together in pursuance of this plan such materials as could be secured, the next thing to be done was to organize them, to arrange them as system¬ atically as possible with a due respect to comeliness of appearance and convenience of access. The narrowness of the space presented a serious embarrassment, as it was considerably less than that on which the plan of the collection had been based, but the lack of room was in some degree compensated by the excellence of the location allotted; in my judgment it is the best spot for the purpose in the whole American section. It is in a corner near the main entrance from the Street of the Nations, fronting on a wide passage way which separates it from the offices of the Commission, being ad- THE UNITED STATES AT THE PARIS EXPOSITION. CLXXXI rnirably lif?lited by large panes of glass at the top of the outside wall. The corner location affords high wall space on the two adjacent sides. The other two walls which had to be constructed are less high, and the front one is mostly open, the space below the wide entablature being used for hanging pictures of edifices with the middle of the lower part occupied by a counter with twenty drawers under it. On either side, extending from front to rear, are cases having shelves from top to bot¬ tom and glass doors. The woodwork is painted black with vermilion trimmings. The interior of the walls is covered with canvas of a maroon color, and the floor, which is raised six inches above the passage way, is covered with a substantial green and black carpet which harmonizes well with the black cases. Every available inch of floor space is occupied with other cases having shelves or drawers from top to bottom, the principal one also answering the purpose of a large table. The architectural design of our structure is shown in the photograph here¬ with sent. It is not elaborate or pretentious, and if it cannot claim to be a specimen of high art, its simplicity conveys, at least, a suggestion of elegance. The two panels at the base of the fagade between the entrances at the sides bear the follow¬ ing inscriptions; C’est dims le gouvernement rdpublicain que Ton a besoin de toute la puissance de I’^ducation.i Montesquieu. Promote, as an object of primary importance, institutions for tbe general diffusion of knowl¬ edge. 'Washington. These sayings naturally attract much attention, not only on account of the senti¬ ments themselves, but also on account of the great names of their authors. The four panels of the architrave are labelled thus : 1 1 Education Hationale Exposition Collective In the interior is a tablet extending across the wall in the rear, above the pictures and charts and in full view of the throng of visitors constantly passing the front of the exhibit, bearing this inscription in large gilt letters ; L’instruction publique est gratuite dans tons les ]Etats de I’Union. 2 CLASSIFICATION AND AKRANGEMENT. In the system of general classification prescribed for the organization of the Expo¬ sition and the juries of recompense, education was grouped under the three following classes : Class VI. Education of children, primary instruction, instruction of adults. Class VII. Organization and appliances for secondary instruction. Class VIII. Organization, methods, and appliances for superior instruction. The conditions of our space would not permit a strict observance of this plan of classification in the arrangement and installation of our materials. It was, therefore, made subservient to the plan founded on the nature of the materials exhibited. In my circular above referred to, I grouped the materials that belong to our educa¬ tional exhibit under three classes, namely : Educational literature, scholars’ work, buildings and apparatus. Upon further consideration it seemed better to divide the last named class into two, buildings and furniture and apparatus and appliances. Accordingly this mode of classification was regarded as primary in its arrangement, while the classification by grades of instruction was regarded as secondary. This division will be observed, therefore, in this statement of the character and amount of the materials which fill so completely every inch of space on the walls, shelves, tables, and counters provided for their installation. I. BUULDINGS AND FURNUTURE. School architecture is represented, in the first place, by two models — that of the State Normal School of Indiana, a fine edifice and probably one of the best in the country, and that of the Henry Grammar School in the city of Washington, which has some original features but which represents very well the essential characteristics of the best grammar school-houses found in American cities. The wall display of educational edifices is composed of marked specimens without any repetition of similar types. Beginning with the view and plans of the first normal school building erected in America, that of the Bridgewater school in Massa¬ chusetts, and the building as it now is with its successive enlargements and improve- 1 It is in a republican government that the whole power of education is needed. ^Public instruction is free in every State of the Union. CLXXXII REPORT OF THE COMMISSIONER OF EDUCATION. ments, we find next to it a representation of the nohle structure erected for the City Normal School of Philadelphia. Then a place of honor is given to the remarkable high school house in Albany, which is without doubt one of the best of its class, and which is represented by a good perspective drawing and by plans of the four floors. A large and handsome photograph shows the best building in Milwaukee for a grammar school, and one which any city might well be proud to call its own. The double school- house now building in Boston for the Latin and English high schools is represented by a perspective view and two plans. This is quite the best thing that Boston has ever had to show in the way of school architecture. I shall be disappointed if it does not prove to be an important step in advance in American school architecture. There¬ fore I regret that it is not more adequately represented by appropriate drawings, accompanied by a description. Vassar and Wellesley Colleges and Mount Holyoke Female Seminary are represented by large water color paintings grouped together, as worthy types of the highest institutions for female education. Numerous photo¬ graphs of the accessories and interiors of these buildings are hung on the outside of the wall of the exhibit, where they are examined with much interest. A frame of engravings of the best specimens of school architecture in Kansas, a view of the Cooper Union, a water color picture of the chief building of Lafayette College in Pennsylvania, and a large oil painting of the buildings of the Hampton Normal Institute in Virginia, with several frames of photographs of the interiors, complete the architectural illustrations for which there was room on the walls. The representations of educational buildings contained in portfolios comprise quite a wide range, as the following enumeration shows: Harvard University; Hamilton College, at Clinton, New York ; the Industrial University of Illinois ; the University of Wis¬ consin; Williston Seminary, a typical preparatory school at Easthampton, Mass ; a very full representation of the city schools of Milwaukee, Washington, and Boston, and of Newton, Mass. ; all the institutions for deaf-mutes in America ; the fine Insti¬ tution for the Feeble-Minded at Lincoln, Ill. ; the new high school at Providence, R. I., and the Free (technical) Institute at Worcester, Mass. But the information respecting school architecture found in reports and in books on the shelves of the exhibit is probably much more valuable for the use of the educa¬ tional student than the illustrations above enumerated. The custom which is so gen¬ eral in America of including in State and cifcy school reports illustrations and descrip¬ tions of school buildings has done much to diffuse information on this subject. Our space would allow but a very limited display of school furniture, comprising only specimens of the two leading American types, namely, that of the combined desk and seat from the extensive establishment of Andrews & Co., of Chicago, and the separate desk and chair from the manufactory of J. L. Ross, of Boston, who has been devoted to this specialty for more than thirty years. Both desks are single. We could give room for only one of each type. There is also from George Woods & Co., of Boston, the combination school organ and desk for primary schools, invented by L. W. Mason ; and the excellent drawing table from the Worcester Free Institute of Industrial Science was undoubtedly the best thing in its class shown at the Exposition. II. APPARATUS AND APPLIANCES EOR INSTRUCTION. Kindergarten materials are sufficiently represented by specimens of all the objects in the set used in the Kindergarten belonging to the public school system of the city of St. Louis, and also by a set of samples of the Kindergarten materials furnished by the house of Steiger, of New York, which is the chief American depot for all appli¬ ances required in the Kindergarten. We have a very large collection of excellent wall maps for school use, in which the two fine sets by Guyot are especially worthy of notice. Fine specimens of globes were furnished by G. Joslyn, of Boston; globes and a tel¬ lurian by Steiger, of New York, and a globe by Ginn, of Boston, which was invented by Miss Fitz ; a heliotellus, a lunatellus, and a variety of school appliances were fur¬ nished by Hammett, of Boston. For elementary instruction in science there are several exhibits of exceptional ex¬ cellence, namely : A case of physical apparatus, called the “Boston Grammar School Set,’’ fropi the manufactory of E. S. Ritchie, of Boston ; a case of minerals, containing a hundred choice specimens classified and labelled, from the house of Brewster & Knowlton, of Boston, which has been purchased for the Japanese pedagogical mu¬ seum ; a case of chemicals and chemical apparatus, with a magic lantern and slides, from the house of N. H. Edgertou, of Philadelphia ; and a set of beautiful lithographic illustrations of astronomical phenomena, observed and drawn by L. Trouvelot, of Cambridge, Mass. The American Metric Bureau conttibuted an admirable case of apparatus for teach¬ ing the metric system of weights and measures. THE UNITED STATES AT THE PARIS EXPOSITION. CLXXXIII The exhibition is especially rich in tablets and charts for different grades and branches of instruction. Of these, the most remarkable are those of Luther W. Mason, one hundred and sixty in number, for teaching music in all the grades of elementary schools. At the Vienna Exhibition they were pronounced the best in the world and here at Paris there is nothing that can sustain a comparison with them. The remark¬ able exhibit of slates sent by Andrews & Co., of Chicago, is much admired, and we are much importuned to sell specimens of them. scholars’ work. Kindergarten work is well represented by St. Louis, thanks to the enterprise of Miss Susan E. Blow, who may be said to have created the fine system of Kindergarten in that city. When the preparation of the exhibition was begun, Cincinnati was offered the place of honor in the preparation of new scholars’ work to illustrate the course and methods of instruction in the graded schools of our large cities. This post of honor was as¬ signed to Cincinnati because the school officials, teachers, and pupils of that city had taken so much pains in preparing pupils’ work for Vienna and Philadelphia. Our confidence was not misplaced. We had the satisfaction of receiving from the schools of the Queen City upwards of eighty large handsomely bound volumes of papers in English and German and drawings. From Washington we have an excellent collec¬ tion, comprising nearly four thousand individual papers, and from the Albany High School several volumes of new work of a high order of merit. Rome Female College in Georgia sent a valuable contribution which was much appreciated by the jury. From Kansas and Wisconsin important contributions of new scholars’ work were re¬ ceived, thanks to the efficient superintendents of instruction of those States and their collaborators. Vineland, N. J., is to be commended for its examination papers and herbariums prepared under the direction of Superintendent Holbrook. Of scholars’ work which had been prepared for the Centennial there is an exten¬ sive and valuable supply. In this collection, the cities of Milwaukee, Chicago, Bos¬ ton, and the States of Indiana and New Jersey are the most largely represented. I am sorry to say that the exhibit of needlework is limited to two portfolios from the grammar schools of Boston. The higher grades of industrial drawing are fairly represented by productions from the Massachusetts Normal Art School, the Women’s Art School, and the Free Night School of Art for Young Men of the Cooper Union in New York, the Illinois Industrial University, and by about twenty frames of fine architectural designs and drawings from the school of architecture of the Massachusetts Institute of Tech¬ nology. The representation of mechanical work is limited to a small but noteworthy set of specimens in black walnut of joinery problems from the Illinois Industrial Uni¬ versity. The Wisconsin University and Washington and Jefferson College sent vol¬ umes of examination papers illustrating the methods of instruction and the attain¬ ments of the students in the several classes of the respective courses. Altogether, the number of volumes of scholars’ work amounts to about seven hun¬ dred, and probably the individual exercises contained in them do not fall short of one hundred and fifty thousand. EDUCATIONAL LITERATURE. Under this head is included not merely text books, educational reports, and peda¬ gogical publications, but all the printed matter bearing directly on education. This is without question by far the most important part of the exhibition.. The collec¬ tion contains representative samples of documents relating to municipal systems and institutions of education, and the aim was to secure from each State not only copies of the more recent reports of its educational system but as far as practicable com¬ plete sets, and to bring together, for exhibition, copies of all the text books actually issued by American publishers at the present time for elementary and secondary in¬ struction. This plan was substantially carried out. The result was a large and unique collection of educational publications, amounting to about twenty-five hundred volumes. The cities of Washington and Boston sent complete sets of all the text books and books of reference used in their respective systems of schools, with the ex¬ ception of the reference books of the Boston high schools, which are too numerous and costly to be duplicated for such a purpose. Although it was not intended to ex¬ hibit the text books for superior professional instruction, this grade was well repre¬ sented in the department of medicine by the numerous and valuable publications of H. C. Lea, of Philadelphia, and in the department of technology by the excellent works issued by John Wiley and Sons and Van Nostrand, of New York. The largest collec¬ tions of text books were sent by the houses of Harper and Brothers and A. S. Barnes. The largest set of reference books was contributed by Lippincott and Co., of Phila- CLXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. delphia. The exhibit of Webster’s Dictionary in its various editions and styles at¬ tracts great attention. The publications relating to industrial art in all its grades, prepared or edited and arranged by Walter Smith and published by L. Prang and Co., of Boston, is one of the features of the exhibition which attracts most attention. This is especially the case with the series of books designed for elementary graded schools. The collection of geographies is very complete and it is very remarkable. No country furnishes a collection to be compared with it, although Germany probably takes the lead in the production of cheap and good school atlases. The text books were arranged for the examination of the jury according to their publishers, and then for the examination of visitors they were rearranged according to subjects. If the exhibition had been conducted as a business operation a great many text books might have been sold. An agent of the British Museum urged us to sell to that institution the whole collection of text books, and the representative of another important institution offered to purchase the whole of our collective exhibi¬ tion, to form the nucleus of a pedagogical library and museum. We show our collection of reports with some honest pride. Among those from cities, the sets from Washington, St. Louis and Boston are especially noteworthy; while the fullest sets from States were those contributed by Wisconsin, Indiana, Penn¬ sylvania, Ohio, Now York, New Jersey, Connecticut, Rhode Island, Maryland and Massachusetts. A unique set comes from Massachusetts, comprising the annual school reports from every one of the 343 municipalities of the State for the year 1875, bound up in 12 handsome volumes. Dr. D. F. Lincoln, of Boston, contributed a rare and exceedingly valuable volume in which he had bound up all the best recent American publications on the subject of school hygiene, including his own remarkable paper on the hygienic requirements of school architecture. But the set of reports the most important of all remains to be mentioned. I mean the set issued by Gen. John Eaton, the United States Commissioner of Education, from the National Bureau of Education at Washington. These documents have done much to make the name of our country respected among foreign nations. Through the influence of these reports the French government has been induced to establish a bureau of education similar to that at Washington, and M. Buisson has been appointed as its chief; he is al; o charged with the duty of organizing in connection with the bureau a pedagogical library and museum. Public libraries are represented by the extraordinary report on the subject pub¬ lished by the Bureau of Education, by a specimen collection from the library of the Bureau of 138 printed volumes of catalogues of public libraries in the United States, and by the beautiful and comprehensive exhibit of the Boston Public Library, com¬ prising its printed catalogues, a set of its reports and printed documents and blanks illustrative of its administration and working, all in rich bindings, as specimens of the art of binding executed in the establishment. In the department of pedagogy proper are found nearly all the more important publications which have been issued in America during the last 25 years. At the head of the list stands the monumental pub¬ lication entitled The American Journal of Education, in 26 grand, handsome, and rich volumes, edited and published by Dr. Henry Barnard, of Hartford, Conn. This is by far the most comprehensive and valuable educational publication in the Eng¬ lish language. Next to this stand the Cyclopmdia of Education and the Year Book, erlited by Kiddle and Schem and published by E. Steiger, of New York, works which are not only creditable to the publisher and editors but to the country. The liberal and enterprising publisher deserves special thanks for generously furnishing richly bound copies for presentation to the minister of public instruction and other high educa¬ tional officials in France, who have most graciously acknowledged the complimentary gifts. Wo have conspicuously displayed the complete set of valuable pedagogical works published by A. S. Barnes and Co., of New York, a house that merits the thanks of American educators for its enterprise in publishing works in this department of literature. Four educational journals are on exhibition, namely : The New-England Journal of Education, the Ohio Educational Monthly, the Pennsylvania School Journal, and the Wisconsin Journal of Education. Several copies of the current numbers of the .New-Euglaud Journal have been sent weekly for gratuitous distribution. I must not omit to mention that a vast number of duplicates of valuable reports and documents have been sent for gratuitous distribution. The demand for these documents has been eager and unremitting. The most prominent of the contributors of these documents are the National Bureau of Education, the cities of St. Louis, Cincinnati, Washington, and Boston, Mount Holyoke Seminary, Vassar College, Michigan Uni¬ versity, the Worcester Free Institute of Industrial Science, the Boston Public Library, and the United States Naval Academy. I have thus indicated the most important of the materials which compose our col¬ lective exhibition of education. For the full enumeration and record of all the exhibits I beg to refer you to the catalogue which the Commissioner General author¬ ized me to print. THE UNITED STATES AT THE PARIS EXPOSITION. CLXXXV In collecting the materials of the exhibition, the Bureau of Education, under your direction and with your cordial sympathy and wise counsel, rendered the greatest assistance, for which I tender my warmest thanks. I desire to tho.uk, also, the educa¬ tional officials in different sections of the country who responded so promptly and efficiently to my request for contributions to the exhibition. The cities of New York and Cincinnati deserve especial thanks for these contributions. In the arrangements for the installation of the exhibition, the Hon. Commissioner General, R. C. McCormick, has afforded every needed facility, and he merits the thanks of American educators for his cordial cooperation in securing the success of the exhibition. Very respectfully, yours, JOHN D. PHILBRICK. Gen. John Eaton, United States Commissioner of Education. Persons of all ranks of society and in very great numbers applied to the director for information, which was freely given orally while a catalogue of the department was being compiled ; indeed so great was the demand for information that Dr. Philbrick, with the Commissioner General’s approval, published a separate edition of the educa¬ tional part of the general catalogue. This special publication occupies 123 pages and was highly commended; it has enabled many foreigners to carry away with them correct ideas respecting this exhibition of the condition, systems, institutions, and methods of education in the United States. In the prefatory note he says : The character of the exhibition was determined largely by the conditions under which it had to be undertaken, if undertaken at all. Only a limited amount of space and means could be set apart for it, and the time left for preparation was too short for the elaboration of materials. It was necessary, therefore, to make choice of such as would require little or no time in the preparation, involve very moderate expense, and occupy the smallest possible amount of space. Unity was the controlling principle of the scheme. It was the design to represent the condition and progress of the education of the country as a whole, disregarding as far as possible sectional divisions and State lines, and thus make the exhibition truly national in its character as well as collective. But the materials had to be fur¬ nished by voluntary contribution, and it was necessary to apply for contributions to State and municipal authorities and to make a selection of such as were offered. Hence, if certain States and cities figure conspicuously in the exhibition and in the catalogue, it is not necessary to infer from this fact that they were in all cases select¬ ed as the best representative types, but rather that their educational officials were exceptionally prompt and liberal in their offers of materi.als. It will be seen that tbe plan of the exhibition involved a complication of interests which had to be regarded. Its object was to afford educational students of all na¬ tionalities the means of studying the organization, working, and results of our system of education as a whole, and it was necessary to keep this object uppermost and fore¬ most in all the plans and arrangements. And yet all the materials to be employed for this purpose were contributed with the hope and expectation on the part of the con¬ tributors of receiving individual recognition in proportion to their merits. The whole number of contributors thus interested, as shown by the list, amounts to about two hundred. It was not possible, under the circumstances, to display every exhibit to the best advantage ; but no pains have been spared in doing justice to all the interests concerued, both public and private. Four kinds of materials enter into the composition of an educational exhibition : (1) Illustrations of educational buildings, with their furniture and fittings ; (2) illustra¬ tions and specimens of appliances and apparatus for instruction and training ; (3) scholars’ work, literary, scientific, mechanical, and artistic; (4) educational literature, embracing all printed matter bearing directly on education. While this classification has not been adopted for the catalogue, it was observed in the collection of materials, and carried out in the installation as far as the limita¬ tion of space and a due regard to comeliness of appearance would permit. Although the intention was, as has been stated, to make up the exhibition of speci¬ mens only, an important exception to this rule is found in the matter of text books. Here the aim was to make as complete a collection as possible, without regard to their character or grade. For examination by the juries they were arranged by pub¬ lishers; they have since been rearranged according to subjects for the convenience of visitors who wish to examine them. The whole number of volumes in the division of educational literature amounts to about 2,500 ; and there are upwards of 800 volumes of scholars’ work, many of them containing 400 specimens and upwards in each. CLXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. This educational catalogue also contained a reprint of the Statement of the Theory of Education in the United States^ (published by this Office several years ago), and quotations from the reports of this Office, giving data upon important topics. In addition to the duties already mentioned, Dr. Philbrick was called upon to act as juror and also to report upon the subject of education in the United States at the conferences held in the Palace of the Trocad^ro. His services received the highest commendation, as will be seen from the following letters : Paris, November 8, 1878. Dear Sir: I have received your favor of October 25. Upon comparatively small capital we have achieved a very decided success here. It is not too much to say that the educational exhibit has been one of the most attractive features in our depart¬ ment. It has been visited by thousands of teachers from all parts of Europe, and Mr. Philbrick has every reason to be pleased with the result of his exertions. It would have been a great mistake to have neglected to represent our educational progress. Very respectfully, R. C. McCORMICK. Hon. John Eaton, Commissioner of Education, Washington, D. C, Commonwealth of Pennsylvania, Department of Public Instruction, Marrishurg, Octoher 25, 1878. Dear Sir : I have just returned from my European trip. I spent three weeks at Paris. You will be pleased to know that the educational exhibit made by the United States, though not large, attracts a great deal of attention and has been honored with an almost disproportionate share of awards. Hon. John D. Philbrick, who is in charge of it, accomplished wonders with the material placed at his command and in the time allowed him for organization. His work can hardly be commended too highly by American educators. Yours truly, J. P. WICKERSHAM. General John Eaton, Commissioner of Education. United States Legation, Paris, October 25, 1878. My dear General : Permit me to congratulate you most heartily upon the success of the American educational department in the Paris Exposition. You have already heard that Mr. Philbrick’s “little show” took 121 prizes, including 28 gold medals. You may well be proud of this. But I write specially to say that you could not have selected a better man than Mr. Philbrick to represent the educational interests. He has been indefatigable, and by his rare knowledge, pleasant manners, and hard labor, he has made the most of what was prepared at home and sent here. Mr. Philbrick deserves the greatest pos¬ sible credit, and it is a pleasure for me to say this, unsolicited, to you. The whole exhibition is a grand success, but I shall be glad when it closes. It has given the legation an immense deal of work. Sincerely yours, EDWARD F. NOYES. General John Eaton, Commissioner of Education. The following letter from Dr. Philbrick continues his graphic statement, and con¬ cludes with the list of awards made to exhibitors from the United States, in classes VI, VII, VIII, and IX : Universal Exposition, Paris, November 10, 1878. Dear Sir : In a communication addressed to you under date of August 8, I endeav¬ ored to give a description of our exhibition of education. In that communication I stated that up to that time it had not been possible to prepare and print a detailed iThis statement was prepared by Hon. Wm. T. Harris and Hon. Duane Doty, then superintendents of city schools in St. Louis, Mo., and Detroit, Mich., respectively. It has received the general ap¬ proval of educators in this country. THE UNITED STATES AT THE PARIS EXPOSITION. CLXXXVII catalogue of the exhibitiou, whicli was much needed. Soon after that date, however, the preparation of the catalogue was begun, and with the least possible delay it was printed for circulation. The exhibition is now ended. It is a thing of the past, and is therefore become a subject of history. It will probably figure more or less conspicuously in a number of official reports. It is hoped that by this means we may obtain the well considered judgments of competent foreign specialists on the characteristic features of our American educational organizations, systems, institutions, methods, aims, and appli¬ ances. In the mean time, I beg to communicate to you at this time for your information, to be placed in the archives of the Bureau of Education or disposed of in any other way that your judgment may dictate, a correct list of the awards to the exhibitors in the exhibition, preceded by some remarks on the grounds of some of the awards and a brief account of what was done in the exhibition. THE VISITORS. Of course our aim was, witb the use of the materials of the exhibition, to afford inquirers the needed facilities for obtaining the information they desired respecting education in the United States. Before there was time to put all the articles in their places, earnest and persistent . visitors gained admission within the barriers and began their examinations, their in¬ quiries, and their requests for documents and books. From that time until the closing day there was a constant succession of inquiring visitors. No attempt was made to ob¬ tain a record of their names, or to enumerate them. By far the greater number, of course, belonged to the French nation, but there were besides more or less visitors from nearly every nationality represented in the Universal Exposition. I do not now refer to the numerous casual visitors who were constantly entering and taking a general survey of the exhibition, without stopping to obtain definite information about any matter. The exhibition was especially designed for serious visitors, that is, for inquirers seek¬ ing practical information for a special purpose. And it was extremely gratifying to find a constantly increasing appreciation of the exhibition by such visitors. These visitors not only represented many nationalities, but they represented also all sorts of educational functionaries — legislative, administrative, inspecting, teaching — as well as all descriptions of collaborators, such as journalists, publishers, authors, inventors, and manufacturers. Delegates, with notebook and pencil in hand, came from States, municipalities, institutions, and associations, seeking materials for reports ; representa¬ tives of the press came for facts to dress up in a captivating style for their letters; a minister of public instruction is followed by a modest rural schoolmaster, who seems surprised to receive a cordial greeting. It is a curious fact that nearly every one of these serious visitors was intent on getting information or material in some special line. A director of drawing comes repeatedly, and examines thoroughly the large collection of drawing books and the portfolios of scholars’ drawings. Now we have a learned pro¬ fessor from Germany, who knows more than anybody else in the world about element¬ ary instruction in physics and has done more than anybody else to promote it; he admires Ritchie’s set of apparatus and finds an original feature, namely, the balance in Putnam’s metric chart, but thinks himself the pioneer in such charts ; he looks over all the books on physics, and at once discovers which have borrowed and which have originality. A lady from England, a wealthy patroness of schools, was most persistent in soliciting specimens of the excellent school slates and fittings sent by Andrews & Co., of Chicago, and through the whole period of the exhibition we were constantly importuned to sell them. A delegate from an educational society of ladies in Vienna comes to study the subject of higher female education in America. The wife of one of the most eminent of the statesmen of France comes repeatedly with a member of the Chamber of Deputies to study the same subject, with the view to pre¬ pare a bill for the establishment of a system of secondary instruction for girls, and the bill has been already introduced into the Chamber, accompanied with a compre¬ hensive statement of the need of such a system and the objects which it would aim to accomplish. An enterprising practical teacher from Portugal, who can read Eng¬ lish, makes repeated visitS; to examine textbooks and pedagogical books, and gets advice as to a selection to order from America for his private library. We made no attempt to represent fully our technical schools* but there was an active demand for the documents on the subject which we had, namely, the reports of the Illinois Indus¬ trial University, of the Worcester Free Institute, and of the Massachusetts Institute of Technology; and, strange to say, President Runkle’s illustrated report on courses of shop work was the only thing of the kind to be found at the Exposition. The dele¬ gate from New South Wales is decidedly in earnest in seeking information about school architecture (for a report on the subject), especially such as relates to the sanitary requirements. We are happy to furnish him with Dr. Lincoln’s paper on that branch of school architecture, being quite confident that no better production in that CLXXXVIII EEPORT OF THE COMMISSIONER OF ' EDUCATION. line is to be found. Our samples of school desks were especially honored by being taken ba the Sorbonne to illustrate the lecture on school furniture given to the delegate body of French teachers, gathered in Paris by the minister of public instruction from all the departments to study education at the Exposition. Those interested in instruc¬ tion in vocal music in public schools lingered long over the charts and books prepared for the Boston public schools, and finally a first class expert, an agr^ge of the uni¬ versity and a school inspector of Paris, after a careful study of them, voluntarily writes a letter in which he says he does not hesitate to pronounce this course the best in all respects that he is acquainted with. Experts from Sweden and Spain said the same thing of it at Vienna. From Italy we had some of the most persevering inquiries. Professor E. Levasseur, of the College de France, made a careful study of the prominent objects of the exhibition for a paper published in the Revue p^dagogique. It would be easy to multiply these illustrations of inquiries by visitors from all civilized nations. But I have said enough to convey a general idea of the use made of the exhibition by foreign students of education. I must not omit, however, to refer to the remarkable series of visits by French school inspectors and teachers. Twelve hundred of the best teachers in the public schools of France, representing all the sections of the country, were brought to Paris at the public expense to visit the Exposition and at¬ tend a sort of national teachers’ institute at the Sorbonne, under the direction of the minister of public instruction. This body of teachers was divided into many small sections, each provided with a leader for visiting the educational exhibitions. For two or three weeks our exhibition was thronged with these earnest visitors, and Miss L. S. Hotchkiss, an experienced and very capable American teacher who speaks French well, was wholly occupied during the time in giving explanations of American systems and methods of education. These explanations partook of the character of familiar off-hand lectures, for she always had a. crowd of listeners. And it is but just to say that, as a vigorous, intelligent, experienced, and earnest Yankee teacher, explain¬ ing so eloquently the methods and processes of American teachers with the volumes of scholars’ work in her hands, some of which were actually prepared by her own pupils, she could not but be regarded as being herself the most interesting illustration of the spirit of the American public school. THE AWARDS. The following is a tabular summary of the awards : Classes. Gold medals. Silver medals. Bronze medals. Honorable mentions. VI . . . . . 16 25 18 14 VII . 7 13 3 11 VIII . 4 4 3 IX . 1 2 Totals . 28 44 * 24 23 Grand total . 121 To the above should be added three silver palms of the university bestowed upon Messrs. Harris, Kiddle, and Wilson ; the gold palm and the cross of the Legion of Honor on the superintendent of the exhibition, and the gold palm on General Eaton. The above table of awards speaks for itself. I own that I present it with some degree of pride. I trust it will generally be accepted as proof that our exhibition has not been a failure. But to appreciate j ustly what these 121 awards mean it is necessary to compare them with other awards. In the first place, it will be seen that the grade of these awards averages very high, there being 72 of the two higher ones, while there are only 49 of the two lower ones. Then, if we compare the number with the whole number received by the American section, we find that the ratio is 121 to 750, or nearly one- sixth, while the proportion of the space occupied was not very much more than one to a hundred. But no less remarkable is the comparison of our awards with those ob¬ tained by the educational exhibitions of other nations. France, of course, made a very extensive exhibition of all departments and grades of education, and justly received a great number of recompenses ; yet we have the satisfaction of standing next in rank to France in respect to the number of awards received, having twenty-eight more than the country that comes next in order. But while counting up with satisfaction our medals and diplomas as evidence of the appreciation of our exhibition by the international jury, we do not forget that the pur¬ pose of our coming here was not to win honors, but to do our best to contribute our share to this grand concourse of education, which is intended as a means of making the best things that have been said and done in relation to the subject the common property of all nations. THE UNITED STATES AT THE PAEIS EXPOSITION. CLXXXIX Some words are needed, perhaps, in explanation of the awards. And if to us Ameri¬ cans, who understand somewhat the relations of things at home, there should seem to he some want of proportion in the recompenses awarded, it would not he strange, con¬ sidering that there were three educational juries, each acting independently. These juries were composed of gentlemen of the highest qualifications for the duties assigned them, hut their task was an exceedingly difficult one, owing to the nature and variety of materials submitted to their judgment. How was it possible for them to consider the merits of individual hooks, or of individual volumes of scholars’ work, when there were so many comprised in the different exhibits? So at the outset it was decided by the jury of which I was a member not to attempt to judge the merits of any single pub¬ lication. But after a time it was found necessary to set aside this rule, as a rigid adherence to it would leave unrecognized not a few very meritorious contributions. If the other juries made the same rule, and adhered to it, of course a meritorious pub¬ lication might receive an award in one class, while one equally meritorious but be¬ longing to a different class would not be recognized. Then one jury would be inclined to make the award to a State or a municipality or an institution correspond with the merit of the exhibit actually presented, being unwil¬ ling to regard a report ora catalogue as an exhibit entitled to a recognition if unaccom¬ panied with scholars’ work and illustrations of buildings and appliances. Another jury, on the other hand, would, in some cases, make awards on evidence less compre¬ hensive. But, although the juries were not, perhaps, in entire harmony with each other, and were not always consistent with themselves, this was no fault either of the juries or of the organization, for both were, in my judgment, excellent. I will not venture to explain in detail why this exhibitor received a medal which is higher than might be expected while that one gets one which seems too low ; but I hope that in the cases where the awards are not strictly proportioned to the merits, if there are thought to be such cases, I shall not be personally held responsible for the discrepancy. Something should be said about the exhibitors as represented in the catalogue who received no recognition. In the first place, a considerable number of them did not con¬ sider themselves nor were they considered by me as competitors for prizes. They sent some reports or documents, at my request, to complete the exhibition as a whole. Therefore, it is no discredit to such exhibitors that they were not recognized. Then, there were certain municipalities and State institutions which were not separately recognized, as they were intended to be included in the award to the State. All the normal schools of Wisconsin were well represented, but they were included with the State exhibit. Very respectfully, your obedient servant, JOHN D. PHILBRICK, Director of the United States Educational Section, Hon. John Eaton, Commissioner of Education. List of prizes aivarded in the United States section of education. CLASS vr. — GOLD MEDALS. Barnard, F. A. P., New York, N. Y. Barnard, Henry, Hartford, Connecticut. Boston, Mass. ; John D. Philbrick, super¬ intendent, from 1856 to 1878; Samuel Eliot, since March 1, 1878. Boston Public Library, Boston, Mass. ; Justin Winsor, superintendent. Guyot, Arnold, Trenton, N. J. Hampton Normal and Agricultural Insti¬ tute, Hampton, Va. ; S. C. Armstrong, principal. Harper & Brothers, New York, N. Y. Illinois State Department of Public In¬ struction ; S. M. Etter, superintendent. Indiana State Department of Public In¬ struction ; J. H. Smart, superintendent. Massachusetts State Department of Pub¬ lic Instruction ; J. W. Dickinson, secre¬ tary of State board of education, Boston. Ohio State Department of Public Instruc¬ tion ; J. J. Burns, commissioner, Colum¬ bus. Peabody Education Fund, the trustees of ; Barnas Sears, general agent, Staunton, V a. Swinton, William, Cambridge, Mass. Uni'^ed States Bureau of Education, Washington, D. C.; John Eaton, com¬ missioner. Washington, District of Columbia ; J. Or¬ mond Wilson, superintendent. cxc REPORT OF THE COMMISSIONER OF EDUCATION. American Printing House for the Blind, Louisville, Kentucky. Appleton, D., and Co., New York, N. Y. Barnes, A. S., and Co., New York,N. Y. Bell, Alexander Graham, Boston, Mass. Chicago, Ill. ; Duane Doty, superintend¬ ent. Cincinnati, Ohio; J. B. Peaslee, superin¬ tendent. Cowperthwait & Co., Philadelphia, Pa. Ivison, Blakeman,. Taylor & Co., New York, N. Y. Kansas State Department of Public In¬ struction ; A, B. Lemmon, superintend¬ ent, Topeka. Leigh, Edwin, New York, N. Y. Lincoln, D. F., Boston, Mass. Mason, Luther Whiting, Boston, Mass. Milwaukee, Wis. ; James MacAlister, su¬ perintendent. New Jersey State Department of Public American Metric Bureau, Boston, Mass. ; Melville Dewey, secretary. Anderson, J. J., New York, N. Y. Andrews, A. H., & Co., Chicago, Ill. Bicknell, T. W., Boston, Mass. Clark & Maynard, New York, N. Y. Edgerton, N. H., Philadelphia, Pa. Ginn & Heath, Boston, Mass. Johnson, A. J., New York, N. Y. Lippincott, J. B., & Co., Philadelphia, Pa. Monroe, Lewis B., Boston, Mass. MEDALS. Instruction; E.A. Apgar, superintend¬ ent, Trenton. Pennsylvania State Department of Public Instruction; J.P. Wickersham, superin¬ tendent, Harrisburg. Perkins Institution and Massachusetts Asylum for the Blind, Boston ; M. Anag- nos, superintendent. Rhode Island State Department of Public Instruction; Thomas B. Stockwell, com¬ missioner, Providence. Ritchie, E. S., & Sons, Boston, Mass. Smith, Walter, Boston, Mass. St. Louis, Mo. ; William T. Harris, super¬ intendent. Thompson, Brown & Co., Boston, Mass. Van Antwerp, Bragg & Co., Cincinnati, Ohio. Wisconsin State Department of Public Instruction; W. C. Whitford, superin¬ tendent. MEDALS. Rome Female College, Rome, Ga. ; J. J. M. Caldwell, president. Ross, Joseph L., Boston, Mass. Sadlier, W. H., New York, N. Y. Scriber, Armstrong & Co.,New York,N. Y. Sheldon & Co., New York, N. Y. Sower, Potts & Co., Philadelphia, Pa. Steiger, E., New York, N. Y. Zell, T. Ellwood, Davis & Co., Philadel¬ phia, Pa. HOXOKABLE MENTIONS. Adams, Blackmer & Lyon Publishing Co., Chicago, Ill. Brewster & Knowlton, Boston, Mass. Butler, J. H., & Co., Philadelphia, Pa. Collins & Brother, New York, N. Y. Davis, Robert S., Boston, Mass. 'Eldredge & Brother, Philadelphia, Pa. Gaines, S. M., Cambridge, Mass. Henkle, W. D., Salem, Ohio. Higginson, T. W., Newport, R. I. Joslyn, Gilman, Boston, Mass. Lee and Shepard, Boston, Mass. Sherwood, George, & Co., Chicago, Ill. Ware, William, & Co., Boston, Mass. Winche.ll, S. R., Chicago, Ill. COLLABORATORS— GOLD MEDAL. McCormick, R. C., California. SILVER MEDALS. Phelps, W. F., Whitewater, Wis. | Wickersham, J. P., Harrisburg, Pa. CLASS VII.- Albany, N. Y. Boston, Mass. ; John D. Philbrick, super¬ intendent, from 1856 to 1878; Samuel Eliot, since March 1, 1878. Cincinnati, Ohio ; J. B. Peaslee, superin¬ tendent. Illinois Industrial University, Urbana; J. M. Gregory, regent. Massachusetts State Department of Pub- •GOLD MEDALS. lie Instruction ; J. W. Dickinson, secre¬ tary of the State board of education, Boston. -v Philadelphia, Pa. ; H. W. Hallowell, secretary of the Philadelphia board of education. United States Bureau of Education, Wash¬ ington, D. C. ; John Eaton, commis¬ sioner. THE UNITED STATES AT THE PARIS EXPOSITION. CXCI SILVEK MEDALS. Barnard, Henry, Hartford, Conn. Columbia National College for Deaf- Mutes, Washington, D. C. Cooper Union for the Advancement of Science and Art, New York, N. Y. Harper & Brothers, New York, N. Y. Lippincott, J. B., & Co., Philadelphia, Pa. Merriam, G. and C., Springfield, Mass. Mount Holyoke Female Seminary, South Hadley, Mass. ; Miss Julia Ward, prin¬ cipal. Portsmouth High School, Portsmouth, N. H. ; S. W. Clarke, principal. Rhode Island State Department of Pub¬ lic Instruction ; Thomas B. Stockwell, commissioner. Providence. Smith, Walter, Boston, Mass. Trouvelot, Leopold, Cambridge, Mass. Vassar College, Poughkeepsie, N. Y. ; John H. Raymond, president. Wellesley College, Wellesley, Mass. BRONZE MEDALS. Hamilton College, Clinton, N. Y. 1 Williston Seminary, Easthampton, Mass.; Rudy, Charles, Paris, France. 1 J. M. Whiton, principal. HONORABLE MENTIONS. Barnes, A. S., & Co., New York, N. Y. Bradley, John E., Albany, New York, N. Y. Clark & Maynard, New York, N. Y. Claxton, Remsen & Haffelfinger, Phila¬ delphia, Pa. Ginn & Heath, Boston, Mass. Holt, Henry, & Co., New York, N. Y. CLASS Vm.- Harvard University, Cambridge, Mass.; Charles W. Eliot, president. Michigan State University, Ann Arbor; James B. Angell, president. United States Bureau of Education, Wash- Laflin, - , New York, N. Y. Warren, S. Edward, Newton, Mass. Washington and Jefferson College, Wash¬ ington, Pa. ; George Hayes, president. Wheeler & Wilson Manufacturing Co., New York, N. Y., and Bridgeport, Conn. Wood, William, & Co., New York, N. Y. •GOLD MEDALS. ington, D. C. ; John Eaton, commis¬ sioner. United States Naval Academy, Annapolis, Md. ; Rear Admiral C. R. P. Rodgers, u. s. N., superintendent. SILVER MEDALS. Lea, Henry C., Philadelphia, Pa. Massachusetts Institute of Technology, Boston. Wiley, John, & Sons, New York, N. Y. Wisconsin, University of, Madison; John Bascom, president. BRONZE MEDALS. Boston University, Boston, Mass. I Van Nostrand, D., New York, N. Y. Chamberlin, T. C., Wisconsin. CLASS IX. — GOLD MEDAL. Boston Public Library, Boston, Mass.; Justin Winsor, superintendent. SILVER MEDALS. American Printing House for the Blind, Louisville, Ky. Perkins Institution and Massachusetts Asylum for the Blind, Boston ; M. Anag- nos, superintendent. Dr. Philbrick has expressed his gratification at the aid rendered him by different foreign gentlemen, and has wished it to be understood that much of the success of our educational collection was due to the generous, cordial, efficient, and unremitting cooperation of M. Ferdinand Buisson. He says : For my part, I can never be grateful enough to him for his services in this connec¬ tion, I am sure you will largely share with me in this sentiment of gratitude. The cause of education in America is under great obligations to him, not only for what he has done to promote the success of the exhibit, but for his sound report on American edu¬ cation, which contains suggestions and criticisms of great value to American educators. The interest taken in this small exhibition was indicated by the requests for its per¬ manent possession from the London school board, by its chairman. Sir Charles Reed, M. p., through Hon. John Welsh, United States minister to England ; from the French CXCII EEPORT OF THE COMMISSIONER OF EDUCATION. ministry of instruction and fine arts; from the Japanese ministry of education; the Austrian and Italian authorities, and others. The following correspondence between Messrs. Philhrick and Bardoux explains it¬ self: Dr. Philbrick to M. Bardoux. Paris, October 26, 1878. Sir: I have the honor to offer for your acceptance the better part of the materials comprising the United States exhibition of education, to be placed in the pedagogical library and museum for the establishment of which you have lately made provision. This gift is offered on behalf of the exhibitors to whom it belongs as a token of our high appreciation of the generous hospitality of France in connection with the Univer¬ sal Exposition and of our good will to the republic of the countrymen of Lafayette. If it is your pleasure to accept this offer, may I ask you to designate some person to receive the materials at the close of the Exposition ? Accept, Mr. Minister, the assurance of my distinguished consideration. JOHN D. PHILBRICK, Director of the United States Section of Education. His Excellency M. Bardoux, Minister of Puhlic Instruction, Worship, and Fine Arts. M. Bardoux to Dr. PhilbricTc. [Translation.] Cabinet of the Minister of Public Instruction, Worship, and Fine Arts, Paris, Octoher 30, 1878. Mr. Commissioner: I hasten to acknowledge the receipt of the objects which you have been pleased to donate (in the name of the United States Bureau of Education as well as in the name of several cities and numerous exhibitors) to the ministry of pub¬ lic instruction for the educational museum which I am organizing at present. While I am thanking you in behalf of our teaching corps, let me tell you how sensi¬ bly I have been affected, as a Frenchman and as minister of the Government of the Republic, by the warm sympathy which your letter expresses, by the recollections which it evokes that are equally dear to both nations, and by the good wishes which you form that this exhibition may be the starting point of a frequent exchange of com¬ munications, of information, and of mutual instruction between the friends of primary education in the two republics. In order to contribute my share, it gives me great pleasure to place at your disposal all the publications of this ministry and all such objects of our educational exhibit as you may designate that will interest the American public. As regards the French public, it will soon be enabled to profit by the study of the im¬ portant material placed at its disposal. I have given orders that a special room de¬ voted to the United States educational exhibit be kept open all the time in the pro¬ visional quarters of the educational museum, and I do not doubt that it will be visited with as much interest as profit by all those who are interested in the movement of public education in the United States. Accept, Mr. Commissioner, the assurance of my highest esteem. A. BARDOUX, Minister of Puhlic Instruction, Worship, and Fine Arts. Mr. John D. Philbrick, United States Educational Commissioner at the Universal Exhihition, Member of the International Jury, Chevalier of the Legion of Honor, Officer of Puhlic Instruction. A part of the collection was also turned over to the school board of the city of Lon¬ don, England.! * As this report is preparing, the following letter is received : School Boakd foe London, Victoria Embankment, IT. C., February, 1879. Deae Geneeal Eaton: The case which was handed to the British Commission at Paris, hy Mr. J. D. Philhrick, has been received by the school hoard. I have the pleasure of conveying to you their unanimous thanks for the gift, which will he placed in their library of reference. I am, dear General Eaton, yours very faithfully, CHARLES REED, Chairman of the School Board for London. General John Eaton, Commissioner of Education, Washington, United States. SPECIAL INSTRUCTION. CXCIII ■\Vliile Dr. Philbrick was representing the educators of bis country so creditably, many pleasant descriptions of and allusions to bis work and tbe educational collection in bis charge bad been received by tbis Office. Tbe senior vice minister of education in Japan, Mr. F. Tanaka, wrote as follows : 1 am very glad to bear from a commissioner sent to tbe Paris Exposition from our department of education that your government has exhibited in tbe fair many things connected with education which create much interest and are much admired by Euro¬ pean educators. Notable among tbe events accompanying tbe exhibition were tbe conferences and conventions which were held and of which elaborate reports will be issued by tbe French Government.* In addition to bis other duties. Dr. Philbrick represented tbe United States in tbe international congress to ameliorate tbe condition of tbe blind and of deaf-mutes, tbe sessions of which were held in Paris between September 23 and September 30, 1878.2 Reference has been made to tbe 1,250 teachers and superintendents from all parts of France who visited tbe Exposition at tbe invitation and expense of tbe government and for whose benefit several of tbe conferences alluded to were organized. Tbe fol¬ lowing extracts from tb e farewell remarks made on their departure by M. Bardoux minister of instruction and fine arts, aptly illustrate tbe spuit and purposes of tbe government : We have wished that you should leave Paris with increased love for your country and that you should judge for yourselves what energetic efforts have been made dur¬ ing tbe last eight years to elevate your country. Exercise thus a regenerating infiu- ence and, teach those around you to love our dear country. May all tbe good examples you have seen, the eloquent discourses you have beard, and all tbe admirable things which you have studied make you better understand your duty and responsibilities. We confide to you our children ; return them to us honest men and good French citizens. SPECIAL INSTRUCTION. Scientific and technical or industrial colleges imply preliminary courses of instruc¬ tion in their specialties. Public sentiment favors such provision, and efforts are being made in various directions to meet the demand. These experiments are (1) independ¬ ent enterprises, (2) those in connection with existing private institutions, and (3) those under public auspices. Many schools are reported under the first class, compre¬ hending a great variety of arts and industries. The Industrial School, Boston, Mass., was formed by the consolidation of the Whit¬ tling and Industrial Schools in the winter of 1876-’77 and maintained by the Indus¬ trial Education Association. Prior to the union the Whittling School had been carried on for five seasons in the chapel of Hollis Street Church and the Industrial School for two seasons in the Lincoln Building. The city gave the new school the use of the ward room on Church street, and there on Tuesday and Friday evenings of each week the school was open from seven to nine o’clock. Mr. Frank Rowell, who had been the superintendent of the Whittling School from its beginning consented to take charge of the consolidated school without remuneration, and Messrs. J. H. Fifield and Charles B. Cox, practical wood carvers, were employed to give the instruction. Thirty-two boys, ranging from 12 to 16 years of age, were admitted to the school. About half of them were still attending the day school ; the others were employed in stores and offices. So great was the pressure from applicants that if any boy was absent two 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 consulting the list. A course of twenty-four lessons in wood carving was prepared with special reference to securing ^ While this report is preparing, the Office has received the earlier series of these documents. They are issued by the ministry of agriculture and commerce, the editor being M. Charles Thirion, secretary of the central committee on congresses and conferences. 2 This Office has since received the report of the congress ; it is a handsome octavo volume of 537 pages. E— XIII CXCIV REPORT OF THE COMMISSIONER OF EDUCATION. the greatest amount of instruction with the least expenditure for tools and material. The tools used were the flat chisel, the gouge, and the veiniug tool. Smooth blocks of white wood, 6 inches long by 2 or 3 inches broad and 1^ inches thick, were the material used. No specific article was made in the school, the object not being to educate arti¬ sans of any special name, but to give the boys an acquaintance with certain manipu¬ lations equally useful in all trades. The report of the committee shows that they regard it as proved that schoolboys from 12 to 16 years old can be successfully and economically taught the use of tools and the methods of working materials by the Russian system. They consequently urge the school committee of Boston to examine their work with a view to adopting it, with such modification as will best adapt it to the scheme of public instruction. The cost of the experiment of the wood carving class for the season was about $800, which was raised by subscription. The Boston Society of Decorative Art has united with the School of Art Needle¬ work. The needlework department is under the direction of Mrs. Amelia Smith, a pupil of the Royal School of Art Needlework, London. The society purposes to de¬ velop decorative talent, to enable men and women to take advantage of existing schools or of classes in various branches of decorative work hereafter to be established by the society, to encourage and stimulate the production of designs for manufactured objects, and to bring about the practical application of such designs by obtaining orders from manufacturers, importers, private individuals, and dealers in all articles of household art. SCHOOLS OF COOKERY. The Ninth Census of the United States reported that there were, in 1870, 7,589,000 families. These must as a whole have required a corresponding number of cooks • aud of these by far the greater number must have been members of the families for whom they worked, and must have had a personal interest in the cost and palatable¬ ness of the food prepared. How many of them had any reasonable knowledge of the elementary principles of the art is a matter of great interest. There are two arts on which human society depends for the necessaries of life : agriculture and cookery; the one supplies the material of food, the other its prep¬ aration for the digestive organs. It should be the aim of all domestic economy to pro¬ duce food without wasting the nitrogenous ingredients of the soil, and to cook food without wasting its nutritive power or injuring its sapid qualities. Can a judicious government entirely avoid encouraging these objects in suitable ways ? The suxjply of nitrogenous manures to soils has been thought worthy of extensive public and private inquiry, but no great attention has been paid by governments to the supply of food, except as a means of revenue. Surely this neglect is neither philo¬ sophical in spirit nor practical in administration. The States and the Federal Government have done part of their duty towards agri¬ culture by establishing agricultural societies and colleges. But nothing has been done to foster schools of cookery in this country except by private enterprise. Nor is there any national custom which tends to correct this deficiency. It is very different in several foreign countries. In Germany strict provision is made for the training of girls of all ranks in domes¬ tic industry. This is done in the individual homes or by a system of social exchange. In Great Britain public interest in instruction in domestic branches was first excited by the delivery of Mr. BuckmasteFs lectures on food, given at the invitation of Her Majesty’s commissioners in connection with the food exhibit of the International Exhibition at London, 1873-’74. The use of the building in which Mr. Buckmaster delivered these lectures was given by the commissioners in 1873 to the South Ken¬ sington National Training School for Cookery, under the superintendence of Lady Barker. From this beginning have resulted classes in middle class and artisan cookery in various localities of London and in practical cookery in connection with the pub¬ lic schools of London. The work in these is conducted by lessons on food and its TEAINING OF NURSES. cxcv preparation given in every girls’ school, while for advanced classes there are 21 prac¬ tice kitchens established in different parts of the city, fitted with suitable appliances and presided over by skilful teachers of cookery. The Edinburgh School of Cookery, the influence of which has been greatly extended by lessons given in other parts of the city, in Leith, in Portobello, in some boarding schools, and in 41 towns and villages, began its work in 1875, and about the same time the Northern Union of Schools for Cookery was formed, which includes the Liverpool training school, and schools in Cambridge, Leamington, Bolton, Manchester, Glasgow, Leeds, and many other towns. The movement in the United States began with the opening of the New York Cook¬ ery School in 1874, under the management of an. institution for teaching women and girls the i^rinciples of various occupations ; its present head. Miss Juliet Corson, was at that time secretary of the society and was charged with the immediate super¬ vision of the new department. In 1876, Miss Corson opened the New York Cookery School in its present quarters in St. Mark’s Place, near Cooper Institute. The plain cooks’ class was opened in the school in March, 1877. During the winter of 1877-78, in the ladies’ regular class and the plain cooks’ class ICO lessons were given to about 1,200 persons. The Cookery School, Boston, Mass., under the direction of Miss Maria Parloa, author of the Appledore Cook Book, was opened in October, 1877, and continues with unabated success. The object of all these schools is the same, viz, training in cooking, and the diffusion of general information concerning food, and its relation to health and to domestic economy. The Kitchen Garden is a school for teaching little girls the various branches of household industry by an ingenious adaption of object teaching. The system v/as invented by the founder of the schools. Miss Emily Huntington, who made the first experiment in New York City in 1877. A number of similar schools have since been established in New York, Brooklyn, and Boston, conducted by x)upils of Miss Hunt¬ ington. In each of the cities the benevolent enterprise has been fortunate in secur¬ ing the supx3ort of ladies of wealth and refinement. The instruction is embodied in six lessons, requiring one month’s ax)plicatiou each, and comprehending the following details of domestic work : Kindling fires, waiting on the door, and bed making ; sweeping and completely arranging a room with the manipulations of broom, whisk broom, feather duster, &c. ; all laundry processes from the preparation of the tubs to the delicacies of polishing and folding; scrubbing and laying a dinner table in the due order of different courses, in connection with which a pricking lesson teaches in Kindergarten style the jJarts of beef and mutton, and hovv^ to cut and cook each; last of all comes the mud-x>ie play. In this crowning device of the inventress of the system, with moulding clay as a substitute for dough and pastry, the children knead bread, turn tiny rolls, cut out biscuit, and make pies. All the les¬ sons are enlivened and emphasized by appropriate songs. Thus, under loving guidance, with the simple device of toy ajipliances for real domestic ax)paratus, these children of poverty acquire the order, precision, and neatness essential to honsehold service. TUAINING SCHOOLS FOR KURSES. Nine training schools for nurses are reported. They receive the hearty support and commendation of the medical fraternity and are constantly growing in public favor. They insist upon a high standard of moral excellence in their pupils and use every means to maintain superior excellence in the profession. The directory for nurses adoj^ted in some cities aids in this endeavor. Such a direc- ory has been opened at the Boston Medical Library, where the following forms are in use : (1) A form to be filled out by the nurse who seeks registration. The first page presents the regulations of the directory ; the second, the questions she must answer; the third blank, the names and addresses of families to which she refers. CXCVI EEPOET OF THE COMMISSIONEE OF EDUCATION. (2) A form to be filled ont by the doctor to whom the nurse refers. (3) A form to be filled out by the family to which she refers. (4) A card upon which is entered in concise and simple manner the name, qualifica¬ tions, and recommendations of the nurse. This is placed in the directory box for reference. (5) Printed postals by which the registered nurse keeps the directory informed of her engagements. The nurse training schools are in every sense of the word educational institutions, yet their relation to public charities is one of the most important results of their estab¬ lishment. This is illustrated in the history of the training school for nurses attached to Bellevue Hospital. In their last annual report the managers of the school spoke of two projects for the relief of suffering which they felt ought to flow from the school. These were the establishment of an emergency hospital and district nursing among the poor. Both have been accomplished.^ The superintendent of the school has always en¬ deavored to teach the nurses the prepara tion of articles of special diet for the sick. But this branch of instruction was somewhat restricted, as the managers felt that they had no right to use the funds of the school for such a purpose. During the year one of the visitors of the Bellevue local visiting committee made a special donation to provide all the materials that were required for a diet kitchen, and a nurse is detailed each month to take charge of this department. Patients exhibit the most grateful apprecia¬ tion of the delicacies thus provided. INDUSTRIAL TRAINING. Among the experiments in industrial training in connection with private institutions may be mentioned the new departure in Lasell Female Seminary, at Auburndale, Mass., extending the curriculum so as to include dressmaking, millinery, and cookery. The Office has also received the prospectus of the manual training school of Wash¬ ington University, St. Louis, Mo., to be established as a permanent branch of the poly¬ technic school. The School of Industrial Art, long contemplated as a natural development of the Pennsylvania Museum, began its practical work this year. In the annual report of the board of trustees it is stated that the progress of the various departments more than equalled the expectations of the trustees. Industrial drawing is the most im¬ portant experiment made in the direction of technical training in connection with the common schools. Since the introduction of this branch by State action in Massachu¬ setts it has been similarly introduced in New York and in many cities, notably in Phil¬ adelphia, Baltimore, Washington, Cincinnati, Chicago, St. Louis, and San Francisco. DRAWING IN THE BOSTON PUBLIC SCHOOLS. The revision of the organization of the Boston public schools includes a change in the programme of drawing, and affords a proper occasion for reviewing the history of the work up to the present moment and for outlining the new scheme. This has been done by Professor Walter Smith, State director of drawing, from whose statement the fol¬ lowing summary is prepared. Previous to 1871, drawing had been pursued in the schools as an amusement or rec¬ reation ; it was now proposed to make it industrial and educational. This necessi¬ tated an entirely new range of exercises and a grading of the subject for pupils of all school ages — a truly original experiment, for although parts of the scheme had been attempted in several European countries, no one country had as yet systemati¬ cally organized a course of study in drawing graded in educational sequence from the first to the last year of public school life and made it a radical .element in all education. 1 During the year 5 nurses from the school hare assisted Mrs. Brown, superintendent of the female branch of the city mission. One of these young ladies attended 131 cases in six months, and the total number of visits made by the five was 2,742. These nurses were supported by private ladies. DRAWING — INSTRUCTION IN SEWING. CXCVII In addition to the obstacles arising from the nature of the undertaking, public incre¬ dulity had to be overcome, since nine out of ten persons doubted the possibility of teaching drawing at all, excepting to those specially gifted. As the work advanced and such doubts disappeared before the evidence of the senses, criticisms of the method multiplied ; nevertheless, the plan was steadily pursued, and now has an assured place among the methods of American education and has gained a large measure of public approval. The work of the past eight years must be regarded as preliminary ; it is now practicable to apply the scheme of industrial drawing to the public schools as a subject of general education with comparatively little friction. In the revised scheme, freehand, geometrical, and model drawing are no longer treated as separate branches to be studied at different times in the year, but the exer¬ cises are so arranged that a small portion of each subject shall be practised every half year and the lessons be thus continuous. The number of pages of the text books devoted to geometrical problems and defini¬ tions has been decreased from 36 to 20, and exercises have been suggested to illustrate the subject of design. Model and object drawing from copies has been placed in an elementary form in the middle grammar classes as a preparation for drawing from the solid or round objects in the higher, and the exercises in design which are practised for eight years in primary and lower grammar classes are directed in the first gram¬ mar classes to a particular purpose, as the decoration of a book cover or a tile pat¬ tern. Instruction in the elements of perspective with instruments is also introduced in the last year of the grammar schools. The work in the high schools has been arranged so as to make it a natural sequence to the grammar school work, and at the same time the lower and middle classes of the high school are made directly prepara¬ tory to the senior. The principles recognized and ends sought by this plan are thus epitomized by Professor Smith : (1) All children who can be taught to read, write, and cipher can be taught to draw. (2) Drawing, by the law of Massachusetts, is required to be taught to every child as an element of general education, like reading, writing, and arithmetic. (3) As an elementary subject, it should be taught by the regular teachers, and not by special instructors. (4) The true function of drawing in general education is to develop accuracy and to exercise the imagination, thereby tending to produce a love of order and to nourish originality. * * » * * » « (7) In the primary, grammar, and high schools drawing is elementary and general; in the normal and evening schools, advanced and special; for teaching purposes in the first, and for skilled indnstry in the second. # # * if » * # (10) Drawing may now take its legal place in the pnblic schools as an element of, and not, as before, a specialty in, education, at as little cost as any other equally use¬ ful branch of instruction, with the prospect that at a future time as many persons will be able to draw well as can read or write well, and as large a proportion be able to design well as to produce a good English composition. INSTRUCTION OP GIRLS IN SEWING. In Boston, pupils of the fourth, fifth, and sixth classes of the grammar schools receive two hours’ instruction during each week, one hour at a time, in sewing. Each scholar is required to bring work from home, prepared as far as possible, but the teacher must keep work on hand, ready prepared, in case of any pupils not being supplied. Teachers must also keep on hand a supply of needles, thimbles, and thread ; they must attend to the preparation and fitting of work out of school, so that the whole hour may be given to instruction. Every effort is made to vary the instruction, so that girls may learn all the varieties of work from plain sewing and darning to nice stitch¬ ing and button holes. The city school report does not give the number of girls who were actually instructed in this branch during the year 1876-’77, but the whole number of pupils in the three grammar grades where it is taught was 16,521, and it may be assumed that about one CXCVIII REPORT OF THE COMMISSIONER OF EDUCATION. half of these, or over eight thousand, received such instruction. The number of special teachers employed to give it was 27. The instruction is generally satisfactory. The greatest obstacle encountered seems to be the difficulty of securing a proper gradation both in the instruction and in the work provided for pupils. Much of the work brought by the girls from home is not suited to their abilities, and there is great difference in the skill of pupils in the lowest classes, some not even having learned to thread a needle. The earnest efforts of the sewing committee have been directed toward securing the necessary classification, and they report a considerable degree of success but much still remaining to be done. In the public schools of Providence, R. I., sewing has been taught for several years past “with great advantage to the girls receiving instruction and without detriment to their usual studies,’’ as is stated in the city report for 1875. In 1874, nearly 600 girls were taught every week to sew in the vacation schools of this city, and among the fruits of such instruction it is mentioned that more than 400 girls who received their first and last teaching in the use of the needle in these schools had been enabled by it to earn from $4 to 1 12 a week. INDUSTRIAL INSTRUCTION FOR THE DEPENDENT CLASSES. Organizations for helping the poor and destitute recognize that one of the most ef¬ fective means is training the children in work which will enable them to become self supporting. It is in connection with these benevolent efforts that some of the most promising experiments in industrial education and some of the most valuable sugges¬ tions pertaining thereto have arisen. Much is effected by the women’s Christian associations of various cities through the establishment of schools of special industry, and by the constant and able discussion of the subject in public conferences. One of the seven standing committees of the Women’s Educational and Industrial Union of Boston ^ is styled the committee on industrial education. Their duties are thus defined : It shall be their duty to try to enable women to rise superior to the condition or circumstances of their situation by directing them to the necessity of unfolding their individual talents to a profitable issue, either in the domain of art, science, trade, manufacture, invention, home avocations, or whatever else offers to secure this end. The Philadelphia Society for Organizing Charitable Relief and Repressing Mendi¬ cancy employs a system of districting and examining the city which promises to set more clearly before the public than ever before the true requirements of the dependent classes. The society, although as yet in its initiatory stages, has taken up the subject of the proper education of children as of the greatest practical importance in solving the problems of pauperism and crime. The officers of the society endeavor to cooperate with public school authorities to secure the attendance of all children of a suitable age at the public schools. It is stated in the official report of the society “ that there are over 10,000 children in the city who will become criminals unless the strong influences of education and reputable associations are at once invoked to rescue them.” For the purpose of discovering what facilities existed for placing these children in the schools inquiries were addressed to the secretary of the school board as to the balance of room available for the purpose, from whom it was learned that there was accommodation for 3,553 additional pupils in the aggregate of city schools. The society earnestly urges its ward associations to adopt as a basis of action the rule of refusing aid to families detaining their children from school and instructs its visitors to carry out the spirit of the requirement. Two 1 The Women’s Educational Association of Boston has interested itself in the introduction of "women to the Institute of Technology ; in the Harvard examinations for women ; in the scheme for private collegiate instruction for women in Cambridge; in the Boston Coohery School; in the publication of tracts on moral and physical education ; in the School of Art Needlework ; in the teaching of sewing in public schools ; and in the establishment of the the Girls’ Latin School in Boston. INDUSTRIAL - EDUCATION. CXCIX important results would be attained wherever such a regulation should be enforced : (1) the class of children for whom public schools are absolutely essential would be brought under their influence, and (2) this would materially aid in determining the kind of education which these schools ought to afford. The Labor Exchange, Washington, D. C., was organized through the efforts of a com¬ pany of philanthropic citizens in September, 1877. The purposes of the society were to relieve the poor of the District by a better organization of public and private chari¬ ties, to devise means for the employment of poor laborers on public works, to bring poor laborers into communication with employers without expense, to establish new industries which might be beneficial to the poor and also to the District, and to correct, as far as possible, the evils of indiscriminate almsgiving. As finally constituted, the board of managers included the following residents of the city: Hon. M. G. Emery, i^resident ; L. J. Davis, treasurer; L. S. Emery, secretary^ General John Hitz, Mr. A. S. Solomons, Mr. James E. Fitch, Mr. John T. Mitchell, Mr. William Ballantyne, Mr. S. A. H. Marks, Mrs. Jane Hitz, Mrs. Leonard Whitney, Miss Susan Walker, Mr. J. T. Smith, Mr. W. R. Smith, Mr. J. P. Khingle, Dr. C. C. Cox, Mr. M. Goldstein, Col. Thomas L. Tullock, Mr. John F. Cook, and Mr. John A. Baker. The plans they adopted proved practicable, and the organization existed long enough to demonstrate the great need of its service, but the want of means prevented its per¬ manency. The opportunities for work were so inadequate to the necessities of the appli¬ cants who thronged the office that the managers sought for employment under the Dis¬ trict or United States authorities. This resulted in an arrangement for filling up the old canal, securing to each man who would perform a day’s work fifty cents out of the funds of the exchange. Every day’s experience in the female department made more and more apparent the great lack of occupation for women incapable of severe exertion. In November, the Commissioner of Agriculture addressed a communication to the board of managers asking if the Labor Exchange could undertake the manufacture of seed packets for the department. The proposition was gladly accepted and the work commenced as speedily as possible. Steps were also taken toward the establishment of a training school for nurses, in which enterprise the physicians of the city engaged with much energy. A free class for instruction in China decoration was also opened, and a repository provided where all articles of handiwork could be offered for sale without charge to the owner. Thus four industries for women were established through the efforts of the exchange. The progress of industrial training has been promoted by the influence of reforma¬ tory and charitable associations. In institutions of the former class various trades and branches of feminine handiwork are taught, and the occupation thus afforded and the interest created have aided in overcoming vicious tendencies and in developing application and self-control. In many cases refractory or idle youths have been fitted by these exercises, combined with proper intellectual and moral training, to be returned as conscientious and industrious members of society. Sarah J. Smith, the superintendent of the Indiana Reformatory Institution for Women and Girls, in Indianapolis, places great stress upon such occupation, and those under her charge are kept industriously at work. rOKEIGiSr APPEENTICE SCHOOLS. Prof. Silvanus P. Thompson^ has contributed valuable information on the subject of technical education in a paper on ‘‘Apprenticeship schools,” embodying the results of his investigations of the methods pursued in France and Germany. He proposes four solutions of the x^roblem of how to train artisan children, all of which have been tested. (1) Apprenticing children at an earlier age than at present and making it obligatory ^Silvanus P. Thompson, n. a., u. sc., p. r. a. s., professor of experimental physics, University College, Bristol. The paper was read originally before the British Association at ShelBeld, and has since been P'ohlished in pamphlet form. cc REPORT OF THE COMMISSIONER OF EDUCATION. that all through their apprenticeship they shall have every day a certain number of hours of schooling in a school attached to the workshop. (2) Keeping children at school for a longer period, on condition that they shall pass a certain amount of time in a workshop attached to the school. (3) Organizing a school and workshop side by side, an equal number of hours being devoted to manual labor and to study. (4) Sending children for half the day to the existing schools, and the other half to work in the shop or factory. As a type of about two hundred schools in different parts of France on the first plan he cites the establishment of Messrs. Chaix & Co., the French Railway Guido printers. The Messrs. Chaix’s typographical school has been in existence for seven¬ teen years, and has supplied nearly a hundred able workmen to the firm itself, while the few who have left have found exceptionally good places. In this school the appren¬ tice is bound for four years, the employers guaranteeing him a place at the expiration of his time. The apprentices are in two classes, compositors and printers. Those of both classes spend two hours daily in the school room in improving their knowledge of the elements or in going through a technical course of typography. Lastly, there is a course on such subjects as the history of typography or mechanics, physics, and chem¬ istry, as far as they apply to printing machinery and processes. During the three years the apprentice compositors receive from 1 0 to 50 cents a day, and the printer apprentices from 15 to 90 cents a day. There is one excellent school in Paris on the second plan. The pupils in handicrafts work alternately at carpentry, wood turning, forging, &c., for two years, after which their work is specialized. They are also instructed in modelling and technical drawing, and in the summer they visit the neighboring factories. On the completion of the pre¬ liminary two years they are draughted off into one of the three special workshops, in which modelling and carving, carpentry and woodwork, and iron and metal work are carried on under the superintendence of master workmen, who have made the teaching of their various crafts a special study. Of the third system France affords two good examples, namely : The Paris Munici¬ pal School of Apprentices, where several distinct trades are taught, and the Besangon Municipal School of Horology, where clock and watch making alone are taught. In the Paris school, apprentices are only admitted between the ages of 13 and 16. They must have a certificate showing that they have completed their elementary edu¬ cation or else undergo an examination. In comparison with schools of the second type, a larger amount of time is devoted to the workshops, which are here more exten¬ sive and complete. The course is a three years’ initiation into the handicraft taught, and a majority of the pupils leave the school able workmen. The trades in which direct instruction is given, are those of the carpenter, wood turner, pattern maker, smith, fitter, and metal burner. The average age of the pupils who left the school in 1877 was 17^ years and their average earning in the places they had obtained was 76 cents a day, one boy of 17 getting $1.25 a day as a smith. The instruction is entirely gratuitous and the whole of the necessary tools, machines, books. Sic., are supplied by the municipality. The Besan^on school is managed on similar principles and is an entire success. It is supported entirely by the Besangon municipality. In addition to instruction in every branch of horology, the apprentices receive lessons in their own language, arithmetic, algebra, geometry, physics, chemistry, mechanics, and drawing so far as they relate to horology. The fourth system or that of half-time schools has only been partially tried in France. One radical defect in it is that there is no correlation between the work done in the factory and the information imparted by the schoolmaster. ^ 1 The city of London guilds and other corporate bodies seem at length convinced of the necessity of adopting some measure .at once for the advancement of technicakoducation. . The city companies have set aside £15,000 annually for the promotion of this.pbject.'^^ RECOMMENDATIONS— CONCLUSION. CCI RECOMMENDATIONS. The observations and experiences of the year have only added facts to illustrate the importance of the recommendations I have made in previous reports. I therefore hereby substantially renew them. (1) 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. (2) 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 responsibilites 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. (3) 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 diffi¬ culties in the way of establishing and maintaining therein schools for universal educa¬ tion, and in consideration of the imperative need of immediate action in this regard, I recommend that the whole or a portion of the net proceeds arising from the sale of public lands be set aside as a special fund, the interest of said fund to bo divided annually pro rata among the several States and Territories and the District of Colum¬ bia, under such provisions in regard to amount, allotment, expenditure, and super¬ vision as Congress in its wisdom may deem fit and proper. (4) I respectfully recommend that such provision, as may be deemed advisable be made for the publication of 15,000 copies of the Report of the Commissioner immedi¬ ately 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. (5) I also recommend that provision be made for the organization of an educational museum in connection with this Office and for the exchange of educational appliances with other countries. CONCLUSION. What has been said of the previous year may be said of this in the severity of the strain upon the Office. My assistants have my heartiest thanks. I can but hope that an increased appreciation of the work performed by the Office will ere long lead to more adequate appropriations. I desire to make the fullest ackaowledgement of my indebtedness to all in the public service and all engaged in the work of education throughout the country who have aided me in the prosecution of the work of the Office. I have the honor to be, very respectfully, your obedient servant, JOHN EATON, Hon. C. SCHURZ, Secretary of the Interior, Commissioner. ABSTRACTS OF THE OFFICIAL REPORTS OF THE SCHOOL OFFICERS OF STATES, TERRITORIES, AND CITIES, AVITH ADDITIONAL INFORMATION FROM VARIOUS SOURCES. PREFATORY NOTE The following abstracts of education in the States and Territories are derived from a great variety of sources. First among these come reports of State officials, such' as State hoards 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 con¬ cerns private secondary schools is almost whoUy from returns made by the principals of these to the Bureau of Education, supplemented by catalogues and other documents. For the matter relating to universities, colleges, and scientific and professional schools, dependence is placed 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, the printed catalogues and reports being chiefly used for this purpose, though sometimes an item of interesting information from other than official sources may be given, with a reference to the quarter from which it is derived. In such cases, however, the effort is always made to 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 educa¬ tion for each State, substantially in accordance with the schedule given below. GEiraTRAL PEAK OF THE ABSTEACTS. 1. Statistical summary. 2. State school system. {a) (0) (c) id) (а) (б) (0 3. 4. 5. 6. 7. City schml systems. Training of teachers . (a) (6) Secondary insteuction . (a) Superior instruction . (a) (&) Scientific and professional instruction ....(a) 8. Special instruction . 9. Educational conventions (&) (c) id) (a) ia) (&) 10. Noteworthy benefactions. 11. Obituary record . (a) 12. Chief State school officers. (a) School population and attendance School districts and schools. Teachers and teachers’ pay. Income and expenditure. Officers. Other features of the system. General condition, marking specially anything new and noteworthy.' Normal schools and normal departments. Teachers’ institutes. Teachers’ department of educational journals. Public high schools. Other secondary schools. Colleges for men, with universities. Colleges for women. Training in scientific schools and agricultural colleges. Training in theology. Training in law. Training in medicine. Deaf, dumb, blind, &c. Meetings of State associations. Special meetings of teachers, school principals, and superintendents. Brief memorials of teachers, superintendents, and other promoters of education who have died during the year. State board of education or State superintendent. The statistics furnished the Bureau in answer to its circulars of inquiry, for convenience of reference and comparison, are given in tables at the conclusion of this volume, while summaries of these statistics m^„be found under their appropriate heads dn the report of the Commissioner preceding. For the general courtesy with which his circulars have been answered, alike by State and city offi¬ cials, by college presidents and heads of schools, as well as for documents additional to these replies, the Commissioner of Education here tenders his cordial thanks to aU concerned. 3-4 t ALABAMA STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. White youth of school age (7-21) . Colored of that age . . . Whole number of school age . . Whites enrolled in public schools . Colored enrolled in public schools .... Whole enrolment . Average attendance of whites . Average attendance of colored . Whole average attendance . . SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . . Public schools for whites . Public schools for colored . Whole number reported . Average time in days . Average of eni’olled whites to teacher . . Average of enrolled colored to teacher . TEACHERS AND THEIR PAY. White teachers in public schools . . Colored teachers in public schools .... Whole number of teachers . Average pay of teachers . . INCOME AND EXPENDITURE. Whole income for public schools . Whole expenditure for them . . 1876-’77. 1877-78. Increase. Decrease. 214, 279 214, 720 441 155, 168 155,525 357 369, 447 370,245 798 88, 622 96, 799 8, 177 54,949 63,914 8, 965 143, 571 160, 713 17, 142 62, 796 57, 466 5, 330 40, 222 41, 659 i,437 103, 018 99, 125 3,893 1,700 2,760 3, :335 575 1,415 1,461 46 4, 175 4, 796 621 81i 84f 31 29f 1| 37 39 2 2,786 3, 338 552 1,4:39 1,462 23 4, 225 4,800 575 $22 65 $17 44 $5 21 $417, 242 $377, 188 $40, 054 392, 493 358, 697 33, 796 (From the report of Hon. Le Roy F. Box, State superintendent of education, -for the year ending September 30, 1878, which contains tables for the two years indicated. At some points the figures differ from those of the report for»1876-’77, because of addi¬ tional returns since received. The income and expenditure are from returns to this Bureau; the decrease in these items is apparent only, the State having raised about the same amount each year and the excess in 1876-’77 being due to balances from pre¬ vious years in the handsof county school officers. The statistics from Winston County and the city of Montgomery are not included, reports from them not having been re¬ ceived by the State superintendent. ) STATE SCHOOL SYSTEM OFFICERS. Under the revised school law, a State superintendent of education, elected by the people and commissioned by the governor, in every year of even number, still has the general supervision and administration of the public school system. County superintendents of education, one for each county, ap])ointed by the State superintendent every year of odd number, also still have, under him, the supervision of the public schools in their respective counties. In examining teachers and conduct¬ ing teachers’ institutes each county superintendent now has the aid of two teachers of his county, appointed annually by himself. These teachers and himself constitute a county educational board, without a certificate from which no one can be employed 5 6 REPORT OF THE COMMISSIONER OF EDUCATION. as a teacher in the public schools of the county ; hut a diploma from any chartered institution of learning will entitle an applicant to a license without examination, on proof of good moral character. A township superintendent of public schools, under the new law, comes into the place of the former township trustees, with nearly the same general duties, hut with some additions to former powers. ^ One superintendent for each township or allowed fraction of a township is to he appointed October 1, 1879, to hold office for two years. OTHER FEATURES OF THE SYSTEM. The means for maintaining public schools in this State are furnished largely, if not wholly, by the State treasury. Neither the report nor return of the superintendent of education furnishes any indication of a local tax for schools, although the law allows each county, except Mobile, to raise one annually. Thus furnishing the funds, the State concentrates large power over the school system in its officers. Under the latest law it makes the State superintendent appoint the county superintendents ; these, the township superintendents ; and then gives these last the direction of almost everything with reference to the schools, after consultation with the people. Should any county raise a local tax to supplement the State fund apportioned to it, such tax must not exceed 10 cents on each $100 of valuation ; and at least 50 per cent, of it must go towards the payment of teachers, the residue to township school libraries, school-houses, or such other contingent expenses of the schools as the county superin¬ tendent shall determine. As in other Southern States, separate schools for white and colored children form the imperative rule. Those for each race are open to resident children of that race from 7 to 21 years old, and a poll tax of $1.50, required by the State from every male inhabitant 21 to 45 years of age, is allowed to remain in the treasury of each county in which it is collected and to be apportioned to the town¬ ships for the benefit of the schools for the two races in the proportion in which it was received from each race. No money raised for the support of public schools may, how¬ ever, be used to support denominational or sectarian schools. The basis for appor¬ tionment of all State funds for schools is the number of children of school age reported by the township superintendents, who make the enumeration. Teachers in public schools must now hold certificates of qualification from the county examining board ; must forward quarterly to the county superintendent a sworn repoi*t of their schools in order to draw their pay ; must be members of the county institutes held for their race within their county, and must attend at least once annually. The school month of the State is 20 days ; the school day not less than 6 hours. Public examinations of the schools are required to be held at least once a year, and when an educational board is satisfied that any pupil has mastered the prescribed studies it must give a certificate to that efiect. GENERAL CONDITION. The points of gain in 1878, as may be seen from the table of statistics, were consid¬ erable: the enrolment in public schools increasing by 17,142 and greatly exceeding the increase of school population, which was only 798 ; the schools reported increas¬ ing also by 621, and the teachers by 575. The addition of three days to the average school term is also a decided gain, implying much fuller instruction in a considerable number of the schools. The only important points of loss were a diminution of 5,330 in the average attendance of white jjupils and a falling off of $40,054 in the receipts for public schools, as well as of $33,796 in the expenditures for them. The decrease in the attendance of white pupils in the face of a large increase of enrolment is unex¬ plained, and seems the more singular from the fact that the average attendance of colored pupils increased by 1,437. Three new an’augements under the revised school law have doubtless already made some improvement in the schools and will make more hereafter : the first is the substitution of a township superintendent for the former 3 township trustees, thus concentrating responsibility for local supervision and probably adding much to its efficiency ; the second is a requirement that every teacher of a public school must hold a certificate of qualification from the county educational board, a matter which was previously left to the discretion of the trust¬ ees ; the third, hardly less important, is the institution of a system of institute in¬ struction for the teachers, under the direction of this comity board, with the require¬ ment that eveiy teacher shall attend at least one institute meeting annually. If to this last obligation the State should add appropriations to secure competent in¬ structors at the institutes, the benefit secm*ed from them would undoubtedly be much * He determines, for instance, tbe nomber of schools to be established in his district; fixes the loca¬ tion of each school, the time of its opening, and the length of session ; apportions to each the amount it shall receive from the public school revenue allotted to the township for the current year; and decides how many and what children of his district shall bo transferred to other districts for the year, appor¬ tioning the amount necessary to pay for teaching them; and if a school of either race cannot be estab- lishod in his township from want of a sufficient number of such race living within a reasonable distance, he determines how many and what children of such race shall be entitled to the benefit of the school fund to secure tuition in any other way possible. ALABAMA. 7 increased; but closer supervision, the obligatory examination of teachers, and the requirement that the whole body of teachers in a county shall meet in an institute once or more in every year for fuller instruction in modes of teaching and school man¬ agement must certainly improve the quality of the current teaching. CITY SCHOOL SYSTEMS. OFFICERS. Of the cities of the State, Birmingham, Huntsville, and Selma have city superin¬ tendents, as the only distinctive school officer, though in Huntsville he is ‘‘author¬ ized,” not required, to cooperate with the mayor and aldermen in keeping up the schools. Eufaula has a city board of education of 5 members, and Montgomery one of 6 members, each with a city superintendent. Mobile has a combined county and city board of C school commissioners, with a superintendent ; Opelika has a board of trustees of 9 members, with a superintendent. STATISTICS. The figures here given are from the State report for 1877-’78, Montgomery not fully reporting : Cities. Estimated Ijopulation. Youth of school aga Enrolled in public schools. Average attendance. Teachers. Expenditure for tuition. Mobile a . . 40, 000 15, 000 8, 000 23, 865 3, 004 1, 736 4, 158 3, 700 101 5$17, 094 Montgoinery . . Solnia . 922 596 14 51, 420 a As Mobile, mider a special act, unites in one system the schools of the county -with those of the city, the statistics given include both. 6 The expenditure for tuition represents only that received from the State, not that liom city funds. ADDITIONAE PARTICULARS. The schools of Mobile, city and county, were 70 for white and 31 for colored pu]>il3 : those of Selma, 8 for white and 6 for colored : there was therefore, in each case, l teacher to a school. The average time ©f schools for whites in Mobile was 135 days and for colored, 123 days; in Selnia, it was 240 for both races. TRAINING OF TEACHERS. NORMAL SCHOOLS. ^ The State Normal School for White Male and Female Teachers^ at Florence, received from the State in 1878 $5,000 : the Normal School and University for Colored'^ Teachers and Students, at Marion, $4,000, and the Normal School for Colored Teachers, at Hunts¬ ville, $1,000. In the Florence school, according to a return, there were 4 instructors and 173 student^ 42 of them in a normal course of 3 years ; in the Maiion school, 5 instructors and 225 students, alj reckoned as normal, in a 4 years’ course of study ; in the Huntsville school there were 2 instructors and 60 students. Of each of these State institutions and its work the State superintendent speaks in high terms in hi.s last report, saying, too, that “good results are seen and felt wherever a graduate of one of these schools engages in teaching in the public schools.” The other normal schools reported ibr 1878 were the Rust Normal Institute, at Huntsville (under Methodist auspices), where were 2 instructors and 60 pupils, 8 of them normal, and the Emerson Institute, Mobile (under the auspices of the. American Missionary Association, Congregational), which made return of 5 instructors and 117 pupils, 27 of them normal. The school last named had the misfortune to lose by lire its commodious building in 1876, but through the energy of its managers and friends it has more than repaired the loss, entering on a good new building in a better situa¬ tion May 1, 1878. Under the dhection of the association named there were two other normal institutions in operation during 1878: Talladega College, at Talladega, with 174 normal pupils, and Trinity School, at Athens, with 46 normal pupils. TEACHERS’ INSTITUTES. The State superintendent says that he looks confidently to the teachers’ institutes now required to be held by the county boards of education for that imijrovement of teaching in Alabama which alone will give schools worth the expenditure of the funds at command. He expresses his intention to visit personally many of the counties, iu order that he may aasist in the organization of these institutes, as well as to atl cud to the supervisory duties required of him by law. 8 REPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The uaiuher of schools of this class reported to the State superintendent as taught in 1376-^7 was, according to a table in his last report, for white pupils, 160 ; for col¬ ored, 6. In the tables relating to 1877-’78 there is no reference to such schools, the form of return from teachers and school officers having been altered to include only the number of pupils in six elementary branches, instead of giving, as in the previous year, the number of primary, intermediate, grammar, and high schools. OTHER SECONDARY SCHOOLS. For statistics of reporting business colleges, private academic schools, and prepara¬ tory departments of colleges, see Tables IV, VI, VII, IX, and X of the appendix follow¬ ing, and the summaries of them in the report of the Commissioner preceding. A fact which may not appear in the tables may be mentioned in this connection, viz, that there are commercial or business courses in Howard College, Marion ; Spring Hill College, near Mobile, and the State Agricultural and Mechanical College, Auburn. One has been said to exist also at the Southern University, Greensboro ; but no trace of it appears in the latest catalogue at hand. SUPERIOR INSTRUCTION. COLLEGES FOR MEN. The University of Alabama^ Tuscaloosa, entirely under State control, has its academic curriculum arranged according to the plan common at the South, i. e. , in schools in¬ stead of departments. Thus, in place of the classical department of most noii}hem colleges, we find a school of Latin, school of Greek, school of English language and literature, and school of modem languages ; while, in place of a scientific or philo¬ sophical department, there are schools of chemistry, of geology and natural history, of natural philosophy and astronomy, of mathematics, and of mental and moral philosophy. Each school has its own professor and usually three classes, a j unior, inter¬ mediate, and senior, each of two terms. A student who pursues to its close the course of study in any school and on examination demonstrates his proficiency, receives the degree of graduate in that school ; one graduating in two schools and pursuing satis¬ factorily certain studies in the others, receives the bachelor of arts degree, and the bachelor remaining for another year and graduating in at least three schools is made master of arts. Essentially the same system, with only some difference in details, is pursued at Eoioard College, Marion (Baptist), and at the Southern University (Methodist Episcopal South), Greensboro;^ but at Spring Hill College, near Mobile (Roman Catho he), there is a classical course of 6 years, the first 2 corresponding with the preparatory classes of most colleges, the others answering to the four ordinary college classes. For statistics of these institutions in detail, see Table IX of the appendix following ; for a summary of them, see a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The names, localities, and statistics of this class of schools may be found in Table VIII of the appendix, and a summary of the statistics in the report of the Commis¬ sioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Alabama Agricultural and Mechanical College, Auburn, besides a preparatory course of 2 years and the customary 4 years’ collegiate course in literature, had in 1878 courses of 4 years each in agriculture, in science, and in engineering ; there were shorter courses in surveying and in building and architecture, and a commercial course of 2 years. Provision is also made for graduate courses of a year each, leading to higher degrees in agriculture, literature, science, and engineering. The attendance in 1877-’78 reached 238. Scientific schools also exist in connection with the State University, the Southern University, and Howard College. For full statistics of the agricultural college, see Table X of the appendix ; for any scientific students reported by the other institutions named, see Table IX. * The Southern University has- "!lso re^lar collegiate and scientific courses; the former of 4 years beyond the intro luctory class, the latter of 3 years. ALABAMA, 9 PROFESSIONAL. Theological training, under Metliodist influences, is afforded to some extent in tlie School of Biblical Literature of the Southern University, Greensboro, and at the Rust Biblical Institute, Huntsville, for colored students; under Baptist influences, in the School of Moral Science and Theology, Howard College, Marion. Statistics of attend¬ ance for 1878 are wanting. The theological department of Talladega College, Talla¬ dega (Congregational), had 20 students in attendance in 1878. %cgal training is given at the law schools of the State University and of the South¬ ern University, as well as at that of Howard College. Of the last two there are no statistics for 1878. At the State University 15 law students graduated in 1878 and 13 enterecl for the course of 1878-’79 ; 4 of these last were college graduates. The coiuse covers a year and a half. There was no preliminary examination in 1878. Medical training is provided for at the Southern University (the medical school of which, however, had only 1 student at the last report) and at the Medical College of Alabama, at Mobile, where there were 18 graduates in the spring of 1878 and 39 en¬ trances for the class of 1878-’79. The course covers 2 years, with 20 weeks of attend¬ ance in each year. No examination for admission was required in 1878. SPECIAL INSTRUCTION. ALABAMA INSTITUTION FOR THE DEAF AND DUMB AND THE BLIND, TALLADEGA. For the year ending September 30, 1878, the deaf-mute pupils were 41 in number, the blind 13, mxaking 54 ; of whom 34 were males and 20 females. The usual emijloyments were continued in alternation with the school room training, and the boys are said to h^ve made good progress in boot and shoe making, cane seating and broom making, and the manufacture of mattresses. A new brick fireproof building — including a kitchen, storeroom, ironing room, bakery, 2 bathrooms, a boys’ hospital, and dormitory — was finished in 1877 at a cost of about $4,000. The means to complete it were saved out of the annual appropria¬ tions, and it is proposed to provide in the same way the funds needed to erect a chaiiei and school building, to cost $10,000, if the legislature should’consent. CHIEF STATE SCHOOL OFFICER. Hon. Le Hoy F. Box, State superintendent of education, Montgomery . [Second term, 1878-1880.] 10 KEPORT OF THE COMMISSIONER OF EDUCATION. ARKAJ^SAS. STATISTICAL SUMMARY. 1876-’77. 1877-’78. Increase. Decrease. POPULATION AND ATTENDANCE. YoutL of school age (6-21) . Tanght in the public schools . SCHOOLS AND SCHOOL BUILDINGS. Houses with grounds inclosed . Reported as built in the year . Reported as built previously . Cost of those built during the year.... Whole estimated value of school jjrop- erty. Number of pupils in spelling . Number of puijils in reading . Number of pupils in writing . Number of pupils in arithmetic . Number of pupils in grammar . Number of pupils in geography . Number of pupils in history . . Nmnber of pupils in higher branches . TEACHERS AND THEIR PAY. 203, .567 216, 475 33, 0 j 33, / 4/ 12, 908 377 30 38 572 !$8, 825 166, 793 25 80 400 $9, 439 118, 514 42 ’^6i4 172 $48, *‘^9 31,150 17, 354 10, 671 11, 816 3, 586 3, 367 1,110 555 21, 922 17, 252 6,490 15, 063 4,037 4,302 1,352 1. 425 3, 247 451 935 242 870 9,223 102 4,181 Male teachers employed . Female teachers employed . . Whole number in public schools Average monthly pay of men. . . , Average monthly pay of women 639 187 826 INCOME AND EXPENDITURE. 710 165 875 $50 40 71 49 22 Receipts for public schools Expenditure upon them . . . $226, 005 143, 331 $170, 335 148, 393 $5, 062 $55, 670 (From the report of Hon. George W. HiU, State supeiintendent of public instruction, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. The chief executive school officer is a State superintendent of public instruction, chosen biennially by the peoiile. The governor, secretary of state, and superintendent form a board of commissioners of the common school fund, their duty being to look after the safe investment and management of it. A county examiner for each county, appointed by the county court biennially, ex¬ amines and licenses teachers for the public schools of his county, and performs most of the other duties of a county superintendent of schools. Three directors, chosen by the people for terms of 3 years each, with change of one each year, have in each school district of the several counties the charge of public school interests for their district. OTHER FEATURES OF THE SYSTEM. The annual income of the State school fund, with $1 per capita annually assessed on each male inhabitant over 21, and so much of the ordinary State revenue as may he set apart for the purpose by the legislature, goes to maintain a system of free com¬ mon schools, open in each district to all residents between 6 and 21 years of age. The taxes for these schools are restricted by the constitution of 1874 to 2 mills on the dollar for the State and to 5 mills on the dollar for school districts. Reports of the working of the school system are required to be made annually by district directors to the county examiner, by the county examiner to the State superintendent, and by him to the gov- ARKANSAS. 11 ernor. To obtain State aid, each district school must be taught by a regularly licensed teacher and must be kept in session for 3 months of the year preceding the apportion¬ ment. A private school, with the consent of the directors, may be held in the school- house of any district when the public school is not in session. For the improvement of public school teachers, provision is made for holding institutes in each judicial dis¬ trict as well as in every county, the former by the State superintendent, the latter by the county examiner or a deputy appointed by him. It is made the duty of teachers to attend these, and no deduction from their pay can be made for such attendance. Text books for the public schools are recommended by the State suiieriutendent, but the use of them is not irftX)erative. GENERAL CONDITION. Superintendent Hill, in reporting for 1877 and 1878, asserts educational progress in the following particulars: (1) A marked increase in the number of districts voting the maximum school fax allowed by the constitution; (2) a more general demand for better teachers; (3) an increased disiiosition to discuss educational questions; (4) a greater manifestation of interest in the annual district meetings; (.'i) a closer in¬ quiry into the character of proposed district school officers before election and more rigid inspection of then’ acts afterward; (6) greater fidelity to duty on the i)art of such officers, partly from the watch kept on them, partly from their increased sense of responsibility; (7) fuller and prompter reports from district and county offi¬ cers ; (8) a deepened sense of dependence on the public school system for the education of the youth of the State ; (9) a greater effort on the part of teachers to organize in teachers’ institutes and associations, with a view to improvement in their ideas and their work; (10) freer expressions of encouragement from school officers, teachers, and parents in all parts of the State, e.vinciug a more favorable feeling towards the public schools and indicating greater energy, intelligence, and activity in those who manage them. No doubt much of the improvement thus reported has been due to the superintend¬ ent’s own exertions, for in 1877 he travelled 4,500 miles in the performance of his duties in a State in which travelling facilities arc comparatively poor, traversed 43 counties, most of them twice, visited 44 towns, delivered 55 educational addresses, held 13 teach¬ ers’ institutes, answered 2,000 letters of inquiry, visited and addressed schools wher¬ ever practicable, and kept up an educational depaii;ment in two papers, furnishing for this purpose 300 pages of manuscrixh. — (Rexiort of Superintendent Hill for 1878.) CITY SCHOOL SYSTEM. LITTLE ROCK. Officers. — A board of school directors of 6 member's elected for terms of 3 years, one-third liable to change each year, has charge of the public schools. A city suxier- intendent, chosen annually by the board, acts as its executive officer. Statistics. — Population of the city, 18,000; children of school age (6-21), 6,146; en¬ rolled in public schools, 2,142; average daily attendance, 1,536; number of school buildings, 7 ; schools (primary 11, intermediate 7, grammar 4, ldgh2), 24 ; teachers, 27 ; ‘estimated value of school x)roperty, $50,700; expenditure for schools, $20,614. Additional particulars. — The schools are divided into 8 grades below the high schools, the course in which appears to be 3 years. Since 1875 there has been an increase of 754 in the enrolment, of 596 in the average number on the rolls, and of 354 in daily attendance, without addition to the number of teachers ; each teacher has therefore an average of 79 on the school roll and of nearly 50 in daily attendance. To remedy the overcrowding thus necessitated, the x^riiRary department in one of the school build¬ ings for colored XJupils has been divided, the girls attending in the morning and the boys in the afternoon. The superintendent recommends the same form of relief for all the x>riRiary grades, as he sees no immediate pi’ospect of additional school room. As far as tried, the division into half day classes has worked well, and it is thought that for young children, 6 to 8 years old, it will be better than confinement to desk and studies for 6 hours daily. — (Rexiort of Suiierintcndcnt J. M. Fish, for 1877-’78.) OTHER CITIES. Several smaller xilaces rex^ort school statistics to the State sux)erintendent as follows: Cities. Enrolment. Average attendance. Helena . 383 373. Pine Bliiif . 648 412 Hot Springs . . . . ... 614 BentonviUo . 300 173. All these, with Little Rock and Van Buren, received aid from the Peabody fy.nd ; they may consequently be understood to have graded school systems. 12 KEPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL DEPARTMENTS. The State institutions to prepare teachers for the public schools are: (1) The nor¬ mal department of the university, at Fayetteville, and (2) the branch normal college, at Pine Bluff, the former for white, the latter for colored students. The full normal course at the university is from 3 to 4 years ; at the branch college, beginning at a lower point, about 5. The elements of drawing and of vocal and instrumental music are taught in both. In the normal department of the university there were 30 stu¬ dents in 1878 ; in the branch at Pine Bluff, 20, with 71 of lower grade. — (Returns.) A normal department of the Pine Bluff graded school reported, in 1877, 35 normal students, probably in preparation for primary teaching. “One or two private normal schools” are spoken of in the report of Superintendent Hill, but without indication of their position or of the number of students in them. The normal featur e, he says, has been introduced into the Van Buren public school, and is contemplated also in connection with the high school at Little Rock. Normal instruc¬ tion is offered in a 2 years’ course at Judson University, Judsonia, and in a summer session of 3 weeks annually at St. John’s College, Little Rock. teachers’ institutes. Superintendent Hill states that normal institutes have been held by him according to law in each judicial district of the State, but with an attendance comparatively small, because of the difficulty of assembling teachers from so large a region. Several counties have also had institutes, some of them as often as once a quarter, with a view to improving the teachers and to familiarizing the minds of the people with the advantages of education, especially common school education. The effects of the county institutes have been so good that the superintendent would have them vigor¬ ously maintained. teachers’ department of educational journal. During 1878 an Arkansas department was maintained in the Eclectic Teacher, then published at Carlisle, Ky., since removed to Louisville. It consisted mainly of local information, showing increased pojnilarity of the j^ublic school system in Arkansas and increasing activity in the promotion of its interests. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No special provision for schools of this class is made in the State school law, and no mention of any occurs in the State report, except of those at Little Rock, where 2 high schools (1 for colored and 1 for white x^Rpils) are provided for in the school course. Only the latter, however, apjiearsfor 1877-’78, with an average monthly enrol¬ ment of 52 and an average daily attendance of 46. Still, in 26 of the 62 counties of the State there were reported for 1878 no less than 1,425 j)upils in higher branches ; what these branches are does not appear, except that they are beyond spelMug, reading, writing, arithmetic, grammar, geography, and history. OTHER SECONDARY SCHOOLS. For statistics of busiiu'ss colleges, private academies, and preparatory departments of colleges reiiorting for 1878, see Tables IV, VI, and IX of the appendix following, and the summaries of them in the report of the Commissioner preceding. Commercial courses of 2 years are reported by the Arkansas Industrial University and Judson University, St. John's College also reports a commercial course, but does not indicate its length. SUPERIOR INSTRUCTION. COLLEGES FOR MEN, 'NVITH UNIVERSITIES, The Arkansas Industrial dniversity-, Fayetteville, is the one State institution for sup- l)lying to white students the combined advantages of classical, agricultural and me¬ chanical, and normal training. No jirinted catalogue is at hand for 1878 to indicate Avhether any change of arrangements has been made, but a written return gives the whole number of students for the year as 405, of whom 30 were normal. No indica¬ tion is given of other divisions. The titles, j)ositions, and jrevailing influences of the other 4 collegiate institutions iii the State may be found in Table TX of the apiiendix following, with their latest statistics in detail; a summary of these statistics may also be found in the report of f he Commissioner jireceding, under the head of Table IX. They all have preparatory departments, with courses of 1 to 5 years, and classical departments of 3 or 4 years ARKANSAS. 13 more. In two cases, however, the division of studies is into schools, common in the South; of these Judson University had 5 at the last account and St. John’s College 6, besides a normal class and a commercial department. All these institutions, includ¬ ing the State University, admit women to their privileges, Cane Hill College having a special course of 3 years for women.' No other institutions for the superior instruc¬ tion of young women are known to exist in the State. — (Catalogues, circulars, and returns. ) SCIENTIFIC AND PROFESSIONAL INSTEUCTI01»1. SCIENTIFIC. The state Indiisinal University, Fayetteville, has a course in agriculture and one in engineering, each of 4 years, for which only a preparation in common English branches and algebra is required. ' " Cane Rill College, Cane Hill, also undertakes to teach engineering ; the course includes the collegiate studies in mathematics and instruction in the elements of drawing, civil engineering, the construction of roads, railroads, and bridges, and the principles of railroad curves. Judson University, Judsonia, and St. John’s College, Little Rock, have schools of mathematics for training in the elements of science. The time required at Judson is 3 years beyond the preparatory course, which covers 2 years. At St. John’s the time is not stated, but the outline of studies would seem to require at least the same period. PEOFESSIONAE. Except training for teaching, there is no indication of any professional instruction in the State in the year covered by this report, but a movement looking towards med¬ ical training at the university has been announced. SPECIAL INSTRUCTION. TRAINING OF THE DEAF AND DUMB. The Arlcansas Deaf-Mute Institute, at Little Rock, reports 69 pupils for 1877 and 1878, of whom 42 were boys. There were 3 instructors besides the principal. The sign lan¬ guage was used, but practice in speaking was kept up for the semi-mutes. Although shoemaking has been given up, both boys and girls were made useful, the former in cutting wood, gardening, &c., the latter in household work and sewing. TRAINING OF THE BLIND. The trustees of the Arkansas Institute for the Education of the Blind, at Little Rock, in their ninth biennial report, dated September 30, 1878, state that the aggregate of pupils who received instruction since the last report was 46; the average attendance, 33. More could not be admitted, because of a greatly diminished State appropria¬ tion; for the same reason, a portion of the teaching force had to be dismissed and the work of the school room done by the superintendent, with 2 young assistants and 2 advanced pupils, each teaching a class. The boys’ workshops were managed by 2 of the older pupils ; the work of the girls was directed by the matron and her assistant, and the musical department was attended to by Miss M. E. Costello, a former pupil of ■the institute, who generously volunteered a yeaFs gratuitous service to help the scliool in its extremity. EDUCATIONAL CONVENTION. STATE ASSOCIATION. As mentioned in the Report for 1877, a meeting of the State Teachers’ Association was. held on the 29th, 30th, and 3l8t of August, and the report of the State super¬ intendent states that interesting and instructive papers were read by prominent teachers from different parts of the State. An adjourned meeting for discussion was appointed for December of the same year, but it was subsequently deferred to the regular annual session of 1878. On account, however, of the prevalence of yellow fever, the consequent danger of travelling in a region liable to infection from it, and the likelihood that from this and other causes there would be a very small attendance, no session was held in 1878. CHIEF STATE SCHOOL OFFICER. Hon. Jajies L. Denton, State superintendent of public instruction, Little Rock. [Term, September, 1878, to September, 1880.] 14 .EEPORT OF THE COMMISSIONER OF EDUCATION. CALIFORNIA. STATISTICAL SUMMARY. 1877-78. Increase. 1 Decrease. 205, 475 138, 597 154, 069 103, 006 94, 696 5, 408 3,262 11, 411 5, 479 5, 157 15, 310 34 1,929 101 2,578 44 144.2 1,192 ■ 2,101 3,29^ 1 8 118 126^ $83 95 68 24 $3, 820, 661 3, 155, 815 $0 17 «1 44 $210, 498 406, 085 $353, 093 5, 990, 277 $37, 767 372, 360 6, 343, 370 $2, oil, 800 410, 127 1 . 1876-77. POPULATION AND ATTENDANCE. Yolitli of school age (5-17) . Youth of this age in public schools. .. Number enrolled in public schools.... Average number belonging . Average daily attendance . Per cent, of this on average belonging . Youth (5-17) in private schools . Youth (5-17) in no school . . . Mongolian youth in schools . Negro youth in schools . Indian youth in schools . DISTRICTS AND SCHOOLS. Number of school districts . Districts with good buildings . Districts with sufficient grounds ...... Districts with well improved grounds . Districts with well ventilated schools. Districts with well furnished schools. Districts with good apparatus . Districts with less than 8 months of school. Districts with 8 months or more . Number of first grade schools . Number of second grade schools . . Number of third grade schools. .• . Whole number of these grades . New school-houses built . . Average time of schools in days . TEACHERS AND THEIR PAY. Male teachers in public schools. _ _ Female teachers in public schools . . . . Whole number of both sexes. ... _ In one school more than a year . . Attended county institutes . Taking educational journals ■Graduates of the California State Nor¬ mal School. Graduates of any State normal school. Average monthly pay of men - - - - - Average monthly pay of women . . INCOME AND EXPENDITURE. Whole income for public schools . . Whole expenditure for them . VALUATION OP SCHOOL PROPERTY. Libraries and apparatus . School sites, buildings, and furnitiu'e. 200, 067 135, 335 142, 658 97, 527 89, 539 91 15, 344 49, 0:35 266 735 294 1,828 1,414 1,636 659 1,060 785 488 652 1,134 914 983 637 2, 534 122 145.2 1,184 1,983 3, 167 432 1,819 820 282 328 $83 78 69 68 $3, 610, 163 a2, 749, 730 $315, 326 5, 617, 917 Total . STATE SCHOOL FUND. Amount of available fund . . . . 5, 933, 243 a In addition to this amount, the sum of $19,179 was expended for county institutes and county hoards of examination, postage, stationery, erty of $410,127. lA State normal sclibol and State university form part of the school system, but come under different reflations from those which govern the common schools. ^This was ratified May 7, 1879. 16 EEPORT OF THE COMMISSIONER OF EDUCATION. MEANS OP EMPROVING THE SYSTEM. In view of the large expenditure for public schools (now nearly $3,200,000 a year). Superintendent Carr asks whether the State gets a fair return for this in the increase of moral, intellectual, and industrial power, as well as in the formation of a class of citizens worth having. He thinks that the answer must he in the affirmative, that the schools are worth all they cost the State, and that the system ranks in efficiency with those of the most advanced States of the Union. But he also thinks that the valuable results obtained from the present expenditure might be greatly increased by three simple means: these are (1) greater economy in expenditure for buildings,, having regard to school accommodation rather than to architectural display ; (2) more frequent visits to the schools by trustees and parents, as only thus can an active interest in the education of the children be shown ; (3) the employment of a set of teachers thoroughly trained for their profession before entering it, that they may not have to practice on the children, and spoil them in gaining that knowledge of dis¬ cipline and teaching which should have been acquired before they entered on their work. CONSTITUTIONAL CHANGES. The following are the changes made in the “Education" article of the new con¬ stitution : County superintendents are provided for, but, instead of the present legal arrangement by which each county has its own superintendent of schools, it is pro¬ vided that two or more counties may, by authority of the legislature, unite and form one district and elect one superintendent. The system of common schools, which by the constitution of 1849 the legislature was to provide for, is made explicitly a system of tree schools, and the 3 months’ minimum annual time for them in that constitution is extended to the present legal time of 6 months. The various classes of schools are recognized as forming possible parts of the system, but the only ones to be aided henceforth trom the State school fund and State tax are the primary and grammar schools, others being left to be sustained by the communities that may establish them. The determination of the text books to be used in the schools has been taken from the legislature and the State board of education, and put under the control of local au¬ thorities. The whole matter of examining and licensing teachers has been put under the same control, the previous uniformity of standard being thus wholly broken down. The appropriation of public money for the support of a sectarian or denominational school, or any other not under the control of the officers of the public schools, is pro¬ hibited. The university is required to be kept free from all political and sectarian in¬ fluence. The admission of women, which has been custom? ry from the outset as a matter of policy or right, is now made a constitutional obligation, and extends to every collegiate department of the university. CHANGES IN THE STATE SCHOOL LAWS. The following changes in the school laws for 1878 are in the nature of amendments to sections of the code : Section 1576. Each county, city, or incorporated town, unless subdivided by the legislative authority thereof, forms a school district ; provided, the board of super¬ visors may include more territory than that now included within the boundaries of any incorporated town. § 1746. State educational diplomas must be issued to such persons only as have been employed in teaching 5 years and who have held a first grade city or county certifi¬ cate for at least that length of time. • § 1770. The county board must meet and hold examinations as follows: Commenc¬ ing on the last Wednesday in the months of June and November of each year, the place of meeting being designated by the chairman. ^ 1775. The board may, without examination, renew first, second, and third grade county certificates, on the application of the persons who have held them, for three years, two years, and one year, respectively, this to remain in full force while they are teachers: although the board may revoke any such certificate for immoral or unpro¬ fessional conduct, profanity, intemperance, or evident nnfitness for teaching. § 1793. The holders of certificates are eligible to teach in the cities in which the certificates are granted, and also in the several counties of the State in schools of grades corresponding to the grades of such certificates. XINDERGAETEN. The establishment of these useful institutions on the western slope has been greatly furthered by the efforts of Miss Emma Mai wedel, an experienced Kindergarten teacher, who, since 1876, has been laboring for the new education in California with much suc¬ cess, at least 5 Kindergarten having been established either by herself or through her influence. One of her pupils, formerly at Santa Barbara, had clmrge in the autumn of 1878 of a free Kindergarten established by the Grermans at San Francisco; to this the principal of the Girls’ High School sent each week 2 young ladies from the CALIFORNIA. 17 high school for initiation into the Frohellian training, with a view to fuller introduc¬ tion of that system into the city schools. Another pupil taught at the same time a Kindergarten‘ class in the State Institution for the Deaf and Dumb and the Blind at Berkeley. It was proposed to have a third, also to be conducted by a pupil of Miss Marwedel, connected with the Children’s Relief Society at Oakland, where, in the spring of 1878, an association for the promotion of the principles of Frdbel, wdiich had been established through Miss Marwedel’s exertions, met with much encouragement from persons in high educational positions. — (Letters to Bureau and Pacilic School and Home Journal.) For statistics of such Kindergarten as report for 1878, see Table V of the appendix following, and the summary of it in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. A board of education, board of examiners for teachers, and a superintendent of the city public schools are the usual official staff in each city of the State. In San Fran¬ cisco the superintendent is allowed a deputy. STATISTICS. Cities. Estimated Ijopalation. Youtli of school age. Enrolled in public schools. Average attendance. Teachers. Expendi¬ ture. T.nfl Ancrplpfl 20, 000 33, 000 26, 000 308, 215 18, 000 14, 000 1, 230 4,571 3, 503 38, 672 2, 606 1, 022 Oakland . . . 6, 670 4, 457 55, 899 3, 416 118 a69 672 45 Sacramento . San Francisco . San Jose . Stockton . 2, 249 26, 292 1, 451 $78, 669 2, 699, 000 51, 930 a A printed report gives 73 teachers in Sacramento. ADDITIONAL PARTICULARS. In Oakland the cosmopolitan school was abolished ; cause, economy and opposition to teaching foreign languages in American schools. The system of classification and examination provides for semi-annual examinations and promotions, thus rendering the graded system more elastic. Sacramento. — A return gives 12 school buildings for 1878 with 67 school rooms, one used for an evening school. According to a printed report, this evening school num¬ bered 100 pupils and had 75 in regular attendance, chiefly boys or young men. The branches taught were commercial arithmetic and bookkeejiing, algebra, iiractical arithmetic, oral grammar, x^enmanship, reading, and spelling. There was a normal class for the teachers of the city, in which they were instructed by the princixials of the grammar and high schools in methods of teaching and discipline. The report of the school board favors free text books for the xuiblic schools and the restoration of some studies that have been dropped, such as penmanship and either drawing or music ; the former as indispensable in almost every avocation, and the latter as refining the minds and tastes of those instructed in them. The course of study, indicated by a report for 1877, consisted of 8 grades below the Jiigh school, in which last were 3 years more. In San Francisco there were 61 school buildings in 1878 with 567 rooms. Two pri¬ mary school buildings were added during the year. Of the 672 teachers 124 were normal graduates and 13 were special teachers. A new course of study for the city schools was adojited in 1878 which gives more prominence to reading, spelling, arith¬ metic, grammar, and composition. For promotion in the schools the yearly standing of the pupils is taken for one-half of the average, Avritten examinations being required for the other half. The cosmopolitan schools have been rendered much more efficient under the measures inaugurated by Superintendent Mann. Thfe languages liaA^e been concentrated in actual cosmoxiolitan schools, and in many of Ihe xirimary classes instruc¬ tion in the foreign language (either German or French) as well as in English is given by the regular class teacher, who is sxiecially apx>ointed to her place on account of fitness in the foreign language as well as in English. Special teachers are thus being gradually done away with, thereby obviating one strong objection to the cosTuopolitan schools — their extra cost. The board has already effected a reduction of the teaching force, Avith a saving of !|12,000 a year. It was determined in 1878 that teachers aaJio had not had a year’s experience and those whose methods are rexiorted by the deputy superin¬ tendent as unsatisfactory be required to attend lectures on teaching twice a month; 2 E 18 REPORT OF THE COMMISSIONER OF EDUCATION. they are also to receive such other instruction as may he necessary. The school was not only attended hy young teachers, hut voluntarily hy many of more experience, and proved a decided success. All nominations made for a vacancy in the schools are re¬ ferred to a committee on the qualifications of teachers, the superintendent, himself a practical teacher, being a member. Candidates appear with their testimonials, recom¬ mendations, and evidences of scholarship and success as teachers. After examining the comparative merits of all, the committee reports hack to the hoard the names of those considered worthiest. Under the conviction that those who supply the place of absent teachers should he highly qualified, a new system of supplying substitutes for temporary vacancies has been adopted, 20 regular substitute teachers of high grade having been elected. A salary is paid them whether they work or not; in the latter case the sum is nominal, but enough to retain the services of good teachers ; in case of actual work it is very liberal. They report at the board every morning and are sent out to various schools on the reception of telegraphic signals. If a substitute is required longer than one day in the same class, she does not report again at the office till the regular teacher returns. In this manner they familiarize themselves with the differ¬ ent schools and gain an exx^erience valuable to themselves and to the department. In San Jose the half day system was adox3ted for the sixth and seventh grade classes ; one teacher instructs two different classes, each three hours a day. An ungraded school was established similar to one in San Francisco; the object being to give in¬ struction to the older children in the two or three chief branches of the school course. The sex^arate school for colored children was discontinued and the pupils were ad¬ mitted to the schools for white children. THE TRAINING OF TEACHERS. STATE NOUMAL SCHOOL. The report of the State Normal School at San Jos6 for 1877-78 shows an increase in attendance of nearly 25 x)er cent. The average enrolment was 362 in 1876-77 and the total enrolment 603 in 1877-’78 under 17 teachers, with 109 additional x^upils in the training school. There were, as before, the elementary course, of 2 years, and the advanced course, of 1 year additional. From the first, 49 were graduated ; from the advanced course, 58. Of the senior class of the preceding year, 15 graduated with second grade diplomas and returned to complete the full course. None receive dixdomas who have not studied at least one year at the school. A library of 1,500 volumes is open to the pux)ils ; in the cabinet and museum there is the Canfield collection of over 3,000 shells ; also, a fine collection of the birds of California and specimens of many of its mineral x^roducts. The school has well selected apx^aratus, to which additions are regularly made. The training school, connected with the normal, furnishes pupil teachers amxile ox^x^ortunity to ax^x^ly the instruction they receive in methods, while members of the senior class, before being recommended for graduation, are required to demonstrate that they can teach well. SAN FRANCISCO NORMAL SCHOOLS. For the instruction of the young ladies in the upper classes of the Girls’ High School in San Francisco there has been a normal class maintained for some time, and in 1878 this was suxiplemented by the formation of a class for the fuller instruction of all teachers in the city schools whose methods of teaching and discipline were found de¬ fective. NORMAL SCHOOL FOR KINDERGARTEN TEACHERS. A school for training teachers in the xu'inciples and Avork of Frobel’s system was held at Oakland during 1878 by Miss Emma MarAvedel ; it had 1 resident instructor and 5 pupils, these xiux^ils practising in the model Kindergarten conducted by Miss Marwedel. — (Return. ) teachers’ institutes. The institutes required to be held by the school superintendents of counties with 20 or more school districts, under section 1560 of the amended code, appear from the re- Xiorts of the school journals to have been generally if not universally held, often with large attendance. In the absence of a State report for 1878, however, there are no general statistics to show the number held or the number of teachers present. EDUCATIONAL JOURNAL. The Pacific School and Home Journal, published monthly in San Francisco, contin¬ ued during 1878 the useffil work it began the preceding year, furnishing much matter for the fidler instruction of the teachers of the State and giAung trustworthy and varied information as to educational affairs. CALIFORNIA. 19 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. In the very general absence of city reports for 1878, information as to this class of schools must he chiefly sought in the educational journal of the State and in the returns of such cities as give statistics of their high schools. From these it appears that in the Sacramento High School there were 97 x^ipils under 4 instructors, and in those of San Francisco, 302 under 20 instructors. In the high schools of Los Angeles, Marysville, Oakland, Sacramento, San Francisco, San Jos6, Santa Cruz, and Vallejo the students of the graduating classes numbered in all 273. — (Pacific School and Home Journal, July, 1878.) At the annual examination of the ux)per grades in San Francisco at the close of the school year 1877- 78, there were 700 applicants for admission to the two high schools. Of these, only 400 passed the examination, which was made more rigid than in previ¬ ous years, with a view to raising the standard of scholarship both in the high schools and in the schools below them. OTHER SECONDARY SCHOOLS. For statistics of business colleges, x)rivate academic schools, xtreparatory schools, and preparatory departments of colleges or universities, see Tables IV, VI, VII, and IX of the apxiendix following, and the summaries of them in the report of the Commis¬ sioner preceding. Additional to the separate business colleges, it may be mentioned that 8 of the Cal¬ ifornia colleges in Table IX have commercial departments or arrangements for in¬ struction preparatory to commercial life. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES. The University of California, at Berkeley — truly a State university in its provision for liberal scientific and professional culture — retained in 1878 its arrangement of a college of letters for its classical department and 5 other colleges for its scientific department ; it added a college of law to the colleges of medicine and x>harmacy x^re- viously existing. The college of letters had, as before, the classical course, with the fullest collegiate requirements, and the literary course, with considerably lower ones. In each college, too, it had regular and special courses ; the former for students who desire a thorough and systematic education ; the latter for such as seek proficiency in one or two lines of study; as heretofore, “students at large,” who give all their time to certain specialties under the direction of the faculty and with its consent and axi- proval, made uxi schedules of study for themselves. In the fall term of 1878 there were in attendance, according to printed report and written return, 332 students in the colleges of letters and science, of whom 277 were young men and 55 young women. These were divided as follows: Graduate students, 5; candidates for the degree of bachelor, 264 ; students at large, 33 ; special course students, 30. Of the 264 candi¬ dates for the bachelor’s degree, 59 were in the classical course of the college of letters and 83 in its literary course. The remaining 122 were in the 5 colleges of science. In the professional colleges were 182, making, with the others, a total of 514. — (Report for 1878-79 and return for 1878. ) For the names, location, and statistics of the other institutions at present recog¬ nized as holding collegiate rank and engaged in instruction, see Table IX of the apxiendix following. There are, however, two or three of these which, from the secondary character of their work, may yet have to be remanded to Tables VI and VII, as 5 have already been that apparently hold collegiate charters but seem to do noth¬ ing beyond prexiaratory work. The others all have the usual division of classical and scientific courses, though in some instances other titles are used. Eight of the clas¬ sical courses rex^orted are of 4 years, and 3 (in Roman Catholic institutions) are inde¬ terminate. One other, which is called “collegiate,” includes in its required studies little more than a good grammar school and high school course, all in English, though there are optional language studies, ancient and modern, w-hich, with the others, might justify the term “ collegiate,” if they were required to any considerable ex¬ tent. — (Catalogues and circulars.) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Seven of the universities and colleges, besides the University of California, open their doors to young women as well as to young men. The number of female students attending these may be found in Table IX of the appendix. For full statistics of in¬ stitutions of this class, especially for women, see Table VIII of that ax^iiendix, and the summary in the rexiort of the Commissioner preceding. 20 EEPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIEXTIFIC. Tlie University of California, with its 5 colleges, of agriculture, of mechanics, of mining, of engineering, and of chemistry, is the chief dependence in this State for scientilic instruction. In 9 of the other institntions for collegiate training there are, indeed, the now cnstomary scientific schools or courses ; hnt necessarily these can in most cases he little more than modifications of the ordinary college cnrriciilnm; whereas the university, aided hy grants and endowments, affords students unnsual facilities for studying scientific subjects. In these 5 colleges the first 2 years are given to the usual collegiate branches of the literary institutions of their class ; the last 2 are almost wholly given to the theory and practice of the subjects which the college undertakes to teach. PROFESSIONAL. Theological instruction is given to some extent in a course of 2 years at California College, Vacaville, under Baptist infiuences, in the biblical department of Pierce Christian College, College City, and more fully in the Pacific Theological Seminary, Oakland (Congregational), and the San Francisco Theological Seminary, San Fran¬ cisco (Presbyterian). The course in each of these two is 3 years. Students without collegiate preparation for the Pacific Seminary are offered an opportunity to pursue literary and scientific studies at the Golden Gate Academy, near by. A collegiate diploma, while desired by both, is not invariably required by either as a condition of adinission. The Pacific Seminary reported G students under 8 professors and lecturers in 1878,- the San Francisco school, 9 students under 4 instructors. — (Catalogues and returns. ) Legal instruction will hereafter be given in the Hastings College of Law, San Fran¬ cisco, which became a part of the University of California in 1878 and began work with a class of 92 students. The course extends through 3 academic years, with regular examinations at the close of each year ; the first two determine the question of promotion ; the third, the question of granting a diploma of graduation equivalent to a license to practise in all the courts of the State. This college is founded upon a basis of ^100,000 given for its endowment by Mr. S. C, Hastings, after whom it is named. — (University register. ) Medical instruction in the Medical School of the University of California, San Fran¬ cisco, was reorganized in 1878 upon the improved system of a full 3 years’ graded course, attendance upon which is requisite to secure a degree. These annual courses are to bo as heretofore of 5 months’ duration, beginning in June and ending in October, besides which there will be a spring course (not at present obligatory, but recom¬ mended) beginning in February and extending to June. The requirement of a jire- liminary examination in the case of such proposed students as are not graduates of colleges does not appear to have been adopted as a rule in connection with this advance ; bTit that also, with examinations extending throughout the terms, must soon follow in response to advanced i)ublic opinion. The students in attendance in 1878 numbered 37, of whom 15 were in the first or lowest course, 10 in the second, and 12 in the third. Besides the imesideut, tliere were 12 professors and lecturers. At the Medical College of the Pacific, San Francisco, there seems to have been no change in 1878 ; it reports the old 3 years’ course, in which were 56 students under 10 professors and instructors; it has, however, an examination for admission. Its graduates in 1878 numbered 26. — (Return.) The College of Pharmacy, San Francisco, affiliated with the University of California but not a part of it, was reported by it as giving instruction to 50 students in 1878, through 4 professors ; its course of 2 years embraces chemistry, materia medica, phar¬ macy, and botany. — (Register of the university.) SPECIAL INSTRUCTION. EDUCATION OF DEAF-MUTES AND THE BLIND. Tlie California Institution for the Education of the Deaf and Dumb and the Blind, at Berkeley, reports through a return for 1878 that 201 deaf-mutes and 95 blind have been admitted since the foundation in 1860, and that during the year there were 103 mutes under 6 instructors, and 27 blind under 8 teachers and employes. The deaf and dumb receive instruction in penmanship, language studies, arithmetic, history, physiology, physics, algebra, geometry, and trigonometry, and are taught wood carv¬ ing and gardening ; the blind are taught all the common and high school branches and music. With 130 acres of land owned by the institution, the value of grounds, build¬ ings, &c., was $250,000. CALIFORNIA. 21 REFORMATORY AND INDUSTRIAL TRAINING. The City and County Industrial School of San Francisco admits youth under 18 years of age who are in danger of becoming criminals through neglect, and trains them in the elements of a common school education, in music, and in such means of future self support as farming, gardening, shoemakiug, tailoring, and carpentry. On July 1, 1878, 212 inmates were reported. TRAINING FOR SEAIMANSHIP. The school for training youth as seamen of the merchant marine service, which lasx year was reported on board the United States ship Jamestown, in the harbor of San Francisco, was abandoned at the close of the first year ; cause, retrenchment in city and county expenditures. TRAINING IN ART. The San Francisco School of Design, organized in 1873 under the auspices of the San Francisco Art Association, gives instruction in drawing from casts and models, from natural objects and the flat, as well as in painting. Pupils desiring to avail themselves of the advantages of the school must be 14 years of age and must jiass a satisfactory examination. The expenses of instruction are met from the tuition fees paid by pupils, any deficiency being made up by the art association. According to the Pacific School and Home Journal there was in the summer session of 1878 a total of 90 puinls ; average attendance, 74. The expenses of the year were more than met. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The State Teachers’ Association held its annual meeting at Sacramento in the last week of September, 1878. The attendance was small, but the different sections of the State were represented by their superintendents and chief teachers. President A. L. Mann called the meeting to order and introduced Hon. William Irwin, governor of California, who dwelt at some length on the cost of schools and the necessity that edu¬ cation should be of a practical character. Mr. John Swett presented the annual report of the committee on industrial education, in which the need of well trained teachers was urged. An address by Superintendent Maun, of San Francisco, on “ The American idea of free public education,” followed. He said that the American idea is to have the public schools not irreligious, but non-religious : that is, not admitting any secta¬ rian doctrine, yet, according to law, training in morals and manners ; he advocated a half hour lecture or conversation every Monday morning on the subject. Mrs. Jeanne C. Carr read a paper on “The industrial education of women,” and Prof. Ber¬ nard Moses, of the University of California, at the evening session, gave a lecture on “ The field of academic learning.” A paper on “ School hygiene,” by Dr. H. M. Fiske, of San Francisco, was read advocating the preservation of the eyes of children through good light and of the health through pure air. Professor Schoof, in a lecture on “Draw¬ ing in public schools,” held drawing, properly taught, to be an indispensable element in the education of every human being, whatever his destination in life. Miss Emma Marwedel then presented a paper on “Friedrich Frdbel and his educational system,” with illustrative apparatus. “ Music in the public schools” was ably treated by Prof. W. E. Price, and “ Political economy in the schools” by Professor White, of San Fran¬ cisco. Prof. Joseph Le Conte, of the University of California, delivered an address on “Evolution.” This was followed by “ The school of the future, its spirit and scope,” by Prof. A. W. Oliver ; the professor wanted real things taught rather than books, and health of body and soul inculcated throughout the course. Reports on a course of study for grammar schools were presented and laid over till next meeting. Prof. John Swett then gave an address on “School teachers and school teaching.” Prof. A. H. McDonald followed on “The metric system.” Resolving to meet in January, 1879, at Oakland, the association adjourned. CHIEF STATE SCHOOL OFFICERS. Hon. Ezra S. Carr, State superintendent of public instruction, Sacramento. Mrs. Jeaxxe C. Carr, deputy superintendent, Sacramento. [Superintendent Frederick M. Campbell, of Oakland, bas been elected to succeed Professor Carr.] 22 REPORT OF THE COMMISSIONER OF EDUCATION. COLORADO. STATISTICAL SUMMARY. 1876-77. 1877-78. Increase. POPULATION AND ATTENDANCE. Youth of school age (6-21) . 21, 612 26, 473 4,861 Enrolled in public schools . 14, 085 16, 641 2, 556 Average attendance . 8, 141 9, 699 1,558 Percentage of enrolment to whole 65 63 number. Percentage of average attendance to 37 36 whole number. SCHOOL DISTRICTS AND SCHOOLS. School districts in the State . 313 372 59 Public school-houses . 219 249 30 Sittings provided . 12, 147 12, 824 677 Average time of school in days . 108 91 Valuation of school property . |472, 983 $474, 771 $1, 788 TEACHERS AND THEIR PAY. Number of men employed _ ... _ 233 226 Number of women employed . . 297 341 44 Whole number in public schools . 530 567 37 Average monthly x^av of men . $56 10 $49 90 Average monthly x)ay of women . 51 45 46 95 INCOME AND EXPENDITURE. Whole receipts for public schools . $245, 145 $281, 674 $36, 529 Whole expenditure for them . 215, 225 243, 850 28, 625 Decrease. 17 $6 20 4 50 (Biennial report of Hon. Joseph C. Shattuck, State superintendent of pul)lic instruc¬ tion, for 1877 and 1878.) STATE SCHOOL SYSTEM. OFFICERS. The chief school officer is a State superintendent of public instruction, chosen by the people every two years to visit the schools and oversee the whole school system. He and two State executive officers constitute a State board of education to issue State diplomas to teachers of proven character, culture, and ability, who have suffi¬ cient professional experience. There is also a State board of land commissioners for the management of the school lands. The minor officers are a superintendent of public schools for each county, boards of 3 or 6 members for school districts, according to the population, and high school com¬ mittees of 4 for union high school districts. Women may vote for school officers at district meetings, and may themselves be district officers. OTHER FEATURES OF THE SYSTEM. The state school fund being very small (only about $40,000 in 1878), taxation has to be mainly relied on for the support of public schools. The proceeds of State and county taxes, with the income from the State school fund and fines and forfeitures, under the school law, go to the counties which duly report, in proportion to the num¬ ber of youth of school age in each, and the county superintendent apportions the money to the districts ; but any district failing to maintain a public school under a licensed teacher or succession of such teachers during 3 months of the year preceding COLORADO. 23 forfeits its share of the apportionment. The district schools (except union district high schools, for which there are special arrangements) are required to he free to all residents between the ages of 0 and 21, to exclude sectarian doctrine, and to make no discrimination in their pupils on account of race or color. The union district high schools are to be sustained by pro rata contributions from the several districts unit¬ ing, each contributing from its school fund according to the number of pupils sent from it. Beyond the high schools there is to be a State university, the preparatory department of which was organized during September, 1877. There is no State nor¬ mal school. A school month consists of 4 school weeks of 5 days each. The school day must not exceed 6 hours, excluding the noon intermission. — (School law of 1877.) By the constitution of 1876, neither the general assembly nor the State board of education has power to prescribe the text books for the public schools ; this is left to be regulated by the school boards. GENERAL CONDITION. Superintendent Shattuck says that fuller and more trustworthy reports respecting the school system were received in 1878 than ever before, and that these show advance in almost every particular. The increase is considerable in the number of children of school age, the number enrolled and in average attendance, number of districts organ¬ ized, of school-houses provided, of teachers employed, and amounts of receipts and expenditures for public schools. The schools, he says, are generally in a prosperous condition ; even in the newer portions of the State, true to what has become almost an instinct with Americans, the settlers are generally eager to establish the means of training their children. There has, indeed, been a slight diminution in the percent¬ age of both enrolment and average attendance, with a considerable decrease in the rate of teachers’ pay; but the fall in percentage is too small to awaken much anxiety, and the pay of teachers, Mr. Shattuck thinks, has reached its loAvest point. One thing he mentions is especially encouraging, viz, that in Colorado the primary teacher is better appreciated and hence better iiaid in proportion to other grades than is usual elsewhere. It is recognized that “to train children j)roperly dnring the first two years of school life requires a skill rarer and of a higher order than to instruct advanced classes in Latin and geometry;” hence, when a primary teacher j)roves her ability by her works her value is admitted, and in salary she frequently ranks next the principal. An increase of more than 80 per cent, in the number of volumes in school libraries is noted with pleasure, the library, “the university of the future,” being often of more value in the xiroper training of a child than any other thing connected with a school- house. CITY SCHOOL SYSTEM OF DENVER. OFFICERS. A board of education of 6 members, elected for terms of three years each, one-third liable to change each year, has for its executive officer a superintendent of city schools, with a secretary and treasurer not of its own number. STATISTICS. Population in 1870, 4,800; estimated present population, 22,000; youth of school age (6-21), 3,000; enrolled in public schools, 2,317; average attendance, 1,563; aver¬ age attendance to each teacher, excluding special teachers, 44 ; school days in the year, 190 ; days schools were taught, 186 ; teachers enqiloyed, 37 ; school buildings, 4 ; rooms for both study and recitation under 1 teacher, 26 ; under 2 or more teachers, 4 ; sittings for study, 1,580; valuation of school proxierty, $138,000; expenditures for public schools in 1877-’78, $57,692. ADDITIONAL PARTICULARS. The attendance on private and parochial schools, 200, added to the enrolment in the city schools, gives 2,517 as the number brought under some form of instruction in 1877-’78. The xmblic schools are divided into 4 primary, 4 grammar, and 4 high school grades. Instruction in German and music forms a part of the school course, api)arently through¬ out. In the former much improvement was made during the year through the kind efforts of a German member of the school board, who gave an hour a week throughout the session to a thorough drill of the teachers in German. An imxn'ovement in music is looked for from the introduction of a good text book. Lack of room has necessi¬ tated half day schools for pupils of the first grade and jiart of the second. In the first grade the arrangement has worked well, and as much has been accomxilished as in a full day’s session ; but Superintendent Gove thinks a full day in school would be better for puxiils of the second grade. — (Report of board of education and of Superin¬ tendent Aaron Gove for 1877-’78.) 24 EEPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. NORMAL CLASSES. There is yet no State normal school, hut in the normal department of the State University at Boulder there was a class of 14 pupils. Instruction was given during the year in spelling, reading (with phonetic analysis), English grammar, United States history, arithmetic, and descrix^tive geograx)hy. A training class to i)rex)are teachers for the city schools seems to he conducted at Den¬ ver, under the charge of Sux)erintendent Gove. At the request of their parents and with the apx)roval of the x)rincix)al of the high school, i)uj)ils in the two upper classes of the high school are permitted to join this class. The studies xjursued embrace those above mentioned, with the addition of physical geography, elements of algebra and of vocal music, and methods and theory of teaching. The number in the class for the year 1877-’78 is not indicated. teachers’ institutes. Provision is made in the school law for holding a teachers’ institute in any judi¬ cial district for 5 working days if not less than 2.5 teachers give notice to the State suxierintendent through their county suiperintendents that they desire to assemble for the purjDose. How many such institutes were held in 1877-’78, or with what attend¬ ance, is not told in the report. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Superintendent Shattuck, in his rex)ort for 1877 and 1878, gives no statistics relating to State high schools. He says, however, that there is a high school deiiartment con¬ nected with the graded school in every town of considerable size in the State, while in Denver the high school is well suj»x)lied with teachers and apparatus, and has graduated two classes. The enrolment there in 1877-78 was 123 ; the average daily attendance, 99. There are 3 courses : (1) A general course, wholly English, for most pupils ; (2) an English and classical course, which includes a fair amount of Latin ; and (3) a classical course, which adds to the Latin 2 years’ study of Greek. French is optional during the last 2 years of any course. Only 3 studies are xmrsued at any one time. PREPARATORY DEPARTMENT OF THE UNIVERSITY. Besides the 14 normal pu^iils iireviously noticed, 52 other students were reported in the preparatory department in 1877-78. Of these, 14 were in elementary chemistry, 27 in elementary physics and physical geograxihy, 29 in algebra, 14 in geometry, 2 in French, 16 in German, 47 in Latin, and 14 in Greek. OTHER SECONDARY SCHOOLS. Jarvis Hall, the first and one of the most imjiortant of the secondary schools in the State, although so unfortunate as to lose its buildings by fire in Ajiril, 1878, has con¬ tinued its exercises. From Wolfe Hall (Protestant Ex)iscox)al) and St. Mary’s Academy (Roman Catholic), both at Denver, no reports have been received for 1878. For statistics of private academic schools, preparatory schools, and business col¬ leges, see Tables IV, VI, and VII of the a^ipendix following, and the summaries of them in the report of the Commissioner xireceding. SUPERIOR INSTRUCTION. UNIVERSITY OF COLORADO, BOULDER. This institution entered on its second year in the autumn of 1878 with a freshman class of 10, 9 men and 1 woman. The faculty, so far as chosen, consisted of the pres¬ ident, who is also professor of chemistry and metallurgy, a professor of Latin and Greek, an instructor in French and German, and one in mathematics. A subsequent return shows the preseuce of at least one more in charge of the preparatory depart¬ ment, which included 36 male and 18 female students. The studies of the freshman year are obligatory ; after that the student is allowed to choose among classical, scientific, and special studies. A good foundation for a library has been laid by a gift of $2,000 from C. G. Buckingham, esq., of Boulder, to which have been added dona¬ tions from Messrs. J. Alden Smith and Boulder Cole, making a total of $5,000. The library reported numbered 2,000 volumes. COLORADO. 25 COLORADO COLLEGE, COLORADO SPRINGS. Tlie college lias an excellent site in the centre of the State, on an important hne of railway. It is organized on the general jdan of the older colleges at the East, having in view general culture in liberal studies and technical training in the sciences. Be¬ sides an EngUsh and normal course of 3 years, a xireparatory classical course of 3, and a regular collegiate course of 4, it offers in its announcement for 1878-79 special courses in mining and metallurgy, with ox>portuuities for special studies in language, literature, history, or science. It is open to both sexes. There was an average of 50 pupils in 1878. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State Agricultural College, at Fort Collins, com^deted in 1878 its first building, and was reported by the State superintendent as about to open its doors; hut no sta¬ tistics of attendance can well be looked for till 1879. The Slate School of Mines, at Golden, was rejDorted by the same authority to be in excellent hands and in prosperous condition, and a circular from it at a later day shows that it is going forward with its work; but statistics for 1878 have not been received. PROFESSIONAL. Matthews Hall, at Golden, a theological seminary of the Protestant Episcopal Church and the only professional school in the State, reported suspended in 1877, had the further misfortune to lose its- buildings, furniture, and library by fire on April 6, 1878. The loss was a serious one, only about half the value of the property consumed being covered by insurance. SPECIAL INSTRUCTION. TRAINING OF DEAF-MUTES AND THE BLIND. The State Institute for the Education of the Mute and Blind, at Colorado Springs, trains its pux)ils in ordinary English school studies, in Scripture lessons, and in draw¬ ing ; also in such useful occupations as X)rinting and gardening for the boys, and sew¬ ing and general housework for the girls. It reported 3 instructors and 29 x>ui)ils in 1878. Of the instructors, 1 was a semi-mute; of the x)upils 13 were males and 16 females. — (Return. ) EDUCATIONAL CONVENTION. STATE ASSOCIATION. The annual session of the State Teachers’ Association, which met at Denver, Janu¬ ary 3, 1878, seems to have been one of considerable interest. The State superintend¬ ent rejxorts that some of the teachers travelled nearly 200 miles to be j)resent ; he does not, however, say whether or not there was a full attendance. After the opening exercises the jiresident, Hon. J. C. Shattuck, delivered his annual addi’ess, which was referred to a committee. Papers were read on ‘ ‘ Conducting recita¬ tions in the intermediate deparment,” by Miss EllaP. Beecher, and on “Moral and social education,” by Prof. Joseph Brinker. A discussion of the question of reading the Bible in the xmblic schools followed, and in the course of it a resolution was iDassed submitting an address to the Spanish inhabitants of the State, in which they are urged to provide a more general x>ub]ic school system and to educate their children in the English tongue. “What shall I do with that boy John?” was the toj)ic of the next paper, by Superintendent Howard, of Weld County, and after a discussion of it the question “ How shall we teach spelling ? ” was presented by Helen McG. Ayers. In the evening the association listened to an address by Rev. P. V. Finch, in which he reviewed past methods of instruction and characterized the modern ]3ublic school as the best educational system that has ever been devised. The remaining pa^iers read were “What can be done to secure a larger and more regular attendance in our schools?” by Ira W. Davis; “School architecture,” by Robert S. Roeschlaub ; “The use of text books,” by W. J. Waggener ; “Practical lesson on English language,” by Mrs. Nelly Lloyd Knox ; “ The teacher as a citizen,” by A. E. Chase ; and “ Back in the same old rut,” by G. W. Buell. — (State superintendent’s report, 1878, and Denver News, January 4, 1878.) CHIEF STATE SCHOOL OFFICER. Hon. Joseph C. Shattuck, State superintendent of public instruction, Denver. [Second term, 1879-1881.] 26 REPORT OF THE COMMISSIONER OF EDUCATION. CONNECTICUT. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. 1876-77. 1877-78. Increase. Decrease. Children of school age (4-16) enumer¬ ated. Scholars registered in winter . Scholars registered in summer . Numher registered over school age. .. Different scholars in public schools . . . Pupils in other than public schools.. . Pupils in schools of all kinds . Children of school age in no school . . . Average attendance in winter . Average attendance in summer . Ratio of registration to enumeration . Ratio, including all kinds of schools . . SCHOOL DISTKICTS AND SCHOOLS. School districts in the State . Public schools reported . Departments in these . Schools with two departments . Schools with more than two depart¬ ments. Whole numher of graded schools . Departments in these . School-houses built during the year.. School-houses in good condition . School-houses in fair condition . School-houses in poor condition . Average duration of school in days . . . TEACHEKS AND THEIR PAY. 137, 099 99, 657 90, 845 4,894 119, 208 10, 180 129, 388 13, 865 75, 732 68, 588 86. 95 94. 38 1,487 1,629 2, 530 112 165 277 1,176 22 922 524 201 177. 52 138, 407 1,308 100, 288 91,413 4,779 119, 828 11, 109 130, 937 13, 474 77, 218 69, 832 86. 56 94. 60 1,500 1,647 2, 564 117 169 631 1 568 115 620 929 1,549 391 1,486 1,244 .39 .22 13 18 34 5 4 286 1,212 30 896 555 213 178. 47 9 36 8 31 12 .95 26 Teachers in winter public schools .... Teachers in summer public schools . . . Teachers continued in same school . . Teachers who never taught before .... Average monthly pay of men . Average monthly pay of women . INCOME AND EXPENDITURE. 2,676 2,711 35 2, 659 2, 678 19 1,904 1,947 43 478 470 $64 55 $61 03 36 20 36 50 $0 30 Whole income for public schools Whole expenditure for them - $1,506,219 $1,509,159 1, 510, 223 1, 506, 477 $2, 940 $3,746 STATE SCHOOL FUND. Amount of available fund $2, 000, 000 $2, 000, 000 (Reports of Hon. Birdsey Grant Northrop, secretary of State hoard of education, for the two years indicated.) CONNECTICUT. 27 STATE SCHOOL SYSTEM. OFFICERS. For the State, there is a State hoard of education, with a secretary for general ex¬ ecutive duty, an assistant secretary for office work, and a general agent to superintend the execution of the compulsory school laws. For towns (the New England term for toAvnships), there are hoards of school visit¬ ors of 3, C, or 9 memhers, those of 3 memhers holding as a hody for three years, those of 6 or 9 cha'iiged in one-third of their material eacli year.* For school districts within the towns, there are school committees of not more than 3 memhers to look after the interests of the district schools, with a clerk of records, a treasurer for accounts, and a collector for gathering taxes, all chosen annually ; ex¬ cept that school districts which have succeeded former school societies have l)oards of education of G or 9 memhers chosen for 3 years, and one-third changed each year. — (Laws of 1(S72 and amendments to 1878.) OTHER FEATURES OF THE SYSTEM. The schools of the State are open to all children, 4 to 16 years of age, without dis¬ tinction of color, who belong to the districts in which such schools are situated.*^ Their main support is derived from local taxes levied hy to wu, district, and city authorities. These local taxes, however, are supj)lemented from the proceeds of a State school tax at the rate of $1.50 for each child of school age, from tlui interest of town deposit funds, of the funds of the old school societies, of special endowment funds, and of the State school fund, now about $2,000,000. But each district, in order to receive its allow¬ ance from the State or from the town in which it lies, must have a school-house and outbuildings satisfactory to the school visitors, must have reported to these visitors, in due season, its school statistics for the preceding year, and must show that it has keiit its school open for at least the 24 to 30 weeks required hy law. Teachers, too, must report in due time and form to the visitors, as well as have from them a certih- cate of examination and approval, in order to draw their pay. High schools are pro¬ vided for hy law. A normal school enters into the State system, and there is also some connection between Yale College and the State. GENERAL CONDITION. Both the statistics of Secretary Northrop and the report of the hoard of which he is the active officer show gratifying progress: An increase of 1,308 in the number of children of school age, an increase of 1,549 in the enrolment in x>Hhlic and x)rivate schools, and a decrease of 391 in the number of school age in no school. AVhat is bet¬ ter still, the average attendance in public schools alone exceeded the whole increase of school population. These facts show that the advantages of schooling are more and more appreciated, and that even the children of the ignorant immigrants are drawn into the schools in one way or another. Including all kinds of schools, it seems that 94.6 x)er cent, of the children of school age were, in the year 1877-78, brought under instruction — a high ratio for even an old State. The instruction given, too, increases gradually iu efficiency. The influences of edu¬ cational journals, teachers’ institutes, and the State Normal School evidently form each year a better class of teachers. Thus the number of inexiierienced teachers is smaller by 8, and 43 more were retained in the same school. There were 9 more graded schools, 36 more de^iartments in these, and with this more systematic teaching, more desirable results. It is a mark of the sense of this imi^rovement and of the will¬ ingness of the people to carry it on still further that the receipts for jiublic schools in even a hard year increased $2,940. TOPICS TREATED IN THE STATE REPORT. The secretary of the board of education, in his report for 1878, still claims attention for neglected children, intimating that the advantages of education should first be pointed out to the parents, then, if needful, the xienalties of the law exxflainedto them, and, where there is great destitution, public charity should be invoked. The agent, Mr. Giles Potter, explains what has been done for such children during the year. Sec¬ retary Northrox) next gives a brief review of the decennary of free schools, shows how the free school system has given encouragement to its friends and furnished facts fitted to satisfy the minds of all honest doubters, and adds, “As a result of free schools the great majority of the town reports concur iu saying : ‘ There has been a decided advance iu the number at school, iu regularity of attendance, and in the manifest interest of the x^eoxfle.’” He objects to having national schools, because, “as the 1 The supervisory duties of these visitors are performed hy one or more of the members annually designated by the board for that work, and called the acting school visitor or visitors. 2 A law of 1878 allows school boards to exclude children under 5 years when in their judgment such exclusion will promote the interests of the schools. 28 KEPOET OF THE COMMISSIONER OP EDUCATION. sckools of every community answer to local public opinion, tbeir success must depend on the sympathy and appreciation of the people.” Referriug to the educational his¬ tory of Connecticut for the last ten years and of Massachusetts for the last two him- dred, he argues that free schools and communism are incompatible, and thinks that a few simple school talks on this theme might ijrevent mischief among the foreign pop¬ ulation in coming years. The notion that free schools and pauperism are allied is combated by showing that, instead of being a charity, tending to demean and pauper¬ ize the recipients, ‘‘all find themselves equal j)artners in the concern, having an equal voice in selecting the managers, in raising the funds, or in criticising the methods adojited.” A French view of American schools is given from the report by M. Ferd. Buisson, who, Avith six assistants, made a careful inspection of our school exhibits at the Cen¬ tennial Exhibition and afterward visited different States. He says that “if any peo¬ ple ever used this ‘xmwer of education,’ or united its destinies to the development of its schools, or made x>ublic instruction the sux)reme guarantee of its hberties, the con¬ dition of its x>rosperity, the safeguard of its institutions, that is most assuredly the I)eople of the United States.” The superintendent speaks of the Sheffield Scientific School as accomplishing com¬ prehensive work in the direction of industrial education, and of the advantages of attending the normal school. In conclusion, he cordially acknowledges the donation of the “Efield Memorial Parks” to the toAvn of Haddam, and thus to Connecticut, by the four surviving sons of Rev. David Dudley Field. — (State rejAort.) CITY SCHOOL SYSTEMS. OFFICERS. Boards of school visitors of 6 to 9 members, one serAung as “acting school Ausitor,” or boards of education of 9 to 12 members, with city sux)erintendents, form the or¬ dinary official school staff in the cities of the State. ProAusion is made in nearly all cases for a x)artial change of the material of these boards each year by new elections. STATISTICS. Cities. Estimated popu¬ lation. Youth of school age. Enrolment. Average attend¬ ance. Teachers. Expenditures. Bridgeport . 26, 906 6, 376 5, 244 a3, 313 84 $53, 719 Hartford . . 50, 000 9, 661 5, 755 4, 484 163 228, 228 Middletown . 11, 000 1, 429 1, 158 671 22 29, 271 New Haven . 59, 829 13, 219 10, 008 7, 646 213 202, 886 N ew London & . 11, 000 2, 101 1, 937 1, 371 41 25, 584 Norwich c . 17, 500 1, 512 1, 218 949 33 25, 145 Stamford . 11, 000 2, 472 1, 606 971 32 21, 459 a This does not include evening schools. & The statistics for New London are derived from the State report, c Central high school district only included in the return. ADDITIONAL PARTICULARS. Bridgeport reports for 1878 a larger attendance in the schools than ever before, and that, under the x>resent system, they are steadily imiiroving. In the day schools, there are 8 grades beloAv the high school course, which occuiiies 4 years. Monthly examinations showed that the standard of scholarship in the different grades rose steadily and considerably during the year. Drawing and music Avere continued, the experiment of having regular teachers in music j)roving satisfactory. The number of school-houses was 13, with 64 rooms and 4,049 sittings. The superintendent states that there were feAver scholars in the evening schools than in the x)revious year, but that the attendance was more regular and the work accomplished good. In the free evening draAving school it was found necessary to establish two classes in mechan¬ ical draAving, one being for those who had recei\"ed inevious instruction; the ad¬ vanced class numbered 42, the beginners 73. More than 2,000 drawings were made by the pupils, and great improvement over those of last year was noted. Harlford rex)orts for 1878 that, on personal examination by the board of visitors, a quickness of perception and a readiness of answer in inijiils have been noted, which augur well for the future. The 2 evening schools continued to do good work. Al¬ though the attendance fell off — 463, against 529 last year — the spirit of emulation among the scholars was more marked than ever before. In the high school, which has an CONNECTICUT. 29 Englisli and a classical course of 4 years eacli, there were 492 scholars, an increase in attendance of 26 ; 76 graduated. There are 6 grades in German, which, with French, is pursued during two years of the high school course. The Middletown report for 1878 states that there were 3 school-houses with 22 rooms. There was no change made in the teachers during the year, and the work wassnccess- fnl, the only tronhle being increased irregularity of attendance. Diplomas were given to k) pupils, the largest number ever graduated. The students of botany and geology have been much aided by study, under proper direction, in the fields and woods, and by investigating objects in their native forms at home. New Haven reports for 1878 the erection of 2 school-houses and the addition of 5 rooms to another one, thus seating 650 more pupils than before. The results of the ex¬ aminations in April were highly satisfactory, 138 pupils being passed from the grammar schools to the high school out of 145 who sought aclvancement. The training schools continue to do good work in preparing teachers for the city schools. Three ungraded schools also showed marked progress, with an increase in attendance. Two evening schools instructed over three hundred young men and boys. In all the city schools there was a decrease in truancy. The library of selected reference books numbers 1,000 volumes. The apparatus for illustrating the natural sciences has increased from year to year, and now comprises a very extensive collection of appliances for experi¬ mental instruction, which is felt to be of great benefit to the pupils. A telephone was advantageously added during the year. Information in respect to the high school will be found under Secondary Instruction. Norwieh sends no printed report for 1878. There were 1,218 pupils enrolled in pub¬ lic and 127 in private and parochial schools. Number of school buildings, 6 ; of school rooms, 21 ; of sittings for study, 1,237 ; estimated value of school property, $70,150. A sj)ecial teacher of music is employed at a salary of $1,200. Stamford reports a union district school system, including all schools of the town, 17 in number, 13 of them ungraded country schools. There were 30 departments, with an enrolment of 1,608 puxDils and an average daily attendance of 971 ; 197 school days ; 648 children in private schools and 508 in no school. The average monthly pay of male teachers was $86.43 and of females $40.89. TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The state Normal School, at New Britain, admits no one who is unwilling to teach, and throughout the 2 years’ course special attention is given, in the common school branches, to methods of teaching ; the x)ux)ils themselves in turn take charge of the various classes. Instruction is given in analysis of sounds, vocal gymnastics, draw¬ ing, and vocal music ; Latin and French are ox)tional. Ai)plicants for admission must be at least 16 and must xtresent certificates of good character from the acting school visitors of their towns. Tuition is free to all who are x^rex)aring to teach in the State. The library contains nearly 1,400 volumes, exclusive of text books, and is rich in books of reference. There is a large collection of x>hilosophical and chemical axiparatus, minerals, fossils, &c. A return gives the number of resident instructors as 6; non-resident, 2 ; normal students in attendance during the year, 140, 18 men and 122 women ; graduates, 25 ; engaged in teaching, 23. teachers’ institutes. The law of the State XR'ovides for the holding of conventions of school ofiBcers, teachers, and other friends of education, at one or more convenient x^laces, for the purpose of instructing in the best methods of administering, governing, and teaching public schools ; but the expenses incurred for such conventions shall not exceed in any one year the sum of $3,000. It is evident, from the amount the board of educa¬ tion rexiorts as expended in 1878 for teachers’ institutes, that several of these meetings were held, but the number is not stated. EDUCATIONAL JOURNAL. Tliere has been no school journal published in this State since the close of 1874, but the New-Eogland Journal of Education, in which several State journals were merged at that time, always devotes some of its columns to Connecticut school matters. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The information concerning public high schools comes from the city reports. Bridge¬ port, Hartford, Middletown, and New Haven have 4 years’ courses, English and clas¬ sical, the classical course xMexiaring for the academic dexiartments of the best colleges, and the English course for their scientific dexiartments or for business pursuits. In 30 REPORT OF THE COMMISSIONER OF EDUCATION. tlie Bridgeport High School those who hare not time for the full course may omit the languages, bookkeeping, political economy, &c. ; hut all students must have at least three studies each term. In the Hartford High School the laboratory was enlarged so that 150 more j)upils can be seated, and with the other additions to the building tliere will bo room enough for all newcomers. The New Haven High School reports that Greek was again added to the course, and that instruction in classical studies was allotted to one teacher, on full time, instead of to several teachers, as heretofore ; the cost of instruction was thus diminished and the efidcieucy of the classical department essentially strengthened. The continuation of collateral studies in English was found to be advantageous to students preparing for college, while the scientific depart¬ ment furnished proof of excellent scholarship, several of the impils taking prizes in the Sheffield Scientific School. OTHER SECONDARY SCHOOLS. For detailed statistics of other secondary "schools, see Tables VI and VII of the appen¬ dix, and the summaries of these in the report of the Commissioner preceding. BUSINESS COLLEGES. No business college reports for 1878, but Middletown has a commercial course of 2 years, forming the “senior department” of the public schools. It is substantially a high school, the course including arithmetic, algebra, commercial forms and calcula¬ tions, bookkeeping, rhetoric, and natural jihilosophy. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES. Yale College, New Haven (non-sectarian), appears to have made no changes in its academic arrangements in 1878 beyond an etfort to raise the grade of instruction in French and the provisional adoj)tion of the Michigan system of admitting graduates of a^iproved secondary schools to the freshman class without examination. The school selected for the trial of this system is the well known Hopkins Grammar School of New Haven, long engaged in preparing students for the college ; yet even with this the experiment has not been ventured on without the precaution of having the record of each candidate for the last school year submitted to the faculty, together with the written papers passed in by him at the last examination, and the marks put on them by the examiners of the school. The departments of instruction remain the same, including theology, medicine, law, philosophy and the arts (this last comprehending under its double title the graduate and undergraduate divisions of the academical department), the Sheffield Scientific School, and the School of the Fine Arts. The total attendance for the opening term of 1878-79 reached 1,022, counting no name twice. In the department of philosophy and the arts the total was 857, of whom 4G were pursuing studies after graduation, 587 were undergraduates of the academical department, 194 in the Sheffield Scientific School, and .30 in the School of Fine Arts. — (Yale in 1878 and catalogue for 1878-79.) Trinltg College, Hartford (Protestant Episcopal), has one collegiate course only, and this occupies 4 years. While no division into classical and scientific courses is made, students may, with the approval of the faculty, make up for themselves special courses composed of such parts of the regular course as they desire to take. Students in the regular course, too, who have leisure may pursue, under the general direction of the faculty, certain designated lines of study outside of and additional to those in the cur¬ riculum ; and any student completing the course prescribed for the degree of bache¬ lor of arts may receive the further degree of bachelor of science on passing a special examination in the work of the mathematical and scientific portions of the course and a further examination in one of the special courses above referred to. Two such stu¬ dents received the degree in 1878, besides 11 who were made bachelors of arts in course and 4 others who received the degree with honors. The whole number of undergraduate students in 1878, according to a return, was IIG, of whom 4 were studying for the scientific degree, while 7 were designated in the catalogue as students in special courses. — (Return for 1878 and catalogue for 1878-’79.) Wesleyan University, Middletown (Methodist Episcopal), is open to young women as well as young men, and presents to both the option of three regular collegiate courses, each of 4 years : a classical, a scientific, and a Latin-scientific. The first includes the usual subjects of the old collegiate course. The other two are meant to secure to those who cannot undertake xuolonged studies of the ancient languages an opportunity to acquire sound mental training and liberal culture as well as a good jireparation for advanced courses of scientific or technical study. The attendance on these courses in 1877-78 was 166, besides 5 special students and 1 graduate student. — (Catalogue, 1877-78.) CONNECTICUT. 31 INSTITUTIONS TOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For tlie names, situation, and statistics of scliools of this class, see Table VIII of the appendix following, and for a summary of these statistics see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Sheffield Scientific School of Yale College, which is also the Connecticut College of Agriculture and the Mechanic Arts, is devoted to instruction and researches in the mathematical, iihysical, and natural sciences, with reference to the promotion and diffusion of science, and also to the preparation of young men for such pursuits as re¬ quire proficiency in these departments of learning. The instruction is suited to the wants of two classes of students: (1) graduates of colleges and other persons qualified for advanced or special scientific study, and (2) undergraduates who desire a training, chiefly mathematical and scientific, for higher scientific studies or for various occupa¬ tions in which such training will be useful. The graduate courses of study cover from one to three years and lead to the degrees of bachelor of philosophy, civil engineer, and dynamic engineer. The undergraduate courses most distinctly marked out are in chemistry, civil engineering, dynamic engineering, agriculture, natural history, biology (preparatory to medical studies), and studies preparatory to mining and metallurgy. They extend over 3 years, the Avork of the first being the same for all. — (Twelfth an¬ nual report. ) The scientific and Latin-scientific courses of instruction in Wesleyan University, already referred to, complete the list of opportunities for scientific study in this State, as far as reported. For statistics, see Table X of the appendix, and the summary of this in the report of the Commissioner preceding. THEOLOGICAL. Of the 3 theological schools in Connecticut, reports have been receded from only 2, the theological department of Yale College, at New Haven, and the Theological Insti¬ tute of Connecticut, at Hartford, both Congregational. In each the course of instruc¬ tion covers three years, and it cannot be beguu by students who have not received a liberal education. Of the 38 students in 1878 at the Hartford school, 30 had received a degree in letters or science, a much larger i)roi)ortion than was reqiorted in 1877. In the Yale school the number of students (107) was larger than in any previous year. — (Printed rejiorts, 1878, and return from the Theological Institute.) For full statistics of theological schools reporting, see Table XI of the appendix, and the summary of it in the report of the Commissioner preceding. LEGAL. The law deiiartment of Yale College embraces two courses of study, each extend¬ ing over 2 years. One course is for beginners of the study and leads to the degree of LL. B. ; the other, for graduates of law schools having already that degree, furnishes a course of advanced study which, at the close of the first year, is rewarded by the degree of master of law, and at the end of the second by that of doctor of civil law. The experiment of instituting a graduate course for the above degrees was the first of the kind made in the Upited States, and after a two years’ trial the law faculty considers its success established. — (Catalogue of Yale College; also, Yale College in 1878.) MEDICAL. The Medical Institution of Yale College reports its attendance greater in 1878 than for many years previous, and that during the year a number of important additions were made to the facilities for instruction in the various departments. The course of instruction comprises the usual two terms of medical lectiu’cs, with the requirement of an additional year’s study under a respectable and regular practitioner ; but if the student be a college graduate his diploma is received as equivalent to a certificate of medical study for one year. All students who are not college graduates are examined in English branches, including algebra to quadratics, elementary physics, Latin gram¬ mar and reader. Plans are in progress to require a thorough preparatory course for all Avho commence the study of medicine, and an examination in j)roper preliminary studies will be required hereafter, j)revious to admission to examinations in any of the medical sciences. — (Annual report of medical department, 1878, and Yale College in 1878.) For statistics, see Table XIII of the appendix, and the summary of this in the report of the Commissioner preceding. 32 REPORT OF THE COMMISSIONER OF EDUCATION. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The American Asyhimfor the Deaf and Dumh, at Hartford, reports 258 pupils under instruction during 1878 ; number of professors and instructors, 17 ; 1 being a semi¬ mute. In connection with the regular studies, 16 semi-mutes and 24 deaf-mutes, about 15 per cent, of the whole number, received instruction in articulation, two teachers giving their whole time to this. Of the older boys 35 were taught mechanical draw¬ ing, and in the industrial department 148 xmpils were under instruction three hours a day in various industries. The library contains 2,300 volumes and a reading room receives regularly 39 papers. The report states that the increased appropriation will enable it to |)rovide training for every deaf-mute child in the State. WliippJe^s Rome School for Deaf-Mutes, at Mystic River, in a return for 1878, states that 44 pupils have received instruction since the foundation of the institution in 1869, and 15 during the last year. There were 3 professors and instructors, and articulation and lip reading were taught in addition to the common school branches. Object les¬ sons were also given in botany, physical geography, natural history, &c., and habits of industry were inculcated by labor about the house and farm. REFORMATORY AND INDUSTRIAL TRAINING. The Connecticut Didustrial School for Girls reports for 1878 that 63 girls have been added in 1878 and 52 dismissed, leaving 130 girls at the end of the year. The resi¬ dent officers and teachers numbered 17, including an agent who visits those Avho have found employment in various parts of the State. Of these, 60 per cent, are known to be doing well, and several occupy good social positions. The Connecticut State Deform School, West Meriden, reports 2,808 admitted since the organization of the institution, and 259 remaining at the close of 1878. The boys admitted, 74 of them illiterates, were classed, according to scholarship, in six divis¬ ions and one unclassified grade. Thorough instruction in the common school branches was given by 4 teachers, and there was also a superintendent. The industrial emj)loy- ments, such as cane seating of chairs, tailoring, and repairing of shoes, were under the charge of 4 overseers, 1 of whom was teacher of vocal music, and many of the boys were employed on the farm. EDUCATION OF THE FEEBLE-MINDED. The Connecticut School for Imhcciles, at Lakeville, reports 85 inmates. The common school branches were taught, and a marked advancement in the school was noticed. EDUCATIONAL CONVENTION. STATE ASSOCIATION. Tlie thirty-second annual session of the Connecticut State Teachers’ Association was held at New Haven, October 17-19, 1878, with President D. P. Corbin, of Hartford, in the chair. Rev. L. C. Seelye, president of Smith College, Northampton, Mass., delivered the oxiening address on Collegiate education of women.” In relating some facts about Smith College, the speaker alluded to the desire of its founder ‘Ho develop a true womanhood;” urged the expediency of opening colleges exclusively for women, and the necessity of giving woman every advantage to aid her intellectual develop¬ ment ; also giving expression at some length to his apprehensions of the danger of co¬ education. Mr. William I. Marshall, of Fitchburg, Mass. , followed in a lecture on the “ Yellowstone National Park,” with illustrations. The folloAving day H. E. Sawyer, of New Britain, showed the “Sensible and absurd methods of measuring and weigh¬ ing,” in an argument for the metric system, which paper Superintendent Parrish, Hon. B. G. Northrop, and others discussed. Mr. E. H. Forbes, of Windsor, Conn., then read a paper on “ Reading, its quality, quantity, manner, and true object ;” Professor Sum¬ ner, of Yale, and Secretary Northrop continuing the subject. A paper by C. L. Ames, of the Plantsville (Conn.) Graded School, on “Practical methods and results,” was followed by an exhibition of free gymnastics by thirty puj)ils from the Eaton School, under charge of MissUrane. The “Essentials of English grammar,” by J. C. Stock- well, of the Arsenal school, Hartford, was the next paper read. Then Professor Hoyt, of Newtown Academy, illustrated his method of teaching by conducting an ex¬ ercise with a class of boys and girls brought for the purpose. Judge Carpenter, of Hartford, spoke of the xiower of public sentiment and the influence exerted on it by X)ublic schools. Governor Hubbard discussed the school in relation to free govern¬ ment. The last day was occupied mainly with remarks by Augustus Morse, of Hart¬ ford, on the school interests of the x>ast and present ; by Professor McLaughlin, of Lewis Academy, Southington, on the “ Education of common school teachers,” which subject was continued by Professor Carleton, of New Britain, Conn., and Colonel CONNECTICUT. 33 Parker, of Quincy, Mass.; by Mr. S. A. BaiTymore, of Bridgeport, on “Teachers’ influence by Mr. S. T. Dutton, of New Haven, on “ The dangers of our profes¬ sion;” and by Professor Brewer, of Yale, on “Red tape,” in which he urged that teachers be allowed more freedom to follow out their own plans. These gentlemen were followed by Superintendent Parrish, Mr. Whitmore of New Haven, Secre¬ tary Northrop), and Mr. George Beckwith, each of whom offered a few remarks on dif¬ ferent school subjects. The sessions were interspersed with singing and recitations, and after report by Mr. John H. Brocklesby, acting school visitor, of Hartford, on “ Trial examinations,” in which he pointed out the necessity for a change in the style of examination, the association adjourned. — (New-England Journal of Education, October 24 and 31, 1878.) OBITUARY RECORD. EDWARD COLLINS STONE. This esteemed gentleman, principal of the American Asylum for the Education of the Deaf and Dumb, Hartford, died at his post there, after a brief illness, December 21, 1878, having nearly completed his thirty-ninth year. The son of a former principal of very high repute, Mr. Stone was at the death of his father called to succeed him in his place and work, and though at that time only 31 he proved by his laborious and useful course the wisdom of the selection. Quiet and modest, he had, from long asso¬ ciation, such acquaintance with the class for whom he was to labor, such an insight into their needs, and such a genuine affectionate interest in them as to gain in the outset a strong influence among them and make himself an efficient and useful prin¬ cipal. Plis courtesy and kindness towards the other teachers won for him their affec¬ tion, while the fidelity with which he attended to all his duties secured for him their respect. Without being great he was thus very useful, and left behind him in the community in which he moved a name which his late associates cherish and resxiect. CHIEF STATE SCHOOL OFFICER. non. Birdsey G. Northrop, secretary and executive officer of board of education, Hartford. 34 KEPORT OF THE COMMISSIONER OF EDUCATION. DEL.AWAKE. STATISTICAL SUMMARY, a POPULATION AND ATTENDANCE. White youth of school age (5-21). . Colored youth of school age . White youth in public schools . Colored, in the schools for them , . . Whole enrolment in free schools . . . 1877. 1877-’78. I Increase. Decrease. 31,849 3,800 22, 398 2,348 24, 746 31, 849 3,800 23, 830 2, 900 28, 730 1,432 552 1,984 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . Free schools for whites . . . . . Free schools for colored . Average time of white schools in days . Valuation of school-houses for whites. Valuation of school grounds . Valuation of school furniture . Valuation of all school property for whites. $450, 957 393 &513 47 157.5 $343, 006 109, 254 32, 101 484, 361 $33, 404 TEACHERS AND THEIR PAY. Male teachers in schools for whites Female teachers in the same . . Whole number of both sexes . . Average monthly pay of men . . Average monthly xiay of women . . . , 235 278 513 $33 08 26 19 INCOME AND EXPENDITURE. Whole income for public schools . $216, 225 Whole exxienditure for public schools. 216, 225 $216, 540 216, 540 $315 315 a As far as possible the statistics of the schools of Wilmington are here included, -with those of the 3 counties of the State, though the absence of distinction between schools for white and those for colored youth in that city may have given to the number of free schools for whites a few for colored pupils. b j.ijLis number includes as schools the 109 school rooms reported in Wilmington. (Reiiorts of Hon. James H. Groves, State superintendent of free schools, and of the Delaware Association for the Education of the Colored Peojile, for the two years indi¬ cated, with return of income and expenditure. ) STATE SCHOOL SYSTEM. OFFICERS. For the State, there are (1) a State superintendent of free schools and (2) a State board of education. The superintendent visits the schools, holds institutes, examines and licenses teachers, decides questions of school law, and makes an annual rej)ort. The board selects text books, prex^ares forms, hears ax^x^eals from the sux)erintendent’s decisions, and acts as a council of advice to him. For school districts, there are committees of 3 members, composed of 2 commission¬ ers and a clerk, chosen by the voters of the districts for terms of 3 years each, 1 to be changed each year. For the city of Wilmington, an indexiendeut district under a special law, there is a board of education, for which see City School System, further on. OTHER FEATURES OF THE SYSTEM. The free schools established and aided by the State are sustained from the proceeds of a State school fund, a State tax, and local taxes. They are open only to ‘‘white DTTLAWARE. 35 children of the district over 5 years old.” ^ The single absolute condition of State aid indicated in the school law is the raising of ^25 by the school voters of a district for the maintenance of a school ; for, although the duty is imposed on district committees of raising annually $100 in each of the school districts in New Castle and Kent Coun¬ ties and |G0 in each district of Sussex County, the raising of this amount is not made a condition precedent to participation in the income of the State fund, nor is there even any penalty imposed for neglect to raise it. Since August, 1875, teachers, ex¬ cept under boards of education incorporated by special laws, must hold certificates from the State superintendent ; and, in order to draw pay, must make monthly report of their schools to the commissioners of their respective distriets. These reports are to be forwarded annually to the State superintendent to form a statistical basis for his rejiort. GENERAL CONDITION OF THE SYSTEM. The condition of the schools depends so much on the proper qualification of the teachers that it is gratifying to hear of improvement in this respect. Superintendent Groves says in his report for 1877 and 1878 that at the beginning of his administra¬ tion the examinations of the teachers were limited to only four branches of study, with perhaps a few questions in theory and practice. Year by year additions have been made, till at the last meeting teachers were required to stand a rigid examina¬ tion in eight important studies, as well as in the theory and practice of teaching. He expresses the conviction that not more than one-fifth of the 462 teachers examined and licensed four years before could have passed the examinations of last year. In Sussex, where, even so late as 1876, reading, writing, and ciphering, taught in the most elementary way, formed the whole course in the country schools, not only has the instruction in these branches much advanced, but grammar and geography too are taught by men and women full of enthusiasm and eager to aecomplish good work. A better system also has been organized ; the time table and programme are before the teachers ; the classes recite according to them ; and order and discipline have taken the place of disorder and irregularity. In Kent the progress has not been so great, mainly from overcrowding of the school-houses; but in New Castle better fur¬ niture. better methods, and a larger prevalence of graded systems are now found, while the eity schools of Wilmington occupy high rank for efficiency and thorough¬ ness. SCHOOLS FOR COLORED YOUTH. The report of the actuary of the Delaware Association for the Education of Colored People shows that for the school year beginning October 1, 1877, and ending May 30, 1878, the schools maintained under the auspices of this excellent society outside of Wil¬ mington numbered 47. The highest enrolment in them for any one month was 2,216; the average enrolment, 1,024; the average attendance, 787. The studies pursued were spelling, reading, writing, arithmetic, geography, grammar, and history. The actuary says that except in rare instances the management and general control of these schools have been such as to secure his entire aiiproval. The longest term for any of them was eight months. CITY SCHOOL SYSTEM. WILMINGTON. Officers. — A board of education of 20 members, 2 from each of the 10 wards, elected by the people for terms of two years, one-half to be changed or reelected each year, has general charge of the instruction in the schools; a city superintendent, ajipointed by the board, has especial charge of it. Statistics. — Estimated population in 1878, 40,000; children of the city school age (6-21), 9,178; enrolled in the city schools for the school year 1877-78, 6,831 ; average number belonging, 4,879; average attendance, 4,435; teachers, 110; expenditure for the year, $69,476. The school buildings in use were 18; the sehool rooms for day pupils, 109; the sittings for S'udy, 5,648; estimated value of school property, $265,339. Further particulars. — Tho schools of the city embraced in the above statistical ac¬ count were 16 primary and 4 grammar schools, and 2 high and grammar schools com- biued. Besides these, however, there was an evening school, with 3 teachers, 75 en¬ rolled scholars, and an average attendance of 55. The studies in this were spelling, reading, writing, and arithmetic, with occasional lessons in some of the higher branches, as the more advanced scholars desired. In the city training school provision is made for recruiting the ranks of the city teachers from the higher pupils of the city schools; but it is to the credit of the city that such recruiting is not often called for, except 1 Schools for colored children exist in the State, hut they receive no State aid. Since 1875, and on their own petition for the arrangement, the colored people support their schools outside of Wilming¬ ton hy subscriptions and taxes levied on themselves and their property. These schools, except in Wilmington, are under the care of the Delaware Association for the Education of Colored People, which kindly furnishes them with books at cost and aids them otherwise to the extent of about one- third of their expenses. The task of furnishing the books, however, will not be continued in 1879. 36 REPORT OF THE COMMISSIONER OF EDUCATION. from the gro'';rth of the city system; for, of the 110 teachers emx)loyed, 42 have had 7 years’ experience ; 23, from 5 to 7 ; 10, from 4 to 5, and 9 from 2 to 4. Among the means tried to secure punctual attendance in the schools, the most effect¬ ive has been found in dismissing those divisions that have had no cases of tardiness for the week, and that one of the others in each school in which there have been the fewest cases, half an hour earlier on Friday. This has proved better than to dismiss the only punctual pupils. — (Report of Superintendent D. TV. Harlan for 1877-’78.) TRAINING OF TEACHERS. NORMAX, SCHOOLS. The normal course at the State college appears to have been continued in 1877-78, as in the catalogue for the latter year 2 graduates fi-om it are named. At Wilmington the normal class to prepare the- younger teachers for examination and for higher work was held from 5 to 6 p. M. on four days of each week, instead of on one evening only as heretofore. There were 40 teachers on the roll and 13 in average attendance. Five passed their final examinations in June, 1878, and received permanent certificates. The city training school of 1876-’77 was also continued, with an enrolment of 11 young ladies as pupil teachers, of whom 10 graduated and received appointments in the schools. teachers’ institutes. The annual meetings of these schools for teachers were held, according to law, in 1877 and 1878 in each county, and although, through the parsimony of school boards, the teachers present in some cases had to sacrifice their pay, the attendance generally was good and the results encouraging. The president of the State college, the super¬ intendent of the schools of Wilmington, and others aided in the instruction, and TVil- mington set the good example of letting her teachers attend the institute in that county without loss of pay. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Except in Lewes and TVilmington, the State report gives no intimation of high school departments in the State. In Lewes there is a classical department from wliich a student may graduate at the end of his eleventh year in the schools. In TVilraing- ton the attendance in the high school department for boys reached 60; in that for girls, 42. Of the boys, 12 graduated ; of the girls, it is not said how many, though their graduating exercises are commended. OTHER SECONDARY SCHOOLS. The catalogue of the State college for 1878 presents a list of 67 students connected with the Newark Academy, which is virtually the preparatory department of the col¬ lege, though not formally connected with it. For the statisties of all schools of this class reporting for 1878, including business colleges, see Tables IV and VI of the appendix following, and the summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. THE STATE COLLEGE. Delaware College, Newark, which the State has adopted as its own, has still its classical course of 4 years and a scientific and a literary course, each of 3. The clas¬ sical course requires, for entrance in English, arithmetic and the elements of algebra, geography, English grammar, history of the United States; in Latin, the grammar, reader, first x)art of Harkness’s Prose Composition, Sallust or Caesar, Cicero’s Select Orations, and Vii’gil (how much is not said) ; in Greek, the grammar and reader, with the first two books of the Anabasis. The literary course calls for the same preparation as the classical, with the omission of Greek. In these courses appear 35 students, 8 in the classical, 16 in the literary, 8 in the scientific, and 3 unclassified. — (Catalogue, 1878.) INSTITUTION FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The Wesleyan Female College, Wilmington, the only college for women in the State, begins the preparation of its students in a primary department, carries them on into a special preparatory course requiring 3 years in English studies, with some Latin, and offers them beyond this a regular collegiate course of 4 years for classical studies and 3 for English. The classical course does not embrace Greek, but it includes French or German from the beginning to the close. Instructors in 1878, ac- DELAWARE. 37 cording to special return, 8 ; preparatory students, 15 ; collegiate (in regular courses, 60; in special courses, 7; in a graduate course, 1), 68. The buildings of the college were largely improved in 1878 in respect to heating, lighting, ventilation, and other comforts. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The scientific course at the State college, including that in agriculture, requires the same preparation as the classical, except in Latin and Greek. It covers only 3 years, and numbered in 1878, according to the catalogue, 8 students. Two others, resident graduates, were pursuing studies in chemistry, for which the chemical de¬ partment of the college, which is, by legislative enactment, the State laboratory, oflers facilities. PROFESSIONAE. As stated in previous reports of the Commissioner, no professional schools exist in Delaware, the only facilities for study in theology, law, and medicine being those afforded in the homes of clergymen and the offices of lawyers, physicians, and dentists. SPECIAL INSTRUCTION. TRAINING OF THE DEAF AND DUMB, THE BLIND, AND THE FEEBLE-MINDED. As in previous years, Delaware avails herself of the schools of her northern neigh¬ boring State for the education of this class of puxiils, having 7 deaf-mute xiujiils in 1878 at the Pennsylvania Institution for the Deaf and Dumb, Philadelphia, and 1 in the National Deaf-Mute College, Washington, D. C. ; 2 blind at the Pennsylvania Institution for the Instruction of the Blind, in the same city, and 2 feeble-minded at the Pennsylvania Training School for Feeble-Minded Children, Media, a few miles from Philadelphia. CHIEF STATE SCHOOL OFFICER. Hon. James H. Gkoves, State superintendent of free schools, Smyrna. [The term of this officer is for one year only; hut Mr. Groves has been annually reappointed by the governor since 1875. J 38 REPORT OF THE COMMISSIONER OF EDUCATION. FLORIDA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. I 1876-77. 1877-78. Increase. Decrease. Youth of school age (4-21) Enrolled in iiuhlic schools . Average daily attendance . a72, 985 31, 133 21, 782 a72,98o . 36, 961 5, 828 23, 933 2, 151 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . . . . Nnmher of public schools . Number of school-houses . Average time of school in days V alue of school proxierty . &39 887 C79.6 &39 992 634 dl05. 8 $116,934 105 26.2 TEACHERS AND THEIR PAY. Male teachers in public schools . Female teachers in public schools .... Whole number employed . Average monthly pay . 511 317 828 About $40 635 335 970 About $40 124 18 142 INCOME AND EXPENDITURE. Whole receipts for x)ublic schools, Whole expenditure for them _ $171,742 139, 340 $183, 311 134, 880 $11,569 $4, 460 STATE SCHOOL FUND. Amount of available school fund $229, 900 $243, 500 $13, 600 a Emuneration of 1876. c One conjaty not reporting. 6 Eacli county in Florida forms a school district. d Four counties not reporting. (Report of Hon. W. P. Haisley, State superintendent of public instruction, for the school years 1876-77 and 1877-78.) STATE SCHOOL SYSTEM. OFFICERS. For the State, there is a State superintendent of public instruction, appointed by the governor with the consent of the senate ; there is also a State board of education to manage the school lands and school funds, to decide questions and appeals referred to it by the suxierintendent, and to keep in view and prepare for the establishment of a State university. For counties, each of which is a school district, there are county boards of public in¬ struction appointed by the State board, and composed of not more than 5 members. A county superintendent, appointed by the governor, acts in each case as the secretary and agent of the board. For single schools the county board appoints usually one trustee; for groups of schools, on the recommendation of the patrons, from 2 to 5. OTHER FEATURES OF THE SYSTEM. The public schools are sustained from the proceeds of a small State school fund, by a special State school tax of one mill on the dollar, and by a county tax, which must reach at least half the amount apportioned to the county from the State school fund — all supplemented by private contributions, and usually by an allowance from the Peabody fund. To obtain a share of the State fund, however, the schools must be kept open FLORIDA. 39 at least three mouths and must he free to all resident youth between 6 and 21 years of age, though the fund is distributed on the basis of the mimber between 4 and 21d The census of children of these ages is required to be taken by the county assessor in each county at the time of assessing the taxes of the county. Failure to take it involves a forfeiture of $50, and then the county superintendent must perform the duty. All pub¬ lic school teachers must be licensed by either State or county school authorities, must teach morals and manners as well as the prescribed school studies, and mny open school wi1?h reading of the Bible and short unsectarian devotional exercises, i^rovided that no pupil be required to engage in these against his conscience or in opposition to the wish of parents or guardians. The school day is of 6 hours ; the school month, of 22 days; the school term, of three school months ; the school year, of three terms. The school fund of the State, now very small, may yet, with good management, be much augmented from the proceeds of 506,650 acres of school lands still remaining. GENERAL CONDITION. Among the evidences of progress in the public schools during the year 1877-’78 are the enrolment of a larger percentage of the school population ; a greater average daily attendance ; a considerable increase in the number of schools sustained; a much longer average school term ; the employment of better qualified teachers, and the adop¬ tion of county uniformity in text books. The financial condition of many of the coun¬ ties has also been greatly improved, their debts liquidated, and school scrip thus placed at par. The fact that so small an amount is reported under the head of school prop¬ erty is explained by the statement that a majority of the buildings used for school pur¬ poses are furnished and owned by individuals or neighborhoods. In most of the coun¬ ties the patrons of the schools furnish the school-houses and board the teachers, o.nd this must necessarily be done until the school revenues shall be larger than at present. The public schools have been progressive, Superintendent Haisley says, in almost every particular ; they have grown in public favor and the scope of their usefulness has been extended. Schools for colored people have been sustained in proportion to their poj)nlation, and these x>eople ex]iress themselves satisfied that justice has been aecorded them. — (State report.) AID FROM THE PEABODY FUND. Assistanee was given by the Peabody fund in 1877-’78 to 8 publie graded schools, in sums ranging from $300 to $500 each and aggregating $3,200; the fund also paid for two scholarships in Nashville Normal University of $200 each, making a total of $3,600 allowed the State from the fund. In addition to this, the sum of $300 was promised to another high school, which, however, failed to com^fiy with the requirements, and the amount was forfeited. — (State report.) CITY SCHOOL SYSTEM. JACKSONVILLE. In tins city there is no city superintendent and no separate eity school system, all the schools in the county being under the supervision of the county superintendent and the board of public instruction. The number of days school was taught is given in a return as 124. The legal school age is from 6 to 21 years, but there was no report as to school X)opnlation. There were 3 school buildings, 2 for the primary and gram¬ mar classes and 1 for the high school, and 740 sittings for study, 300 of these belonging to the primary department. Number of teachers 18, only 2 of them men. There were 778 scholars enrolled, with an average daily attendance of 565. Estimated value of school proxierty, $28,000. Total expenditures for the year, $7,252. — (Return and letter from suxierintendent. ) TRAINING OF TEACHERS. NO NORMAL SCHOOLS. The State not having provided normal schools to xirepare teachers for their work, the dependenee for trained teachers has to be either on imxiortations from other States or on the East and West Florida Seminaries and the high schools. The seminaries and high schools, however, do not adequately provide special training in methods of instruction and discipline. It is therefore to be hoped that before long the normal department of the x>rojected State university may be established. teachers’ institutes. Superintendent Haisley did not, in 1878, find time to attend to these means of im¬ proving the efficiency and correcting the defects of teachers already in the ranks of the xirofession; but he x^uri^osed to look after this matter in 1879 and 1880, engaging 1 The apportionment on this basis for 1877-’78 gave for each yonth from 4 to 21 years old 19 cents and 5 mills, less than $1 for each child in actual daily attendance on the public schools. 40 REPORT OF THE COMMISSIONER OF EDUCATION. the county superintendents in the work and giving it also his personal attention.— (Report.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The state superintendent reports 15 jiuhlic high schools in 1878, 3 more than in 1876. All these schools are graded and offer instruction in the studies usually taifight in high schools, though some of them have never had pupils advanced beyond the common branches, while others, it is stated, will comp are favorably with high schools in the older States. The number of pupils attending these 15 schools is not given; but there were 3,165 pursuing history and higher branches in the imblic schools in 1877-’78, against 1,833 who studied those branches the previous year. — (State report.) OTHER SECONDARY SCHOOLS. Two schools, the East Florida Seminary, at Gainesville, and the West Florida Sem¬ inary, at Tallahassee, occupy a somewhat peculiar position, combining the features of elementary and secondary, of public and of private schools. Their course begins with the elements, but it is meant to embrace also the usual academic Studies. Through an income derived from lauds donated by the Government, they are able to give tuition free, but, under their own special boards of trustees, they have ordinarily had little connection with the State school system and have seemed almost independent acad¬ emies. This somewhat anomalous position will probably be changed ere long to one of greater responsibility to the State, and possibly to one of service as State normal schools. For statistics of any business colleges or private academic schools reporting for 1878, see tables IV and VI of the appendix following, and the summaries of them in the report of the Commissioner iireceding. SUPERIOR INSTRUCTION. STATE UNIVERSITY. The State university, for which the constitution of 1868 requires the legislature to provide and the establishment of which the State board of education is directed by law to keep in view, is not yet provided for, nor do any steps towards its establish¬ ment appear to have been taken. It will, however, doubtless come as soon as there shall be a real need for it. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Florida Agricultural College seemed in 1873 to be finally settled in Alachua County and to have a fair jirospect of soon beginning active operations. In 1874 dif¬ ficulties were experienced as to the realization of its endowment, it having been in¬ vested in State bonds the constitutionality of which was called in question. In 1875 its trustees determined to locate it at Eau Gallie, a j)oint far down the coast, between Indian River and the ocean, where lands were offered it, and where, in 1876, some buildings were erected for its use. On March 7, 1877, an act of the legislature pro¬ vided for a new board of trustees, with the State superintendent of public instruc¬ tion as its chairman, and authorized this board to remove the college from its remote situation at Eau Gallie to any point that might seem to be for the best interests of the State. At a meeting of the trustees, held at Eau Gallie, November 15, 1878, it was resolved that the institution should be removed, and steps were taken towards effecting a removal to some central position, where, other considerations being equal, the largest available subscription for a building fund and lands for the use of the col¬ lege could be secured. This action, detailed in an appendix to the State report for 1877 and 1878, is the latest of which there are any official advices. PROFESSIONAL. No schools for professional instruction at present exist in the State, but the university of the future is to have among its objects the instruction of youth in “the professions of teaching, medicine, and the law.” SPECIAL INSTRUCTION. THE TRAINING OF DEAF-MUTES, THE BLIND, ETC. Possessing no institutions of her own for instructing this class of unfortunates, Florida has to avail herself of the advantages afforded in other States for such oi 'them as are brought under training. FLORIDA. 41 CHIEF STATE SCHOOL OFFICERS. Hon. W. P. Haibuey, State superintendent of public instruction, Tallahassee. STATE BOARD OF EDUCATION. Name and official position. Post office. Hon. W. P. Haisley, State superintendent of public instruction . Hon. "W. D. Bloxham, secretary of state . Hon. George P. Haney, attorney general . Tallahassee. Do. Do. 42 REPORT OF THE COMMISSIONER OF EDUCATION. «£0R01A. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. White youth of school age (6-18) . Colored youth of school age (6-18) . Whole number of school age . Whites in public schools . Colored in public schools . Total public school enrolment . Average daily attendance . Youth in elementary private schools . Youth in academic private schools . Youth in collegiate inivate schools . SCHOOLS. Public schools for white puj)ils . Public schools for colored pupils . Not distinguished as to race . Whole number of public schools . Number reported as graded . Number reported as high schools . Private elementary schools . Private academic schools . Private or church collegiate schools . TEACHERS. Male teachers in public schools . Female teachers in public schools . Whole number employed . Teachers in private elementary schools — Teachers in private academic schools . Teachers in private collegiate schools .... INCOME FOR PUBLIC SCHOOLS. Receipts for public schools . 1877. 1878. Increase. Decrease. a218, 733 236, 319 17, 586 al75, 304 197, 125 21,821 a394, 037 433, 444 39, 407 128, 296 137,217 8,921 62, 330 72, 655 10, 325 190, 626 209, 872 19, 246 119, 160 130,605 11,445 &23, 302 &26, 089 2,787 1)4, 621 1)5, 223 602 1)2, 133 1)2, 810 677 3, 602 3,837 235 1,134 1, 436 302 128 88 40 4,864 5, 361 497 61 62 1 12 11 1 822 824 2 86 85 1 18 27 9 3,267 3,654 387 1,633 1,826 193 4,900 5, 480 580 861 889 28 150 148 2 126 161 ' 35 $400, 153 $411,453 1 $11,300 a This is the enumeration of 1874, the school census being taken only every fourth year; so that 39,407 represents the increase in 4 years, or an average of 9,852 a year. This would give a total of 423,593 children of school age for 1877 instead of 394,037. 6 The colored pupils in elementary private schools in 1877 were 4,599; in collegiate, 214. In 1878 the numbers were: In elementary, 4,332; in collegiate, 244; in academic, none. (Biennial report of Hon. Gustavus J. Orr, State school commissioner, for the two years indicated. ) STATE SCHOOL SYSTEM. OFFICERS. For the State at large there continue to be a State school commissioner and a State board of education. The commissioner is appointed by the governor, with the con¬ sent of the senate — formerly for 4 years, now for 2 — to administer the school laws, supervise the public school interests of the State, and make biennial report of them. The board, including the commissioner, with the chief State officers, serves as a council of advice to him and as a court to hear appeals from liis decisions. For each county, excejit 4 that are under special laws, there is a county board of GEORGIA.. 43 education of 5 members, chosen by the grand jury of the county for terms of 4 years, which board chooses from its own number or from the citizens of the county a secre¬ tary, who becomes ex officio county commissioner of education, for a 4 years’ term, with the usual duties of a county superintendent of schools. The county is here the only recognized school district. For the subdistricts into which counties have been divided, the county boards, under a law of 1877, ai)point in each case 3 trustees, with the usual duties of such officers, the term of office to be 3 years and one member liable to change each year. OTHER FEATURES OF THE SYSTEM. The permanent State school fund, which in most States aids in supporting the schools, is wanting here. The State does, however, appropriate to its public schools the income it receives from the half rental of two railroads and from the tax on shows and exhibi¬ tions. The dependence for school support, therefore, has to be mainly on taxation, the proceeds of which the counties retain and distribute themselves. What are called ambulatory schools, containing not less than 15 X)upils, may be established, at the dis¬ cretion of a county tjoard, in neighborhoods not held able to sustain a 3 months’ school, removing to other neighborhoods when the school fund is exhausted. Graded schools from primary to high, self sustaining manual labor schools, and evening schools for youth over 12 years old who cannot attend day schools are also authorized. i But in all cases separate schools for white and colored children must bo provided, the attend¬ ance of the two races in the same schools being prohibited by law. With this excep¬ tion, there is tree admission into public schools for any children of school age residing in the subdistricts in which such schools are situated. Teachers for these schools must be examined by the county school commissioner and licensed on his recommendation by the county board by which they are to be em¬ ployed. In order to receive their pay after they have taught, they must make full re¬ port of their schools, at the end of each term, in legal form, to the county commis¬ sioner. The principals of private schools, elementary, academic, and collegiate, are also to make such reports, though in their case there is no penalty for failure, except where they teach public pupils. Text books and books of reference for the public schools are chosen by each county board for the county, with only the provisions that the Bible shall not be excluded and that sectarian or sectional books shall not be introduced. GENERAL CONDITION. The report of State School Commissioner Orr for 1877 and 1878 presents statistics which distinctly indicate that the growth of the public school system exceeds that of the State in other resiiects. The average annual increase of school population from 1874 to 1878, as shown by the census in the latter year, was 9,852. But the increase of enrolment in the public schools was 11,221 in 1877, and 19,248 in 1878 ; the increase in average attendance is given as 21,164 in 1877, and only 11,445 in 1878, although the enrolment as above stated was re^iorted 19,246 greater. The elementary private schools, too, which are often continuations of the public schools on a pay basis, report an increase in 1878 of 2 in number and of 2,787 in attendance ; while the number of illiterates between 10 and 18 years of age is found to be 4,229 less among the whites and 16,385 less among the colored people than in 1874, although the children of school age increased by 39,407 during the four years in which youthful illiteracy was thus dimin¬ ished. An increase of 235 in the number of public schools for whites and of 302 in those for colored gives reason to hope that the educational advance thus indicated will continue. It is only just to say, moreover, that the educational results obtained thus far have been reached through a very small proportionate expenditure, the State income for school purposes, even with the addition of local taxation and subscriptions, hardly reaching $1 for every child of school age. In view of this, Mr. Orr remarks : ‘‘While the work we are doing is wholly inadequate, I have never known, in all my school reading, * * * results so great achieved by the use of means so limited.” The Peabod^y fund assisted in obtaining these results by allowances in aid of public educa¬ tion amounting to |8,000 for 1876-’77 and to ^6,000 for 1877-’78. KINDERGARTEN. For schools of this class reporting for 1878, see Table V of the apiiendix following, and a summary of it in the report nf the Commissioner iireceding. 1 These are the provisions of the school law; but the new constitution of 1877 limits instruction in the State schools to “the elementary branches of an English education only;” and though this clause of the constitution has thus far been liberally interpreted, it may at any time be made to override the law. 2 Permission to teach public pupils in private schools is another feature of the new constitution. 44 REPORT OF THE COMMISSIONER OF EDUCATION. CITY SCHOOL SYSTEMS. OFFICERS. Atlanta has a board of education of 12 members, one-tbird changed every two years, tbe mayor a member ex officio ; Columbus, a board of trustees of 11 members, subject to periodical change by the city council. The other cities named combine both city and county systems, the boards containing members both from the city wards and from country and village districts. That for Bibb County, including Macon, has 12 regular members appointed for life, with 3 ex officio elective members. In all cases there are suj)erintendents as executive officers of boards. STATISTICS, a Cities. Estimated present population. Youth of school age. Enrolment. Average attendance. Private school at¬ tendance. Attendance of col¬ ored pupils. Teachers in public schools. 1 g Atlanta . 40, 000 10, 360 3, 598 2, 486 600 1, 188 54 $36, 313 Augusta . 27, 000 5, 628 2, 019 1, 207 500 619 35 30, 680 Columbus . 10, 000 2, 863 1, 204 888 300 595 21 11, 149 Macon . 15, 000 4, 500 1, 465 917 300 4 97 26 10, 300 Savauuab . 30, 000 10, 917 4, 019 3, 085 500 76 57, 062 a For tlie sake of uniformity tlie statistics here given are from written returns; other particulars are largely from printed reports. ^ ADDITIONAL PARTICULARS. Atlanta had 8 public school buildings in 1878, with 54 rooms and 2,650 sittings, not enough for the enrolment, which in some months reached 2,800. The value of build¬ ings, furniture, and apparatus is put at $95,000. The schools are designated as gram¬ mar and high schools, the former comprising 8 grades, corresponding to the first 8 years of school life ; the latter, 4 grades of 1 year each for girls and 3 for boys. Promotions from grade to grade are made regularly in September of each year, but occasional promotions for especially rapid progress may be made oftener at the discre¬ tion of the superintendent. The school year is divided into 3 terms. There is a public examination of all the schools at the close of the last term of each year, with a written examination running through 2 weeks at the close of the second term; these are both under the direction of the superintendent and the committee on examination and course of study. — (Report for 1878.) In Augusta, where a tuition fee of $15 a year has been charged for high school in¬ struction, only those below the high are termed common schools. Tbe common schools use 13 buildings; high schools, 2. The grading of the schools, begun in 1877, is re¬ ported to have been satisfactorily completed in 1878. Primary and high school grades comprise 3 classes each ; intermediate and grammar grades, 2 each. As the studies of a class cover a school year, the course thus settled will require 10 years. The work of each week is now reviewed on Friday, and that of each term in an examination, written or oral, or both, at the close of the term ; the final examination of the year, however, must be at least partly in writing for the high school and the last grade of the grammar school. Through special attention to penmanship, very satisfactory results are said to have been secured. The general work done in the colored schools is reported to be greatly improved since the grading of them, and a petition, signed by a number of colored parents, has been presented, asking for a high school for col¬ ored pupils. As the law explicitly provides that equal educational advantages shall be enjoyed by both races, the superintendent says there needs must be a comiiliance with the petition, the whites having 2 high schools. Two others, one in the city, the other at the village of Summerville, have passed out of the control of the board of education into private hands. Still, no loss of advantages will result from this, as the course will remain about the same and the rate of tuition be no higher than was charged by the board. — (Report of the board of education for Richmond County and city of Augusta for 1878.) in Columbus the public schools use 6 separate school buildings, but not specially for any grade. Eleven rooms are devoted to primary studies and recitations, 7 to gram¬ mar classes, 1 to a high school department, and 1 to a city normal school, of which the GEORGIA. 45 « city superintendent is the teacher. A special instructor in music is employed, receiv¬ ing as compensation v-hat the department charges, viz, $2 a month for each scholar in instrumental music. — (Return of Superintendent George M. Dews.) At Macon the public schools have only the two designations, grammar and high, the former including 7 grades, the latter 2. There are 2 full grade grammar schools, 1 high school, and 5 of partial grades. The buildings for the 2 full grade grammar schools are owned by the city, the others are rented; that for the high school was erected for its accommodation by the “Macon free school” trustees, in 1877, and was first occupied in September of that year. The sexes are taught together in all the grades. About three-fourths of all the children attending school in the city are in the public schools. The superintendent says that the meagre salaries paid make it impossible to secure experienced male teachers, and this and the short term, made necessary by a small school fund, begin to tell on the efficiency of the schools. The average daily attendance, however, was greater by nearly a hundred than during any previous year, reaching, in some cases, 98 per cent, of the number enrolled. Thorough¬ ness, moreover, is cultivated by the inculcation of the maxim that “Nothing is thoroughly learned until it can be correctly expressed in writing ; ” and the superin¬ tendent says: “This test is applied as well to the little six-year-olds, in their printing exercises, as to the examinations of the Greek class in the closing work of the course.” — (Return and report of Superintendent B. M. Zettler for 1877-’78.) Savannah reports 7 school buildings, with 59 rooms for study and recitation both, and 1 for recitation only. The schools are primary, grammar, and high. The value of all school property is set at |57,500. These statistics, as well as those in the table above, include aUthe schools of Chatham County, as well as those of the city proper. — (Return for 1878.) TRAINING OF TEACHERS. xor:mai. schools axd normal classes. The State in 1878, as previously, remained without any special normal school of its own, depending on its colleges, high schools, academies, city normal classes, and other like means, to supply vacancies occurring in its teaching corps. Through a generous allowance of $2,000 trom the Peabody fund, however, 4 young men and 6 young women fi’om Georgia were sustained for the year at the normal college of the State of Ten¬ nessee, at Nashville, one of the young ladies receiving at the close the first medal for efficiency. These are all to be teachers in the schools of Georgia. The University of Georgia also offered free tuition to 50 young men of good character and capacity and of limited means, on condition that they should teach in the State schools as long a time as they should study at the university. Then, too, in the North Georgia Agricult¬ ural College, at Dahlonega, a normal department was organized, under a special act of 1877, and 53 teachers were commissioned and sent out in that year ; all but 2 of these had charge of schools. In the cities mentioned normal classes were maintained, as in preceding years, for the improvement of teachers already employed and the preparation of new recruits. In Atlanta University teachers for the colored schools were trained in a normal course which covers the elementary grades of study aud requires no preceding exami¬ nation, as well as in a higher normal course, which has to be prepared for by study of the common school branches and then requires 4 years for its completion. Students for 1877-’78 in the former, 104 ; in the latter, 72. teachers’ institutes. The school law, as published up to the date of this report, makes no provision for holding institutes to improve teachers in their knowledge either of subjects to be taught or of the methods of teaching and of school management. teachers’ department of educational journal. No educational paper is published in the State ; but during 1878 a part of the edi¬ torial work of the Eclectic Teacher, of Kentucky, was performed by Superintendent Mallon, of Atlanta, with a view to the needs of the teachers of Georgia. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Explicit authority having been given county boards in the law of 1872 to establish graded schools from the primary to the high school, wherever the public wants should demand it, the embarrassments as to high school instruction often experienced in other States have consequently hardly been felt here hitherto. But high school studies, as before mentioned, are now tlureatened by a clause in the new constitution, Avhich provides for education in the elementary branches only. And although, as was said, 46 REPORT OF THE COMMISSIONER OF EDUCATION. this seems thus far to have received a liberal interpretation, it may at any time he so enforced as to strike down high schools, except in the specially chartered counties and cities. These made return of 11 high schools for 1878, but this was evidently not the full number of such schools in the State, for in one county, which reports only a single high school, 7 other schools are reported as affording more or less instruction in the higher branches. No statistics of the high schools of Savannah are obtainable for 1878, In those of Bibb and Richmond Counties and in the cities of Atlanta and Columbus there were 619 enrolled pupils, with an average attendance of 469, under 17 teachers. OTHER SECONDARY SCHOOLS. The State report for 1878 presents the statistics of 85 reporting private high schools thus: Teachers, 148; pupils (male, 3,042; female, 2,181), 5,223; average number of months taught, 8.09 ; average monthly cost of tuition for each pupil, $2.51. For statistics of instruction in commercial schools, academies, special preparatory schools, and i^reparatory departments of colleges, reporring to this Bureau for 1878, see Tables IV, VI, VII, and IX of the appendix following, and the summaries of them in the rej)ort of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Georgia, at Athens, j)reseuts in its academic department^ a classi¬ cal, a scientific, and a literary course, each of 4 years. During the first 2 years the courses are nearly the same, the main difference being the substitution of French and German for Latin and Greek by those preparing for the scientific or literary course. After that, there is a greater prominence of studies in natural science, mechanics, mining, and metallnrgy in the scientific course, and of modern literature, French, and German in the literary course. The university underwent considerable change in 1878 : the trustees dispensed with the separate chancellorship and its incumbent, and gave the duties of the oflice to the professor of the school of metaphysics and ethics ; consolidated the school of English literature with that of belles lettres, and dispensed with the professor of the former; and attached the duties of the x^rofessorship of natural history and geology to other professorshixis, and abolished the chair. An in¬ crease of interest seems to have resulted, the number of students in all the depart¬ ments rising from 470 in 1877- 78 to 549 in the autumnal term of 1878-’79. — (Catalogues and Wesleyan Christian Advocate of August 17, 1878.) The other institutions for sujierior instruction of young men are Atlanta University, Atlanta (non-sectarian), mainly, if not wholly, for the colored race; Emory College, Oxford (Methodist Episcojial South); Gainesville College, Gainesville (non-sectarian); Mercer University (Baptist) and Pio Nono College (Roman Catholic), Macon. All these have x^rejiaratory departments of 2 to 3 years, except Mercer University ; classi¬ cal courses of 4 years, and scientific courses of 2, 3, or 4. The last is the time at Atlanta University. Pio Nono rates its classical course at 6 years and its scientific at 4 ; but, to do so, it takes in 2 years of what would ordinarily be held to be prexiara- tory studies, indicating this by giving the explanatory heading “Freshman’’ to the highest of its three grammar classes. Atlanta University, having to deal with a race that has enjoyed few advantages, begins with a normal course of three grades consisting of the grammar grade studies of the common schools, passes up to a higher normal course, which advances its students two more years, and thus does a very useful work in preparing teachers for the different grades of colored schools. For such as desire a higher training still there is a scientific preparatory course of two years as well as a college preparatory of three years, lead¬ ing to the 4 years’ collegiate course. Gainesville College, still in its infancy, begins also at a low x>oint in its preparation, starting with x^rimary common school studies, passing up through grammar and high school grades, and ending with a college curriculum that embraces thus far comx^ara- tively little Latin and makes Greek ox^tional and modern languages “extra.” It has also made a break in the ordinary southern rule by determining to admit young women to its classes on equal terms with young men from the beginning. The others all have substantially the current collegiate curriculum, with apparently fair advantages for the prosecution of it. — (Catalogues for 1877-’78 and 1878-79.) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For the names, locations, and statistics of schools of this class, see Table VIII of the apxjendix following ; for a summary of their statistics, a corresponding table in the rexiort of the Commissioner preceding. 'The departments here are 5, the academic, State college, and law, at Athens; the North Georgia agricultural, at Dahlonega; and the medical, at Augusta. GEORGIA. 47 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of Georgia, Athens, besides the scientific division of its academical course, presents further advantages for scientific study in the agricultural, engineer¬ ing, and chemistry courses of four years each in its State College of Agriculture and the Mechanic Arts at Athens, with some of the same advantages, but to a lower extent, in the branch called the North Georgia Agricultural College at Dahlonega. For the former a very respectable curriculum of scientific study is outlined, to be pursued un¬ der the direction of 8 professors, including the iiresident; for the latter, one less fully detailed, but evidently of rather lower grade, to be prosecuted under the same number of professors and instructors, of whom one is lady “ principal of girls’ primary and pre¬ paratory departments.” The other colleges, except Gainesville, as has been mentioned, all have scientific courses, but usually of shorter duration than the classical courses in the same. For statistics of the State college and its branch at Dahlonega, see Table X in the appendix, and the summary in a corresponding table of the report of the Commis¬ sioner preceding. For the number of students in scientific courses of the other col¬ leges, see Table IX. PROFESSIONAL. Theology is taught still to some extent, as in former years, in a non-sectarian way, at Atlanta University, where in the catalogue for 1877-78 appears a theological class of 4 members, who seem to have graduated, and under Baptist influences, at Mercer University, Macon, where the names of 13 “ ministerial students ” are printed in the catalogue for the same year. In neither, however, is there any intimation of a special and defined course of study for the ministry. At Emory College (Methodist), Flebrew is taught during the junior and senior years, to aid students in preparing for min¬ isterial work. The Augusta Institute, Augusta, a school for colored students under Baptist care, had, in 1878, out of its corps of 106 students under 3 instructors, 67 who were preparing to be preachers. — (Baptist Year Book, 1879.) Law schools, with courses of 1 year each, are noted in the catalogues of the Uni¬ versity of Georgia, at Athens, and Mercer University, Macon, for 1878. In the former, the studies cover 10 months ; in the latter, 39 weeks. At Athens there were 4 instructors with 6 students in the autumnal term of 1878 ; at Mercer, 3 professors and 6 students in the spring of the same year. Neither school a^ipears to require any special x)rep- aration for admission, though there is some preliminary examination at the latter. — (Catalogues.) Medical instruction continues to be furnished by the Medical College of Georgia, at Augusta, which constitutes the medical department of the University of Georgia, and which had 8 professors, 12 assistant instructors, and 77 students at the oiDcning of its winter term in 1878 ; by the Atlanta Medical College, Atlanta, vdiere there were 8 professors and a demonstrator, number of students not given ; and by the Savannah Medical College, which was suspended during 1876-77 and 1877-78, but resumed its exercises in the autumn of 1878, with improved accommodations for its work, which was in the hands of 8 professors and a demonstrator. All these are of the “regular” type, and all in 1878 had the old course of 3 years, 1 for private study under a physi¬ cian and 2 for attendance on medical lecture courses. The Atlanta school, however, had in that year an optional graded course of 3 jmars, according to which a student might be examined at the end of the second lecture course on anatomy, physiology, chemistry, and materia medica, and receive, if successful, a certificate of having x^assed in these. He would thus be left at leisure to pursue during a third term the study of practice, surgery, obstetrics, and diseases of the eye and ear, his examination to be only on these branches at the close. — (University register and annual announcements for 1878-79.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The twentieth report of the trustees of the Georgia Institution for the Education of the Deaf and Dumb, Cave Spring, covers the x>eriod from March 1, 1877, to July 1, 1878. It states that they found, on entering uj^on office at the former date, a forlorn condition of affairs. This they have been able to remedy, improving the remises in value and appearance and adding a substantial two story building. The attendance, in consequence of these improvements, sprang from 49 to 73, and thus a new necessity arose for enlarged accommodations and increased support, without any available funds to meet it. Through the good management of a new principal, the trouble from this source was tided over, and the small appropriation meant for 49 was made to meet the needs of 73. But in view of the increasing number to be cared for and the necessity of providing further room, more amxile teaching force, and fuller supplies of food, in- 48 REPORT OF THE COMMISSIONER OF EDUCATION. creased appropriations are pleaded for from the legislature. There were at the date of the report 4 teachers, besides the principal and matron ; bnt the master of printing was dispensed with and the press sold, leaving shoemaking the only meehanical in¬ dustry in which instruction was given. The building, which was purchased in 1876 to serve as a school for colored deaf-mutes, was found to need repairs considerably beyond what the $1,000 appropriated for the purpose would secure. Should the money be obtained and due appropriation made for annual support, the trustees say that there will be an attendance of 30 to 40 colored mutes. EDUCATION OP THE BLIND. The twenty-seventh annual report of the trustees of the Georgia Academy for the Blind, at Macon, shows 3 principal teachers, 3 assistants, and 1 master of workshop ; with an attendance of 64 pupils in the 9 months covered by the statement, i. e., from January 1 to September 30, 1878. The training is in the ordinary literary branches, with music ; such boys as are fit for mechanical employments being also taught the elements of trades and the girls practised in beadwork, crocheting, and necessary household work. Among those taught in the workshop were 2 blind colored youths, who were boarded at their homes. EDUCATIONAL CONVENTION. GEORGIA STATE TEACHERS’ ASSOCIATION. The meeting for 1878 was held at Barnesville, July 31 to August 2. Comparatively few teachers were in attendance, bnt those who came are said to have had “ a genuine symposium” in the addresses delivered, in the papers read, and in the discussion of important topics in debates. As far as can be judged from a brief report, the chief points of interest seem to have been in addresses from Dr. William T. Harris, of St. Louis, on “The philosophy of education;” from President A. J. Battle, of Mercer University, Macon, on “Due culture of the imagination,” and from State Commis¬ sioner G. J. Orr, on “The condition and needs of the public schools,” in which last the raising of additional revenues for them from liquor sales and a dog tax was pre¬ sented as a subject on which to memorialize the legislature. But useful and important papers appear also to have been read by G. M. Dews, of Columbus, on “ Extremes and means ” in school courses and arrangements ; by L. C. Caldwell, of Rome, on “ A scien¬ tific view of the necessity of education;” by John F. Bonnell, of Oxford, on “The use of apparatus ; ” by Miss Fanny Andrews, of Washington, on “How to teach bot¬ any; ” by C. E. Lambdin, of Barnesville, on “ School teaching versus school keeping;” and by W. H. Fleming, of Angusla, on “Education and labor;” while Superintendent B. Mallon, of Atlanta, introduced for discussion the often debated and still unsettled question, ^ ‘ Should prizes be offered as incentives to study ? ” the decision uiion which the report does not announce. OBITUARY RECORD. EX-PRESIDENT O. L. SMITH, D. D. The Eclectic Teacher for March, 1878, has the following: “Emory College, the Meth¬ odist Episcopal Church South, and the State have all sustained a grievous loss in the sudden death of Rev. O. L. Smith, d. d. He has long been known as an educator of eminent ability, and was successively professor and president of Wesleyan Female College and president of Emory College. The latter office he resigned in 1875, accept¬ ing the chair of Latin in the same institution. Here he labored with his characteristic vigor, cheerfulness, and fidelity, until his sudden and sad demise.” No further par¬ ticulars respecting his life are given. CHIEF STATE SCHOOL OFFICER. Hon. Gustavus J. Oer, State school commissioner, Atlanta. [Third term of office ends January, 1881.] ILLINOIS. 49 ILLINOIS. STATISTICAL SUMMAEY. POPULATION AND ATTENDANCE. Youth, of school age (6-21) . Enrolled in public schools . Average daily attendance . Attendance in private schools . SCHOOL DISTKICTS AND SCHOOLS. Whole number of school districts . Number with 5 months of school or more. Number with less than 5 months . Number that had no school . Number not reporting . . . Number that had libraries . Public school-houses . New ones built during the year . Estimated value of all public school property. Whole number of free public schools.. Number of these graded . Number of high schools . Average time of public schools in days. Private schools reported . TEACHERS AND THEIR PAY. Male teachers in public schools . ' Female teachers in the same . Whole number reported.. ..• . Number from State normal schools.... Graduates of State Normal University. Average monthly pay of men . Average monthly pay of women ...... Number of teachers in private schools. INCOME AND EXPENDITURE. Whole income for public schools . Whole expenditure for them . STATE SCHOOL FUND. Amount of permanent fund . 1876-77. 1877-78. Increase. Decrease. 992, 3.'i4 1, 002, 421 10, 067 694, 489 420, 031 50, 619 706, 733 12, 244 41, 406 9,213 11, 581 11,714 133 11, 285 11, 438 153 64 55 9 94 101 7 138 120 18 886 899 13 11,7463 11, 874 131 211 212 1 $14, 074, 996 $16, 105, 870 $2, 030, 874 11, 859 12, 324 465 973 810 163 103 128 25 152. 46 154. 22 1.76 548 582 34 9, 162 9, 475 313 12, 831 12, 817 14 21, 993 22, 292 299 554 574 20 182 143 39 $46 17 $54 07 $7 90 32 23 30 87 $i 36 1,317 1,017 300 $9, 660, 226 $9, 634, 728 7, 526, 109 $5, 337, 857 $25, 498 7, 702, 525 176, 4 L6 (From returns of Hon. S. M. Etter and Hon. James P. Slade, State superintendents of public instruction, as respects average monthly pay of teachers and amount of per¬ manent State school fund. The other items are ftom^Mr. EttePs published report for the years 1876-’77 and 1877-78. The figures of the report for 1876-77 differ consid¬ erably at some points from those furnished in a return to this Bureau for 1877 and published in the Report of the Commissioner of Educ.ation for that year — a difference supposed to be attributable to later and fuller statistics received from county super¬ intendents. ) 4 E 50 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. A state superintendent of public instruction is elected quadrennially by tbe people, to supervise all public school interests ; a State board of education is such in name rather than in fact, as it only has the care of one of the two State normal universities, the Illinois Normal. A county superintendent for each county is chosen, also quadrennially, to supervise the public schools and examine and license teachers for them. The minor local officers are (1) a board of 3 trustees of schools for each township, to divide it into districts, care for school funds, and hold the title to school property, and (2) a board of 3 school directors for each district, ^ to establish schools, maintain them for at least 110 days in each year, and see to their well being. The term of office for each member of both boards is three years, one being changed each year. The township board elects from without its own number a resident citizen of the township as treasurer of all the township school funds. He also serves as clerk of the board. The district board has its own clerk from among its members. Women, duly qualified, whether married or single, are eligible to any school office. OTHER FEATURES OF THE SYSTEM. The public schools are open to all youths 6 to 21 years of age residing in the districts in which they are held. Color is no bar to admission. They are sustained from the pro¬ ceeds of State,^ county, and township school funds, and of district taxes, these last notto exceed 2 per cent, for educational and 3 per cent, for building purposes each year. They must be taught at least five months of twenty-two days each in ordinary districts and at least six months in those with 2,000 or more inhabitants. The teachers for them, in order to receive a license, must be found qualified to teach at least orthography, read¬ ing in English, penmanship, arithmetic, English grammar, modern geography, and the history of the United States. To receive their pay after having taught, they must be able to show certificates of qualification covering the whole period for which pay is sought ; must have made out, certified, and presented to the school directors of the district a schedule in due form of the attendance on the school taught ; and must have satisfactorily accounted for all books, apparatus, and other proxierty in their charge. The school month recognized by law has been “22 days actually taught,” and now is the same as the calendar month, excluding Saturdays, legal holidays, and specially appointed thanksgiving or fast days ; but the last State report says that great incon¬ venience results from this departure from the ordinary 20 days, and recommends a change to this number as the even multiple of the 5 days of a school week. Gradation of schools in populous districts is provided for. The establishment of township high schools is made optional with the inhabitants of the townships con¬ cerned. Permission is given to appropriate surplus school funds to the purchase of libraries and apparatus for the schools. The determination of the text books to be used is left with the boards of the school districts, no change, however, to be made oftener than once in 4 years. GENERAL CONDITION. On this point there is little said in the State report, and we are left to gather our information from the statistics given. These show an advance in public school enrol¬ ment beyond the reported increase of the youth of school age which indicates a grow¬ ing popularity of the State system of instruction ; and if the reports of a considerably diminished attendance on pri vate schools may be relied upon, which the superintend¬ ent doubts, it would seem that about three-fourths of the additional enrolment has been drawn from the private schools. There appear also 133 more organized school districts, 153 more with schools of reasonable length of term, a greater number making report of their statistics, a greater number with school district libraries, 131 more public school-houses, apparently at least 465 more free public schools (though here the numbers are somewhat confused), with 299 more teachers. With an increased proi)ortion of male teachers, there was reported an advance in their average salaries amounting to $7.90 a month. The only cutting down of pay is in the case of women teaching, who siiifered an average reduction of $1.36 a month. It is claimed that by this reduction, with a lessening of the cost of building and repairing school-houses and close economy in other things, there was a decrease of the total iiublic school expenditure to the extent of $176,416. The superintendent evidently thinks that the reduction of the pay of teachers has been in many instances and in large districts of the State injurious "to the best interests of the schools. 1 The exceptions to this are school districts with not less than 2,000 inhabitants, in which, instead of 3 directors, there mnst be elected a board of education of 6 members, with 3 additional members for every additional 10,000 inhabitants. * Since 1873 the State allowance for its schools has been $1,000,000 annually, and a former State tax of 2 mills on the dollar for school purposes has been discontinued. ILLINOIS. 51 KINDERGAETElSr. For schools of this class reporting for 1878, see Table V of the appendix following, and a summary of it in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. The general law is that in all school districts having a population of not less than 2,000 inhabitants, and not governed by any special act, there shall be elected, instead of the 3 directors of ordinary districts, a board of education, to consist of 6 members, with 3 additional members for every additional 10,000 inhabitants. One-third of these members go out annually to give room for new elections. These boards have the en¬ tire superintendence and control of the schools, except so far as they may delegate their powers in this respect to suiierintendents, whom they are authorized to elect. Chicago has a board of 15 members (one-third subject to change every year), a super¬ intendent and assistant superintendent of schools, and several minor officers. STATISTICS. Cities, a Estimated pop¬ ulation. Youth of school age. Public school eniolmeut. Aver age at¬ tendance. Teachers. Expenditures. Belleville . 13, 000 4, 532 2, 166 1, 990 42 $36, 314 Chicap:o . &436,731 123, 115 coo, 109 c40, 036 c885 c711, 308 Danville . . 8, 150 2, 535 1, 879 1, 167 28 36, 746 Decatur . 8, 000 3, 094 1, 933 1,398 29 23, 347 Galesburg . 14, 000 4, 354 2, 301 1, 630 34 20, 601 Jacksonville . . 12, 000 3, 693 1,839 1, 327 34 48, 844 Peoria . 38, 000 8, 947 4, 118 3, 038 73 54, 632 Quinev . 32, 000 8, 513 3, 807 2, 427 56 47, 155 Bock Island . 12, 000 5, 358 2, 100 1, 594 38 39, 268 Springfield . . . 25, 000 2, 776 2, 254 43 35, 449 a Several other cities of sufficient size to entitle them to a place in this table have failed to report. & School census of 1878. c Including evening schools. ADDITIONAL PARTICULARS. From Belleville there is no printed report for 1878. A return gives the estimated value of property used for school purposes as $74,200 ; the number of sittings for study, 2,020, A private Kindergarten is reported by the city suxierinteudent as fur¬ nishing a class of pupils to the public schools who ‘^far surxDass the others in every respect.” The report from Chicago gives an increase to the public schools of 1,580 pupils since 1877. There were 75 more teachers employed ; but this has been made xiossible only through a reduction of 33 per cent, in salaries within the past three years. Of the 12 buildings used for school purposes, 53 were owned by the city. There were 2,220 more sittings than in 1877, this being only a small number out of the 10,000 reported in 1877 as needed to keep out of the streets many children who are growing ux> there in ignorance. The plan of having division high schools with a brief course and a central one with a full course was continued. The number of pupils attending the high schools was small compared with other grades, but this grade is demanded by the people and taxpayers, many of whom cannot afford the exxienses of colleges, seminaries, &c., for their children. There has been an increase of membershix^ in the last two years, the number enrolled in the central high school falling from 646 in 1877 to 390 in 1878, but rising in the division high schools from 902 in 1877 to 1,208 in 1878, a net gain of 50. A falling off was noticed in the attendance at drawing lessons, although the number still continued surprisingly large, while the progress in vocal music was greater than in the two x^revious years. The president reports that there was room for imx)rovement in the system of teaching German. From the report of the committee on German it seems likely that matters will be bettered by employ¬ ing a larger number of teachers trained in the city schools. There were 2,093 pux^ils in German in 1877 and 2,160 in 1878, an increase of 67. Evening schools were oxiened September 10, 1877, remaining in session fourteen weeks, five evenings each Aveek. The evening high school, in Avhich instruction w^as given in mechanical drawing, bookkeeping, and stenograxihy, was in session fifteen weeks, five evenings a week, during the fall, and . was reopened in January for ten weeks, two sessions a week, the 52 EEPOET OF THE COMMISSIONEE OF EDUCATION. cl'isses in stenograpliy not being continued. Tbe total enrolment in all the evening schools was 3,215 pupils average attendance, 848. The deaf-mute day school in con¬ nection with the public schools reports the number of pupils under instruction during 1877-78 to have been 27, of whom 5 were females. They were taught reading, writing, arithmetic, geography, and drawing, and were under the charge of 3 instructors, one a semi-mute. — (Return and printed report.) From Danville there was no return for the year 1878 ; the printed report mentions 26 schools, 14 primary, 11 grammar, and 1 high, in 5 school buildings. There were 8 pri¬ mary grades. In the high school there were 2 courses, a general and classical, with four years in each course. Decatur makes a brief report, indicating a diminution of $24,000 in annual taxation for school purposes since 1873. There were 94 pupils neither absent nor tardy during the entire year. Galesl)urg makes a return for 1878, giving the number of school buildings as 7, with 33 school rooms. The estimated value of school property was $100,000. JacJisonville. — The return for 1878 gives the number of school buildings as 7, instead of 8 as in 1877 ; number of school rooms, 34 ; of sittings, 1,610. The schools were of 7 grades below the high school, which had a course of 4 years. The valuation of i)rop- erty for school i^urposes was $160,700. Peoria sends no printed report. A return gives the number of school buildings as 16, an increase of 7 since the report of 1877. Number of sittings, 3,592; number of school rooms, 88. . Of the 73 teachers employed, 65 were females. Estimated value of school property, $186,800. The whole 200 school days were taught without any diminution because of holidays. Quincfi reports 253 more scholars in the public schools than in 1877, and 150 more sit¬ tings. Theschoolxmoperty wasestimatedtobeworth$215,000, adecreaseof $2,000since 1877. The cost for each x)upil, based on average daily attendance, was less than in any previous year, being only $15.63. It was found necessary to add new rooms to one of the school buildings to accommodate the increase of pux)ils and still another build¬ ing will have to be enlarged. The number of pupils in German being less than in the previous year, it was determined to confine the instruction to grades above the fourth. Swinton’s Language Lessons was satisfactorily introduced in the lower grades. A teachers’ institute which met during the year enrolled 55 teachers. From the topics suggested at some of the meetings good practical results followed. Bock Island sends no x)rinted report. A return gives the same number of school buildings as last year and an increase of 150 sittings, making 2,150. Of these, 1,400 were for primary, 600 for grammar, and 150 for high schools. The superintendent estimates the enrolment in private and parochial schools at 500 during the year. The estimated value of school property was $110,250, a decrease of $2,350 since the last report. Springfield, in its printed report for 1878, gives an increase of over 200 pupils, with 91 fewer cases of tardiness, a gain of 217 in the registered number, of 184.5 in aver¬ age number belonging, and of 195.9 in the average number attending. The books in which permits for reentrauce are recorded show within nine years a great advance in the important matter of attendance. Imx)rovement in methods for securing good conduct without resorting to severe measures was marked. As in 1877, there were still 8 grades below the high school and a 4 years’ course in that. The examinations for promotion were carefully conducted, and in the sixth, seventh, and eighth grades were made as thorough as x>ossible, while the high school examinations show this to have been the most satisfactory year in the history of the school. During the year a new school was ojiened, with an average attendance for the year of 151 pupils. A series of lessons in drawing was given to the teachers at their institute meetings, and much interest was manifested. TRAINING OF TEACHERS. NORMAL SCHOOLS. In the State report for 1877 and 1878, the purpose of the normal schools is said to be at once to create a demand for better teachers and to supply that demand. In the State Normal University, at Normal, thorough instruction is given in the elements of subjects required by law in the xmblic schools. The principles of these subjects, as well as facts and phenomena, are taught. The higher branches, such as ancient and modern languages and the natural sciences, are also attended to. The students are trained to realize that teaching is a work worthy of the highest powers of body, mind, and heart. They are taught a knowledge of the human mind, itl action and growth ; the priiicix)les that underlie good methods of instruction, and the methods to which these X)rinciples lead ; the economical management of schools, and the practical gov¬ ernment of tliem. Acquaintance with these things is acquired under the guidance of experts. Teachers are thus fitted for their work by attention to the matter to be taught, the nature of that which is to receive instruction, and the principles and According to a return, 2,945. ILLINOIS. 53 metliods of good -work in teaching and managing schools.” The reports from different sections indicate that the work just outlined is what is needed for normal schools. Since the establishment of the university, in October, 1857, 4,374 students have entered the normal department and 321 have graduated, 302 of whom are known to have taught. The teaching is, however, not confined to graduates, as 930 students, since October, 1877, have occupied j)ositions as teachers. The number of students in the fall term of 1878 was 425, of whom 242 were in the normal department. In accordance with an act of the legislature of 1877, the Illinois Museum of Natural History was changed into a State Laboratory of Natural History. The collections, which occupy a large room in the State house, embrace about nine thousand classified specimens, to which numerous additions are constantly being made. An important feature of the work of the new laboratory and museum consists in the encouragement given to the study of natural history throughout the State by supplying duplicate specimens to schools and colleges at greatly reduced rates. — (State report for 1877 and 1878.) The Southern Illinois Normal University, Carbondale, reports for 1878 that in the four years since its establishment 1,081 students have been enrolled, 221 of whom are now in the school, and 22 only have fully completed the course of study and have received diplomas. Of those who took a partial course, 511 have done good work in the schools of the State, and have by their systematic teaching more than repaid all the expenses which the Commonwealth incurred in the founding of the university. Of the students enrolled, 468 have fulfilled all their obligations, 490 have received free tuition, and 468 have done better school work than if they had not received normal training. The number of normal students for 1877-’78 was 211; of other students, 209. — (State report for 1877 and 1878 and return.) Cook County Normal School, at Englewood, had 189 normal students in 1878, and 82 other students. There were 2 departments, a normal and a training school, the nor¬ mal students being required to joractise from five to twenty days in the training school, under the supervision of critic teachers. The course of instruction is of 3 years; high school graduates, however, can finish it in 2 years. — (Catalogue and circular for 1878 and return. ) Feoria County Normal School, Peoria, had 90 normal students and 3 resident instruct¬ ors. — (Return for 1878.) The Northwestern German-English Normal School, Galena, had 100 students for 1878, of whom 77 belonged to the normal department, 3 resident teachers, and 7 graduates, 6 of whom engaged in teaching. — (Return, 1878.) The Morris Normal and Scientific School, organized in September, 1878, has 4 courses of study, a normal of 2 years, scientific, commercial, and college prei:)aratory. There were 206 students, 50 of them normal. — (Prospectus and return.) The Evangelical Lutheran Teachers’ Seminary, Addison, reports for 1878-’79 a normal and a preparatory course. In the normal department there were 2 classes, with 43 scholars; in the preparatory, 3 classes, with 79 pujpils. Number of professors, 5; graduates, 19. — (Katalog, 1879.) From the Dover Normal School, which had, in 1877, an attendance of 112 students, there is neither report nor return. OTHER NORMAL TRAINING. Besides the schools above mentioned, the following institutions in the State offer instruction to prexiare for teaching: Ewing College, Ewing; Illinois Wesleyan Uni¬ versity, Bloomington : Lake Forest University, Lake Forest ; Monmouth College, Mon¬ mouth; Rock River University, Dixon; Shurtleff College, Upper Alton; Westfield College, Westfield; and Wheaton College, Wheaton. teachers’ institutes. Superintendent Etter, in his report for 1876-’77 and 1877-78, says that institutes for the improvement of teachers were held in nearly every county of the State, and in many counties several times each year : 279 held in 1877 by county superintendents and 86 by other persons enrolled 8,010 attendants ; 226 held in 1878 by county super¬ intendents and 116 by other persons enrolled 7,491. In some counties almost all the teachers of the county were present during the entire session, and as this attendance of teachers is at great sacrifice of both time and money on the part of a class with whom both are scarce, the evidence of interest in their work and of desire to improve in it is thus shown very clearly. Besides the institutes, moreover, there appear in the report 675 other meetings of teachers for discussion of school topics in 1876-77 and 391 in 1877-78. The attendance on these, being generally voluntary, is not reported. EDUCATIONAL JOURNALS. The Educational Weekly of Chicago, loaded with local school news during 1878, still found room for many articles to imi^rove and aid teachers in their work. The Practical Teacher, of the same city (monthly), labored usefully in the same field. Barnes’ Educational Monthly, iDubiished simultaneously in Chicago and New York, also, did much good work throughout the year. 54 EEPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State report makes note of 103 high schools in 1876-^77 and of 128 in the fol¬ lowing year, hut it gives no statistics of the attendance on them. Belleville, Chicago, Danville, Decatur, Jacksonville, Quincy, and Springfield are the only cities that have furnished this Bureau any definite account of high school attendance for 1877-’78. These show an aggregate of 2,302 pupils enrolled and of 1,842 in average attendance. Of this number, 1,287 were in daily attendance at the high schools of Chicago, out of 1,598 enrolled there. In that city, 3 division high schools have coiu'ses which cover 2 years and embrace English studies, with German and Latin optional, the last having been introduced as an optional study at the beginning of the last school year. These division high schools comprise the ninth and tenth grades of the city school system and two additional years in the central high school, the eleventh and twelfth grades. This central school has an independent 3 years’ classical course, besides a 2 years’ course for graduates of the division schools who wish to continue their studies for that additional length of time. The Jacksonville report contains an able argument in favor of the high school. On the petition of 320 citizens, the question of continuing it as a part of the city system was submitted to a vote of the people. The result was decisive, only 293 ballots out of 1,973 being cast against its continuance. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory schools, see Tables IV, VI, and VII of the appendix following ; for summaries of these, the report of the Commissioner preceding. For preparatory departments of colleges, see Tables IX and X. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Illinois Industrial University, at Urbana, combines the characteristics of a State university and a State agricultural and mechanical college. The university is composed of four associated colleges, each with a special faculty and each sub¬ divided into schools, but all under one general government and with one common endowment. Three of its colleges, being scientific, ally it with the scientific schools of Table X, and give it a predominantly scientific character ; but the fourth, the col¬ lege of literature and science, with the requirements and course of the better class of such colleges, allies it also with the literary institutions devoted to the superior clas¬ sical instruction of our youth. The faculty of this college consists of 12 professors and instructors besides the regent, who heads it in common with the other colleges. Its course is of 4 years for the degree of b. l. in the school of English and modern languages, which carries its students only into Livy in Latin, substitutes French and German for Greek, and pays special attention to English literature and Anglo-Saxon in the closing year. The course in the school of ancient languages for the degree of b. a. is also of 4 years, and corresponds with the customary collegiate classical course. A school of military science, one of commerce, and one of art and design, with a musical department, all additional to the schools of the four colleges, afford advan¬ tages for training either connected with or independent of that furnished in the col¬ leges. Statistics of this university may be found in Table X of the appendix following. For those of the 26 other universities and colleges, with their names, post ofiices, and religious denomination, see Table IX of that appendix, and a summary of it in the report of the Commissioner preceding. All the 26 have preparatory courses of 1 to 3 years, and substantially classical collegiate courses of 4 years. As respects thorough¬ ness, however, there are wide differences: one college undertakes to do all its col¬ legiate work with only 2 professors, another with only 3, while most present an ample teaching force, not merely for their present corps of students, but for all that they can probably gather for some years to come. A few court attendance by promises of easy courses ; others evidently keep in view good quality rather than large quantity in attendance, giving full courses without intimation of abatement, and Shurtleff College announces in its circular that “Under no circumstances is the standard of scholarship lowered to suit the demands of those who are content with less attain¬ ments than are herein required. High scholarship, rather than great numbers, is the practical aim of the college government.” About half the colleges have arrangements for teaching music, drawing, and painting in connection with or besides the college course; 1 has a special department of industrial art; 3 add courses in literature to the other courses ; and 1 undertakes to meet a need by the institution of non-resident as well as graduate courses. — (Catalogues and circulars.) ILLINOIS. 55 INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Twenty out of tlie 26 universities and colleges above referred to admit young women to tbeir courses on equal terms with young men. The same is true of the State Industrial University. Lincoln University also has a ladies’ special course. Knox College, Lake Forest University, and the Northwestern University have high cjuss schools for young ladies connected with them, besides admitting women to their recitations. For the names, location, and statistics of all other schools of this kind reporting for 1878, see Table VIII of the appendix following, and a summary of it in the report of the Commissioner preceding. The number of female students in the col¬ leges before named can be found in Table IX. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFia The colleges of agriculture, of engineering, and of natural science connected with the Illinois Industrial University, at Urbana, alike from their alliance with the State and from their ample buildings, apparatus, and endowment, lead the list of scientific schools in Illinois and furnish abundant means of instruction in their several lines. Scientific courses of 2, 3, or 4 years are also arranged in all the colleges and univer¬ sities within the State, except 5 which are largely under foreign infiuences and one other (Abingdon) which has recently dropped this department. The main difference in most cases, however, between these courses and the older college course is the suh- stitution of modern languages for either Latin or Greek, or both, with some exchange of scientific for literary studies. A few of the better colleges are evidently aiming to give larger and more specific training in the natural sciences : the University of Chicago, for example, having a special course in chemistry and opportunities for large instruc¬ tion in astronomy through its well furnished Dearborn Observatory; the Illinois Wes¬ leyan offering graduate courses in mathematics, natural science, philosophy, and political science, in addition to its regular scientific course; and one or two others adding scientific field study to the usual museum and laboratory work. In 1878 Lake Forest University added a year to its scientific course, making it 4 years. It added also a philosophic course, which substitutes German for the Greek of the classical course. An English course was another addition. Rock River University reduced its scientific course from 4 to 2 years. — (Catalogues and circulars.) For statistics of the Industrial University, see Table X of the appendix following ; for those of attendance on the scientific courses of other institutions, see Table IX. THEOLOGICAL. Instruction for the ministry in 3 year courses, meant to be additional to a collegiate course, is given at Chicago in the Chicago Theological Seminary (Congregational) and in the Presbyterian Theological Seminary of the Northwest; in the neighborhood of the same city, in the Baptist Union Theological Seminary, Morgan Park, and in the Garrett Biblical Institute, Evanston; at Mendota, in the Wartburg Seminary (Evangelical Luth¬ eran) ; at Upper Alton, in the Theological Department of Shurtleff Co/Zer/e (Baptist); at Carlinville and Lincoln, in like departments of Blackburn University (Presbyterian) and Lincoln University (Cumberland Presbyterian); ^ and at Springfield, in a Prac¬ tical Preachers^ Seminary, which has at least a synodical connection with Concordia College, Fort Wayne, Ind. (Evangelical Lutheran). In the first 6 of these there is, in default of a collegiate diploma, an examination for admission. In the remaining 3 there is no evidence of such an examination being regularly required. Like instruction in 2 year courses is given at Augustana Theological Seminary, con¬ nected with Augustana College, Rock Island (Lutheran), in the Bible Department of Eureha College, Eureka (Christian), and in the Union Biblical Institute, connected with Northwestern College, Naperville. In courses less determined, and apparently in close association with collegiate studies, it is offered 2A the Illinois Wesleyan University, Bloomington, and McKendree College, Lebanon (both Methodist Episcopal), as also at St. Josepdi’s Ecclesiastical College, Teutopolis (Roman Cathohc). For statistics of theological schools reporting in 1878, see Table XI, and a summary of it in the report of the Commissioner preceding. LEGAX. Training for legal practice is imparted in 2 year courses at the Bloomington Laic In¬ stitute, Bloomington, a department of the Illinois Wesleyan University; at the Ujiion College of Laiv, Chicago, a department of the University of Chicago and of the North¬ western University, Evanston; and at the Law Department of McKendree Leb¬ anon. At none of these was there any examination for admission in 1878, except to advanced standing. For statistics of that year, see Table XII of the appendix, and a summary of it in the report of the Commissioner preceding. • Lincoln University makes provision for a graduate theological course, in addition to the regular one. 56 REPORT OP THE COMMISSIONER OF EDUCATION. MEDICAL- The Ulinois schools of medicine and surgery, all at Chicago, were, in 1878, the Chicago Medical College, a department of the Northwestern University, Evanston, thei^ws/i Medical College, imdiChe, Womayds Hospital Medical College, “regular;” Che, Bennett Medical College, eclectic; Hahnemann Medical College, homceopathic, and the Chicago Homoeo¬ pathic College. The first named of all these — the pioneer in the advancement of the standard of medical training in this country — has the highest requirements for admis¬ sion, demanding either a diploma from a college, scientific school, high school, or academy, or the satisfactory passage of an examination in the common English branches of education, including the first series of mathematics and the elements of the natural sciences. It has a 3 years’ graded course of study, examinations in which are required and certificates of progress given at the end of the junior and middle years, with a final examination for the degree of M. d. at the end of the senior year. In its demand of a good English education as a qualification for medical study, it is followed by the Woman’s Hospital Medical College, though the standard here is not quite as high. This college and the Chicago Homceopathic College follow also in the institution of 3 years’ graded courses, which, however, are recommended only, not in¬ sisted on. Essentially the same in this last position stands the Eush College. The others have the usual standard for graduation, full age, fair character, 3 years’ study (2 of them on full lecture courses), a satisfactory standing in the final examination, an accepted thesis, and the payment of the customary fees. All those that have others of the same school of medicine as rivals are evidently looking to higher standards and better methods of instruction, but wait for a general movement in this direction before making these obligatory. The 2 homoeopathic colleges admit women; the others are for men only. The Chicago College of Pharmacy aims to assist those who desire to pursue pharmacy as a profession. Its curriculum embraces chemistry, pharmacy, materia medica, with toxicology, botany, and laboratory work. Its requirements for graduation are similar to those of the medical colleges, with the addition of 4 years’ experience in a dispens¬ ing store under some qualified pharmacist. For statistics of this and of the medical schools, see Table XHI of the appendix. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Hlinois Institution for the Education of the Deaf and Dumb, Jacksonville, in its nineteenth biennial report, states that on September 30, 1877, there remained u]3on its rolls 484 pupils out of a total of 500 taught during the i^receding year ; and that to September 30, 1878, there were 68 more admitted and 36 graduated and discharged, leaving 516 on the rolls. These were under 15 teachers in the literary department, 3 in that of articulation, 2 in that of art, 3 in the domestic, and 6 in the industrial, be¬ sides the superintendent and 10 other employes. The industries taught, in addition to the elements of a good English training and instruction in articulation and art, were farming and gardening, cabinet making, shoemaking, printing, domestic work, and superintendence of engine and machinery ; and the whole cost for all this train¬ ing, with board, medicine, medical attendance, text books, and incidentals, had amounted to only $209.79 per capita during the year. Through the bounty of the State a large new building had been erected within the year, affording much better accommodation and appliances for instruction in industrial pursuits. The building previously used for this purpose had been altered at comparatively slight expense into a dormitory and school room for the younger boys, who formed a quasi Kin¬ dergarten. During the last year the superintendent visited a number of European institutions for the deaf and dumb with a view to ascertain what advantages they possessed over the American ones. His conclusion was that the best system for the relief of this class of unfortunate and defective members of society is to be found in America, and that the Illinois institution is certainly one of the foremost in the world. The Chicago Day School for Deaf-Mutes is noticed under City School Systems. EDUCATION OF THE BLIND. The fifteenth biennial report of the Illinois Institution for the Blind, Jacksonville, shows a total attendance of 96 and an average of 85.5 for the year ending September 30, 1877, and for that ending on the same day, 1878, a total attendance of 127, with an average of 107f under 9 instructors in 1878. From the literary department 6 gradu¬ ated in 1877 and 3 in 1878; from the industrial, 4 in 1877 and 6 in 1878. The latter received certificates of proficiency in the trades they had been taught, and are thus often enabled to secure remunerative occui^ation. Two instances of decided success in this line are mentioned in the report, one for each year. With much good work done, there yet appears to bo from the report great need of improved buildings and appliances in order to secure greater success in instruction. ILLINOIS. 57 EDUCATION OF THE FEEBLE-MINDED. The superintendent of the Asylum for Feeble-Minded Children, at Lincoln, states in the printed biennial report for 1877 and 1878 that the interests of the asylum were sig¬ nally advanced during the two years and that the progress of the pupils was very encouraging. The edueation furnished included not only the simpler elements taught in common schools, but a course of training in the more praetical matters of every¬ day life. The number of pupils was 146 during 1877 and 310 during 1878. Of these latter, 110 were temporarily absent or diseharged, leaving 200 present at the end of the year. There were 14 teachers, a suxierintendent, and other officers in charge of the children. REFORMATORY AND INDUSTRIAL TRAINING. The Illinois State Beform School, at Pontiac, in the biennial report for 1877-78 states that nearly all the boys are advancing rapidly in all branches of study. Three of them are getting ready for college, and are progressing in the languages, while 1, whose time expired 3 years ago, is now in the seeond year of college, preparing for the ministry. The inmates, numbering 192 on September 30, 1878, in addition to their schooling, work 6 hours a day in manufacturing shoes (by hand and by maehinery), in farming, cane seating, tailoring, and other industrial i)ursuit8. On Sunday there are Sunday school exercises in the forenoon and chapel services in the afternoon, while 25 minutes daily are given to devotional exercises. The library contains 700 volumes, and in the reading room there are 15 weekly newspapers. A new and long needed family building was finished in June, 1878. From the Chicago House of Correction the Bureau has neither report nor return for 1878, but in a report for 1877 the number of inmates is given for the year as 6,551. It is not stated in the report whether any school training is given, but the employments were brick making, cane seating, stocking making, and other industrial occupations. In addition to this institution, there are in the city 2 Eoman Catholic reform and in¬ dustrial schools, from which there were no reports for 1878. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The twenty-fifth annual meeting of the State Teachers’ Association was held in Springfield, December 26 and 27, 1878. Governor Cullom welcomed the association in an address in which he exalted the teacher’s calling and pleaded the necessity of a compulsory law in education. President Allyn, of the Southern Illinois Normal School, in his annual address, discussed ‘^The educational problem, infant and adult,” and spoke of the limitations to education caused by the short time allotted to study. He called attention to what the people expect the schools to accomplish, and cited with approval Milton’s definition of education: “I call therefore a comi)lete and generous education, that which fits a man to perform justly, skilfully, and magnan¬ imously all the offices, both private and public, of peace and war.” In his own opinion schools are to assist the community to make all its children learned, wise, skilful, moral, law abiding, and entei’prising citizens. The question arises. How far do they effect this? and the answer is that they keep alive in the minds of the people and the hearts of youth the idea of the value of learning and all the methods of obtain¬ ing it; they afford a common rallying point for all who love knowledge, fusing hearts and melting minds into one community of interest, suggesting the perusal of books, and creating aspirations for a common calling and character. The million school officers learn something of the duties of authority and responsibility, and the eight milUon children gain knowledge, accuracy in doing each duty, a vast deal of order and discipline, and also imbibe an ambition to rise by worth alone. To the question. What can be done to improve the schools ? the answer was : The two prin¬ cipal measures are infantile or Kindergarten training, and for young men a university education; then the constant change in teachers must be remedied and there must be more moral educators. With the education stopping at 14 years of age, the character is left imperfect, and an opportunity for good reading and for a thorough drill in some industrial calling should be given. "Dr. Willard, of the Chicago High School, was next heard on “ How to systematize English orthography.” He advocated a spelling reform because the present system is irrational and injures the reasoning powers ; because so much time has to be given to reading and spelling that years are wasted, and thus great hindrances are placed in the way of acquiring knowledge ; because reform will imj)rove the pronunciation, and because our bad spelling prevents the spread of the English-language among other nations; because one-sixth of all our writing and printing is superfluous and the etymology of our language is obscured. Professor Brownless, of the Southern Normal University, expressed similar views. A committee of five was apiiointed, with instructions to report on the spelling reform at the next annual meeting. Mr. J. M. Crow, of Elmwood, then read a jJaper on “Practical les¬ sons for American teachers, drawn from the German school system.” The afternoon 58 EEPORT OP THE COMMISSIONER OF EDUCATION. session was occupied by President Hewett, of Normal, on “County institutes;” by Mr. George Howland, principal of tbe Central Higb School, on “Wbat they mt.11 want; or, the power of education;” and by a discussion between Mr. Gastman, of Decatur, and Hon. J. P. Slade, superintendent of public instruction, on “How can examinations for teachers’ certificates be so arranged that special work may be encour¬ aged?” Prof. M. L. Seymour, of the Northern Illinois Normal, read and illustrated a paper entitled “ Practical thoughts about chemistry ; ” then followed a discussion be¬ tween Messrs. Haight and Harris, superintendents of schools at Alton and Jackson¬ ville, on “ Compulsory attendance at school.” In the evening. Dr. J. B. Angell, president of the University of Michigan, delivered an address on “ The reflex influ¬ ences of the teacher’s profession.” On the following day the programme was continued by the reading of a paper on “The classics in our high schools,” by Prof. J. C. Free¬ man, of the University of Chicago, and N. C. Dougherty, of Peoria. Prof. J. B. Roberts, principal of the Indianapolis High School, presented an interesting paper on “ The what and the why.” kir. Loomis, of Chicago, spoke of some important prin¬ ciples of school law in a paper which was referred to the proper committee. At the afternoon session. Prof. S. H. White, chairman of the committee on examinations, submitted a report, which was adopted, of the result of the competitive examina¬ tions held under the auspices of the association last year. A further committee was appointed. Miss Mary A. West, superintendent of schools of Knox County, read an able paper on “ Country schools,” and Prof. Lou C. Allen, of the Illinois University, one on “ What shall we teach our girls?” The treasurer’s report and that of the com¬ mittee on nominations came next. The evening was devoted to a lecture on the com¬ mon school system, by Mr. Rickotf, superintendent of the Cleveland public schools. The association then adjourned, to meet at the call of the executive committee. — (The Educational Weekly.) CHIEF STATE SCHOOL OFFICER. Hon. James P. Slade, State superintendent of public instruction, Springfield. [Term, 1879 to 1883.] INDIANA. 59 INDIANA. STATISTICAL SUMMARY. 1876-’77. 1877-’78. Increase. Decrease. 683, 519 687, 304 11, 849 3, 785 11, 187 662 694, 706 699, 153 4,447 491,975 505, 054 13, 079 730 6, 751 498, 726 7,481 512, 535 13, 809 298, 324 315, 893 17, 569 9, 289 9, 346 57 36 34 2 9,325 9, 380 55 110 130 20 344 896 52 164 151 13 128 129 1 9, 476 9, 545 69 $11, 113, 724 $11, 282, 249 $168, 525 263, 006 254, 398 $8, 608 11, 376, 730 11, 536, 647 159, 917 413 411 2 $611, 739 $424, 304 $187, 435 732 618 114 223 238 15 543 436 107 12, 306 13, 516 1,210 8, 602 9,087 485 8, 047 7,977 70 5, 432 62 5, 699 62 267 33 43 10 13, 574 13, 781 207 $39 80 $38 20 $1 60 35 20 33 80 1 40 61 60 61 80 $0 20 38 20 36 60 1 60 81 80 81 20 60 45 20 45 80 60 $4, 873, 131 $4, 591, 968 $281, 163 4, 673, 766 4, 651, 911 21, 855 $8, 842, 291 $8, 893, 524 $51, 233 POPULATION AND ATTENDANCE. Wliite youtli of scliool age (6-21) . Colored youth, of school age . Whole number of school age . White youth in public schools . Colored youth in public schools . Whole enrolment, white and colored.. Average daily attendance of both .... SCHOOL DISTRICTS AND SCHOOLS. Districts in which schools were taught Districts in which no school was taught Whole number of school districts a... Schools for colored children . . District graded schools . Township graded schools . Average time of schools in days . Public school-houses . . . Value of school-houses, grounds, and furniture. Value of apparatus . * . Whole value of school property . School-houses built within the year. .. V alue of school-houses built within the year. Private schools in public buildings.. . Male teachers in such schools . Female teachers in such schools . Pupils enrolled in such schools . Average daily attendance in such schools. TEACHERS AND THEIR PAY. White male teachers in public schools . White female teachers in public schools Colored male teachers in public schools Colored female teachers in public schools. Whole number in public schools . Average monthly pay of men in country Average monthly pay of women in country. Average monthly pay of men in towns . Average monthly pay of women in towns. Average monthly pay of men in cities . . Average monthly pay of women in cities. INCOME AND EXPENDITURE. Whole receipts for public schools. Whole expenditure for them . SCHOOL FUND. Amount of available school fund. a The districts here are not determined by local boundaries, but by the families sending their chil¬ dren to a particular school, except in cities and incorporated towns. (Biennial report of Hon. James H. Smart, State superintendent of public instruction, for the two years ending August 31, 1878, with returns from the same for income, ex¬ penditure, and school fund.) 60 REPORT OF THE COMMISSIONER OF EDUCATION STATE SCHOOL SYSTEM. OFFICERS. The general officers are a State superintendent of public instruction and a State board of education. The superintendent is charged with the general administration of the school system ; the hoard (including the superintendent as a member, with the governor and C prominent school officers) serves him as a coimcil of advice in matters arising under his administration, especially in determining to whom State teachers’ * * certificates may be given. The local officers are a county superintendent of schools for each county, a township trustee for each township, boards of school trustees for each incorporated town or city, and a school director for each district school in a townshiji. The township trustees and school trustees of towns and cities constitute in each county a county board of education, with the county superintendent as chairman. This board meets semi¬ annually for consultation as to school matters, and has power to prescribe text books, to be used three years, for any town or townshiii in the county. ^ School boards in cities settle that matter for themselves. OTHER FEATURES OF THE SYSTEM. The means for the support of common schools come from the interest on a large common school fund belonging to the State and on a congressional township fund be¬ longing to the counties ; from a State tax of 16 cents on each ^100 and of 50 cents on each taxable poll ; from the fines and forfeitures and unclaimed fees which flow into the treasury; from local taxes, not to exceed (except in Indianapolis) 25 cents ^ on each |100, with as much from each taxoble poll ; and from the proceeds of local liquor licenses. All this is for tuition purposes alone. For the expenses connected with school buildings, a further local tax of 50 cents ^ on |100 and |1 on each poll is allowed. The State apportionment in aid of local funds amounts to nearly $2,000,000 annually. This is distributed to the counties on the basis of the number of children of school age to be provided for, and this number is ascertained by an annual census taken by the trustees of townships, towns, and cities. To receive their share of this apj)ortionment, the schools must have licensed teachers, must be taught in the English language, and must make regular reports to the proper officers. Private schools may be taught in public school-houses when the public school is not in session, provided that the teacher engages to report in writing to the school trustee the attendance of teachers and pupils and the cost of tuition. Teachers must attend the institutes held monthly or oftener in their townships, and are expected to be present at the one to be held at least annually by the county superintendent of their county. The minimum subjects of instruction in the schools are spelling, reading, writing, arithmetic, geography, Eng¬ lish grammar, physiology, history of the United States, and good behavior. School a-uthorities shall not comxiel teachers in the public schools either to exclude the Bible or to use it. The law makes 5 days a school week, 20 days a school month, and 3 months a school term. GENERAL CONDITION OF THE SYSTEM. The statistics given by Superintendent Smart and the general tenor of his report show an encouraging advance inl877-’78. The increase in enrolment in public schools was more than 9,000 higher than the increase in persons entitled to instruction ; the average attendance was over 13,000 greater. As there was a corresponding increase in the enrolment and attendance in private continuations of the public schools, it is evi¬ dent that the schools have been made more attractive and that the value of the teach¬ ing in them is more appreciated than it was. An increase of 57 in the number of districts in which schools were taught, of 52 in the number of district graded schools, of 69 in number of school-houses, and of 207 in the number of teachers, are facts which show that fair provision was made to meet the enlarged attendance and give pupils the accommodations and advantages required. The superintendent shows that these advantages are given, too, at little more than half the cost of the private schools held in the same school-houses, although the latter are generally ungraded and limited to only English branches, while in the x)nblic schools the cost of graded and high school instruction is taken into the account. A UNIQUE REPORT. The report from which the preceding information comes is, like a preceding one from the same hand, a model of its kind, bristling with statistics illustrative of almost every point in the school system, and these illustrated again with maps which show ^ A law passed in the spring of 1879 continues the use of any text books for the time for which they were adopted, but after that all adoptions must he for ten years, unless a unanimous vote of the hoard shall make a change at some other time. 2 To be reduced in 1879 to 20 cente. * To be reduced in 1879 to 35 cents, which may, however, he increased by indebted corporations to 50 cents, in order to pay their debts. INDIANA. 61 the proportionate condition of the several counties, and Tvitli diagrams which present distinctly to the eye the growth of the schools, the proportion of children of school age to the popnlation, the relative importance of the several city systems, the propor¬ tionate number of school children in the different counties, and the proportion of children enrolled in schools to school population ; a final diagram shows how much the daily absence affects the efficiency of the schools. Then, instead of leaving county superintendents to make whatever discursive remarks they please on the school system, the superintendent assigned to each of a considerable number of them a practical theme, and we get the result of this arrangement in a set of brief and well prepared discussions on supervision of schools, examination of teachers, work of county boards of education, methods of conducting institutes and managing school libraries, of grading schools, of securing good attendance, and so on. Superintendents of cities, too, give synoptical histories of the origin and growth of the school systems in the cities they severally represent. SCHOOL LIBEARIES. The whole number of volumes in township libraries to which teachers and pupils in the public schools have access is given as 233,542 in 1878; the number taken out during the year as 281,439 ; the number added in the year as 6,388. These libraries, rightly used and managed, may do much to improve the schools. — (State report.) COUNTY MANUAL. A convenient county manual, containing lists of the school officers and teachers, with the place of their employment, the rules and regulations of the schools, and the need¬ ful information as to examination of the teachers, is as much a desideratum in its way as a good State report. Such a manual, prepared by Superintendent A. C. Goodwin, of Clark County, Ind. , has been sent to this Bureau as a specimen of what may be done in this line to unify a county school system. It contains, besides the things above mentioned, a full course of study for the graded schools of the county, and, like a kindred manual by the su]3erintendent of Clarion County, Pa., deserves extensive imitation. KINDERGARTEN. For full information respecting schools of this class reporting for 1878, see Table V of the appendix following, and the summary of it in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. The general law is that the common council of each city shall, at the first regular meeting in June, elect 3 trustees to form the school board of the city, and annually thereafter elect 1 for a term of 3 years, in place of 1 to be retired each year. Indian¬ apolis, under a special law, has a board of 11 members, elected by the people. Each city, as a rule, has a superintendent for its schools, elected by the school board and serving as its agent. Indianapolis has also 2 assistant suxierintendents and a super¬ intendent of school buildings and grounds. STATISTICS. « Chief cities. Population. Youth of school age. Evansville ... Port "Wayne . Indianapolis . Jeffersonville Lafayette .... La Porte . Logansport . . Madison . New Albany. Richmond . . . South Bend . . Terre Haute . Vincennes ... 30, 573 24, 194 97, 744 9, 664 16, 080 11, 581 15, 199 15, 369 13, 698 12, 036 10, 966 23, 761 9, 497 12, 888 11, 306 25, 127 2, 911 6, 114 3, 364 4, 021 5, 372 6, 342 4, 454 3, 515 7, 665 3, 392 Enrolment. Average attendance. Number of teach¬ ers. Expendi¬ ture. 5, 113 3, 372 12, 229 1, 551 115 101 198 28 $102, 686 58, 678 205, 487 19, 085 2, 571 9, 400 1, 743 1, 700 3, 100 2, 142 i, i39 1, 580 31 42 56 45 31, 732 49, 816 1, 602 48, 470 4, 032 2, 858 76 52, 677 a The cities given each contain upwards of 7,500 inhabitants out of a list of 37 cities in the State report. The numbers for population and youth of school .age are from that table. The other figures are either from written returns or reports of the city superintendents. ADDITIONAL PARTICULARS. Evansville reports 14 school-houses, school property valued at $501,800, a 12 years’ graded course, and that school was taught 200 days in 1877-’78. Its high school, or- 62 REPORT OF THE COMMISSIONER OF EDUCATION. ganized in 1855, is said by the superintendent to bave been of inestimable value to the city and the other schools. Placing before the pupils of the lower grades a higher standard of scholarship, it led them to do more and better work, and many families settled in the city for the advantages the school system offered. It has also furnished the city schools 65 per cent, of their teachers, 50 per cent, of the whole number of teachers being graduates of the high school. — (Superintendent Bloss, in State report.) Fort Waxjne, with 9 school-houses, rates its school property at $224,650 ; had 195 days in its school term for 1877-78 ; incorporates satisfactorily its colored pupils with the white in the schools ; employs special teachers of music, drawing, writing, and read¬ ing, finding in improved results more than a compensation for the extra outlay ; and has training classes to prepare teachers for its schools. Out of 101 teachers at "the date of the report in the autumn of 1878, 53 had been prepared in these classes, a large pro¬ portion of the remainder coming from what was formerly known as the high school. ‘ A long continuance of the same members in the school board and of the same teachers ill the schools is said to have contributed much to the success of the school system in this jilace, which had also for two years the skilful services of the present State sujierintendent. — (Report of Superintendent Irwin, in State report.) IndianajmUs in 1878 had 25 public school buildings, valued its school property at $939,127, had maintained its schools for 200 days, and reported a course requiring 12 years for its completion. Special teachers of music, drawiug,^ natural science, and German were employed, together with a principal of a city normal school. Connected with this school was a practising department in charge of 5 critic teachers, under the general direction of the superintendent and xirincipal of the normal school. Since the fall of 1878, the eity schools have had the supervision of Hon. Horace S. Tarbell, late State superintendent of public instruction in Michigan, he taking at that time the place of Superintendent George P. Brown, who for 4 years preceding had done much to systematize the course of instruction and improve the quality of the teaching force. (Report of Superintendent Tarbell, in State report.) Jeffersonville rex^orts 5 school buildings, valued (with sites, furniture, and apparatus) at $60,100; a 12 years’ graded course, and that school was taught 190 days in 1877-78. It has 2 suimrintendents, the assistant to the xirincipal of the high school suxjcrvising the schools of the eastern division of the city and the principal of one of the graded schools those of the western and colored schools. The president of the school board speaks favorably of the results of the arrangement. — (Report of president, in State report.) Logansport, with 7 school buildings, valued its school property at $180,000, and its schools were taught 200 days in 1877-’78. In the autumn of 1878, it abolished its col¬ ored school, admitting the pujiils into the general classes and affording them all the privileges of its 12 grades on equal terms with the whites. Its schools are classed as lu’imary, intermediate, grammar, and high. Many of its teachers are graduates of a training school Avhich Avas maintained from January, 1875, to the close of the next school year, and then, for some unexplained reason, sot aside.” — (Rex)ort of Sux)erin- tendent Walts, in State report.) Madison, in addition to the statistics of the table, makes return of 7 school buildings with 37 rooms for both study and recitation and 8 for recitation only. These build¬ ings, Avith their sites, furniture, and apparatus, are valued at $88,000. New Albany, Avhose founders with unusual foresight pro Abided as early as 1813 for a city school fund out of one-fourth of the proceeds of the sales of town lots, had in 1878 a i>ub- lic school system so generally ]Aopular that, excejit in some Roman Catholic xiarochial schools, it iiad no rivals. The schools were housed in 13 buildings, 10 of them brick and 3 frame, Avith sittings for 3,300 x>npil8, and were attended by the children of all classes of citizens. Three of the school t)uildings Avere for colored puxnls. A high school AAdiich had been established in 1853 Avas in 1870 divided into 2 departments, one for boys and one for girls, the 2 occupying separate buildings. In 8 classes subse¬ quently graduated, the girls numbered 143 and the boj^s 49. Of the former, 28 AA^ere teaching in the city schools at the date of tbe rex)ort; of the latter, 3 had held honor¬ able rank at the West Point military school, AA^hile many others testify, by the respect¬ able XAOsitions AAdiich they hold in the x^rofessions and in business, to the excellence of the instruction receiA-ed irr the high school. — (Report of Sux)erintendent Jacobs, in State rex^ort. ) liichmond in 1878, according to a printed report, had 9 school buildings, with sit¬ tings for 1,679 x^npils, and valued the sites and buildings at $64,500, making no esti¬ mate for furnitui'e and ax>xiaratus, though it rox)orted 1,833 desks. IMusic entered into the instruction in the x^ublic schools and a special teacher was employed, Avith eAU- iTho schools arc now designated as primary schools, intermediato schools, and a “central grammar school.” This gh'es no nominal high school, hut tho report of the hoard for 1877-78 says : “We in¬ tend that onr gra*miar school education, in all tho elements of real usefulness, shall not bo inferior to that of any so called high school.” 2 An exhibition of the draAving work done in. the city schools was held in the summer of 1878, at the rooms of tho Indiana Art Association. The Indiana School Journal speaks highly of tho quality of this work in its May number. INDIANA. 63 denco of much improvement. Two schools for colored children were maintained, besides 23 primary, 13 grammar, and 1 high school for whites. There were 8 grades in the primary and grammar schools, with 4 classes in the high school. In the high school, German and Latin come in the course, but the enumeration of pupils studying each branch shows none in these studies. In 1878 Terre Haute owned and controlled 10 school buildings, containing 86 school rooms, with accommodations for 3,971 pupils. 'J’he course of instruction, several times rearranged, includes 8 years of work below the high school and 4 years more in that school. Besides the 8 branches required by law, it embraces vocal music in all the grades, drawing since 1871, German from the third year for such as wish it, and Latin, with higher English studies, and Greek as an elective in the high school. It is indicative of good finoncial management that at the date of the report the trustees were entirely free from debt and had in hand a clear fund of $35,133. — (RejDort of Su¬ perintendent Wiley, in State report.) TRAINING OF TEACHERS. NORMAL SCHOOLS. At the State Normal School, Terre Haute, the course of instruction includes the sub¬ jects required by law to be taught in the public schools, with such related ones as are essential to the education of a professional teacher. Those who enter with the mini¬ mum of preparation (which includes only reading, spelling, geography, arithmetic through percentage, and the ability to write a legible hand and to analyze and parse simple sentences) require ordinarily 8 terms, covering about 3 school years, to fully complete the course. For those with some experience in teaching and fuller prepara¬ tion there is a shorter course, which may be completed in about half that time ; while for such as can attend for only a single term and are qualified to receive it, there is, at the opening of each spring term, a special course in methods of teaching, organiz¬ ing, classifying, and managing schools. The completion of the full course entitles the student to a diploma of graduation, which is equivalent to a State certificate. The completion of the second secures only a certificate, certifying to the facts of the case. Attendance on the special course has no mark of digtinction assigned to it. The reported attendance for 1877-’78 was 450 in the normal school and 211 in the model school attached, total 661 ; different students for the year 1878, including the fall term, 592 ; different students since the organization in 1870, 1,855 ; graduates for the last scholastic year, 16; whole number of graduates, 87. — (Eighth annual catalogue for 1877-78, ninth annual report for 1878, and written return. ) The Northern Indiana Normal School and Business Institute, Valparaiso, a private enterprise which has attained to great proportions, reports 924 normal students for the fall term of 1878 ; the Central Indiana Normal School and Business Institute, Ladoga, 100; the Lagrange County Normal School, Lagrange, 107. The Elkhart County Normal and Classical School, Goshen, reports no statistics. The Central Indiana Normal School, at Danville, an offshoot from that at Ladoga, under its former principal, is said, in the Indiana School Journal, to have had 150 students. NORMAL DEPARTMENTS OF COLLEGES. Some arrangements for normal training are announced by Bedford College, Bedford ; Fort Wayne College, Fort Wayne; Indiana Asbiiry University, Greencastle; Union Christian, College, Merom; Moore’s Hill College, Moore’s Hill; Smithson College, Logansport, and Wabash College, Crawfordsville ; while at Purdue University a sum¬ mer school of drawing gives teachers an opportunity to prepare to instruct xmpils in that subject in the public schools. TEACHERS’ INSTITUTES. To remedy the deficient preparation of many of the teachers and improve even the well prepared, both township and county institutes are provided for by State law, the former to be held at least once a month and the latter at least once a year. Attend¬ ance on township institutes is required under penalty of forJ^eiting one day’s pay for each day’s absence. Attendance on county institutes is encouraged by allowing the closing of the schools during the sessions of the institute. Of these temporary normal schools there were held, in i876-’77, townshij) institutes, 4,290; county institutes, 92; the former, of course, enrolling the great body of the 13,574 teachers, the latter secur¬ ing an attendance of 11,824. In 1877-’78, the township institutes numbered 4,548, the county institutes 91, witii an attendance of 12,385 upon these last. It is greatly to the credit of the teachers of the State, that over and above this large improvement of the advantages provided for them by the State, great numbers of them in both years also attended private institutes of 3 to 12 and even 20 weeks’ duration, though for tuition in these they had to pay. No less than 77 such institutes were held in the year ending June 1, 1877, with an enrolment of 3,790 and an average attendance 64 REPORT OF THE COMMISSIONER OF EDUCATION. of 2,589. In tlie year ending June 1, 1878, there were 88, with an enrolment of 4,820 and an average attendance of 3,696. — (State report.) teachers’ department of educationad journaes. Much valuahle matter to aid teachers in their profession and to suggest improvement in various lines has appeared in the Indiana School Journal, a monthly published at Indianapolis as the organ of the State Teachers’ Association and of the State superin¬ tendent of public instruction, and also in another monthly. The Common School, pub¬ lished at Bedford, under the supervision of a professor in the college there. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The law gives ample authority to trustees to establish graded schools or such modi¬ fications of them as may be practicable, and to provide for admitting into the higher departments of the graded school ^ * such pupils as are sufficiently advanced for such admission.” It also provides for adding to the eight branches especially be¬ longing to the primary and grammar grades “ such other branches of learning and other languages as the advancement of pupils may require and the trustees from time to time direct.” The elaborate State report for 1876-’77 and 1877-78 shows that the authority first mentioned has been exerted, and that in the former year there were 508 district and township graded schools ; in the latter, 547. The report does not state how many of these had high school grades, but on application to the State superintend¬ ent for some statistics of the high schools of the State, he very kindly sent out blanks of inquiry and from the returns received prepared the table, under the head of Sec¬ ondary Instruction, in the report of the Commissioner preceding. Interesting action was taken in 1878 by the school board of Indianapolis respecting its high school, the largest and most important in the State. A member of the board having introduced a resolution to inquire into the propriety of continuing the school, and, if it should be continued, of modifying the course of study in it, a com¬ mittee was appointed to make the inquiry and report. This committee, after exam¬ ining the subjeet, reported unanimously that the high school should be continued: (1) Because it is the poor man’s college, enabling many whose means would not allow them to obtain elsewhere so good an education to fit themselves for teaching and other employments requiring a more thorough training than the district schools can give ; (2) because the high school is a powerful incentive to pupils in the lower grades, who look forward to the time when they may be declared fit for admission to it to complete a course which otherwise they Avould have to leave at an earlier period; (3) because the existence of a first class high school takes even from the wealthy an excuse for patronizing private schools, and jirevents an indulgence of the anti-republican idea that the better class of schools should belong only to the rich ; (4) because such a school aids in preparing pupils for successful prosecution of those skilled industries on the improved management of which the prosperity of our people very much depends. Some modification of the course was, however, recommended, in mew of the fact that about half of those who enter never advance beyond the second year; and the report as a whole being accepted by the board, a 2 years’ course for this class of pupils was resolved upon. The regular 4 years’ course, which includes either Latin or German, will be continued, and parallel with it will run an English course from which students may graduate with equal honor. As respects the courses of the high schools throughout the State, the Indiana School Journal, a most respectable authority, says (July, 1878) that there are not more than half a dozen that teach Greek. The reasons given for this are (1) the large expense involved in teaching it in proportion to the number that would study it; (2) the fact that most of those who graduate at high schools never go to college and consequently do not need Greek ; and (3) the faet that the State university has for several years been admitting students to its freshman class without preparatory Greek, in order to secure fuller i)reparation in other directions for collegiate work. OTHER secondary SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges and universities, see Tables IV, VI, VII, and IX of the appendix fol¬ lowing, and the summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Indiana University, at Bloomington, still continues its system of linking the State high schools with itself by admitting to its freshman class, without examination, the graduates of such of them as are approved. The number of ‘^approved schools” at "^he latest advices was 30. As before mentioned, the university has for several years INDIANA. G5 ceased to require Greek for admission to tlie studies of its first collegiate year, tlie aim being to tlius secure a more tborough preparation in mathematics and natural sciences. The Indiana School Journal of July, 1878, states that Prof. Ballantine, former in¬ cumbent of the chair of Greek in the State tmiversity, who was at first opposed to this innovation, has borne testimony to the success of the arrangement as secTiring both more students for the classical course and quite as high a standard in Greek as was before attained. This improvement is to be attributed to the fact that in the university Greek is begun under better guidance than can usually be had in the high schools or academies, and that it receives during the collegiate course fuller attention than it had under the older plan. Oratory and elocution, too, are more cultivated than is usual in colleges, the fruit of which appears in the fact that out of four State oratorical contests the university students have on three occasions carried off the prize. Natural science, too, is specially fostered, and between this university and Butler University, at Irvington, there is a generous rivalry in devotion to this study, Indiana University having the advantage of extensive illustrative collections and Butler University sending out summer parties of students under professorial guidance for extended field observations in some of the most interesting x^arts of the country. Both these universities make tuition free. The other universities within the State are Hartsville, Indiana Asbury, and Notre Dame. The colleges are Bedford, Concordia, Fort Wayne, Franklin, Earlham, Han¬ over, Moore’s Hill, Ridgeville, Saint Bouaventure’s, St. Meiurad’s, Smithson, Union Christian, and Wabash. For the location, denominational connection, and statistics of them all, see Table IX of the axipendix following ; for a summary of their statistics, see a table of the same number in the Commissioner’s report preceding. Of their courses, it may be said that Notre Dame added to its departments of study one in natu¬ ral and ])hysical science, and that Bedford, Earlham, Hanover, and Ridgeville follow the lead of the State university in omitting Greek from the studies x>reparatory to the freshman year, Earlham and Ridgeville going so far as not to take it up until the soxihomore year. At Hanover, to bring the college as far as jiossible into harmony with the State system, students from high schools recommended by the State board of edu¬ cation are now received into the freshman class without examination, on bringing from the principals or superintendents certificates that they have sustained a satisfac¬ tory examination on the jireparatory course of study or its equivalent. Tuition also, as at the State university, is made free. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. At Indiana, Butler, Hartsville, and Indiano Asbury Universities, and at Bedford, Earlham, Fort Wayne, Moore’s Hill, Ridgeville, Smithson, and Union Christian Col¬ leges young women are admitted to collegiate privileges in common with young men. For statistics of institutions specially devoted to the siqierior training of young women, see Table VIII of the appendix following, and a summary of it in the report of the Commissioner j)receding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Purdue University, Lafayette, the chief scientific school of the State, had in 1878 the following departments: (1) A jireiiaratory academy, with the twofold aim of preparing students for the college course and of giving elementary scientific training to students unable to take that course ; (2) a college of general science, intended to afford sufficient scientific instruction for all ordinary industrial pursuits and the duties of private life and citizenship ; (3) five special scientific schools, for training in farming and gardening, in mechanics, in industrial art, in chemistry and physics, and in natu¬ ral history. In its school of mechanics it proi)oses to adopt the Russian method of training students, first in actual mechanical work and then in mechanical engi¬ neering. In this the school of industria l art, under Professor L. S. Thompson, will ren¬ der efficient aid, this school standing in such close relation to the others that nearly all the students receive instruction in drawing from the professor, avIio also had in 1878 a private summer school in drawing with 14 in attendance. The general course of the university covers 4 years ; that of the special schools may be either parallel with this or additional to it. The jirogress in securing public confidence is shown in the rajiid increase of the attendance, 67 students entering in 1875-76, 139 in 1876-’77, 166 in 1877-’78, and 195 in the first part of 1878-79. — (Register for 1878-’79.) Earlham, Hanover, Moore’s Hill, RidgeAulle, Union Christian, and Wabash Colleges and Butler, Hartsville, Indiana, Indiana Asbury, and Notre Dame Universities all had in 1878 scientific courses as well as classical, these courses each of 4 years, except at Moore’s Hill, where it is of 3 years. Bedford College devotes attention to natural sciences during the third term of the freshman class and the three terms of the junior and senior years. Notre Dame has a course in civil engineering in addition to its previous scientific course. Statistics as to the attendance on the scientific courses of 5e 66 REPORT OF THE COMMISSIONER OF EDUCATION. these institutions may he found in Table IX of the appendix following, and a summary of them in a corresponding table in the report of the Commissioner precedmg. For statistics of Purdue University, see Table X. Wabash College dedicated a new building for its scientific department at the open¬ ing of the fall term of 1878. It is called Peck Scientific Hall, in honor of Mr. Edwin J. Peck, of Indianapolis, who left the college |20,000 for the building, in addition to $120,000 said to have been previously given by him to the institution. — (Indiana School Journal.) PEOFESSIONAL. Theological instruction was given in 1878, as in preceding years, in the theological departments or classes of Bedford College and Butler University (both Christif.n), Hartsville University (United Brethren), Indiana Asbury University (Methodist Epis¬ copal), and St. Meiurad’s College (Roman Catholic). The theological course in the last is of 3 years, and is prei)ared for through the curriculum of the college. In the others it runs pari passu with the collegiate course for 4 years at Bedford, 3 at Butler, and 2 at Indiana Asbury and Hartsville. The statistics of theological attend¬ ance are not generally separable from those of the colleges. Concordia College (Lutheran) sends its prepared candidates for a theological course to an Evangelical Lutheran “ Preachers’ Seminary,” at St. Louis. — (Catalogues and reports.) Legal instruction is given in the law school of Notre Dame University, the course covering two years ; the examination for admission is in English only. The law de¬ partment of Indiana University w'as suspended in 1877, and we have nothing to indi¬ cate that it has been revived. Medical instruction was continued in 1878 in the Medical College of Evansville on the old plan of 3 years’ study under the direction of a regular physician and attend¬ ance on two annual sessions at the college, or one elsewhere and one there. The Indiana Medical College, Indianai^olis, conducted on the same x^lan as the one at Evans¬ ville, has for some time admitted women to its classes. In the spring of 1878 it closed its doors to them, not as opposing the medical education of women, but because of the difficulty of giving full instruction on many important points in mixed classes. This college and the College of Physicians and Surgeons of Indiana, Indianapolis, united in the summer of 1878 and together became the medical department of Butler University, at Irvington. — (Indiana School Journal, August, 1878.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Indiana Institution for Educating the Deaf and Dumb, Indianapolis, trains its pux)ils in the ordinary school studies and snch students as have capacity for it in Bell’s system of visible speech. For such as wish to qualify themselves for teaching, there is a 3 years’ course in the sciences, beyond the ordinary 7 years’ course. In addition to the school training, there is instruction in a variety of useful industries. Instructors and other officers, 27 ; pupils, October 31, 1878, 328. EDUCATION OF THE BLIND. The Indiana Institution for the Education of the Blind, also at Indianapolis, has a school course that embraces the usual branches of a good English education, a course that trains the pupils in the elements of vocal and instrumental music, and an indus¬ trial course that jirepares them for useful labor in the families with which they may be connected and for self-support. Instructors and other officers in 1878, 15 ; pui^ils enrolled in the terra ending with the summer of that year, 117; average attendance, 105. — (Rej)ort for 1877-’78.) INDIANA HOUSE OF REFUGE, PLAINFIELD. From this institution, which in 1877 had 339 inmates, no report has been received •for 1878. TRAINING IN ART. The Indiana School of Art, at Indianapolis, gives instruction in free hand drawing, ■machine and architectural drawing, perspective, artistic anatomy, sculpture, figure, landscape, and decorative painting in oil and water colors, engraving, lithography, neramic art, wood carving, and industrial art in general. At Purdue University, besides the instruction in drawing given by the professor of that art during the collegiate term, there is a school of drawing open during the sum¬ mer which aids in preparing teachers and scientists for more effective work in their professions. EDUCATIONAL CONVENTIONS. DISTRICT CONVENTIONS OF COUNTY SUPERINTENDENTS. Arrangements have been made for holding these meetings in the several districts of the State to discuss matters connected with sui)erintendents’ work. The superin- INDIANA. 67 tendents of the ‘‘central eastern district of Indiana” met at Connersville, December 23 and 24, 1878. The subjects considered, doubtless typical of the class tvhich will come up in all such meetings, were: “How to enlist township trustees in school work,” “How to treat rejected applicants for licenses,” “Monthly reports to county superintendents and to parents,” whether teachers should be paid for time spent at township institutes, and whether they should be allowed the legal holidays. — (Indi¬ ana School Journal.) INDIANA COLLEGE ASSOCIATION. This association, formed in 1878 for the consideration of topics connected with the relations of the colleges to one another, to the schools from which their students are supplied, and to the general educational system, held its first formal meeting at In¬ dianapolis, December 26-27, 1878. After an inaugural address by President Tuttle, of Wabash College, papers "were read by previously appointed persons on “A recast of the American University,” on “The auricular method in language,” on “The pres¬ ent Goethe revival in Germany,” and on “The importance of metaphysical studies.” All these topics were discussed also by college officers previously informed of the topics on which they were desired to speak. — (Indiana School Journal.) STATE teachers’ ASSOCIATION. Instead of meeting as usual in Christmas week, the association met at Fort Wayne at the conclusion of the winter holiday (January 1-3, 1879) in the hope of thus secur¬ ing a more general attendance. The president of the Fort Wayne school board wel¬ comed the members in a speech in which the duties of teachers were dwelt upon, compulsory education was denounced, and a thorough public school training up to the highest point was urged, provided that it definitely aims to prepare for practical pursuits. After a brief response from State Superintendent Smart, who acted for the retiring president. Professor J. M. Bloss, president elect, delivered an inaugural ad¬ dress in which also thorough school training was urged as at once one of the best paying of all investments and as absolutely necessary to keep any people abreast of a fast advancing age. The business of the association was then entered on, the prin¬ cipal topics discussed being “ Moral training in schools,” by L. B. Swift, of La Porte ; “ A few points in the high school question,” by W. A. Bell, of Indianapolis ; “ Science in the lower grades,” by Dr. Chas. R. Dryer, of Fort Wayne ; “ What knowledge is of most worth ? ” by Principal H. B. Brown, of the Northern Indiana Normal School ; “ The best means of getting culture for the pupils out of the public schools,” by Hon. George P. Brown, ex-superintendent of the schools of Indianapolis; “How can the country schools be graded to the best advantage of the pupils ? ” by Superintendent J. C. McPherson, of Wayne County; “ To what extent can industrial technology be taught in the public schools?” by President E. E. White, of Purdue University; and “The reflex influence of teaching,” by President J. B. Angell, of Michigan University. The papers, as far as reported, appear to have been practical and useful. That of Mr. Bell abundantly showed that, in Indiana at least, high schools are not conducted in the interest of the rich and at the expense of the poor, as has been often charged ; for by statistics from 21 of the chief cities of the State he proved that of the parents sending children to the high schools 13 per cent, paid no tax at all, 36 per cent, paid on less than $500, and 50 per cent, on less than $1,000, only 8 out of 100 paying on $10,000 or more. President Angell’s address bristled with suggestions of the dangers to which teachers are exposed— such as of indulging indolence, of getting into ruts, of growing arrogant and self-conceited, of becoming despondent or reclnse — and then of the advantages of the profession, as furnishing stimulus to high personal develop¬ ment in mind and morals, and as enabling one to hold a ladder on which children may begin their climbing to infinite heights of learning and wisdom. Other papers and discussions, well worthy of attention, may be found in the numbers of the In¬ diana School Journal from February to May. Before adjourning, the convention passed resolutions in favor of leaving the school system, now well established, to its natural and fair development, without hiudrance from too frequent change in any line, and in favor of maintaining a public library within each school corporation, as vital to the growth of the highest iutelligence among the people. Another, favoring steps towards a reform in spelling, awakened lively debate and was tabled by a small majority, many of the 213 members not voting on either side. — (Indiana School Journal.) CHIEF STATE SCHOOL OFFICER. Uon. James H. Smart, State superintendent of public instricction, Indianapolis. [Third term, 1879 to 1881.] 68 REPORT OF THE COMMISSIONER OF EDUCATION. IOWA* STATISTICAL SUMMARY. 1876-77. 1877-78. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) Enrolled in public schools . Average attendance . 567, 859 421, 163 251, 372 575, 474 428, 362 256, 913 7, 615 7,199 5, 541 SCHOOL DISTRICTS AND SCHOOLS. District townships . Independent districts . Subdistricts . Ungraded schools . Graded schools . Rooms in graded schools . . . Average time of school in days . Frame school-houses . Brick school-houses . Stone school-houses . Log school-houses . . Whole number of school-houses Estimated value of these . Estimated value of apparatus . . 1,086 3, 138 7,015 9, 948 476 145.4 9,279 671 257 89 10, 296 |9, 044, 973 159, 216 1,119 3,117 7,266 10, 218 33 251 270 21 2,008 146.2 .8 9, 596 317 650 21 244 13 76 13 10, 566 270 |9, 161,701 $116, 728 173, 841 14, 625 TEACHERS AND THEIR PAY. Teachers licensed in the year. . . Employed in public schools .... Number of men teaching . Number of women teaching _ Average monthly pay of men. .. Average monthly pay of women 17, 236 17, 835 599 19, 866 20, 584 718 7,348 7,561 213 12, 518 13, 023 505 $34 88 $33 98 28 69 27 84 INCOME AND EXPENDITURE. Whole receipts for public schools Whole exxienditure for them _ |5, 349, 029 $4, 840, 856 5, 197, 426 4, 692, 538 $508, 173 504, 888 STATE SCHOOL FUND. Amount of available school fund $3,460 349 $3, 468, 799 $8, 450 (From report of State Superintendent C. W. von Coelln for 1877 and advance sheets of biennial reiiort of the same containing statistics for 1878. Income and expenditure in both years are from returns to the Bureau of Education, as is also the amount of available school fund.) STATE SCHOOL SYSTEM. OFFICERS. For the State there is a State superintendent of public instruction ; for the State university, a board of regents ; for the State normal school, a board of directors. For local school work there are: (1) A county superintendent of public instruction in each county ; (2) a board of directors in each district township, and one with the same title in each independent district ; (3) a subdirector in each subdistrict of a dis¬ trict township, the whole body of these forming the directors of the township ; (4) a board of 6 high school trustees, with the county superintendent as member ex officio, in each county that may establish a county high school. IOWA. 69 By a law of 1876, women were mad© eligible to any scliool office in the State, and several have served as school officers. OTHER FEATURES OF THE SYSTEM. The public schools are sustained from the interest of State school funds, county taxes not to exceed 3 mills nor fall below 1 mill on the dollar, and district taxes not to exceed 10 mills on the dollar in any year for a school-house fund, $5 a pupil for con¬ tingent fund, and (including the State and county funds) $15 a pupil for a teachers’ fund, the pupils reckoned being all of school age residing in the district. The appor¬ tionment is made to districts on the basis of the number of persons of school age in each, and the schools are free to all such. In each subdistrict there must be taught at least one school for not less than 24 weeks of 5 days each in every year. The teachers of such schools must hold legal certificates of qualification and keep daily registers of the attendance and branches taught in order to receive their pay. In¬ dustrial exhibitions, to consist of useful articles made by ijupils, are encouraged by a special law. GENERAL CONDITION. The preceding comparative summary of statistics shows a decided progress in school affairs during the year 1878, as far as such x)rogress can be indicated by figures. As the reports of the State superintendent are biennial and this is the off year, there is little additional to these statistics from which to form an idea of the general condition of public school interests. There was a considerable increase in school population and a nearly equal one in enrolment ; the increase in daily average attendance, though somewhat less, was fairly proportionate to the increase in enrolment. There were more teachers employed and more licensed. There was an increase in the number of school-houses, in their value, and in the value of other school property. The only important items of decrease are those of teachers’ pay and receipts and expenditures for public schools ; and in the first named the reduction was slight, being only 90 cents in the average monthly pay of men and 85 cents in that of women. CITY SCHOOL SYSTEMS. OFFICERS. Cities and towns which have become independent school districts elect boards of directors. These are 3 in number when the population of the ( ity is under 500 and 6 when it is more. Each board chooses a president out of its own number; boards also select a secretary and treasurer, who, in the larger cities, are not members of the boards. Where graded or union schools have been established, boards of directors may select a superintendent to have general supervision of them. — (Iowa school laws, 1876.) STATISTICS. Population. School popula¬ tion. Enrolment. Average at¬ tendance. Teachers. Expenditure. Burlington . al9, 987 5, 963 3, 356 2, 500 65 $50, 535 Council BlutFs . a9, 287 3, 128 1, 545 929 28 30, 080 Davenport . 625, 000 8, 888 4,979 3, 421 85 80, 869 Dubuque . 630, 000 9, 618 3, 896 2, 573 70 48, 590 Keokuk . all, 841 5, 657 2, 509 52 46, 380 "West Des Moines . a8, 758 3, 592 2, 151 1, 563 38 53, 860 a Population of 1875. 6 Estimated. ADDITIONAL PARTICULARS. Of the total enrolment in the Burlington public schools, 1,690 attended primary schools, 1,154 were in the grammar grade, and 236 in the high school. Statistics of the normal and evening schools are not given. The average annual salary of teachers in primary schools was $406; in grammar schools, $1,000 for men and $406 for women. In the high school the jirincipal received $1,500 ; assistants, men $1,100, women $587. — (Return, 1878.) The schools in Council Bluffs are classed as primary, grammar, and high ; the first having 1,225 pupils ; the second, 216 ; and the high, 104. Men teaching primary schools were paid $500 annually, women $469; men teaching grammar scliools re¬ ceived $750, women $600 ; the principal of the high school and his male assistant received $1,000 each, the woman assistant $700. — (Return, 1878.) 70 REPOET OF THE COMMISSIONER OF EDUCATION. At Davenport, primary, grammar, Mgh, evening, and normal schools were in opera¬ tion. Enrolment, primaries, 3,139; grammar, 1,327 ; high, 233; normal, 23 ; evening, 257. Length of session, 190 days. Number of teachers, 85, of whom there were three special, namely, in drawing, loenmanship, and German. — (Return, 1878.) The system in Dubuque comprises only primary, grammar, and high schools. In the first two grades there was an enrolment of 3,737 ; in the high school, 159. The pay of teachers ranges in primary schools from $30 to $40 a month ; the principal of the high school receives $1,500. The estimated attendance in private and parochial schools in 1878 was 1,700. — (Return, 1878.) In Keokuk the schools are primary, grammar, and high. Enrolment in primary schools, 1,517 ; in grammar, 759 ; in high, 233. The pay of teachers in primary schools was $475. West Des Moines reports in primary schools, 1,408 ; in grammar, 505 ; and in high, ,138. The salary of teachers in primary schools is $575 a year ; in grammar schools it is $1,100 for men and $618 for women; the princix)al of the high school is paid $1,400 and his assistants $700 each. TRAINING OF TEACHERS. NORMAL SCHOOLS. The Staie Normal School, Cedar Falls, had an attendance during the year 1877-78 of 237 students, of whom only 88 had no experience in teaching. The school offers 3 courses of study : elementary, 2 years ; didactic, 3, and scientific, 4. Certificates are given on the completion of the short course and diplomas for the full one. Tuition is free to teachers. Music, both vocal and instrumental, is taught, the instruction in vocal music beiug free. — (State report and normal school report.) The Eastern Iowa Normal School, Grandview, a private institution, also presents 3 courses of study: (1) an elementary normal of 3 years; (2) an advanced normal and scientific of 2 (making 5 years in the full normal course) ; and (3) a business course of 2 years. Music, vocal and instrumental, is taught. This school was begun in 1874, and has grown steadily. Branch schools have been established at Letts- ville and Kossuth, where, it is said, facilities for instruction will be afforded equal to those at Grandview. — (Fourth annual catalogue.) Information comes from a private source that a new normal school, under the au¬ spices of the Evangelical Lutheran Synod of Iowa, was opened at Andrew, Jackson County, October 1, 1878. It does not appear, however, in the State list of institutions for that year. OTHER MEANS FOR NORMAL TRAINING. In the state university, chair of didactics, Iowa City, the course of normal study covers 4 years. There were 21 enrolled in 1878, of whom 8 were women ; 6 students graduated and engaged in teaching. After teaching two >ears successfully graduates receive diplomas and the degree of bachelor of didactics. — (Return.) The loiva City Normal and Training School is a summer school of 9 weeks’ duration which enrolled 105 normal pupils in 1878. The full course comprises 3 summer terms. — (Circular.) Whittier College and Normal Institute, Salem, comprises a normal department in its course of instruction and also provides summer normal institutes. — (Catalogue.) There are also normal courses or departments connected with Algona, Amity, Cor¬ nell, Iowa, Norwegian Luther, Oskaloosa, Parsons, Penn, and Tabor Colleges, and with Iowa Wesleyan and Upper Iowa Universities. teachers’ institutes. The law provides that institutes shall be held annually in each county by the county superintendent. Of the 99 held in 1878, 40 continued iu session four weeks ; 31, three; 26, two ; 1, five ; and 1, six ; the average being 3.19 weeks. The total attendance was 11,293, of whom 3,008 were men and 8,285 women. — (State rejiort, 1878.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Provision is made in the law for the establishment of free county high schools in counties having a population of 2,000 inhabitants if a majority vote of the electors can be secured. Such schools are to be sustained by county taxes not to exceed in one year 5 mills on the dollar of taxable property, including expenses of building, or 2 mills when only teachers’ wages and contingent expenses are to be provided for. Up to the close of 1878, however, that in Guthrie County, mentioned in the report for 1877, remained the only one. IOWA. 71 A statistical table of graded schools in the State shows that with 73 graded there were 67 high schools in operation in 1877-78. In these there was an enrolment of 5,537 students, and in 66 an average attendance of 4,408. The teachers numbered 145, of whom 79 were men and 66 women. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES. The four departments of the State university are classed as collegiate, law, medical, and homoeopathic medical; the collegiate embraces the classical, philosophical, and scientific courses, and apparently also the course in civil engineering. The educational corps of the collegiate dei^artmeut at the opening of the fall term of 1877 consisted of 16 professors and instructors. The students numbered 334, of whom 104 were wo¬ men. Free tuition is given to two suitably recommended students from each county in the State and to all Iowa soldiers or soldiers’ orphans. The reijort of the president says that the experience of the institution has uniformly been favorable to the coeducation of the sexes ; that their influence on each other in the acquisition of learning has been most beneficial as well as conducive to orderly habits. The presence of both sexes is considered ^^an invaluable feature” in restrain¬ ing indecorum and an “incitement to every virtue.” A decrease in the number of women students has occurred of late years, but this is ascribed to the fact that the accommodations for women in the university and in places for boarding are in some respects not equal to those for young men. At a meeting of the regents in 1877 it was resolved to adopt the system of admit¬ ting to the freshman class on their diplomas and without further examination gradu¬ ates of approved high schools. The plan was carried out as far as practicable in 1878. All the 18 remaining colleges and universities send reports, either i)rinted or wr itten, for 1877 or 1878. All ha ve prex)aratory departments or courses of 2 years and classical of 4 ; 15 have scientific courses, which in 10 cover 4 years; in 4, 3 years, and in 1, 1 year ; and 1 adds a literary course of 4 years, while 4 have ladies’ courses, 2 extending over the usual collegiate 4 years and 2 covering only 3 years. There are commercial or business courses in 6; English, in 4; normal, in 12; music, in 12; and fine arts, in 4. For statistics, see Table IX of the aj)pendix, and the summary of this in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The state Agricultural College, Ames, gives instruction in agriculture, mechanical and civil engineering, general science for women, and normal training. It offers be¬ sides a number of special courses. The full course of study covers 4 years. Tuition is free. Fifty-three of the 202 students attending in 1878 were women. Scientific instruction is also given to some extent in 14 colleges and universities of the State which have courses in science, covering, in most cases, 4 years. The State university and Cornell College also provide departments of civil engineering. For statistics, see Table X of the appendix, and the summary of it in the report of the Commissioner preceding. PROFESSIONAL. Theological courses of 3 years exist at Griswold College (Protestant Episcopal) and Oskaloosa College (Disciples). Central University (Baptist) and the Iowa Wesleyan University in connection with the German College, also provide theological instruction. In SimpsoD Centenary College (Methodist Episcopal) classes may be formed, if desired, in Hebrew and certain other subjects of special interest to such students as are look¬ ing forward to the ministry. The German Theological School of the Northwest, at Dubuque (Presbyterian), made report to the Presbyterian General Assembly of 3 j)ro- fessors or instructors and 25 students in its academic and theological departments, not separating these. Its course appears to be a good one. — (Catalogues and returns, 1878.) For statistics, see Table XI of the appendix, and the summary of this in the report of the Commissioner preceding. Legal studies are prosecuted in the law department of the State university, the Iowa College of Law (which is a department of Simpson Centenary College), and the law department of the Iowa Wesleyan University. In the two first named the course of study covers one year and no examination was required for admission in 1878. In respect to the other the report gives no information on these points. — (Catalogues and returns.) For statistics, see Table XI of the appendix, and the summary of this in the report of the Commissioner preceding. Medical training is given by the College of Physicians and Surgeons, Keokuk, and the medical department of the State university, Iowa City. Both have 3 years’ graded 72 REPORT OF THE COMMISSIONER OF EDUCATION. courses of instruction in medicine, tlie third year of which is in each case optional. In the medical school of the State university both sexes are admitted on equal terms and afforded the same facilities for medical instruction. A homceopathic medical department has been established in connection with the State university, opening in the fall of 1877 with a class of 14. For statistics of medical schools reporting, see Table XIII of the appendix, and the summary of it in the report of th^ Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Iowa Institution for the Deaf and Dumb, Council Blulfs, had an attendance in 1878 of 143, of whom 81 were males and 62 females. The common English branches are taught, also such employments as shoe, broom, and cabinet making, farm and gar¬ den work, sewing, and domestic duties. — (Return, 1878.) For full statistics, see Table XVII of the appendix, and the summary of this in the report of the Commissioner pre¬ ceding. EDUCATION OF THE BLIND. In the Iowa College for the Blind, at Vinton, the literary course of instruction embraces, besides elementary school studies, rhetoric, logic, moral and mental phi- losoj)hy, English and American literature, modern history, botany, geology, algel3ra, astronomy, geometry, trigonometry, and chemistry. In the musical department, spoc'al attention is given to vocal, piano, and organ instruction, voice culture, and harmony. The employments taught are broom, mattress, and basket making, cane seating, sewing, knitting, crocheting, andbeadwork. — (Return, 1878, and report, 1877.) For statistics, see Table XVIII of the appendix, and the summary of it in the report of the Commissioner preceding. TRAINING OF THE FEEBLE-MINDED. The State Asylum for Feeble-Minded Children, Glenwood, gives its inmates instruc¬ tion in the elementary English branches, in singing, in distinguishing colors, in the si)npler Kindergarten methods, calisthenics, &c. There were 130 under instruction in 1878, of whom 70 were males and 60 females. — (Return.) For full statistics, see Table XXI of the appendix, and the summary of it in the report of the Commissioner precediug. EDUCATIONAL ASSOCIATIONS. IOWA STATE TEACHERS’ ASSOCIATION. The twenty-third annual meeting of the Iowa State Teachers’ Association was held at Marshalltown, commencing with a banquet December 25, 1878. President Sabin’s inaugural address, delivered the following day, December 26, was devoted principally to the subject of moral training in the schools. It was referred to a committee of two, for consideration and report. Papers were read and discussed on “The educational value of drawing in our i)ublic schools” and “ The reciprocal relations of our public schools and the State and General Government.” In the evening. Superintendent W. T. Harris, of St. Louis, gave an address on “ The theory and art of education.” Other topics presented during the meeting were “The education of the peox^le in edu¬ cational matters,” “ The adjustment of schools and studies,” “The wants of our country schools,” “The educational value of Greek, Latin, and the sciences,” “Our surround¬ ings,” “Normal institutes,” and “ Whatthe public have a right to exx^ect of ourxjublic schools,” the last b( ing by President Pickard, of the Iowa State university. Among the resolu cions adopted was one pledging the best endeavors of members to secure the introduction of industrial drawing as a regular study in the ]niblic schools ; also one aiiproving the action of the American Philological Association in asking Con¬ gress to create a commission to examine into the desirability of reform in English spelling. — (Educational Weekly.) ASSOCIATION OF CITY SUPERINTENDENTS AND PRINCIPALS. The association of city suxierintendents and x^Hncipals met in the chapel of the State university, at Iowa City, June 25, continuing in session four days. President Sabin, xiresideut of this as well as of the State association, Hon. C. W. von Coelln, State superintendent of x^ublic instruction, and Hon. J. L. Pickard, x^resident of the State university, besides many other xirominent educators, were x)resent and took x^art in the x)roceedings. The ]>riucix)al toincs discussed were “ Examination of schools” (including xdans of examination, how to test x^uxiils’ advancement and teachers’ work), “How ma.ny studies should x^ux)ils xiursue at one time?” “ The xiractical side of school sux^ervision,” “The natural system of teaching the ancient and modern languages,” “ Industrial educa- IOWA. 73 tion,” The problem of a reasonable education,” and “The importance of creating public sentiment through the press in favor of the public schools.” Among the resolutions adopted was one expressing the belief that in the higher grades the best interests of the pupils require as a rule the simnltaiueous pursuit of not more than three solid studies, and another as follows: “That authority and responsibility should bo coextensive ; and that unless the superintendent or principal ha.s a voice in the selection of teachers he cannot justly be hold responsible for the complete success of the schools.” — (Iowa Normal Monthly, August, 1878.) COUNTY superintendents’ CONVENTIONS. The county suiierintendents of Iowa met in convention at Iowa City, July 2-4, 1878, and at Marshalltown, December 25, 1878. As most of the county superintendents had recently attended trre various district conventions of the State, only 22 responded to the call of the State snxieriutendent to attend the July meeting. There was a free exchange of views, in which nearly all took part, and the meetings were exceptionally interesting. Various questions of school law were discussed ; also, xirimary school work, annual rex)orts, and the examination ques¬ tion. — (Iowa Normal Monthly.) The session in December was held in connection with that of the State Association and had a somewhat larger attendance than that which met in July, over thirty sux^er- intendents being x^ resent. Questions of school law were discussed by the State super¬ intendent and others, the matter of revoking or withholding certilicates and annual reports of district secretaries and treasurers being mentioned. Two xiaxiers were read on “The duties of county superintendents in the school room,” and the subject was afterward generally discussed. — (Iowa Normal Monthly.) STATE NORMAL INSTITUTE. A State normal institute was held at Iowa City, July 1-4, 1878, in connection with the other educational conventions. Several addresses were delivered, but the x)rincipal exercises were practical examples in teaching the various branches ; these were given by the teachers present, two of whom were women. — (Iowa Normal Monthly.) OBITUARY RECORD. REV. GEORGE THACHER, D. D. Rev. George Thacher, d. d., late president of the State university, died December 27, at his residence in Hartford, Conn. Dr. Thacher graduated at Yale College in the class of 1840, and was a brother of Thomas Thacher of that institution. After his graduation he served for some time in the ministry, and was called to the presidency of the State university in 1871. He held this resxionsible position about six years and then resigned on account of declining health. — (Iowa Normal Monthly.) CHIEF STATE SCHOOL OFFICER. Hon. C. W. VON COELLN, state superintendent of public instruction, Des Moines. [Second term, 1878-1880.] 74 EEPORT OF THE COMMISSIONER OF EDUCATION. KANSAS. STATISTICAL SUMMARY. 1876-77. 1877-78. Increase. Decrease. POPULATION AND ATTENDANCE. Yontli of school age (5-21) Enrolled in x>nl)lic schools Average daily attendance 232, 874 158, 075 94, 009 266, 575 177, 806 106, 932 33, 701 19,731 12, 923 SCHOOL DISTRICTS AND SCHOOLS. Nnmher of school districts . Nnmher rejiorting . Number with graded course of study.. Number with uniform text books . Number owning the text books . Number with 3 months’ school or more - Number of log school-houses . Number of frame school-houses . . Number of brick school -houses . 4,865 4,536 287 3, 112 142 Number of stone school-houses . Whole number of all kinds . Number built during the year ... Cost of these . ’. Valuation of all school proxierty Average time of school in days . 616 4, 157 246 $191,219 4, 277, 094 108 o, 5, 1, 4, 3, 4, $240, 4,527, 136 002 681 731 568 584 246 475 157 642 520 354 403 227 113 271 466 363 15 26 363 108 $49, 184 250, 133 5 41 TEACHERS AND THEIR PAY. Teachers of the A grade in public schools. Teachers of grade one (one year) . Teachers of grade two (six months) . . Men teaching . AVomen teaching . Whole number . Average monthly j)ay of men . Average monthly xiay of women . 345 2, 136 3, 582 2,784 3, 279 6, 063 $32 12 25 85 INCOME AND EXPENDITURE. Whole receipts for public schools . $1, 597, 391 Whole expenditure for them . 1, 394, 188 STATE SCHOOL FUND. Amount of xiermanent available fund. |2, 036, 000 Estimated eventual amount . 10,000,000 PRIVATE SCHOOL STATISTICS. Number of jirivate schools reported. .. Number of teachers in them . Whole attendance . 201 219 4,421 458 113 2, 402 3,499 266 2,861 77 3, 498 219 6, 359 296 $33 68 $1 56 27 10 1 25 83 $1, 803, 303 $205, 912 1,541,417 147,229 $2, 288, 391 10, 000, 000 $252, 391 200 205 4,769 (From report of Hon. Allen B. Lemmon, State superintendent of public instruction, for the two years named. The item relating to the State school fund is from a writ¬ ten return to the Commissioner of Education. The figures here presented for 1877 vary at several x>oints from those given in the report of the Commissioner for 1877, from the fact that fuller reports from county suiierintendents were received after the return was sent. ) KANSAS. 75 STATE SCHOOL SYSTEM. OFFICERS. Tlie state intrusts tlie general supervision of common school interests to a State superintendent of public instruction, chosen by the people biennially at the general election of State officers. In examining teachers for State diplomas and certiheates he has the assistance of a State board of education, in which the heads of the uni¬ versity, agricultural college, and State normal schools are associated with him. In managing and investing the State school funds he has the aid of the secretary of state and attorney general. Counties elect biennially a county superintendent of public instruction, with whom 2 persons appointed by the county supervisors- act as examiners of teachers for the public schools. School districts elect each year for themselves one member of a board of 3, to hold office for 3 years and look after the interests of the district public schools. For officers in cities, see City School Systems following. OTHER FEATURES OF THE SYSTEM. The means to support the public schools are derived from the interest on a perma¬ nent State school fund and from taxes levied for this purpose by the State and the school districts — the former of one mill on the dollar, the latter not to exceed 1 per cent, each for buildings and teachers’ wages. The basis for the apportionment of the State fund and tax is the number of children in a district from 5 to 21 years old reported by the district clerk, and the condition of the apportionment is that a com¬ mon school shall have been maintained in the district for at least 3 months of the preceding year. In consideration of this apportionment, due report of the school must be regularly made to the State through the proper officers, and all children of school a^e residing in the district must be admitted free under such regulations as the district board may prescribe. Violation of this last condition is visited with a heavy x>enaity. Besides thus opening her schools to all the children, the State en¬ deavors, through a compulsory school law, to secure the benefits of elementary train¬ ing for every child from 8 to 14 ; those in charge of such children are required to send them to a public or private school taught by a competent instructor, for at least 12 weeks in each year (6 of these weeks to be consecutive), unless excused by the school authorities or taught at home. The branches of study required to be taught are spelling, reading, writing, English grammar, geography, and arithmetic, with such others as may be determined by the district board. High schools and graded schools are provided for, and form a link between the lower schools and a State university. Bible reading in the schools is allowed, but sectarian teaching is prohibited. A dis¬ trict uniformity of text books is required, and libraries for district use may be estab¬ lished and maintained by an annual tax of half a mill to two mills on the dollar. The books for such libraries are limited to works on history, biography, science, and travels. Teachers in public schools must all lie licensed, and must keep a register of the attendance, deportment, and recitations of each scholar, as the basis of a final re¬ port to the district clerk, on penalty of losing the last month’s pay. Women may vote at school meetings and in some cases have been jiermitted to hold school offices. GENERAL CONDITION. The great influx of population during 1877 and 1878 has contributed much to increase the school census and the enrolment in the public schools. Abundant crops and the prosperity they brought, too, enabled the people to do more than ever before for the extension of educational advantages. But while the advance in both years was very great, the tide of progress flowed with especial strength in 1878, the children of school age increasing by 33,701 against 19,897 in tlie previous year; the enrolment of them in the State schools by 19,731 against 10,861 ; and the average daily attendance by 12,923 against 4,113. The accommodations for this increase, too, were fairly pro¬ portionate : 41 new school-houses of brick or stone replaced 41 old log ones, of course with larger rooms and better seating ; while 363 more frame ones, supposing an aver¬ age of 40 seats to each, afforded room for 14,520 more scholars. The teachers not only increased 293 in number but they also improved in quality, 83 fewer appearing with low grade certificates and 397 more with the two higher grades. This improvement in the teachers appears to be largely due to the stimulating influence of county normal institutes, which, instituted in 1877 and held in 60 counties of the State in that year, were held in 63 counties in 1878. In these institutes, besides drill in the branches of school study, there has been instruction in right methods of teaching and discipline ; the errors of inexperience have been pointed out; mistakes have been corrected ; an esprit de corps has been awakened ; and, in the judgment of the State superintendent, the teachers have been made stronger and better by reason of their attendance on the 7-6 REPORT OF THE COMMISSIONER OF EDUCATION. sessions. These were of 4 weeks in most counties, of 5 to 8 weeks in a very few. It is proposed to make teachers at future sessions pursue a graded course of study extend¬ ing through a series of years, with examinations at the close of each year’s studies and certificates of steadily ascending grade to such as pass the examinations. A sketch of such a course for two years is published at the conclusion of the report and a sum¬ mary of topics for a third year is also given. TOPICS TREATED IN THE REPORT. Besides the information previously referred to, the report of State Superintendent Lemmon for 1876-’77 and 1877-’78 contains the following: 1. An account of the beginning of the county normal institutes, of the instructions issued to those who should conduct them, and of the beneficial results already secured, 2. A like account of the work of the State board of education in the examination of candidates for the State life diploma and the three and five year State certificates to be given to teachers of high character and qualifications. 3. A statement as to exhibitions of school work. These were made, at the suggestion of the superintendent, one before the State Teachers’ Association at its meeting in 1878, another at the Paris Universal Exx)osition of that year. Both appear to have been at once stimulating and creditable to the schools. 4. A report of the condition of the State school fund, which is shown to be so steadily increasing that means for the safe investment of it on remunerative terms have to be carefully and continually sought. In this connection, reference is made to a recent large accession of 265,000 acres of school lands from thu United States in ]ilace of six¬ teenth and thirty-sixth sections in Indian reservations. This ought to add at least another million of dollars to a fund which is expected to reach, with due husbanding, $10,000,000. 5. A historical sketch of the State school system, originally prepared by Superin¬ tendent Lemmon for the United States Commissioner of Education and published in his report for 1876. 6. An article on the improvement of school grounds, containing suggestions that the elements of gardening be taught in the State schools and that in each one a day be annually set apart for planting trees about the school-house and improving and beautify¬ ing the now too often neglected grounds. 7. Following a defence of the present plan of having State institutions of learning, such as a university, agricultural college, and normal schools, we have a sketch of a good State school system, in which a township, with schools under the control of a board elected by the people, should be the territorial unit for school purposes ; in which, too, at least half the revenues for the support of schools should come from the State fund and a State tax and the remainder from a township tax to be voted by the peo¬ ple ; in which the State superintendency should be divorced from politics and the county superintendents be chosen by conventions of school officers for terms of at least three years ; and in which the standard of qualification for teachers and the system for thpi examination of them should be uniform throughout the State. 8. One interesting feature of the report is a series of county maps, accompanying the county reports, showing not only the water ways and railroads but also the divis¬ ions of the townships and the situation of the schools. The table appended to each map gives the statistics of the county schools from the organization of the State to 1878, forming thus a statistical history of every school year. And as the concluding part of the report contains detailed accounts of the chief State educational institu¬ tions, whether under the State or under denominational control, it has thus a rare comj)letenes8. KINDERGARTEN. So far as known to this Bureau, no school of this class existed in Kansas in 1878. CITY SCHOOL SYSTEMS. OFFICERS. The general law for cities of the first class (i. e., cities with more than 15,000 inhabi¬ tants) requires the election of a board of education consisting of 3 members from each ward, one of whom, after the first election, must be chosen annually. In cities of the second class (i. e., with from 2,000 to 15,000 inhabitants), the board is to consist of 2 members from each ward, one of them, after the first election, to be chosen annually. Each city board is given sole control of the schools and school property of the city, and may delegate its supervisory duties to a superintendent chosen by it, who holds office during its pleasure. — (School laws.) KANSAS. 77 STATISTICS, a Cities. Estimated population. Youth of school age. Public school enrolment. Average at¬ tendance. Teachers. Expendi¬ tures. Atchison . 13, COO 3, 414 1, 348 1,080 21 b$10, 349 Lawrence . 9, 500 2, 803 1, 615 2, 867 1, 094 25 29, 586 Leavenworth . 22, 000 5, G72 1, 834 39 42, 253 Topeka . 8, 000 2, 816 1, 886 1, 091 27 18, 087 a For the sahe of uniformity in standard, the above statistics, except for population, are taken from Table XIII of the State report. b For instruction only ; the total expenditure for school purposes is not given. ADDITIONAL PARTICULARS. Atchison maintained schools in 1877-78 for 10 months, at an average cost for tuition, based on average attendance, of only $9.58. The value of the school property was re¬ ported to be $60,840. — (State report, 1878.) Lawrence, the only city that sends a full printed report of her schools for 1878, held them for 8.2 mouths, at a cost of $12.49 for each pupil in average attendance. Value of school property, $95,000. The schools are classed as primary, grammar, and high; the primary including 5 grades ; the grammar, 2 ; the high, 3. The studies of each grade occupy a year. Instruction in music was given during a part of 1877-78 by a teacher specially employed for that purpose. Institute meetings to improve the teachers were held every other Saturday. Owing to lack of funds, the number of teachers was re¬ duced and the schools were divided into two sections, one to attend in the morning and the other in the afternoon. — (State report and report of Supt. W. A. Boles. ) Leavenworth in 1877-78 maintained schools for 9 mouths, at a cost of $9.02 for each pupil in average attendance, and rated her school property in that year at $170,000. Topeka taught her schools for 8.2 months, at an average of $12.82 for each pupil in average attendance, placing the value of her school property at $100,000. TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The suspension of the normal schools at Concordia and Leavenworth in 1876, noted in the Report of the Commissioner of Education, continued during 1877 and 1878, from the want of legislative appropriation for their support. The school at Emporia, how¬ ever, which was continued by the principal and teachers on the basis of tuition fees when the appropriation gave out, worked on through both those years, notwithstand¬ ing that a trusted agent embezzled more than $9,000 of its land" funds in 1877, and that considerable damage was done to its buildings by a tornado, April 13, 1878. The enrolment for 1877-78 reached 234, all normal students except 3^ and the work done is reported to have been excellent. But on the night of October 26, 1878, the two principal buildings were lost by a fire the origin of which was attributed to the spon¬ taneous combustion of bituminous coal stored in the cellar. As the students wished to remain and the city council voted $1,000 to fit the boarding halls for school use during the remainder of the school year, the president and faculty determined to go on, hoping that the State would eventually come to their aid. OTHER NORMAL TRAINING. At the University of Kansas, Lawrence, there are 3 higher normal courses : one in ordinary English branches ; another embracing the German language, English lan¬ guage and literature, and mental and moral as well as natural science ; the third includng Latin, with scientific and English studies. Each of these courses is of 3 years. All include instruction in the theory, science, and practice of teaching. In the catalogue for 1877-78 there appeared 12 students in these courses ; in that for 1878-79 there were 23. At the Kansas Normal School and Business Institute, Paola, under the charge of Ex- President Wherrell, formerly of the Leavenworth State Normal School, 150 students, all classed as normal, were under instruction for the fall term of 1878. This instruc¬ tion, according to Professor Wherrell, was on the same plan as that given at Leaven¬ worth. There are 3 departments of study, a preparatory, a scientific, and a classical, each of a year. At Baker University, Baldwin, at the beginning of each college year a normal class is organized of such students as desire to prepare for teaching. The number of students in this class in 1877-78 is not given. At Lane University, Lecompton, the catalogue for 1878 shows a teachers' course of 2 years, but does not indicate whether there were any students in it. 78 REPORT OF THE COMMISSIONER OF EDUCATION. teachers’ institutes. Under the law of 1877 already mentioned, county superintendents must hold annu¬ ally in their respective counties, for a term of not less than 4 weeks, a normal institute for the instruction of teachers and those desiring to teach ; provided that in sparsely settled sections of the State 2 or more counties may unite in holding one such insti¬ tute. The means for sustaining these institutes are derived from fees of $1 to he paid hy each candidate for a teacher’s certificate and a registration fee of $1 from each member of the institute. If necessary, the county commissioners of any county may appropriate for the further support of the institute a sum not to exceed $i00 in any one year. In any case where the registration reaches 50 members, the State makes an allowance of |50. These institutes are meant to he temporary normal schools, inform¬ ing teachers more fully as to the branches they are employed to teach and giving them some drill in the science and art of teaching. If not made to supersecle the fuller and more methodical instruction of good normal schools, they must he very useful. educational journals. Except the Kansas Collegiate and the University Courier, published hy students of the University of Kansas, and The Industrialist, published weekly hy the printing department of the Kansas State Agricultural College, no journal dealing specially with educational topics is known to this Bureau as having existed in Kansas during 1878. One meant to he promotive of the general interests of education in the State was projected at Lawrence for 1879, to he entitled Our Schools, and to begin with the year 1879. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. About 60 high schools or higher departments of graded schools are reported in the State in 1878. As in 1877, however, only 5 appear on the list of those approved hy the University of Kansas as having courses, English, scientific, or classical, which would entitle them to send students to its classes. Four of these 5 were reported last year, viz, those at Atchison, Emporia, Lawrence, and Leavenworth. The school at Winchester was dropped from the list and that at Junction City added. Ninety-nine cities are given in Table XIII of the State report as having graded schools, but no indication is given of the number that have high school departments or of the number of students eimolled in these. OTHER SECONDARY SCHOOLS. For statistics of business colleges, jirivate academic schools, and prepiaratory depart¬ ments of colleges, see Tables IV, VI, and IX of the appendix following ; for summa¬ ries of them, see the report of the Commissioner preceding. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES. Owing to the absence of suitable preparatory schools throughout the State, the Uni¬ versity of Kansas still retains its preparatory department, with classical, scientific, and modern literature courses of 3 years each, leading to corresponding collegiate courses. In the autumn of 1878 a law department was added. The collegiate courses for 1878-79 comprised a classical and a modern literature course, each leading to the degree of b. a. ; a general scientific course, and 3 special ones — in chemistry, in natu¬ ral history, and in civil and topographical engineering — each of the 4 leading to the degree of s. b. The university is, of course, inisectarian, and, in common with the other universitie's and colleges of the State, except the Roman Catholic, admits wo¬ men. — (Catalogues for 1877-’78 and 1878-’79.) The other universities and colleges are Baker, Highland, and Lane Universities, and St. Benedict’s St. Mary’s, and Washburn Colleges, the location, denominational con¬ nection, and statistics of all which may be found in Table IX of the appendix follow¬ ing. Ottawa University, which suspended collegiate exercises in 1874, continuing its academic preparatory department only, revived its collegiate department in the autumn of 1878. All the colleges in the State have classical courses substantially of 4 years, and scientific courses of the same period, except Baker University and St. Mary’s College, where the scientific course covered only 3 in 1878, and St. Benedict’s, where there is no indication of any scientific course. Baker University and St. Benedict’s, St. Mary’s, and Washburn Colleges had commercial courses also in 1878. Music also was taught at Baker, Highland, St. Benedict’s, University of Kansas, St. Mary’s, and Washburn. — (Catalogues and returns.) KANSAS. 79 INSTITUTION FOR THE SUPERIOR INSTRUCTION OP YOUNG WOMEN. Tlie College of the Sisters of Beth.Tiiy, at Topeka (Protestant Episcopal), appears to have been in 1878, as in preceding years, the only institution in the State devoted wholly to the collegiate education of young women. Its collegiate course in that year, however, reached only to three years. The collegiate students for 1877-’78 numbered 33; preparatory, 31; primary, 1(5. — (State report.) SCIENTIFIC AND PEOFESSIONAL INSTEUCTION. SCIENTIFIC. The State Agricultural College, at Manhattan, in 1878, compressed its six-year course of study into four years, thus adai^ting it, as was thought, more directly to the wants of the industrial classes for whose benefit it was instituted. The attendance was 228 during the calendar year 1877 and 238 during the following year. The young women present in 1877 numbered 78 ; in 1878, 69. The students of 1877 were from 45 counties of the State, those of 1878 from 51 counties ; showing a more general appreciation of the advantages afforded and a more extensive distribution of the beiiefits of these advantages than is common with such institutions. The report for the two years in¬ dicates very thorough work on the part of professors and instructors and an honest effort to do the utmost iiossible for those committed to their care. — (Biennial report for 1877 and 1878.) Besides the practical scientific instruction given in the State College, there are sci¬ entific courses of four years each in the State university, in Highland and Lane Uni¬ versities, and in Washburn College, and courses of three years in Baker University and St. Mary’s College, this last indicated by a return from the college, though it does not appear in its catalogue. — (Catalogues and returns for 1877-’78 and 1878-’79.) PROFESSIONAL. Theological instruction is given to some extent in connection with the collegiate course of Baker University, at Baldwin City (Methodist Episcopal), and more syste¬ matically in the Kansas Theological School, Topeka (Protestant Exfiscopal). The number of students attending on such instruction at the former is not given. In the latter there were only two for 1877-78, but these had the undivided attention and su¬ pervision of the one resident professor. The course of study in the Topeka school covers three years, and includes systematic theology, Hebrew, the Greek of the New Testament, and the rules of scriptural interpretation. In order to be admitted, stu¬ dents who are not graduates of colleges must have at least a good academic educa¬ tion, including a knowledge of Latin and Greek. — (Eeturn for 1878.) Legal instruction is now given in the law department of the University of Kansas, which was opened November 6, 1878, with a course of study intended to cover twm annual terms of 7 months each. For the first term, 13 students entered. — (University catalogue for 1878-79.) SPECIAL INSTEUCTION. EDUCATION OF THE DEAF AND DUMB. The first biennial report of the Kansas Institution for the Education of the Deaf and Dumb, at Olathe, covers the nineteen months from November 30, 1876, to June 30, 1878. The number of j)upils reported for the year is 109 ; of instructors, 5. The branches taught are those of the common schools, the sign language being used in teaching and ordinary intercourse. Articulate speech has been so far tested by the president as to induce an earnest recommendation that means for the emx)loyment of a special teacher to instruct in it may be given. The occupations taught were printing, shoeniaking, and cabinet making for tlie boys, and housework and needle-work for the girls ; farming and gardening w^ere also taught to a limited extent. EDUCATION OF THE BLIND. The biennial rei)ort of the Kansas Institution for the Education of the Blind, Wyan¬ dotte, shows an average of 42 pupils in the term ending June 7, 1877, and of 41 for that ending June 7, 1878, total attendance for the latter period being 45 ; graduates, 2 in 1877, 1 in 1878; instructors, 5, besides the su]>erintendent and matron. The school studies pursued are reading in Boston type and in New York point, writing in New York point and with grooved cards, aritliraetic. United States history, geography, grammar, mod¬ ern history, spelling, elocution, literature, geology, entomology, and algebra. The progress in these studies is said to have been greater during the term of 1877-78 than in any preceding one, an improvement attributed to the free use of the New York point tablet in class exercises, wdiich enabled the xmpils to sketch in full or in outline the subject matter given by the teacher, instead of depending on memory alone. In the 80 EEPOET OP THE COMMISSIONER OP EDUCATION. industrial department the hoys are taught broom and brush making, and the girls the making of i)alm leaf hats. The plan of stimulating the pupils by compensating them for their labor has Ireen tried here with great success. Basket making is to be added to the trades taught. EDUCATIONAL CONVENTION. STATE ASSOCIATION. Of the meeting of this body in 1878 the only information which has reached the Bureau of Education is contained in a programme sent in advance and in a brief note from Superintendent Lemmon, stating that there was a large attendance. According to the programme, the annual address was to be by Sux^erintendent Lemmon, the president for the year, on the evening of Monday, June 24, at Atchison. The subject of the address is not indicated. The subjects for the two succeeding days were arranged as follows : On Tuesday, June 25, ‘‘Course of study for common schools,” by H. C. Speer, of Junction City; “Literary exercises in district schools,” by Supt. R. C. Story, of Win¬ field; “ Shoddy and reform in the school room,” by Edwin Philbrook, of Blue Rapids; “Qualifications and certificates of common school teachers,” by Miss M. A. Higbey, superintendent of Labette County; “Music as taught in the Topeka schools,” by Messrs. E. M. Foote and J. S. Slie, of Topeka; “Organization and grading of county normal institutes,” by William Wheeler, of Ottawa, and another paper on these institutes, by Supt. J. M. Greenwood, of Kansas City, with a lecture in the evening on “Kansas,” by President Anderson, of the State Agricultural College. On Wednesday, June 26, came “Graded schools,” by C. C. Hutchinson, of Fort Scott; “School legislation,” by President H. M. Greene, of Lane University; “His¬ torical value of linguistic study,” by Prof. D. H. Robinson, of the State university, and a pajier on “Knowledge — how to acquire and hov/ to imx^art it,” by J. C. Heb- bard, of Seneca; “The place and value of denominational schools in the educational system of a State,” by President P. McVicar, of Washburn College, and “The duty of the State to provide higher education,” by Prof. J. H. Canfield, of the State university, with reports of committees and usual business. In the evening. Governor Anthony was to deliver an address on “Government and education.” To secure intelligent discussion of the subjects thus announced that called for any such discussion, five persons were designated in advance for each subject, so that, instead of the discursiveness of merely off-hand utterances, there might be had the fruit of deliberate x^reparatory thought and study. OBITUARY RECORD. HON. JOHN FRASER. Professor Fraser was born at Cromarty, Scotland, March 22, 1827 ; studied at the universities of Edinburgh and Aberdeen, graduating from the latter in 1844 with the highest honors. He soon went as a teacher to Bermuda, W. I., but on account of the climate came to America, where, after passing through some trying ordeals, he obtained a place as principal of an academy in Fayette County, Pa. In 1855 he Avas apxiointed Xirofessor of mathematics and astronomy at Jefferson College, Pa., resigning to enter the army. After the war he aceexited the presidency of the Pennsylvania State Agri¬ cultural College. In 1868 he became chancellor of the University of Kansas, from that time till 1874 making it his Avhole aim to build uxi the institution, in which object he succeeded admirably. Elected State superintendent of public instruction of Kansas in 1875, at the close of his term he returned to Pennsylvania, where, he became professor of political economy, chdl government, and interuational law in the Western Univer¬ sity of Pennsylvania. He died suddenly at Allegheny City on June 4, 1878. — (Report of the superintendent of xmblic instruction of Kansas for 1877-78.) CHIEF STATE SCHOOL OFFICER. Hon. Allen B. Lemmon, SHte superintendent of public instruction, Topeka. [Second term, 1879-1881.] KENTUCKY. 81 KEIVTUCKY. STATISTICAL SUMMARY. 1875-76. 1876-77. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (6-20), white . ^nth of school age (6-16), colored - T^ole number of school age . Enrolled in i)nblic schools a . Colored enrolment a . Average attendance . Average attendance (colored) . Pupils in pri-vate schools . 448, 142 50, 602 498, 744 228, 000 156, 000 459, 395 53, 126 512, 521 208, 500 19, 107 125, 000 13, 393 35, 000 11,253 2, 524 13, 777 17, 607 SCHOOL DISTRICTS AND SCHOOLS. School districts not in cities (white) School districts (colored) . School-houses for colored pupils _ New school-houses built . Private schools . . Academies . . . . Colleges . 112 700 75 25 5,836 620 287 53 700 75 25 59 TEACHERS AND THEIR PAY. Men teaching . Women teaching . Colored men teaching . Colored women teaching . Average monthly pay of men ... Average monthly pay of women 4,020 1,610 4,000 2, 000 331 199 $40 35 20 390 INCOME AND EXPENDITURE. Whole income for public schools . $1, 513, 789 Whole expenditure for public schools. 1, 491, 000 $1, 827, 575 1, 130, 000 $313, 786 SCHOOL FUND AND SCHOOL PROPERTY. Permanent school fund . $1, 600, 000 Estimated value of school property. . . 1, 970, 000 $1,600,000 2, 300, 000 $330, 000 a The total enrolment for 1876-77 is probably to be obtained by including the colored enrolment, here given separately, which would leave a decrease of 393 on the (estimated) enrolment of the year before. (No statistics for 1878 having been reported by the State superintendent, the above comparative summary for the years 1875-76 and 1876-77 is the latest that can be given. ) STATE SCHOOL SYSTEM. OFFICERS. For the State, a superintendent of education chosen by the people every fourth year, a State board of education, and a State board of examiners. For counties, a commissioner of common schools and a county board of examiners. For districts there is again, under a law of 1878, a board of trustees of 3 members, one going out of office each year. 82 REPORT OF THE COMMISSIONER OF EDUCATION. OTHER FEATURES OF THE SYSTEM. Tlie sclioola are sustained by the income of the common school fund, with an annual tax of 20 cents on each $100 of property valuation in the State, and fines and forfeit¬ ures set apart by law for the purj)ose. A special tax not exceeding 25 cents on the $100 of taxable property may be levied if so decided by a vote of the white qualified voters in the district. When clearly stated in the notice for the meeting, the tax may be voted for 5 successive years. Qualified voters include widows who have chil¬ dren within the school age or who own taxable x)rox)erty. Cities and towns may levy a special tax not exceeding 30 cents on $100 of valuation for the purpose of sustaining graded schools. The free common schools embrace only two departments, primary and elementary. Intermediate and high school departments, in which tuition can be charged, may be added, provided the teaching of such branches shall not interfere with the thorough instruction of pupils in the common school departments. Every district having 40 or more children must have a free school taught in the common branches for 5 months in the year. Teachers must have certificates from the State or county board of examiners. When no qualified teacher can be secured, a board of examiners may license a person ^ teach for one term in a particular district. — (State report, 1878.) GENERAL CONDITION. Superintendent Henderson reports as evidences of progress during the year 1877-78 that a better organization of the schools had been secured and a more thorough system introduced into the administration ; that teachers had higher grades of certificates and were better acquainted with modern methods; that increased interest was manifested in many districts by the levy of the local tax or by voluntary subscriptions ; that about two hundred and fifty new school-houses were built, most of them upon approved plans, while many old ones were repaired or refurnished ; that teachers’ institutes were well attended; and that the press gave a large share of its attention to the subject of com¬ mon schools. — (Report of Superintendent Henderson, 1877-78.) “ The colored school system,” says the superintendent, ^‘is making remarkable prog¬ ress.” Nearly every district reported had a school taught for the statutory term and many exceeded it. Several institutes for colored teachers were held, and a State Colored 'feachers’ Association was to be held for the second time at Danville. An effort was made to divert from the colored schools their prospective share of such moneys as might be appropriated by Congress from the sales of public lands, by pro¬ posing to aiiply such funds to the support of a State university, but through the efforts of Superintendent Henderson the measure failed. It was determined that only two- eighths of such funds should be given to a university and three-eighths to the support of white and colored schools. — (Report.) KINDERGARTEN. For full information respecting this class of schools, see Table V of the apiiendix fol¬ lowing, and the summary in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. These consist of boards of trustees of different numbers and terms in different cities, generally with city superintendents. In Louisville, besides a board of trustees of 2 members from each ward, there is a board of examiners for teachers composed of the city superintendent and 6 or more professional teachers chosen by the committee on examination and course of study. Like boards exist also in other cities. STATISTICS. Cities. Estimated population. Youth of school age. Enrolment. Average attendance. Teachers. Expendi¬ ture. 'Covington . 28, 574 10, 055 3, 505 2, 480 61 a$70, 800 Lexington . 22, 700 5, 909 1, 772 1, 187 27 18, 120 Louisville . 155, 000 42, 401 19, 292 12, 999 320 277, 046 Newport . Paducah. . . . . 20, 000 7, 500 1, 946 2, 544 787 1,970 647 40 29, 997 9, 589 a Estimated. ADDITIONAL PARTICULARS. Covwgton classes its schools as primary, grammar, intermediate, and high, the first two covering 3 years each ; the intermediate, 2 ; the high school, 4. German and draw- KENTUCKY. 83 ing are included in the course. German was studied in 1877-78 by 224 pupils in the primary and grammar schools. Drawing had been taught for two years preceding with such poor results as to give little encouragement to continue it ; but in 1878, through carefully training the regular teachers for this work and through their faithfulness and energy, much more satisfactory results were reached. The superintendent, there¬ fore, expresses the hope that the school board may rescind the resolution they passed to drop the study. Of the 10,055 children of school age, 479 were colored, and, of these, 229, a much larger proportion than of the whites, were in the public schools. Besides the 3,505 enrolled in these schools there were 2,150 in private or parochial ones, leaving 4,400 not attending any school. — (Report of Superintendent Beuj. D. Best for 1877-78.) Lexington makes return, through Sui)erintendent J. 0. Harrison, of 2,225 colored children of school age out of the 5,909 enumerated; of 893 such enrolled in the public schools, with .529 of them in average daily attendance ; of 7 different school buildings, with 27 rooms and 2,000 sittings. Three of the buildings were for white pupils and 4 lor colored. Each of the former had a male principal with 4 female assistants; each of the latter, a colored male principal with an average of 2 assistants, all females except one. — (Return for 1878.) Louisville published no report of her schools in 1878. The statistics given are from a return by Superintendent George H. Tingley, jr. This shows that of the 19,292 pupils enrolled the primary and grammar schools had 18,660, the high schools 600, and the city normal school 32; that of the 12,999 in average daily attendance 12,436 were in primary and grammar school classes, 533 in the high schools, and 30 in the normal school; and that of the 320 teachers 2 were teachers of music and 28 of German. A subsequent letter from the superintendent says that the employment of the teachers of music was not continued beyond that year, and that since 1877 there have been no evening schools. The statistics above given, he says, include colored as well as white pupils. Newport ivi 1877-78 had her schools divided into 10 grades, each apparently occupying one year, the classification of the first 6 being primary; of the next 2, intermediate; and of the last 2, higher intermediate. A good course of study has been arranged for the schools and is presented in the printed report, and considerable reforms in the methods of teaching and management are said to have been inaugurated, the results of which will probably appear in the next report. The statistics for the year are said by a committee of the board of education to be imperfect, from the refusal of a former superintendent to exhibit his records and reports. At Paducah the schools are classified as primary, grammar, intermediate, and high. The superintendent says that the Avork of the primary and intermediate grades was much increased during 1877-78. Yet not only was the enlarged course of study fully completed, but several puxjils received promotion from the third to the fifth grade because of extra attainments. Through this greater thoroughness in early studies pujAils are expected to enter the grammar schools better prepared for their work in these than has previously been jAossible, In the high school, also, so much greater ad¬ vancement was made in mathematics that several students are expected to comjAlete in 3 years a course which in the past has required 4 or 5. — (Report of Superintendent D. C. Gulley for 1877-78.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL, FAEMDALE. The legislature having authorized the establishment of a State normal school at the Kentucky Military Institute, the buildings of that institute were placed at the dis¬ posal of the State board of education. The normal school Avas opened June 20, 1878, under faAmrable auspices, to continue 10 weeks. Tuition is free to one x^erson from each county, the county school commissioner making the selection. — (State report, 1878; Eclectic Teacher, December, 1878.) OTHER NORMAL SCHOOLS AND DEPARTMENTS. The Kentucky Normal School, Carlisle, provides 3 courses of study for teachers, cov¬ ering respectively 1, 2, and 3 years, the shortest being intended to XR’epare teachers for ungraded schools ; the second, for graded schools ; and the third, for positions as teachers or principals in academies or graded schools. An appropriate diploma is given graduates of each course, which authorizes them to teach in the common schools of the State for 5 years Avithout examination. Free tuition was offered during the year 1877-78 to one person from each coupty in the State. — (Catalogue.) Berea College, Berea, offers a special normal course of study, coA^ering 3 years, and also a normal course of 2 years. — (Catalogue.) Murray Institute, Murray, according to the last report received from it (1875-76), made some provision for the training of teachers. — (Catalogue.) Georgetown College, Georgetown, also makes some provision for the training of teachers. 84 EEPOET OF THE COMMISSIONEE OF EDUCATION. EDUCATIONAL JOURNAL. The Eclectic Teacher, published monthly at Carlisle, under the editorship of Mr. T. C. H. Vance, continued during 1878 its work of diffusing educational information. During the autumnal months it also enjoyed the editorial services of Superintendent B. Mallon, of Atlanta, Ga., and of G. A. Chase, long a high school principal, of Lou¬ isville, Ky. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There is no information at hand as to the public high schools in Kentucky beyond what appears in the city reports from Louisville, Newport, Covington, Paducah, and Cynthiana, in all of which such schools are in operation. That in Covington presents a 4 years’ course, and had an attendance in 1878 of 172 pupils, of whom 73 were boys and 99 girls. Louis\dlle has 2 high schools, in which there was a total attendance in 1878 of 600 jmpils. The law permits the establishment, in connection with common schools, of high school departments, in which tuition fees may be charged, provided the teaching of such branches shall not interfere with the thorough teaching of the common branches. It is also provided that any undenominational school, whether university, college, academy, or high school, may receive aid from the public school funds in proportion to the number of youth of school age resident in the school district in which it lies, proAuded such youth have the privilege of attending the school or college free of charge for common school branches for 5 months in the year. — (School laws, 1878.) OTHER SECONDARY SCHOOLS. For statistics of business schools, private academic schools, and preparatory de¬ partments of colleges, see Tables IV, VI, and VII of the appendix, and the summary of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Kentucky University, Lexington, includes 4 colleges, viz, of arts, of the Bible, of law, and a commercial college. The State Agricultural and Mechanical College, which was united with the university in 1866, was by act of the legislature in 1878 detached from it and made an independent State college. The College of the Bible, organized under the charter of the university, and still reported as one of its colleges, is not now in operation. The use of its rooms has been given to a new College of the Bible, organized in July, 1877. The college is independent of the university, but acts in harmony with it. — (Catalogue.) Out of 17 other collegiate institutions, whose titles and statistics may be found in Table IX of the appendix following, 15 reported preparatory classes, some of which reached as low as the primary departments of the public schools ; 14 had classical courses or schools, usually of 3 to 4 years beyond the preparatory ; 10 had also scientific schools or courses, of somewhat indefinite length, except in 5 cases, where they were of 3 to 4 years ; 3 had literary or ladies’ courses, composed of English studies only, or of these in connection with some modern languages ; 7 undertook to give commercial training ; and 3 offered some normal instruction in connection with the collegiate studies. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For institutions devoted to this grade of instruction, see Table VIII of the appendix following ; for a summary of their statistics, see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Agricultural and Mechanical College of Kentucky, as already stated, is now entirely distinct from the State university in administration and control. However, by an arrangement made with the university, its matriculates have access free of charge to the classes of the college of science and arts in that institution. The course of study is substantially the same as before the change, with the addition of an ad¬ vanced course in agricultural chemistry and a special course of lectures on the relation of forests to agriculture, of insects to vegetation, of geology to soils, and on economic botany. PROFESSIONAL. Special theological instruction in Kentucky is given at the Theological Seminary of the Presbyterian Church, at Danville; the Southern Baptist Theological Seminary, KENTUCKY. 85 at Louisville; and tlie College of tlie Bible, at Lexington. Tbe seminary at Dan ville provides a 3 years’ course of instruction and requires a collegiate or equivalent preparation ; in that at Louisville, the studies are arranged in 8 independent schools, comprising an English course for those who hayp not had a collegiate trahoing and a higher one (embracing Hebrew and Greek languages) for those who have. — (Cata¬ logues of seminaries. ) The College of the Bible tills the place of one by the same name which was formerly a department of the State university but was discontinued in 1877. It occupies the rooms of its predecessor in the State university buildings, and students of the college are admitted without charge to classes of the university. The course covers 4 years. Instruction in theology is also given to a greater or less extent in departments of Georgetown College, Georgetown; Eminence College, Eminence; and Bethel College, Russellville. For statistics under this head, see Table XI of the appendix, and the summary of the same in the report of the Commissioner preceding. Legal training at the College of Law, Kentucky University, is in a 2 years’ course, designed to be complete and thorough, except in merely local law. instruction is given by lectures with examinations on them, by recitations, and by moot courts. — (Catalogue, 1878.) For statistics, see Table XII of the appendix. The medical department of the Universitg of Louisville and the Hospital College of Medicine, the medical department of Central University, provide and require for grad¬ uation the usual 3 years’ course of study, including 2 courses of lectures, one of which must have been taken at the institution granting the degrees. It is also required that candidates for graduation must have received clinical instruction in hospital and anatomical instruction in the dissecting room. — (Catalogues, 1878.) The usual pharmaceutical studies are pursued in the Louisville College of Pharmacy. In order to graduate, students must have attended two courses of lectures and served an apprenticeship of at least 4 years in the drug business. — (Catalogue.) For statistics, see Table XIII of the appendix, and the summary of this in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Kentucky Institution for the Education of the Deaf and Dumb, at Danville, gives free instruction for seven years to youth entitled to its benefits. The ordinary common school branches are taught. — (Report, 1877.) EDUCATION OF THE BLIND. The Kentucky Institution for the Education of the Blind, at Louisville, is a free pub¬ lic school for children whose eyesight is too defective to admit of their education in the common schools. Destitute children receive food and clothing as well as tuition at public expense. The literary branches taught are those ordinarily pursued in public schools, special attention being given to music. The employments are broom and mattress making, upholstering and caning chairs, knitting, sewing, and fancy work. The facilities for instruction in music were greatly increased during 1878 by the pur¬ chase of an excellent pipe organ costing $1,300. — (Report of institution, 1878, and Report of the Commissioner of Education for 1877.) REFOKM SCHOOL. The Louisville House of Refuge comprises departments for white boys, for girls, and for colored boys, the first established in 1865, the second in 1873, and the last in 1876. There were in 1878 under training 48 girls and 210 boys, 46 colored. The common English branches are taught, besides the employments of shoemaking, cane seating, willow work, farm and garden work, housework, and sewing. Work is imperative: it is believed to be absolutely necessary for the proper education of the inmates, and to teach it and to instil habits of industry are the principal objects of the sohool. — (Report, 1878.) EDUCATION OF THE FEEBLE-MINDED. The Kentucky Institution for the Education of Feeble-Minded Children, Frankfort, is a State school for the training of such feeble-minded children as seem to be suscep¬ tible of improvement. In addition to the mental training and instruction in farm work given, some provision has been made for teaching boys the carpenter’s trade ; and if this experiment shall prove entirely successful, as appears likely to be the case, other mechanical schools will be opened, such as for boot and shoomaking, tailoring, and perhaps blacksmithing. — (Report, 1878.) For statistics of the institutions giving special instruction, see the tables relating thereto in the apiiendix, and the summaries of the same in the report of the Commis¬ sioner preceding. 86 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL CONVENTIONS. STATT2 ASSOCIATIONS. No record has reached this Bureau, of the proceedings either of the State associa¬ tion for white or of that for colored teachers in 1878. It appears from an announce¬ ment in the Eclectic Teacher for July that the former was to he held at Somerset, on the Cincinnati Southern Railroad, August 13-15, and from a subsequent number of the same journal we learn that among other resolutions was one favoring a legal requirement that county commissioners of education should be examined as to their qualifications for office, but this is all the information given. Of the meeting of the colored teachers all that is known to this Office is contained in the Ohio Educational Monthly for October, 1878: “The Kentucky Colored Teachers’ Association met in Danville, August 8 and 9 ; Dr. H. A. M. Henderson delivered an address.” The North Kentucky Teachers’ Association was to hold its session on the 12th and 13th of April, 1878. Among the topics announced for discussion were “ The proper use of text books,” by J. Roland Day, of Millersburg ; “County superiutcndency as a means of promoting the efficiency of ungraded schools,” by School Commissioner Leo Tibbatts, of Campbell County ; “ Efficient school work,” by City Superintendent J. B. Peaslee, of Cincinnati; “High schools a necessary part of a system of public educa¬ tion,” by J. W. Hall, principal of the Covington high school ; “Neatness in school work promotes efficiency,” by R. D. Best, superintendent of Covington public schools ; “Ed¬ ucational conservatism,” by George A. Yates, x^rincipal of the third district school, Covington ; and “ Examination tests for transfer purposes,” by Superintendent W. H. Jones, of Newport. CHIEF STATE SCHOOL OFFICER. Hon. Joseph Desha Pickett, State superintendent of public instruction, Frankfort. [Mr. Pickett succeeds Hon. Howard A. M. Henderson, whose second term of service, 1875-1879, ter¬ minates in September of the latter year.] LOUISIANA. 87 LOUISIAJVA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. YoutL of school age . White pupils in public schools.. Colored x)upils in public schools Total pupils in public schools . . Pupils in private schools . PUBLIC SCHOOLS. Schools for white pupils . . . Schools for colored pupils . Total number of schools . Average time of school in days . Value of xDublic school prox^erty. TEACHERS. In xniblic schools for whites . In xjublic schools for colored . Total liublic school teachers . Teachers in private schools. . INCOME AND EXPENDITURES. Total receipts for public schools . . Total expenditures . 1876-’77. 266, 033 85, 000 1,044 135 $736, 575 1,507 638 $467, 368 c369, 829 1877-78. 272, 938 43, 197 33, 632 76, 829 a2, 688 1,011 &530 61,541 1,425 557 1,982 al56 $638, 371 552, 055 Increase. 6, 905 Decrease. 497 475 $171, 003 182, 226 8, 171 aExclusiTe of New Orleans, wMcli last year had 16,000 pupils in private schools under 400 teachers. b Does not include colored schools in New Orleans. c This includes payment of $23,691 of claims under previous hoards. (Report for 1878 of Hon. R. M. Lusher, State superintendent of xmblic education.) STATE SCHOOL SYSTEM. ^ OFFICERS. For the State there is a board of education appointed by the governor for 4 years and a superintendent of public education elected by the people every 4 years. For parishes there are boards of directors of 5 to 9 members, axipointed from the citizens of the parish by the State board of education, except in the xiarish of Orleans, where only 8 members of a board of 20 are so appointed. OTHER FEATURES OF THE SYSTEM. The funds for xmblic school xmrposes are derived from i)arish taxes, which must not exceed 1 per cent, on the assessed valuation ; from interest on the United States deposit fund and on the school fund; from special taxes, to bo levied by the general assembly ; and from a poll tax of $1 on all men over 21. Of this last revenue, however, only 90 per cent, is used for school xiurposes. The public schools are open to youths from 6 to 21 years of age. Equal facilities must be provided for white and colored children. The constitution foi'bids the general assembly to make any aiipropriation for the suxiport of any private school or institution of learning. Elementary, academic, and normal schools are x^rovided for by the system. Teachers cannot be legally employed unless they have x^assed an examination and received certificates from parish boards. — (School laws, 1877.) 88 REPORT OP THE COMMISSIONER OP EDUCATION. GENERAL CONDITION. The statistics show a decrease of about 8,200 in the number of pupils attending pub¬ lic schools, with an increase of 497 in the total number of schools in operation, of 475 in the number of teachers employed, of ^171,003 in receipts for public school pur¬ poses and of $182,226 in exj)enditures. These statistics, however, are incomplete. On account of the prevalence of yellow fever, the educational officers of several parishes were kept from making up the Tull annual exhibits required of them by law. No interests in the State suffered more from this epidemic than those connected with public school education. Before the fever began, the schools which the State superintendent had been able to visit in the more important towns were well attended. Never before, since the reconstruction of the Union, had the j>eople, both white and colored, been so well satisfied with the character of the teachers employed and the proficiency attained by pupils. The voluntary provision for parish supervision of schools, which was commenced in the State last year, has been increased by the apj)ointment of inspectors in 7 parishes additional to the 4 already serving ; thus 11 parishes now have the benefit of a super¬ vision which it is expected will in time greatly increase the efficiency of the schools, and which has already in some instances accomplished valuable results. — (State rej)ort. ) AID FROM PEABODY FUND. The cause of education in Louisiana received assistance from the Peabody fund in 1878 to the amount of $4,750. Of this sum, $2,200 were given to the two normal sem¬ inaries in New Orleans. The remainder, $2,550, was divided among 8 public schools and academies, of which 4 were for white pupils and 4 for colored. — (State report.) CITY SCHOOL SYSTEM. NEW ORLEANS. Officers.— A board of 20 directors, 8 appointed by the State board of education and 12 by the city administrators for terms of 4 years, with a superintendent apxiointed by the board for the same term. Statistics. — School population of the city (6 to 21), 68,918. Number of pupils attend¬ ing imblic schools in 1878: males, 13,346; females, 12,820 — total, 26,166; daily aver¬ age attendance, 17,382; number of teachers, 438. Expenditures for public schools, $295,560. The State report gives no statistics of the private schools in New Orleans for 1878. Additional particulars. — The most important changes made in the city schools during the year were the consolidation of the two academies for girls into one, which is more centrally located and better furnished, and the opening of a large primary school in one of the buildings vacated, to the relief of several overcrowded schools. Another year has been added to the grammar school course, which embraces branches formerly taught in the first high school year, thus advancing the curriculum of the high school. The public school teachers here have suffered grievous hardships from the inability of the city to pay regularly the too moderate salaries allowed them. As a measure of relief, the State suxierintendent suggests that a special act be passed, authorizing him to a,pportion back to New Orleans such an amount of the State school taxes paid by her citizens in 1877 and 1878 as will enable the city to discharge outstanding obliga¬ tions for the month of December, 1877, and the last 4 months of 1878. All the primary schdPls of the city are overcrowded with young children. There is a provision of the school law which prohibits the intrusting of more than 60 children to one teacher, but it is daily disregarded. The seat of this abuse is in the inability of the cily to provide a sufficient number of school-houses and teachers. The remedy suggested is that a law be passed restricting free public education to youths over 8 years of age. Children under that age ought, if possible, to have the benefit of train¬ ing in Kindergarten ; but where that cannot be, it is thought better for them to remain out of school until 8 years of age. It is urged that children who are kepjb free from school restraints up to that age take hold of study with such increased strength and vigor that at the end of a year they are as far advanced as others who entered at 6. — (State superintendent’s report and city rexiort.) TEAINING OF TEACHERS. NORMAL SCHOOLS. The Peal)ody Normal Seminary, at New Orleans, free to white students, offers a course of professional training to graduates of the city academies or high schools and other institutions. A class of 38 received diplomas in July, 1878, as teachers of the element¬ ary branches. Instead of seeking employment, however, a majority of them remained in the seminary to study and review xiractically the higher branches and qualify them¬ selves for employment in the highest grades of the grammar schools. — (State report.) LOUISIANA. 89 The Normal School for Colored Students, New Orleans, also free, and sustained by the Peabody fund, has continued to be well attended by an intelligent class of students. They are instructed and trained by a thoroughly competent and experienced principal. — (Report.) NORMAL DEPARTMENTS. Departments in Leland, Straight, and New Orleans Universities also give instruc¬ tion to colored persons who desire to prepare themselves for teaching. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The crowning feature of the system of public education in New Orleans is her 3 public academies. One is for white boys, one for white girls, and the third for col¬ ored boys and girls. There were formerly 4 such schools in the city, 2 being for girls, but in 1878 these 2 were consolidated into 1, which had an attendance of 213. There were 16 more girls attending the high school for colored youth, but apparently no colored boys. The central school for white boys had 76 pupils, making a total attend¬ ance of 305; graduates, 119. — (State and city reports.) OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools for pre¬ paring students for college, see Tables IV, VI, VII, and IX of the aiipendix, and the summary of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The State University and Agricultural and Mechanical College, at Baton Rouge, organized in 1877 by the union of the old State University and the Agricultural and Mechanical College, aims to become an institution of learning in the broadest and highest sense. The law requires that general instruction shall be provided in all the departments of literature, science, and art, as well as in industrial and professional pursuits ; it is also provided that special instruction shall be given in agriculture, the mechanic arts, mining, military science and art, civil engineering, law, medicine, commerce, and navigation. In accordance with this programme, 16 departments of study have been arranged, including those of ancient languages, modern languages, mathematics, history and English literature, and mental and moral philosophy. — (Official register of the university, 1878.) The other universities and colleges are Leland, New Orleans, and Straight Uni¬ versities, and Centenary, St. Charles, and Jefferson Colleges. .Straight and Leland are schools for the colored race, embracing professional and normal as well as some degree of classical instruction ; but they do not claim to offer a collegiate curriculum. For statistics of the colleges and universities, see Table IX. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of institutions exclusively for the superior instruction of young women, see Table VIII of the appendix, and the summary of that in the report of the Com¬ missioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The state University and Agricultural and Mechanical College provides besides its literary courses instruction in agricultures, chemistry, commerce, engineering (civil and military), military science, mechanic arts, physics and mechanics, and natural history. Special attention will be given to those branches of study relating to agriculture and the mechanic arts. The department of agriculture has notyet been organized, as such, and it will not bo until pupils have become more proficient in studies underlying or ‘‘related to” agriculture. There is an experimental farm belonging to the institution, which comprises 126 acres of good land. — (Official register of the university. 1 PROFESSIONAL. Instruction in theology is given to colored students in Leland, New Orleans, and Straight Universities. Straight University is supported by the American Missionary Association and New Orleans University by the Freedmen’s Aid Society of the Meth¬ odist Episcopal church. Leland is under Baptist influences. All three institutions are open to students irrespective of race, color, sex, or sect. 90 REPORT OF THE COMMISSIONER OF EDUCATION. For legal training the law department of the University of Louisiana provides a 2 years’ course of study comprising civil law, the law of nature and of nations, admiralty and maritime law, common law, and equity and constitutional law. Instruction is given hy lectures, expositions, examinations, and moot courts. The law department of Straight University also i)rovides a 2 years’ course of instruction comprising the studies usually pursued in such schools. — (Catalogues.) In medicine the medical department of the University of Louisiana and the Charity Hospital Medical College, both at New Orleans, provide the usual 3 years’ course of study, including an attendance on two complete courses of lectures. Encouragement to further study is given in the medical department of the University of Louisiana hy an ofier of free instruction to such students as have already attended and paid for two courses of lectures. — (Circulars.) The New Orleans Dental College sends no reports for 1878 SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. No report has been received for 1878 from the Louisiana Institution for the Educa¬ tion of the Deaf and Dumb, at Baton Rouge. EDUCATION OF THE BLIND. The Louisiana Institution of Instruction for the Blind, Baton Rouge, reports consid¬ erable progress made in 1878. The instruction, it was said, was thorough and highly successful and the jirospect hopeful for the ensuing year. Pupils are instructed in broom and mattress making, cane seating, piano tuning, sewing, music, and the branches taught in ordinary grammar schools. — (Report and return, 1878.) For statistics, see Table XVIII of the appendix, and the summary of this in the report of the Commissioner preceding. CHIEF STATE SCHOOL OFFICER. Hon. Egbert M. Lusher, State superintendent of public education, New Orleans.^ [Term, 1877-1881.] 1 Under the new constitution of 1879 Edwin H. Eay was elected, and was to succeed Mr. Lusher Jan¬ uary 1, 1880. MAINE. 91 ]?IAIIVE. STATISTICAL SUMMAKY. 1876-77. 1877-78. Increase. Decrease. POPULATION AND ATTENDANCE. Youtli between 4 and 21 . . . Enrolment in jmblic schools . Average attendance . Per cent, of average attendance to enrolment. Per cent, of average attendance to school popnlation. 217, 417 155, 428 al07, 653 80 51 214,797 . . 155,150 . al08,940 1,287 82 2 52 1 2, 620 278 SCHOOLS AND SCHOOL-HOUSES. Number of school-honses reported School-houses in good condition . . Built during the year . Length of school term in days . . . . Number of districts . Value of school x)rox)erty . 4,222 3, 014 86 117i 4,039 $3, 022, 722 4,215 2, 943 82 117^ 4,005 $3, 063, 418 7 71 4 34 $40, 698 TEACHERS AND THEIR PAY. Men teaching in summer . . . Men teaching in winter .... Women teaching in summer Women teaching in winter . Whole number of teachers . . 228 2, 253 4, 543 2, 361 Average monthly pay of men . . Average monthly iiay of women . . Number of normal school graduates teaching. $32 76 16 56 314 274 2,280 4,540 2, 389 6, 820 $32 63 15 92 334 46 27 28 3 $0 13 64 20 RECEIPTS AND EXPENDITURES. Total receipts for public schools Total expenditures . $1, 042, 990 1, 115, 304 $1, 140, 914 1, 050, 709 $97, 924 $64, 595 a In winter schools; in summer schools the average attendance was 100,982 in 1877 and 102,805 in 1878. (From report of Hon. N. A. Luce, State superintendent of common schools, for the year 1878, with receipts and exjienditures from a written return.) STATE SCHOOL SYSTEM. OFFICERS. For the State, there is a superintendent of public instruction appointed by the gov¬ ernor and council for a term of 3 years or during the pleasure of the executive. In towns, a school committee of 3 or else a supervisor of schools must be chosen by ballot. School agents may be elected in the same manner, and if such agents are not provided by towns, districts must elect them, to call meetings, take census, &c. OTHER FEATURES OF THE SYSTEM. Schools are sustained (1) by the interest of the permanent school fund distributed among the several towns according to the number of children between 4 and 21 years of age ; (2) by a property tax throughout the State of one mill on the dollar ; (3) by a tax levied in each city, town, and plantation of not less than 80 cents for each inhabi¬ tant. Money for providing school-houses, lots, furniture, &c., may bo raised by vote of t 92 REPORT OF THE COMMISSIONER OF EDUCATION. school districts. If this duty be “unreasonably” neglected by districts, towns may assess the necessary tax on the district the same as if levied by district meeting. Teachers must be examined by superintending school committees, and if found pos¬ sessed of the requisite literary qualihcations, with a good moral character and suitable temper and disposition to instruct youth, a certificate is given them. Children between 9 and 15 years of age of sound mind and body must attend school at least 12 weeks in each year. A penalty for violation of this law not to exceed $5 and costs is imposed on j)arents and guardians, and boys between 9 and 15 who neglect or refuse to attend must pay a fine not exceeding $5. Free high schools receive aid from the State amounting to one-half the sum actu¬ ally expended by them for instruction, not however to exeeed ^500 to any one town, provided that such sum is additional to that required by law to be exj)ended for com¬ mon school purposes. — (School laws of Maine, 1868.) GENERAL CONDITION. The statistics show an increase in the average attendance of pupils, in the value of school property, in the proportion of men teaching, and also in the number of teachers who were graduates of normal schools. There was, on the other hand, a decrease in the number of school population, of pupils registered, of school-houses in good condi¬ tion and of those built during the year, in the average wages of teachers, and in the total receipts and expenditures for public schools. On the whole, the State superintendent infers a healthy growth in the effectiveness of the schools. He claims that more and better work has been done at a reduced cost, that there has been more effective supervision resulting in better teaching and a more intelligent public interest. The free high schools too, he says, have exerted an influ¬ ence in this direction, furnishing to pupils in the commqn schools incentives to labor. As a proof of the influence of high schools, it is mentioned that towns in which these schools have been sustained during the present year at a cost of $1,000 or less show a gain in average attendance during the last 5 years of 1 xier cent, more than the aver¬ age gain throughout the State. The decrease in teachers’ wages is explained by the fact that the supply of persons desiring to teach was increased out of jiroportion to the demand by the “ hard times,” which threw out of other emj)loyments many who formerly taught. — (State super¬ intendent’s rexiort, 1878.) KINDERGARTEN. For statistics of schools of this class, see Table V of the apiiendix, and the summary of this in the rexiort of the Commissioner x^receding. TOPICS DISCUSSED. Among other toxfics discussed by Superintendent Luce in his report for 1878 is that of the undue multix>lication of school districts. In many x^arts of the State, he says, this has given rise to small, xioorly taught schools, with short terms, and x^oor, ill furnished school-houses. He advises a judicious rearrangement, or, better still, an en¬ tire abolition of the school districts, and urges on the friends of common schools the agitation of such measures in the interests of economy as well as of reform in the system. It is suggested, also, that school officers, teachers, parents, and all interested should labor to increase the quality and quantity of common school work, by de¬ manding the emxffoyment of xirofessionally trained teachers only, and by securing an increase of the general and average attendance. To these ends, the sx3here of free high school work should be enlarged and the quality improved. Young men and women who mean to teach should be urged to attend the normal schools, and the work of these schools should be so modified that pux^ils having the x^roper literary qualifica¬ tions may graduate from the first course after one year’s study. — (Rexiort, 1878.) CITY SCHOOL SYSTEMS. OFEICERS. These are superintending school committees and school agents, elected by the peo¬ ple. Some cities have also school sux^erintendents. STATISTICS. City. Estimated popnlation. Yontli of school age. Enrolment in pnblic schools. Average at¬ tendance. Teachers. Expendi¬ ture. Bangor . . 19, 380 20, 000 36, 500 5, 586 3, 495 3, 371 2, G86 95 $36, 951 35, 721 Lewiston . 5,054 2, 216 4, 225 77 Portland . 10, 800 6,161 109 77, 198 MAINE. 93 ADDITIONAL PARTICULARS. In Bangor the regular schools are classed as primary, intermediate, grammar, and nigh ; unclassified suburban schools are also to be maintained. The high and gram¬ mar grades cover each a period of 4 years, the intermediate 2. Although 95 teachers were employed during the year, only 76 were required to supply the schools, which indi¬ cates too frequent change. — (Report.) The Lewiston system comprised, in 1878, 1 high, 1 grammar, 9 intermediate, 27 pri¬ mary, and 15 rural schools. The average exxienditnre for each scholar, based on aver¬ age daily attendance, was $16.11. A training class for teachers was maintained. In a manufacturing community like this, where many of the mothers work in the mills, it seems a necessity to admit children into the public schools who are too young for the ordinary imblic school studies; consequently, many of the features of the Kindergar¬ ten have been advantageously adopted in some of the primary schools. As an evidence of the popularity of the jmblic school system, it is stated that there is but one private school in the city, the Nichols Latin School, connected with Bates College. — (Report.) The X)ublic schools in Portland number 23, namely : 1 high, 8 grammar, 12 primary, and 1 ungraded, with a school for the deaf. Of the 109 teachers employed, 3 were special, being in charge of j)enmauship and drawing, music, and French, the latter in the high school. — (Report of school committee, 1878.) TRAINING OF TEACHERS. NORMAL SCHOOLS. Maine has now 3 State normal schools, a new one having been established at Gor¬ ham in 1878. The people of Gorham have shown their zeal for its success by giving it an endowment of $40,600 in pro^ierty and money, including the building and grounds of Gorham Seminary, worth $12,000. The school is thoroughly equipped and is under a jirincixial of good reputation, who has a capable corps of assistants, with a fine building for school purj)oses. There is also a large boarding house for furnish¬ ing board at moderate rates. At the date of the State superintendent’s report, about 80 pupils Avere in attendance, with the prospect that the number would reach 100 before the close of the term. The course of study covered one year. In the two older schools, at Farmington and Castine, the course of training still ex¬ tends over two years. It is suggested, however, by the State superintendent and by the princix^al of the school at Castine that an elementary or short course of one year should be arranged, which shall include the branches taught in common schools, with a thorough drill in the theory and x>ractice of teaching, and that pujiils be allowed to gTaduate after its comxiletion. It is urged that such a plan may be expected to result in the thorough training of an increased number as teachers, since many who now take but one or two terms would complete a year, and many more who at i)resent finish the short course with high rank would then take the full one. There were about 400 students in attendance at Farmington and Castine during 1878. Each school sent out good, earnest, trained teachers. Besides these, large numbers of undergraduates went into the x)ublic schools, after having gained such an increase of skill and teaching power as to compensate the State for the cost of their tnition. teachers’ training school. Besides the school at Gorham, the legislature in 1878 iirovided for the establishment of a training school for teachers in the Madawaska territory, so called, and axiiiro- priated for its siqiport the sum of $1,000. The x)eo])le in this x)ortion of the State are almost wholly French, and it is hoped by means of this school to Americanize them, introduce the sjieaking of English, and render them as far as jiossible homogeneous with the surrounding xiopulation. The school was opened at Fort Kent September 30, 1878, and during its first term had in average daily attendance 44 jiiixiils. The com¬ mon school branches were taught, English text books were used, and sx)ecial atten¬ tion was given to training xmjiils to sjieak and think in good English. NORMAL DEPARTMENTS AND CLASSES. The normal department of Oak Grove Seminary had an attendance of 62 students and that of the Maine Central Institute of 53. In the last a teachers’ class of more than 50 outside of the regular normal classes was sustained during the fall term. — (State report, 1878.) In Lewiston a class of 8 young women, generally graduates of the high school, re¬ ceive a year’s training as teachers by practice in primary grades, under the charge of a competent instructor. — (City report.) teachers’ institutes. The practice of holding teachers’ institutes was abandoned in 1875, and these useful aids to normal instruction do not seem to have been since revived. 94 REPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Free higli scliools were taught during 1878 in 150 towns, one less than the previous year, at a cost of ^106,557, a decrease for the year of $5,353. They had a total attend¬ ance of 11,849, and an average attendance of 9,304. There were 2,699 pupils study¬ ing the ancient languages, 1,330 the modern, 3,312 the natural sciences, 3,795 higher mathematics, and 1,125 bookkeeping. The State superintendent says it was to he anticipated that, owing to the hard times of the last year, the number of free high schools in the State and the amount ex¬ pended for their instruction would show a marked decrease ; and the fact that the decrease in these items has been small is conclusive evidence of their popularity and that they are doing a work which the people will not willingly have left undone. He notices, however, a purpose to attack, and if possible exclude, these schools from the system, and urges that the success of such a purpose would be most unfortunate for the educational interests of the State. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory schools, see Tables IV, VI, and VII of the appendix, and the summaries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Bates and Bowdoin Colleges and Colby University provide the usual classical course of 4 years ; Bowdoin has also a scientific course of the same length, with provision for graduate and special study. In Bates College theological and preparatory depart¬ ments are added ; in Colby University, a select course and a preparatory department, including three academic schools, namely, Waterville Classical Institute, Hebron Academy, and Houlton Academy. — (Catalogues, 1878.) For statistics of the above colleges, see Table IX of the appendix, and the summary of it in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Young women are admitted to Bates College and Colby University on the same terms as yonng men. A ladies’ 4 years’ collegiate course, leading to the degree of B. L., is also provided at Waterville Classical Institute. Maine Wesleyan Seminary and Female College, at Kent’s Hill, is chartered as a college, and confers the degrees of A. B. and A. M., but its work is chiefly academic. — (Return, 1878.) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Opportunities for scientific study are presented by the State College of Agrieulture and the Mechanic Arts, the scientific department at Bowdoin College, and a Summer School of Science connected with Bowdoin College. In the State Agricultural College, Orono, the plan of instruction remains as de¬ scribed in the report for 1877, embracing 5 full courses which lead to the bachelor’s degree. The studies in the several courses arc essentially the same for the first two years, special attention being given to the professional branches in the junior and senior years. The farm contains 370 acres of productive land well adapted to experimental purposes. Students are required to labor with their hands a certain part of each day, not exceeding 15 hours a week. In the lowest class the labor is on the farm and is j)aid for at the maximum rate of 10 cents an hour. The scientific department of Bowdoin substitutes English for Latin and French for Greek. The course, including the chief branches of natural science, is of 4 years. Students in it may take a course in civil engineering. The summer school was for the instruction of teachers in the natural sciences. For statistics, see Table X of the appendix, and the summary of this in the report of the Commissioner preceding. PROFESSIONAL. Theology is taught at the Bangor Theological Seminary (Congregational) and in the theological department of Bates College (Free Baptist). Both have courses of study covering 3 years and require of those who are not college graduates an examination preparatory to admission. In the seminary at Bangor this examination is reported to be thorough ; it must “ be satisfactory to the faculty as a fit preparation for theological MAINE. 95 study.” The other demands at least such literary attainments as are necessary for admission to Now England colleges. — (Catalogues and retium.) For statistics, see Table XI of the appendix, and the summary of this in the report of the Commissioner preceding. Medical studies are pursued at the Medical School of Maine (a department of Bowdoin College) and the Portland School for Medical Instruction. In both these the course of study and conditions for graduation are essentially the same as in all “regular” medical schools which have not adopted a 3 years’ graded course. The school at Portland presents, as elective studies, dental surgery, microscopy, and “the art of pre¬ scribing. ” Applicants for admission to each of these schools are examined as to their knowledge of the branches of a good English education. The school at Portland requires also an elementary knowledge of Latin and j)hysics, and announces its intention to advance the standard as rapidly as may be consistent with the existence of the school. Encouragement is found in the fact that thus far the number of students has increased as the entrance examinations have been made stricter. The course here, while very thorough, is meant to be preparatory to that of other medical schools. — (Catalogues. ) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The only provision made within the State for the education of these classes is in a school at Portland connected with the public school system. This is a day school for the deaf and dumb, and had 9 pupils in 1878. Instruction was given by means of artic¬ ulation and lip reading, rather than by the sign method. — (Portland city report, 1878.) Other special students are sustained by State aid in institutions in other States, there being at least 52 deaf students so provided for. REFORMATORY AND INDUSTRIAL TRAINING. The State Reform School, Cape Elizabeth, reported at the close of 1878 a total of 179 pupils in school during that year, with 141 remaining at its close. The boys receive instruction in the ordinary common school studies, with such religious and moral train¬ ing as is practicable, while such useful industrial occupations are engaged in as may promote health, aid in forming good habits, and prepare for future self-support. A system of rewards for industry and good eonduet is mainly relied on for securing correct deportment, and this, with due provision for outdoor sports and amusements in good weather and material for useful reading in bad weather, is found to be generally suc¬ cessful. — (Report.) The Maine Industrial School for Girls, Gardiner, receives girls between 7 and 15 years old who are in danger of becoming outcasts, and trains them in the common English branches of study, in morals and manners, and in the various household industries. Singing is mueh relied on as a means of at once interesting and refining the pupils committed to the school. Statistics for 1878 are wanting. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The twelfth annual session of the State Educational Association was held at Bruns¬ wick, December 26-28, 1878. In the primary school section the subjects discussed were “Primary work,” “Form, number, and geography,” and “School management;” in the grammar school section, “Limits of grammar school work,” “Value of old style parsing and analysis,” “Man¬ agement of schools,” and “How can the upper grades remedy the defective work of the lower?” In the high school section, the subjects were “Value of verbatim recita¬ tion,” “Science in the high school — how much and how,” “English composition,” and “Classical studies.” Before the general meetings, papers on the following topics were read and discussed: “The examination of teachers and schools,” “Country schools of the i^ast and present; their classification and needs,” and “ The free high school.” The address of the president. Prof. Henry L. Chapman, of Bowdoin College, endeavored to show that the best and highest results of education depend on the in¬ tellectual and personal character of the teacher. Among the prominent educators who were present and took part in the proceedings, besides President Chapman, were Superintendent W. J. Corthell, Rev. Dr. Robbins, president of Colby University, Prof. C. C. Rounds, principal of the State Normal School at Farmington, and Prof. G. T. Fletcher, principal of that at Castine. Three ladies participated in the proceedings. Of jihe various questions discussed by the association, probably none received more attention than that of the “Free high school.” The views expressed on this were, how¬ ever, all on the side taken by the iiaper read, strougly in favor of the eontinued sup¬ port of free high schools. This sentiment was expressed, too, in a resolution adopted 96 REPORT OF THE COMMISSIONER OP EDUCATION. before adjournment to the effect that the association regarded the free high school as “an essential and most valuable element in our popular education, that the State has acted wisely in giving it encouragement, and that substantial support in the future will be a most profitable investment.” It was decided to hold the next meeting at Gardiner, beginning December 30, 1879. — (New-England Journal of Education. ) OBITUARY RECORD. PROF. GEORGE W. KEELY, LL. D. George Washington Keely was bom December 25, 1803, in Northampton, England, where his father was pastor of a Baptist church till his removal to the United States in 1818. The son pursued his early studies under private tuition in England and by himself after his arrival here. In 1820 he entered Brown University, graduating with the highest honors in 1824. From 1825 to 1828 he remained connected with the university as a successful tutor of Greek and Latin. On retiring, he was for one year associated with two other gentlemen in the establishment of a school of high grade at Providence. Up to this time his studies and teaching had been directed chiefly to the Greek and Latin elassics. Called in 1829 to a professorship in Waterville College, now Colby Univer¬ sity, he accepted it with the expectation of taking the chair of ancient languages, and was disappointed on being assigned to that of mathematics and natural philosophy. He gave himself, however, with sueh zeal and ability to his new department as to make himself master of it from the outset. For several months in 1833, and again in 1839 to 1841, he was called upon, as senior professor, to administer the government of the college, but he refused to accept the presidency. In 1849 he received from his alma mater the honorary degree of doetor of laws. He held his professorship till 1852, a period of twenty-three years, winning from his pupils respect and admiration to a degree which has been very rarely equalled. The remarkable range and accuracy of his scholarship always kept abreast of the progress of learning ; while the purity and elevation of his character, his grave, reserved, and dignified, but mild and delicately courteous bearing, precluding familiarity, though admitting the closest sympathy, created for him in the minds of his students entire and unquestioning confidence, conjoined with deep afl'ection and reverence. After his withdrawal from the college, in 1852, Professor Keely continued his resi¬ dence in Waterville, sharing in the mathematical work of the United States Coast Survey and prosecuting continuously his private studies. On the morning of the 13th of June, he was apparently in the enjoyment of his usual excellent health. A few minutes after dinner, while standing near the chair of his invalid wife, he fell dead, without a word or an indieation of pain. — (From a memorial notice believed to be by Mr. C. E. Hamlin, of the Lawrence Scientific School, Harvard University.) CHIEF STATE SCHOOL OFFICER. Hon. H. A. Luce, State superintendent of common schools, Augusta. Hon. William J. Corthell occupied the siiperintendency in 1878, Eesijining to take charge of the new State Normal School at Gorham, he was succeeded for a short time hy Hon. N. A. Luce, he by Hon. E. E. Morris, and he again hy the actual incumhent, Mr, Luce, whose term will he from January, 1880, to January, 1883. MARYLAND. 97 MARYI.AND. STATISTICAL SUMMARY. 1876-’77. 1877-’78. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5 to 20) a . Enrolment in public schools . Average daily attendance . Colored pupils enrolled . 276, 120 150, 276 75, 726 276, 120 156, 274 81,829 26, 216 1,989 182 372 1,295 1,776 3, 071 $40 43 472 $1,540,861 1, 593, 260 $906, 229 5,998 6, 103 SCHOOLS AND SCHOOL-HOUSES. Schools in operation . Average duration of schools in days. . . Schools for colored children _ _ _ _ _ _ 1,956 184 33 2 TEACHERS AND TEACHERS’ PAY. Men teaching _ _ _ _ ...... _ W omen teaching . . . . . . Whole number of teachers . Average monthly pay of teachers . Teachers in colored schools . 2, 906 $41 95 165 $1 52 RECEIPTS AND EXPENDITURES. Total receipts for public schools _ _ _ Total expenditures . SCHOOL FUND. Amount of permanent fund . . $1,637, 583 1, 637, 583 $96, 722 44, 323 aBasis for apportionment. The age of admission for whites is 6 to 21 ; for colored, 6 to 20. The num¬ ber here given is from the census of 1870, Maryland making no provision for a school census. (Reports for 1877 and 1878 of Hon. M. A. Newell, principal of the State Normal School and ex officio State superintendent of public instruction, and a return.) STATE SCHOOL SYSTEM. OFFICERS. For the State, a superintendent of public instruction and a State board of education ; for counties, county examiners and county boards of school commissioners of 3 to 5 members ; for districts, school trustees. OTHER FEATURES OP THE SYSTEM. The system comprises district and high schools, academies, a normal school for whites and one for colored youth, besides schools for the blind and for deaf-mutes, white and colored. $tate provision for superior instruction is made in the State Agricultural College, and, to some extent, also, in St. John’s CoUege, Annapolis; Washington College, Chestertown; and Western Maryland College, Westminster, which are aided by State funds. J There are four sources of public school revenue, namely: (1) A State tax of 10 cents on each $100, which is distributed in proportion to the number of youth 5 to 20 years of age ; (2) a county tax of 10 cents on each $100, or as much more as may be agreed on by the county school commissioners and the county finance commissioners ; (3) the income of the free school fund and academic donations, which does not average more than $70,000 annually ; (4) a small and uncertain income from fines and licenses and from intestate, estates. 7 E 98 REPORT OF THE COMMISSIONER OF EDUCATION. Teachers cannot be legally employed unless they hold certificates of qualification from county examiners or the State hoard of education, or else have normal school diplomas. It is forbidden to issue certificates to young men under 19 and to young women under 17 years of age. The county school commissioners are directed by law to establish one or more free schools in each election district for all colored youth between b and 20 years of age, which schools are to be kept open as long as other public schools in the county and to teach the same branches, provided the average attendance be not less than 15. They are to be supported by that portion of the pub¬ lic funds due the colored race in each county, estimated on the basis of their school population (5 to 20 years of age), together with the county school taxes paid by colored people and any donations that may be made for the purpose. A course of study for the elementary schools was adopted by the State board in 1874, and is required to be used. GENERAL CONDITION. The State superintendent reports that the public schools of Maryland have held their ground during 1877-^78 and even moved forward. The call for retrenchment has been nowhere loudly heard, but its effect has been to reduce the expenditures slightly below those of last year. The school rolls show 5,998 more names than in 1877 and a most encouraging symptom is that the average attendance has increased in greater proportion than the enrolment. The increase of average attendance is greatest where the teachers’ salaries are, in part, contingent on the attendance of the pupils. That such an arrangement has a tendency to produce a show of attendance on the registers where it does not exist may be granted, but the vigilant supervision to which our schools ought to be subjected will prevent this tendency from developing bad effects. It may be thought very unreasonable to hold a teacher morally responsible for irregu¬ lar attendance, often produced by circumstances over which he has no control; yet, when we see that the best schools have invariably the best attendance, there is some practical justice in an arrangement which gives the largest salary to the teacher of the largest school. Much benefit has been found from the use of postal cards with printed headings, sent weekly or semi-monthly by the teacher to the county examiner, giving a record of the attendance. The slight additional expense is more than repaid by the important information thus promptly given, which often shows the examiner where a visit from him is most needed. NEGLECTED CHILDREN. Superintendent Newell says that in a school census taken in 1876 in Baltimore there were 69,303 children between 6 and 18. Of these, 44.5 per cent, were in the public schools, 21 per cent, in private schools, and 34.5 per cent., or 23,736, not attending either. This, he says, is alarming, all the more because, though the facts have been laid offi¬ cially before the public by the board of school commissioners in two successive annual reports, the publication has given rise to no action and has apparently attracted no attention. That in a city of 300,000 inhabitants there should be a large number grow¬ ing up in ignorance of the rudiments of learning would not be of itself a dangerous symptom. It is in considering what at the present day are the necessary accompani¬ ments of such ignorance that the full extent of the evil becomes manifest. It may readily be admitted that mere intellectual development does not insure good morals ; that one may spell rightly and act wrongly ; that accuracy in the multiplication table will not make a man honest ; and that the ability to write may be perverted. Grant¬ ing this, when boys and girls grow into men and women, and have not learned habits of obedience, order, regularity, and industry, either in the school or in the family (and where parents neglect the duty of sending children to school they will not, as a rule, perform the greater duty of bringing them up properly at home), they go into the world with every predisposition to evil, and they perpetuate their kind. Simple ignorance, if such a thing were possible, would not bo very hard to contend against ; but igno¬ rance, with its usual adjuncts — lack of good family government, idleness, and vice — is the germ of a moral plague. Of the large number of children growing up without any good school or family training, Mr. Newell says, some may be reclaimed by the social and religious influences around them, but others will become loafers, tramps, paupers, and petty thieves. To lessen the number of these irreclaimables, the chief means, he thinks, must be not to teach them to read, write, and cipher, but to bring them under a system of training which shall make up for the lack of home training. The ‘ ‘ neglected children” have no desire for education, but they want to make money. If they could see or if their parents could see that “there is money in it,” there would be no trouble in getting them into school. Mr. Newell would have this made the magnet to draw them into school. By giving them a chance to make fifty cents a week, he says there will be five thousand in school who never were there before, and who, but for some in¬ ducement of the kind, would never be in school. The average annual cost per capita of the pupils now attending the public schools of Baltimore may be stated in round numbers at about $15, and he thinks that the judicious expenditure of a like amount MARYLAND. 99 would bring under liumanizing aud civilizing influences a large majority of the neg¬ lected children. To the question, Is it worth the money? he replies that nearly a million dollars, and indirectly many mihons, are spent yearly for the punishment of crime and the support of paupers, whereas hy bringing up the children in good habits there would be a saving in these directions. He therefore holds that a class of schools should be established especially adapted to these neglected ones, with suitable hours, studies, rewards, and punishments. It must be remembered, he says in this connection, that the parents are mostly poor and shiftless, eking out the family sub¬ sistence by the aid of these children, and that the little ones are to bo assisted to become useful, industrious, and orderly. Some of the principal features of the new school, Mr. Newell thinks, should be, at first, only two hours of schooling a day ; as to attend¬ ance, irregularity no cause for loss of privileges ; rags and dirt tolerated at first ; the methods of teaching, oral and objective ; the studies, handwork made prominent, very little memorizing, much music and drawing ; as to other occupations, calisthenic ex¬ ercises, gymnastics, military drill, and some form of industrial occupation 'leading finally to the acquisition of a trade ; as to rewards, a pair of shoes to the shoeless, when earned, but no charity, payment being made on a given scale for work done. The chief punishment should be loss of privileges. The teachers must be missionaries who seek out their pupils — not wait to be sought by them ; must be thoroughly versed in the improved methods of elementary instruction ; not dependent upon salary, but se¬ lected from those who can live without teaching and are willing to make their lives useful to others ; and he does not doubt that there are many noble women who would volunteer if they could see that their labor would not be in vain. — (State report.) CITY SCHOOL SYSTEM. BALTIMORE. Officers. — A board of school commissioners of twenty members, one from each ward, appointed by the city council ; term of office, four years ; duties, unrestricted control of the schools, except as to money, which must be voted by the city council, and teachers’ salaries, which must be approved by the same. There is a city superintendent and assistant, the term of each being four years. A secretary is appointed annually by the board. Statistics. — Estimated population in 1878, 302,839; youth of school age, 86,961; en¬ rolled in public schools, 45,951; average attendance, 29,518; teachers, 820; expendi¬ tures for whites, ^597,948.94, and for colored, $80,027.08 ; total, $677,976.02. Additional parti(nilars. — The city in 1878 owned 57 school-houses, erected at a cost of $1,097,194, 9 of these being for the colored schools, and rented 8 additional buildings. Eight evening schools were opened during the first part of the year, enrolling 1,154 pupils, but they were compelled to close from the want of funds. A Saturday normal class of 132 members did good work for the city during the year. The school system of Baltimore is conducted on the plan of separate instruction for boys and girls, no experiment in coeducation having been made, except in three or four rented school- houses, which were without the rooms necessary for a division of classes. Calisthenic exercises have been introduced in the different schools, and a battalion for military drill has been organized by the pupils of Baltimore City College. The teachers’ asso¬ ciation has arranged classes for special instruction in several branches, in which the more experienced teachers render gratuitous service to the younger members of the association, and an important beneficial association of teachers has been organized for their pecuniary benefit. TRAINING OF TEACHERS. NORMAL SCHOOLS. The thirteenth annual session of the State Normal School, Baltimore, closed in May, 1878, with 217 students on the roll, 199 being ladies. At the final examination at the close of the school 166 students were present; 30 were graduated, 26 of whom are now teaching. There were 12 instructors, 2 of them being non-resident. The average number of new students being about 100 and the average number of grad¬ uates about 30, what becomes of the remainder ? Thirty per cent, graduate ; 15 per cent, obtain certificates and teach without graduating ; 20 per cent, are unable to pay their expenses longer than a year ; and 35 per cent., by reason of inadequate prepara¬ tion or defective capacity, are unable to maintain their scholastic standing. School commissioners, who have the appointing power, shouldsee to it that no students are sent to the normal school to be trained at the expense of the State except such as they know to be in good health and to possess the requisite preparation and at least aver¬ age intellectual capacity. The curriculum of the school, while neither tedious nor difficult, is sufficient ;‘ and, although some graduates show more skill as teachers than others, no one holding the diploma of the school has yet failed either in instruction or discipline. The number of years in the full course is three, but the studies are so 100 REPORT OP THE COMMISSIONER OF EDUCATION. arranged that students who enter with sufficient preparation can graduate with ease in two years. There were 1,760 volumes in the library. — (Report and return.) Colored Normal School, Baltimore. — This institution, designed to prepare teachers for the public schools for colored children, receives an appropriation from the State averaging about $20 for each pupil. For 1878 it reported 4 instructors, 100 pupils, and 4 graduates. Drawing and vocal and instrumental music are taught with the other branches of study. A model school for practice is connected with it, and there is a library of about 1,000 volumes. County Normal School, Cumberland. — This, the State superintendent writes, is a sum¬ mer school, held for about 6 years past, which might perhai^s be better termed a nor¬ mal institute. The public schools of Alleghany County close about the last of May, and such of the teachers as can be induced to attend go then to this normal school for 3 months. The last principal is spoken of as a very successful teacher. He had 3 assistants and about 50 students, in addition to a normal class of 30. — (Letter firom Superintendent NeweU. ) Centenary Biblical and Normal Institute, Baltimore. — In a return for 1878 this school gave the total number of students as 75, of whom 30 were normal students. The course covers 5 years of 42 weeks each. At the end of the last year 4 students grad¬ uated, and 3 of these have since taught. There were 5 instructors, of whom 3 were non-residents. In addition to the regular studies, vocal and instrumental music and map drawing are taught. St. Catherines Normal School, Baltimore, sends a return for 1878, giving 9 instructors, 1 being non-resident, and 120 scholars, 40 of these being normal students. There was only 1 graduate during the last year. The full course is from 3 to 4 years. There were 400 volumes in the library. teachers’ institutes. Fewer institutes than usual were held during the year. The loss has been made up to some extent by a revival of county and district teachers’ associations, Baltimore and Cecil Counties leading the way in this direction; but it is hoped that next year will witness a revival of the institutes. — (State report for 1878.) EDUCATIONAL JOURNAL. The Maryland School Journal, edited by the State superintendent and the president of the teachers’ association of Baltimore, continued its monthly issues during the school months of 1878, discussing matters connected with the instruction and govern¬ ment of schools, and acting thus very much the part of a normal instructor for the teachers. SECONDARY INSTRUCTION. IHGH SCHOOLS. The State superintendent says that since the date of his last report he has visited many high schools and a considerable number of district schools in various parts of the State. He has thus been able to form an opinion respecting the general educa¬ tional work, afterward verifying the results obtained 1j^ the study of written reports. The larger enrolment and better attendance recorded in the tables are but the out¬ ward signs of internal improvement : teachers are doing better work, and their work is gradually becoming better appreciated. The links between the district school and the college are not yet complete. Comparatively few of the counties on the Western Shore have county high schools, and in some nominal high schools no Latin is taught. It would bo bad policy to push the high schools where they are not wanted, for at best a county high school exerts only a limited local influence ; but a similar purpose is served by the infusion of a larger number of district school teachers who are qual¬ ified to teach the studies preparatory to college when called upon. It is from this source rather than from the organization of a large number of high schools, he thinks, that a revival of learning may be confidently looked for. This plan, too, has the important recommendation that it costs the public nothing beyond the maintenance of the ordinary district school. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools for prepar¬ ing students for college, see Tables IV, VI, VII, and IX of the appendix, and the sum¬ maries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Of the 8 institutions for superior instruction in Maryland furnishing statistics for 1877-78, 4 report preparatory courses, and 6 report collegiate courses of from 3 to MARYLAND. 101 6 years ; 2 are arranged on tlie plan of independent scliools. Wasliington, St. Jolin\ and Western Maryland Colleges, receiving aid from the State, offer a limited number of free scliolarships, in the case of the two latter institutions on the condition that stu¬ dents, after graduation, hind themselves to teach in the State for 2 years. Johns Hopkins University provides instruction for both collegiate and university students. It thus supplies opportunities to study beyond the ordinary collegiate or scientific course, and at the same time recognizes the obligation to make the univer¬ sity available to the young men of Maryland who have had only such preparatory training as they could obtain at home in institutions already established. From the third annual register, it appears that the corps of teachers consisted of 6 professors, 14 associates, 1 resident lecturer, and 14 non-resident lecturers ; and that the students comprised fellows, who act in part as instructors, and of whom there were 21 ; other graduates, numbering 42 ; matriculates, 25 ; and special students, 35 ; total, 123. One of the objects of the university is to encourage original research in literature and science by the professors ; therefore, it is sought to impose on them only so much of academic duty as may be a stimulus and a guide to deeper investigations in their fields of labor. Another object has been to encourage a general interest in literary and scientific subjects by means of afternoon lectures, open to the citizens of Balti¬ more ; and no part of the university work has been more highly apjjreciated than this. During 1878 nearly two hundred lectures of this class were delivered before audiences varying from 45 to 195 persons. The State superintendent makes special acknowl¬ edgment of benefits which the teachers and some of the more advanced pupils of the State normal school derived from attending these lectures. — (State report and cata¬ logues. ) For names and statistics of universities and colleges reporting, see Table IX of the appendix, and for a summary of them, the report of the Commissioner preceding. SUPERIOR INSTRUCTION OF YOUNG WOMEN. The names, locations, prevailing influences, and statistics of institutions devoted to the higher education of young women may be found in Table VIII of the appendix, and the summary of this in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION, SCIENTIFIC. The institutions in Maryland which give instruction in science are the State Agri¬ cultural College, College Station, Johns Hopkins University, Baltimore, and the Naval Academy, Annajiolis. In the State Agricultural College the course of study covers 4 years, embraces agri¬ cultural, scientific, and literary branches, and leads to the degrees of a. b. and b. s. The former is conferred on those who graduate in all the schools, the latter on gradu¬ ates in the schools of astronomy, civil engineering, English literature, mathematics, physics, chemistry, and languages. To be graduated in agriculture, students must pass satisfactory examinations in English, mathematics, agriculture, and chemistry. State Superintendent Newell reports the Agricultural College in a prosperous condition, financially and educationally ; the attendance not so large in 1878 as it had been, but the organization more complete, the discipline good, the facilities for learning quite equal to the demand, and the domestic department well managed. Agriculture is gradually assuming the rank to which it is entitled in such an institution, and there is a prospect of establishing one or more workshops in which the elements of mechan¬ ical industry may be learned in a practical way. — (Register and State report.) ) Johns HojyMns University gives advanced instruction in physics, chemistry, biology, zoology, botany, physiology, histology, hydronamics, and political science. Besides 85 special students in these subjects there were also regular students, the exact num¬ ber of whom cannot be determined from the return received. The prescribed instraction in the Naval Academy embraces scientific and literary branches, as well as those more directly pertaining to the naval service. The depart¬ ments are those of seamanship, ordnance, and gunn ery ; mathematics ; steam engineer¬ ing ; astronomy ; navigation and surveying ; physics and chemistry ; mechanics and applied mathematics; English studies, history, and law; modern languages; and drawing. The course of study covers 4 years and is supplemented by 2 years of prac¬ tical seamanship. The number of cadet midshipmen allowed is one for each member and delegate of the House of Representatives, one for the District of Columbia, and ten appointed annually at large. In addition to these, the law now provides for the^ appointment of 25 cadet engineers annually. The course of study for these also com¬ prises 4 years at the academy and 2 at sea ; and all who finally graduate are com- inissioned assistant engineers in the Navy, as vacancies occur. Candidates for admis¬ sion to the academy as cadet midshipmen must pass a satisfactory examination in reading, writing, sirelliug, arithmetic, geography, and English grammar ; those who 102 REPORT OF THE COMMISSIONER OF EDUCATION. would be cadet engineers, in addition to tbe branches mentioned, are examined in algebra, through equations of the first degree, plane geometry, and rudimentary nat¬ ural philosophy. They must also exhibit a fair degree of proficiency in pencil sketch¬ ing and show evidence of mechanical aptitude. — (Annual register.) E'er statistics of these schools, see Table X of the appendix, and the summary of it in the report of the Commissioner preceding. THEOLOGICAL. The schools for instruction in theology reporting for 1878 are the Centenary Biblical Institute, Baltimore (Methodist Episcopal) ; St. Mary’s Seminary of St. Sulpice, Balti¬ more (Roman Catholic) ; Scholasticate of the Congregation of the Most Holy Redeemer, Ilchester (Roman CathoUc); and Woodstock College (Roman Catholic). In Western Maryland College certain theological studies are pursued in connection with the col¬ legiate course by students intending to enter that profession. Centenary Biblical Institute is designed to prepare young men of the colored race to be gospel ministers and teachers. There is a preparatory course for those who are not qualified to begin the theological or normal studies, and a special course for students of advanced age, who may make such selections, under the direction of the president, as will accord with their previous attainments and the length of time they can devote to study. All, however, are advised to pursue the full course of three years'when it is possible for them to do so. St. Mary’s Seminary reports a course of 5 years ; but whether this includes prepara¬ tory instruction as well as theological is not stated. The Scholasticate reports a course of 6 years in each branch, the preparatory and theological. i In Woodstock College the theological course covers 4 years ; that in philosojiby, 3.-— (Returns and report.) For statistics, see Table XI of the appendix, and the summary of it in the rei^ort of the Commissioner preceding. LEGAL. The only school of law reporting for this State is the Law School of the University of Maryland, Baltimore. Its course of study covers 2 annual sessions of 8 months each. No examination is required for admission, but it appears that 45 of its 62 students in 1878 had received a degree in letters or science. — (Return.) For statistics, see Table XII of the appendix, and the summary of it in the report of the Commissioner pre¬ ceding. MEDICAL. The College of Physicians and Surgeons and the School of Medicine of the University of Maryland, both at Baltimore, present the regular 2 years’ course of medical lectures and an optional graded course of 3 years. In neither is there any examination for admission. The College of Physicians and Surgeons reports a great increase in the number of pupils and also in the material advantages of the school for clinical and other instruction. In the medical department of the University of Maryland a summer course of medical instruction has been established which extends over 3 months and is free to all matriculates of the university. — (Returns for 1878 and printed reports. ) ( Dental instruction is given in the Baltimore College of Dental Surgery and the Mary¬ land Dental College, also at Baltimore, both having courses of study covering 2 years. The Maryland College of Pharmacy, at Baltimore, besides direct instruction in phar¬ maceutical manipulations, provides courses of study in materia medica and botany and in practical and analytical chemistry. — (Printed report, 1878.) For statistics, see Table XIII of the appendix, and the summary of this in the report of the Commissioner preceding. SPECIAL INSTRUCTION. THE EDUCATION OF DEAF-MUTES. The Maryland Institution for the Education of the Deaf and Dumb, Frederick, sends no report for 1878, but a return gives 9 professors and instructors (1 being a semi¬ mute) and 110 pupils, 3 of whom graduated and are teaching in other institutions. The course averages 4 years, and a few pupils take the higher mathematics and lan¬ guages in addition to the common school branches. Shoemaking, cabinet making, and printing are also taught. The library has 2,000 volumes. EDUCATION OF THE BLIND. The Maryland Institution for the Instruction of the Blind, Baltimore, reported 49 pupils at the end of 1877 ; later, 21 were admitted and 12 discharged or withdrawn, so that 58 remained in December, 1878. Of this number, 16 were beneficiaries from the Di^ trict of Columbia. There were 9 instructors (including the superintendent and 2 physi- MARYLAND. 103 eians) and 3 blind employes and workmen. The English branches and music aro taught, also broom and mattress making, the use of the sewing machine, and luano tuning and rex)airing. In addition to the 254 embossed books in the library , there were about 225 reference books for the use of teachers and others who see. — (Printed report and return.) In connection with the two mentioned there is an Institution for the Colored Blind and Deaf-Mutes, Baltimore, which is not an asylum for indigent blind and deaf-mutes, but a school intended to furnish a suitable education to its pupils and to give them instruction in such trades as will assist them in their- future support. Since its open¬ ing in 1872 there have been 52 puj)ils admitted, of whom 29 were blind and 23 deaf- mutes. At the end of 1877 the institution had 14 blind and 16 deaf-mutes, and during the following year 6 were received and 2 discharged, leamng 34 at the end of 1878. The attendance of the pupils was more regular in 1878 than before, and their jirogTess more satisfactory. The larger blind boys were learning to make good brooms, while 4 of the larger deaf-mute boys were learning shoemakiug. The girls and small boys were doing good work in x)lain sewing and knitting, and all Avere acquiring habits of industiy and obedience. EEFORMATORY AND INDUSTRIAL TRAINING. In the report from the House of Refuge, Baltimore, it is stated that since the com¬ mencement of the ox^erations of the refuge in 1855, 2,844 inmates have been under its charge. The average number during the year 1878 was 224. There were 67 boys received during the year and 26 discharged, leaving 230, studying under 6 teachers, including 1 of music. The school department has 5 schools of d^ifferent grades, in which the ordinary English branches and vocal and instrumental music are taught Avith gratifying success. The boys are also systematically employed at some handi¬ craft, such as shoemaking, tailoring, farming, &o., so that they may have a remu¬ nerative occuxiation when discharged from the refuge. Some of the former inmates noAv hold places as organists, teachers of music, and leaders or members of choirs. The House of Reformation and Instructmn for Colored Children, at Cheltenham, sends no report for 1878 j but at the end of 1877 there were 208 children under care, and since the oxieniug of the institution in 1873 there have been 408 received. There were 3 teachers, and the school duties had been continued as usual during the year. Garden¬ ing, farming, tailoring, and shoemaking seem also to have been taught. m’donogii institute, oavings’ mills. This school, meant to train poor boys of respectable parentage at once in healthful physical occujjation and in the elements of a good English education, with some in¬ struction in modern languages, sends no report for 1878. MARYLAND INDUSTRIAL SCHOOL FOR GIRLS, ORANGE GROVE. This institution, in Avhich are taught elementary English, French, and music, with domestic work, xilain and fancy needlework, dressmaking, xiackiug and canning of fruit, &c., sends no report for 1878. There Avere 25 girls remaining, at the end of 1877, out of the 47 who entered; and 3 teachers are mentioned, besides a sux)erin- tendent. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. Superintendent Newell says that the State Teachers’ Association met in Baltimore, in July, 1878; that the attendance was good, and the work interesting and x^rofitable ; and that some of the xiaiiers read deserve a permanent place in our educational liter¬ ature, He gives no further account of the meeting, nor is it reported in the Maryland School Journal. ASSOCIATION OF SCHOOL COMMISSIONERS. The Association of Public School Commissioners held its annual meeting in Balti¬ more on December 16 and 17, 1878. Committees were appointed on the school law, to report what changes, if any, are needed ; on the school fund, to report Avhat steps are necessary to secure payment of that portion of the free school fund which Avas withheld in 1877 ; and on school-houses, to report on the best jilans of school-houses, brick and frame, with one, two, three, and four rooms. CHIEF STATE SCHOOL OFFICER. Hon. M. A. Newell, State superintendent of public instruction, Baltimore. 104 EEPORT OF THE COMMISSIONER OF EDUCATION. MASSACHUSETTS. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Persons of school age (5-15) . Persons of all ages in public schools.. . Persons under 5 attending . Persons over 15 attending . Average attendance . Ratio of average attendance to the number of school age. Number attending evening schools .... Average attendance in evening schools . SCHOOLS. Number of public schools . Number of high schools . Average length of term in days . Number of evening schools . TEACHERS AND THEIR PAY. !Male teachers in public schools . Female teachers in public schools . Number of both sexes . Number trained in normal schools.... Average monthly pay of men . Average monthly pay of women . Teachers in evening schools . ACADEMIES AND PRIVATE SCHOOLS. Incorporated academies . Average attendance . Aggregate tuition fees . . Unincorporated private schools.. . Estimated average attendance . . Estimated tuition fees . STATE SPECIAL SCHOOLS. Charitable and reformatory schools... Number of different pupils . Average number of pupils . Number under 5 years of age . Number over 15 years of age . Number 5-15 remaining at the end of the year. Male teachers in such schools . Female teachers in such schools . Length of term in months . INCOME AND EXPENDITURE. a Receipts for public schools . Expenditure for these . STATE SCHOOL FUND. Amount of available school fund . 1876-’77. 1877-78. Increase. Decrease. 296, 375 297, 202 827 307, 832 310, 181 2, 349 2, 058 1,945 113 28, 190 27, 404 786 222, 704 228, 447 5, 743 72. 34 76. 85 4. 51 11, 529 11,717 188 5, 305 5, 552 247 5, 556 5,730 174 216 216 175 176 1 92 94 2 1,176 1,118 58 7,544 7, 390 154 8,720 8, 508 212 1,898 3, 060 1,162 $82 22 $75 64 $6 58 34 20 33 04 1 16 445 457 12 44 64 20 3, 939 8, 454 4, 515 $131, 693 $185, 334 $53, 641 385 399 14 15, 228 15, 540 312 $439, 603 $325, 060 $114, 543 18 19 1 1,541 1,219 322 875 789 86 40 15 25 367 372 5 443 500 57 2 4 2 16 15 1 12 12 $5,481,598 $4, 535, 635 5’ 582,’ 519 5’ 166,’ 988 $2, 067, 000 $2, 067, 000 a The figures for income and expenditure for school purposes here given are approximations only. The aggregate amount of local taxation is not reported by the secretary of the State board of education, but all the towns and cities of the State raised the $3 per capita of their population of legal school ago which entitled them to a share of the school fund. As many of them considerably exceeded the min¬ imum set by law, the figures given are incomplete, and no comparison between the two years reported can safely be instituted. (From State reports for the two years indicated, and especially from those of Hon. John W. Dickinson, secretary of the State board of education.) MASSACHUSETTS. 105 STATE SCHOOL SYSTEM. orncEES. A board of education of 10 members attends to State public school affairs. A secre¬ tary of the board, appointed by it, performs substantially the duties of a State super¬ intendent of public instruction. One or more agents, also appointed by the board, assist the secretary in the work of visiting schools and stimulating teachers to a higher standard. A State director of art education is the head of the State Normal Art School and has general supervision of drawing in the public schools of cities with 10,000 or more inhabitants. i The local officers are school committees of 3 members or some multiple of 3, where the town system has been adopted, and prudential committees of 1 member each, where the district system is in operation. Superintendents of public schools are ap¬ pointed annually in such towns as require this by a legal vote and in such cities as direct it by an ordinance of the city council. The law provides that no person shall be deemed ineligible to serve on a school committee by reason of sex. OTHER FEATURES OF THE SYSTEM. The public school system comprises common, high, normal, evening, and industrial drawing schools ; the normal schools include a normal art school. ^ In each town a sufficient number of schools for the education of all the children who may legally attend are to be taught for at least six months in each year. Reading, writing, spelling, English grammar, geography, arithmetic, drawing, history of the United States, and good behavior must be taught ; and, if the school committee deem it expedient, algebra, vocal music, sewing, agriculture, physiology, and hygiene may be added. Every town containing 500 families or householders must also maintain a school in which instruction may be given in general history, bookkeeping, surveying, geometry, natural philosophy, chemistry, botany, the civil polity of Massachusetts and of the United States, and the Latin language. In towns containing 4,000 inhabi¬ tants the teachers of these high schools must be competent to give instruction also in the Greek and French languages, astronomy, geology, rhetoric, logic, intellectual and moral science, and political economy. In towns or cities containing over 10,000 in¬ habitants provision must be made for free instruction in industrial drawing, under the direction of the school committee, either in day or evening schools, to all pupils over 15 years of age. Text books and stationery are to be supplied to pupils that cannot otherwise procure them. Children between 8 and 14 years of age must be sent to a public school at least 20 weeks in each year unless other suitable provision be made for their education. Parents or guardians neglecting to comply with this requirement are liable to a line (not exceeding $20) unless their failure has been caused by poverty or by some disa¬ bility on the pai-t of the child. It is the business of truant officers to inquire into all cases of such neglect, and to prosecute when so directed by the school committee. No person may be excluded from a public school on account of race, color, or religious opinions. Daily reading of some portion of the Bible, without note or eomment, is required in the public schools ; but no pupil is compelled to read from any particular version when parents or guardians express conscientious objections to such version. No teacher can be legally employed in any public school until he has received from the school committee a written certificate of his qualification ; and teachers of dis¬ trict schools cannot recover payment for services until they have filled up and com¬ pleted, in accordance with law, the registers of schools kept by them. Public schools are sustained by taxation and by the income from the State school fund. One-half the income of the fund is apportioned to the several towns in the State towards the support of public schools in general without a specific annual ap¬ propriation. The other half is devoted to the payment of specific appropriations made for educational purposes. Towns are not allowed their proportion of the public funds if they have failed to raise by taxation for the supx)ort of schools a sum equal to $3 for every child of school age therein ; this sum to be used only for wages and board of teachers, fuel for the schools, and care of fires and school rooms. All towns refusing or neglecting to raise money for public schools forfeit a sum equal to twice the highest sum ever before voted for the support of schools therein ; and towns re¬ fusing or neglecting to choose school committees forfeit not less than $500 nor more than $1,000, to be paid into the county treasury. — (School laws, 1875.) GENERAL CONDITION. The schools of the State, Secretary Dickinson says, were on the whole in a flour¬ ishing condition in 1877-78, as shown by the percentage of attendance on them, by 'Union schools, “for the benefit of the older children of several associated districts,” are also sanc¬ tioned by law. 106 REPORT OF THE COMMISSIONER OF EDUCATION. the amount of money expended for their support, and by the great interest the people took in their welfare. The statistics show an increase for the year of 827 in the number of youth 5 to 15 years of age, of 2,349 in the public school eniolment, and of 5,743 in average attend¬ ance. The number of public schools in operation was 174 more than in 1877, and of evening schools 2 more, while that of public high schools remained the same. There were also in operation, besides the 5,730 public day schools, with their 310,181 pupils, 399 private and parocliial schools, with 15,540 pupils, and 64 academies, with 8,454 pupils, making a grand total of 334,175 attendung public and private schools and academies, or 36,973 persons more than the number of legal school age (5 to 15). On the other hand, there was a decrease of 212 in the number of teachers employed in day schools, and of $6.58 in the average monthly pay of men and $1.16 in that of women, although the number of teachers who had been trained in normal schools was 1,162 more than in 1877. The secretary says that the teachers of the State are, on the whole, able and faith¬ ful ; but that there are many who do not possess the natural and acquired gifts that make a complete teacher, the demand not being urgent enough to call the best talent into the profession. The economical spirit of the people has led them to reduce educational appropriations, in some cases to the great injury of the schools. Not only has the length of term been shortened in many towns and the pay of teachers cirt down, but in numerous cases cheaper and poorer teachers have been substituted for those of experience and skill, and means of illustration greatly needed have not been supplied. Generally the old rote methods of teaching are still i)ractised,,though much has been done by graduates of normal and training schools, by teachers^ institutes, and by school superintendents towards breaking np this unnaW'al method of using words unassociated with ideas. The inadequacy of the State school fund, too, cramps educational work and renders necessary an annual appropriation to meet deficiencies. Still, notwithstanding these imperfections, continued improvement is looked for in view of the earnest desire for it that appears in school officers, teachers, and people. — (State report for 1878 of Hon. John W. Dickinson.) APPENDIX TO STATE REPORT. Following the reports of the State board of education and its secretary for 1877-78 are some valuable papers; (1) D. F. Lincoln, M. D., of Boston, on “Hygiene of public schools in Massachusetts ; (2) Carroll D. G. Wright and H. G. W adlin, on ‘ ‘ The results of the Massachusetts public school system;” (3) an outline course of study for the primary and grammar schools of Boston, with accompanying suggestions ; (4) a preliminary report by the subcommittee appointed to prepare a course of study for the x>ublic schools of Norfolk County, presenting such a course for three years. NEW LEGISLATION. The following modifications of the school laws were passed and approved in 1878 : (1) School committees were authorized to furnish stationery as well as school books at cost to all pupils, and without charge to those whose parents should be unable to supply them ; (2) a former act allowing committees to approve private schools as places for instruction of public pupils was restricted by requiring satisfactory evidence that the teaching corresponds in thoroughness and efficiency with that in public schools, and that the progress of pupils in the studies required by law equals that ^ like studies in the public schools; the instruction in these schools, moreover, IS to be in English ; (3) it was made the duty of every city and town with 5,000 or more inhabitants to take action for the care and education of neglected children, which in 1867 they had only been emj)owered to do ; (4) neglect to enforce the laws of the Commonwealth relating to truancy was added to the other items of neglect which should forfeit to towns and cities their share of the distributable school fund, this,, however, not to take effect till 1880 ; (5) the law relating to the employment of minors was amended by requiring persons having children under 16 years of age in their em¬ ploy to keep on file, and exhibit on demand to the truant officers, a certificate from the school committee of the age and place of birth of every such child and of the amount of his or her school attendance for the year preceding employment ; the penalty for neglect of this requirement being $20 to $50. After May 1, 1880, no child that can¬ not read and write may be employed in any manufacturing, mechanical, or mercantile establishment while the public schools of his town or city are in session. KINDERGARTEN. For information respecting these institutions in the State, see Table V of the ap¬ pendix following, and a summary of its statistics in the report of the Commissioner preceding. MASSACHUSETTS. 107 CITY SCHOOL SYSTEMS- OFFICERS. School committees consisting of some number divisible by 3, with provision for change of one-third at the annual elections, form the rule in the cities of the State as well as in the towns. These committees usually choose a superintendent, to whom is given the general control and supervision of the schools. Boston, besides a superintendent, has a board of supervisors, not to exceed six, to visit and examine the schools. STATISTICS, a Cities. Population in 1875. Children of school age, 5-15. Enrol¬ ment. i» Average at¬ tendance. Teachers. Expendi¬ ture. Adanis . . 15, 760 341, 919 2, 995 2, 995 54,098 1, 821 67 Boston . 58, 034 43, 466 1, 093 $1, 095, 777 Cambridge . . 47, 838 c8, 218 9, 521 0, 557 186 168, 938 Chelsea . 20, 737 3, 169 3, 919 2, 942 67 Fall Eiver . 45, 340 9, 047 9, 376 5, 597 129 143, 272 Fitchburg . 12, 289 2, 065 2, 505 1, 868 59 37, 912 Gloucester . 16, 754 3,843 1 4, 256 3, 097 101 53, 453 Haverhill . 14, 628 16, 260 2, 591 2, 523 2, 921 2, 311 70 42 Holyoke . 2, 031 1, 301 33, 524 LaAvr-ence . 34, 907 6, 088 5,000 4, 082 122 dCA, 704 Lowell . 49, 688 7, 540 8, 089 5,357 156 dl27, 048 Lynn . . 32, 600 5, 799 5, 650 4, 409 117 107, 208 New Bedford . 25, 876 13, 323 4, 208 2, 511 2, 881 4, 122 2, 285 3, 394 103 Newburypoi-t . 1,532 46 Newton . 16, 105 3, 382 2, 454 86 83, 606 Pittsfield . 12, 267 2, 483 2,411 1,620 68 29, 917 Salem . . . 25, 955 4,460 4, 160 2, 766 86 79, 862 Somerville . . . 21, 868 4,157 4, 906 3, 549 88 (784, 692 Springfield . 31, 053 20, 429 5, 375 5, 877 3, 629 4, 332 116 84, 796 Taunton . 3, 206 2,681 71 47, 158 Worcester . 49, 317 9, 097 9, 901 6, 802 177 141, 6 78 a For the sake of uniformity, the statistics here given are taken from the tables appended to the State report for 1877-78, except a's respects expenditures. These and the additional particulars are from written returns and published reports of the cities mentioned. Adams, the first mentioned, has been divided since the year to which these statistics relate, and the population of the part which retains that name has been brought below the minimum (7,500) required for notice in the city table of this Bureau. It will not, consequently, appear again till its population reaches that number. 6 The enrolment in this State often exceeds the number of children of school age because of the nar¬ row limits of that age. cFrom a census taken in May, 1876. dFrom city report of 1878. ADDITIONAL PARTICULARS. Boston in 1877-’78 had the following day schools: 1 normal school for girls, with an average enrolment of 83 pupils ; a Latin school for boys, with an average of 388 ; a Latin school for girls, with an average of 28, besides 7 other high schools, with a total average of 1,582 ; grammar schools, 49, with 26,189 as a total average enrolment ; pri¬ mary schools, 116 ; average enrolment, 19,088. After a long discussion as to the admis¬ sion of girls into the Latin school for boys, a Latin school for girls was opened in Jannary, 1878. It is meant to give girls a fair preparation for the collegiate courses now open to their sex and to qualify them for higher work as teachers. The normal school gives professional instruction to such female graduates of the high schools as desire to become teachers in the public schools of the city. A Kindergarten, es¬ tablished in 1870, prepared children 3 to 6 years old for promotion to the primary schools when qualified. In the primary schools, besides the rudimentary literary studies, the regulations require that instruction in vocal music be given one hour a week and instruction in drawing 2 hours each Aveek by the regular teachers ; that in the grammar schools the training in these branches shall be continued, though half an hour less is given to draAving ; and that in the fourth, fifth, and sixth classes of each grammar school instruction in sewing shall be imparted twice a Aveek, for one hour at a time, by special teachers, Avith the assistance of the regular ones. Physical exercises in concert are also to be gone through with in each school room, under the regular teacher, for not less than five minutes of each session. Morals, manners, and deportment are to be cared for by every teacher. In the high schools there are special teachers of drawing, music, French, and German ; those for the two former giving some attention also to the lower schools. For the girls’ high schools there is a teacher of gymnastics; for the boys’ schools, one of military drill. Besides the day schools, there were reported, for the half year ending Avith March, 23 evening schools, 16 of them for elementary instruction, Avith 108 teachers and 4,744 pupils; 6 for instruction in drawing, with 15 teachers and 1,634 pupils; and 1 for 108 REPORT OF THE COMMISSIONER OF EDUCATION. # higli scFool studies, with a total registration of *2,597 puj)ils, under an average of 11 teachers. In March, 1878, the city lost the valuable services of Mr. Philbrick, who had been superintendent of its schools for twenty years in all and had done much to regulate their grades, improve their methods, and secure for them the reputation which they now enjoy. His parting words refer little to himself, his services, or his success, but are largely devoted to an argument for the retention of a high standard in the city schools. Ri(ficuling the freqnent cry that too much education is now given, he says it is not so at present, and that under a voluntary system there is no danger that it will be so ; that people are suffering not from being too well educated, but from not being educated well enough; and that, as Jules Simon says, ‘‘The first people is that which has the best schools; or, if it not the first to-day it will be the first to-morrow.” — (Thirty- third and thirty-fourth semiannual reports and regulations of the public schools, 1878.) . At Cambridge the whole number of day and evening schools was 37 in 1878, embrac¬ ing 1 training school to prepare teachers, 1 high school, 7 grammar schools, 20 pri¬ mary, 6 ordinary evening schools, and 2 evening drawing schools. The teachers in¬ cluded a teacher of music and 1 of sewing. The training school is said by the com¬ mittee to have done very thorough work in 1877-’78, and like praise is given to the high school. The grammar and primary classes connected with the training school have been for several years continuously under the same teachers, and (probably largely from this cause) are spoken of as “model schools, and as such invaluable in their educa¬ tional service to future teachers.” Sewing was introduced into one of the grammar schools in the opening session of 1877-78 and continued throughout the year, appar¬ ently with general approval. For the first time since 1874 a report of the work of truant officers under the charge of the committee is presented, showing that during the year they had attended to 7,822 cases in which complaint was made of absence, tardiness, or truancy.. Of these, 6,367 were cases of absence, 1,432 of which were found to be from sickness, 591 from destitution, and 3,548 from excuse by parents. Of the truants found, 7 had in the year been prosecuted to conviction, 45 were held on probation, and others either restored to their own school or placed in a school in which such pupils receive special attention. — (Report, 1878.) Fall River had 32 school buildings, with 7,690 sittings for study, and, in addition to the regular branches, music, drawing, and sewing were taught by special teachers. — (Return for 1878.) Fitchburg reports 1 high school, 3 grammar schools, 7 intermediate, 10 secondary, 10 primary, and 8 ungraded. An increased attendance on the schools is attribute partly to the action of the truant officer of the board, partly to a lack of employment for the children. Singing, writing, and drawing were taught by 3 special teachers. An evening drawing school had 42 pupils under 2 teaehers ; and an evening common school had 130 pupils under 10 teachers. — (Report for 1878.) i Gloucester in 1878 reports 1 high school, 7 grammar, 4 mixed schools, and 16 pri¬ mary. There were also 3 extra schools held during the winter months of 1877-78, each in charge of 1 male teacher, and enrolling together 92 pupils, of whom 66 were beyond the legal school age. On account of the proportionately large expense of these short schools and the comparatively small average attendance, Superintendent Marvel advised the substitution for them of a central ungraded school, to be main¬ tained during the school year for pupils whose necessary employments prevent them from getting the full benefit from attendance on closely graded schools, for those whose parents wish them to avoid what they consider “ornamental branches,” and for such older boys as may be willing to submit to the same restrictions as other pupils. In September, 1878, the school committee received from Miss Marion Hovey, on be¬ half of the trustees of the estate of the late George O. Hovey, an offer of $600 to start some well devised plan for the industrial education of the school children. In accord¬ ance with a suggestion which accompanied the offer, the committee, on accepting it, made arrangements for teaching sewing to girls in the two upper classes of 3 schools, and the use of carpenters' tools to four other classes, consisting of 42 boys and 6 girls. The object of this instruction is not to teach a trade, but to supplement education of the brain by education of the hand and eye. The pupils are said to have been inter¬ ested in the work and to have made highly satisfactory progress. — (Report.) Holyoke reports 39 schools below the high school, 3 of them ungraded, others primary, intermediate, and grammar. There was a gradually increasing attendance, only 229 children being neither at work nor in school. The school rooms were crowded to their utmost capacity, in 14 school buildings, with 1,615 sittings, and a building was in process of erection. The 2 evening schools had an enrolment of 519 pupils and an average attendance of 262. The evening school at South Holyoke was reported to be the most successful ever held in that part of the city. In the day schools the common school branches, drawing, and music were taught. — (Report and return for 1878.) Lawrence reports 1 training school, 1 high school, 3 grammar schools, and 15 middle and primary, in 20 school buildings. - There was an increase in attendance in all the MASSACHUSETTS. 109 grades, several new schools being established and assistants being needed for the first time in many rooms. Through earnest efforts to make the schools attractive, the av¬ erage attendance was nearly 95 per cent, of the average belonging. Music, drawing, and other studies were added to the grammar school course, and the high school course has been extended to cover four years instead of three. The free evening schools were continued, as also the evening drawing school ; and a high school department was added, partly for the benefit of those who wished to prex)are themselves for business, partly for others who, for want of preliminary training, were unprepared for the work in the evening drawing school; attendance in these schools, 652; teachers, 42. — (Ee- port and return, 1878. ) Lowell reports 1 high school, 8 grammar, 1 intermediate, 2 mixed, and 67 primary day schools. There were 3 more schools, 5 more teachers, 547 more children of school age, and 404 more in the average belonging in 1878 than in 1877. The attendance in all the schools was 91 per cent, of the enrolment. A new primary school building was erected, but, as one was sold, the number of school-houses remains 41. The city reform school had 1^1 under instruction during the year, and 65 pupils remaining in December, 1878. A mill school numbered 97 scholars, with an average attendance of 42. Evening schools, 5 in number, including a high school, were in session 64 evenings, with 1,397 pupils ; average attendance, 524, and 63 teachers. The course of instruction was un¬ changed, and each school was graded as far as possible. — (Report for 1877-’78.) Lynn had 98 school rooms, each under one teacher. The evening schools were con¬ tinued. There were special teachers lor drawing, music, and penmanship. — (Return for 1878.) had 2,127 children of legal school age; 2,137 in school; 11 school-houses, with 1,950 sittings; and a total expenditure for 1878 of $20,661. — (Return for 1878.) Milford reports a thorough revision of the school course, with an almost entire change of text books, and great increase in the efficiency of the schools. Newton reports 3,359 pupils in 1878, with an average daily attendance of 2,527. The 18 school-houses, with 3,676 sittings, and grounds were all in excellent condition. Regular bimonthly meetings of teachers of all grades were carried on during the year, at which the results of actual experiments and methods of the school room were re¬ ported. The plan seems to be of advantage in the successful working of the entire school system. The military drill introduced in 1877 in the high school was continued. French and German were taught, and the pupils in German had a conversation class outside of the school which was extremely popular. An evening school, with 2 teach¬ ers, was reported. — (Report and return for 1878.) Northampton estimated its population as 10,950 in 1878. There were 2,088 children of legal school age, and 2,073 in school under 57 teachers, in 23 school-houses, with 3,000 sittings. There were 2 special teachers for drawing and music employed. The value of school property was $91,000. — (Return for 1878.) Pittsfield 49 school buildings, with 2,169 sittings; also, 14 ungraded schools. — (Return for 1878.) Qaincy presents a report for 11 months of 1878 which is a model of its kind; the committee state in what directions they have found advantage from the system pur¬ sued for four years past and the superintendent tells how these advantages have been secured. A great improvement in reading, in arithmetic, in the use of language and composition, and in the moral atmosphere and spirit of the schools is said to have been secured, and all this at less cost per capita than before the present system was introduced. The means used to secure these improvements, the superintendent says, has been mainly the instructing of teachers to apply the science of instruction. To this end, meetings of teachers have been held often and books on teaching have been furnished. The superintendent has himself taught classes almost every day to show how they should be instructed, and he has followed different methods of teaching step by step, with kind criticism, many times giving aid, until some definite results were reached. By a system of constant examination weaknesses in the work were found and were traced to defects in teaching. Teachers were shown that to strengthen the minds of their pupils they must base all instruction on the actual knowledge gained by the pupils, and that no step can be taken in advance of what the pupil knows and does ; and, from the conviction that much depends on beginning rightly, great pains were taken to train for the lowest classes good primary teachers who would be patient, gentle, kind, and yet thorough in instruction. It is not claimed by the superintendent that the Quincy system is original, but only that it is a fair application of well estab¬ lished principles in a sphere in which he has enjoyed special advantages from the full confidence reposed in him by the committee. Salem reports 79 schools, viz : 1 special, 1 high, 28 grammar, and 49 primary. At the drawing schools free hand and mechanical (Rawing, composition, design, moclelling in clay, and charcoal and crayon sketching were taught, and there was also a normal class for industrial art. Instruction in vocal music was given in the primary and grammar schools, but not in the high school. The percentage of attendance on aver¬ age belonging in all the schools during the year rose from 88 to 90. A special school 110 REPORT OF THE COMMISSIONER OF EDUCATION. for children employed in the Nanmkeag Mills had 129 pupils, with an attendance, when last reported, of 40 each half day ; this was less than usual, because children’s labor was dispensed with in the mills and many had joined the public schools. — (Re¬ port for 1878.) Somerville organized 4 new schools during 1877- 78, with the prospect that an addi¬ tional one would have to he formed at the beginning of the next school year. There were 82 day schools, divided into the usual 3 grades, primary, grammar, and high, and 1 evening school. In all the schools prominence was given to the study of language. In the primary departments improvement was made in all branches. There were 32 graduates from the high school and 126 from the grammar, 92 of whom entered the high school. — (Report and return for 1878.) Springfield, for 1878, reports 28 day schools, 8 of them ungraded or mixed, with 4 evening schools, 2 of which are for ^’awing. There were 109 teachers, 2 of them spe¬ cial for drawing and music. The drawing school enrolled 135 and the evening schools 352. The attendance at the day schools was slightly greater than in 1877. The in¬ crease of attendance in the high school necessitated an extra teacher for a part of the time, and the graduating class was nearly double the ordinary number. The excel¬ lent results of the careful and systematic instruction in drawing commenced a few years ago in the primary grades were realized in the upper grades of the grammar school and in the work of the class organized in the high school. — (Report for 1878.) Taunton had 36 schools, 17 of them ungraded, 3 evening schools, 1 high, 5 gram¬ mar, and 10 primary. The estimated value of school property was $202,000. — (Re¬ turn for 1878. ) Waltham had 10,500 population, with 1,995 children of school age, 1,762 of whom were in 18 school buildings, under the charge of 43 teachers. There was 1 evening school ; also a special teacher for music in the day schools. The total expenditures for 1877-78 were $28,240, and the school luoperty was valued at $180,000. — (Return for 1878.) Wohurn had in 1878 an estimated population of 10,445 ; youths of school age, 2,267 ; enrolment in public schools, 2,198; average attendance, 1,775. There were 20 differ¬ ent school buildings, with 2,332 sittings, 36 teachers, and a music teacher. The school property was estimated at $213,500; the total expenditures at $26,593. — (Return for 1878.) Worcester vepoTts 36 school buildings, with 8,997 sittings, and 11 evening schools, 5 of them for d^a^ring. There was an increase of 383 pupils in 1877-78. At the end of the June term 56 pupils graduated from the high school. Special teachers for draw¬ ing and music were employed. A new school house was erected and other accommo¬ dations required were provided. Of the teachers employed in the schools, 100 were graduates of the Worcester Training School or of a State normal school. — (Report for 1878.) TRAINING OF TEACHERS. NORMAL SCHOOLS. The State sustains 6 of this class of schools, 5 of them (at Bridgewater, Framing¬ ham, Salem, Westfield, and Worcester) for the training of the ordinary teachers for the public schools, and 1 (the Normal Art School, at Boston) to prepare trained in¬ structors in industrial art for the schools of towns and cities that must teach it in their schools. The number of pupils in all these schools for the year 1877-’78 was 1,136, of whom 265 were in the Normal Art School; graduates for the year from the 5 first mentioned, 201 ; certificated pupils from the art school, 68. Secretary Dick¬ inson says that more than 90 per cent, of the graduates of the normal schools find employment as teachers within the State, and continue teaching on an average for six years, a large number making it a lifework. According to the last report received from the towns, there were then 1,411 persons teaching who had attended these schools without graduating, besides 1,649 who had graduated, some from a two years’ course, some from a four years’ course, making in all a number equal to 35 per cent, of all the teachers in the public schools. In view of the good work wliich these trained teachers generally do, in view of their influence on other teachers in improving methods of in¬ struction and of discipline, and in view of the esprit de corps which they excite in favor of high professional attainments throughout the great body of educators, it is evident that the State gets back a full return for its expenditure on the normal schools. In the Normal Art School, since its foundation in 1873, there have been in all 1,162 pupils under training, of whom 746 were young women. Its course is of four years. Besides the State schools there is in Boston a City Normal School for Girls, which in 1877-’78 had 102 pupils and graduated 58. Cambridge, too, had a training school for her teachers, which admitted 15 pupils in September, 1878, and Quincy another, which numbered 34 in that year. One at New Bedford has made no report. MASSACHUSETTS. Ill teachers’ courses. Both Harvard University and Wellesley College now offer courses for the training of teachers, the former especially in the natural sciences in the Lawrence Scientific School throughout each session, and in botany, chemistry, mineralogy, and geology during vacation. — (Catalogues. ) teachers’ institutes. Institutes, commencing September 4 and ending November 16, 1878, were held in seven of the fourteen counties of the State, 82 towns with 1,215 members being repre¬ sented. Their general purpose is to aid teachers in their work by showing them better methods of teaching and better plans of school organization. The length of sessions was limited to two days each, with two or three evening lectures, while actual teach¬ ing was substituted in most cases for talking and lecturing. The policy of organizing small institutes was adopted, so as to visit the smaller towns and thus make the work resemble more that of a school. In this way both teachers and citizens have been admitted, and the interest and enthusiasm excited were never greater than in the meetings of 1878. — (State report for 1877-’78.) EDUCATIONAU JOURNAL. The New-England Journal of Education, published weekly at Boston, rendered in 1878, as previously, invaluable aid to the teachers whom it reached, alike by its full educational intelligence and by numerous articles of special correspondents relating to means of improvement in school work. The Primary Teacher, issued monthly from the same office, but under another editor, did its fair share in the same general direc¬ tion, devoting itself especially to the interests of primary and Kindergarten instruc¬ tion. Good Times, also monthly, Boston, rendered educational service in another line by furnishing for day and Sunday schools much useful matter for school exercises and exhibitions. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There were 216 of these schools, with 19,547 pupils and 595 teachers, reported in 1877-’78, most of them maintaining their usual standard of excellence. The high schools of Boston and Cambridge rank as fitting schools for college or as seminaries for the higher education of pupils whose school life is to end in these institutions. The school in Salem admitted pupils from neighboring towns in which there were schools of a like grade. The Springfield high school course was so arranged that the most practical branches were taught in the first and second years, thereby enabling those who only remained a short time to acquire a knowledge of the subjects which would be most useful to them in after life. In general there were both classical and English courses of 4 or 3 years, although in some cases the course was rated as 3 years when it practically covered 4 years. The question whether it is expedient for the State, in making provision for education at the public expense, to go beyond the ele¬ mentary stage, seemed to still engage the attention of superintendents and school committees. Some considered that the arbitrary standards of admission to the high schools and the repressive examinations deterred many children from entering them who otherwise would have done so ; moreover, those who only finished the grammar school course often hold higher rank in their professions than those who have passed through the high schools. Other school officials urged the advisability of having un¬ graded schools or greater flexibility in the course of study now pursued in graded schools. In Boston the question was practically treated by establishing two new high schools in addition to the nine institutions for secondary instruction supported at the public expense. The Boston schools also employed special teachers of gymnastics, military drill, drawing, music, French, and German. Mr. Eliot, the new superintend¬ ent, advocated fewer studies and more time devoted to them, as with the many branches taught little opportunity for a thorough knowledge is given. — (Report of State board of education and city reports.) OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory schools for colleges, see Tables IV, VI, and VII of the appendix. For summaries of these, see the report of the Commissioner preceding. The statistics of preparatory depart¬ ments of 3 collegiate institutions may bo found in Tables IX and X of the appendix. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. At Harvard the number of undergraduates at the beginning of 1877-’78 was 10 less than in 1876-’77 ; but this slight loss was subsequently recovered, the students of the 112 REPORT OF THE COMMISSIONER OF EDUCATION- college proper numbering 813 in that year, and those of the university throughout, 1,344, besides 51 in summer courses. The schedule of elective collegiate studies was somewhat reduced by placing in graduate courses a few of the more advanced, mak¬ ing, with those already there, 38 courses for graduates, in addition to collegiate elec¬ tives to which they are also admitted. Among new courses established in the under¬ graduate department, in place of those removed, was one in English, open to seniors only, for testing the practicability of instruction in oral discussion ; one in historical French prose ; an advanced course in German literature since 1850 ; and a course on the revival of learning and the reformation. The general effect of these changes is an apparent diminution of the number of courses for undergraduates from 105 to 92 ; but as undergraduates who are qualified for such studies are admitted to graduate courses by special vote of the faculty, their opportunities for study have, in fact, been mate¬ rially increased. It was decided to extend to juniors the privilege of voluntary attendance on recitations hitherto enjoyed by seniors. It is said that the results of 4 years’ experience with the seniors recommend the plan, and that the policy of the col¬ lege is now settled in conformity with the general tendency of the university towards individual freedom and responsibility. — (^nual report, 1877-’78.) At Boston University, among the changes noted in the president’s report for 1877-’78, is the addition of 4 new members to the board of trustees, 2 of them women. These ladies, Mrs. Augustus Hemmenway and Mrs. Mary B. Claflin, were the first to receive the honor of membership in the corporation, although its laws were at the beginning framed to secure the eligibility of women. The position of this university in favor of coeducation has involved it in a large correspondence with inquirers, many of whom represent institutions of importance in our own country or abroad. Within a single month of 1878 the results of its experience in coeducation were asked for by 3 im¬ portant universities (the oldest in the United States, one in Canada, and one in Aus¬ tralia), in each of which the question of the admission of women was under considera¬ tion. The measures adopted two years ago, adding to the preliminary examinations for the purpose of limiting the admissions to the college of liberal arts, have worked as anticipated, the classes having remained of the size desired and having shown each year a higher scholarship at the time of admission. Several important new courses of instruction are announced for the school of all sciences, and new degrees have been made attainable. The whole number of students in all departments of the university in 1878 was 667 ; of these, 107 belonged to the college of liberal arts, 16 to the college of music, 89 to the school of oratory, and 23 to that of all sciences. The percentage of young women relative to the whole attendance has continued to increase, and in 1878 was 25.78. — (President’s report.) The other institutions reiJorting — Amliej'sf, Tufts, Williams, and Boston Colleges, and the College of the Holy Cross — all have full collegiate courses; Amherst and Tufts, courses in science covering 3 years also. For statistics, see Table IX of the appendix, and a summary of this in the report of the Commissioner lareceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG AVOMEN. There are reports for 1878 from 9 institutions for the superior instruction of young women. Of these, however, only Wellesley and Smith Colleges are authorized to con¬ fer collegiate degrees, in both of which the aim is to furnish an education equal to any given young men in the United States. The course covers 4 years, including classical, scientific, literary, and art studies, and the requirements for admission are equal to those in the best colleges of the country. At Smith College the study of art and music has been made an optional part of the regular college work, and does not now involve extra cost for tuition. An art gallery has been furnished with casts of noted statues and several hundred autotype copies illus¬ trating the different schools of painting. Practical instruction in vocal and instru¬ mental music is given, but only to those familiar Avith elementary principles and exer¬ cises. — (Report, 1878.) Wellesley College, in September, 1878, introduced a new course which covers 5 years and adds to the collegiate a thorough scientific training in music. It is considered impossible for students to acquire a thorough musical training, while pursuing the prescribed collegiate studies, without injury to health; but by studying another year they may graduate in any of the 4 year courses and at the same time obtain an ex¬ cellent musical education with even less pressure than is imposed by the orby the cajjacity of buildings if the college were placed in the same relation to the public as the State normal schools, the high schools, and the other agricultural colleges of the country. — (Report, 1878.) The Mass(Mhusetts Institute of Tec/inoZoy?/ instructs in pure and applied mathematics, the physical and natural sciences with their applications, drawing, the Enghsh language, mental and iiolitical science, French, and German. There are 10 regular courses, <‘ac]i extending through 4 years. During the first year the courses are identical, but for the 3 remaining the studies in each are arranged with reference to the end in view, and lead to the degree of bachelor of science. Advanced courses may be pur.sued, proficiency in which will be rewarded by the degree of doctor of science. At the request of the Woman’s Educational Association of Boston, and with its generous cooperation, new laboratories have been provided for the special iu.struction of women. The design is to afford every facility for the study of chemical analysis, of industrial chemistry, of mineralogy, and of chemistry as related to vegetable and ani¬ mal physiology. The institute also provides annually several courses of instruction, scientific and literary, open to both sexes, and which at present are free, being sup¬ ported by the trustee of the Lowell Institute. — (Catalogue.) The Worcester County Free Institute of Industrial &eienee has undertaken to solve the problem of how best to combine manual labor with school work. It follows, in gen¬ eral, the plan of the polytechnic schools of Europe, with such modifications as are rendered necessary by new conditions ; but it gives special prominence to the element of practice in technical training. The institute is specially designed to meet the wants of those who wish to be prepared as mechanics, civil engineers, chemists, or designers, and for the duties of active life. Three and a half years are given to the training of students prex>aringto become mechanical engineers ; the training of all others occupies 3 years of 42 weeks each. There are 4 classes, junior, middle, senior, and the appren¬ tice class of 6 months, which last all who intend to be mechanics must enter, unless they have already attained adequate proficiency in the use of tools and machinery. The degree of bachelor of science is conferred on students who satisfactorily complete the course. For admission to the junior class such attainments are required as are gen- 8 E 114 REPORT OF THE COMMISSIONER OF EDUCATION. ©rally possessed by students at the end of the second year in the high school^ while a full high school course of preparation is advised. — (Catalogue.) The Lawrence Scientific School, of Harvard University, offers five 4 year courses : (1) in civil and topographical engineering, (2) in mining engineering, (3) in chemistry, (4) in natural history, (5) in mathematics, physics, and astronomy. The instruction given to teachers to prepare them for entrance on their inofession, or for advanced work in it, has been already mentioned under the head of Training of Teachers, Teachers’ Courses. THEOLOGICAL, Seven schools for theological instruction report, namely: Andover Theological Seminary (Congregational), Episcopal Theological School, Cambridge (Protestant Episcopal), Harvard University Divinity School, Cambridge (non-sectarian), Boston University School of Theology (Methodist Episcopal), Tufts College Divinity School, Medtord (Universalist), Newton Theological Institution, Newton Centre (Baptist), and New Church Theological School, Waltham (New Church), All these have courses of study covering at least 3 years, and all but the one last named require an examina¬ tion for admission except in the case of college graduates. This examination at Tufts is only in English branches; but here the course of study for those who have not re¬ ceived a liberal education extends over 4 years. In 5 of the above named schools 123 students out of a total attendance of 193 had received a collegiate degree. For statistics, see Table XI of the appendix, and a summary of this in the report of the Commissioner preceding. The condition of Harvard Divinity School has been a source of grave anxiety to the faculty Ibr 3 years past on account of the inadequacy of its income, which has been reduced by various causes, and especially by a falling off in the income of the Bussey trust fund. Another cause to which this is ascribed is the non-sectarian character of the school, which by its constitution is exi)ressly forbidden to api3ly any sectarian test either to teachers or students. This liberal feature, it is said, dex^rives the school of that strong moral and pecuniary support which a well organized religious denomina¬ tion gives to a school that avowedly trains men for the pulpits of that denomination. To place the Harvard Divinity School on an equality with other theological semi¬ naries, it should have at least 5 x^rofessorships, whereas it can no longer maintain 4 without additional endowment. — (President’s report.) The Theological School at Boston University, though distinctively under Methodist control, also makes a special claim to liberality in the spirit of its administration. With its resident instructors are associated eminent men of various other churches, and, while preferring sx>ontaneous worship, it teaches respect for the forms and rituals of antiquity, cordially recognizes churches that are organized otherwise than the one it prefers, and welcomes into personal 8i)iritual fellowship every sincere seeker after truth, of whatever creed. From the beginning of the school there has been a steady advance in its requirements for admission. These were increased in 1878 by the re¬ quirement that those who were not graduates of college with the degree of a. b. should pass the written examination for admission to college. I'he result was that only two applied for examination, and one failed. Thus, the entering ^lass, usually numbering 25 to 35, contained only 18 ; but it is considered that what was thus lost in numbers was more than made up in quality. — (President’s rex)ort.) LEGAL. In both Harvard and Boston Universities the schools of law now i^resent courses covering 3 years, and require an examination for admission from all who are not col¬ lege graduates. The year 1877-78 was, for the Harvard School, one of transition, prosperous financially, but unsatisfactory in regard to the results of examinations for the degree. Of the 81 students who were entitled to become candidates for a degree in June, 1878, only G6 x’l'eseiited themselves, and only 47 passed. This class was the last which entered the school before the establishment of the admission examination, and also the last one entitled to take the degree upon a 2 years’ course. The examination for admission and the exaction of a 3 years’ course both tend to reduce temporarily the number of students ; but these measures are already producing on the school the elevating effects that were anticipated. — (Harvard report.) In the Boston University School of Law the faculty have been compelled to modify a requirement of the year 1877 restricting the degree of bachelor of law to those who had already received that of a. b. This action was made necessary by new rules for ad¬ mission to the bar in the State of New York, which provide that no time spent in a law school and no diploma of graduation from one will count for anything unless the can¬ didate has been admitted "to a degree in law. — (President’s rexiort.) For statistics of these schools, see Table XII of the appendix, and a summary of this in the report of the Commissioner x^receding. MASSACHUSETTS. 115 MEDICAL. The) Medical School of Harvard University is tlie only “regular’’ medical school report¬ ing from this State. It presents the usual medical course of 3 years and also a course of study for graduates in medicine, the latter intended to be a substitute in part for the opportunities heretofore sought in Europe. Since 1877 candidates for admission to the course for the degree of M. D., except those who are graduates of a recognized college or scientific school or have passed the examination for admission to Harvard College, must an examination in elementary physics and in easy Latin prose, for which last French or German may be substituted. In April, 1878, the corporation of Harvard received from Miss Marion Hovey, trustee, a proposition to give $10,000 to the medical school on condition that its advantages should be offered to women on equal terms with men. A committee was appointed to consider the subject, but at the date of the president’s report for 1877-’78 their decision had not been made known.^ — (Catalogue of medical school and president’s report.) Boston Univo'sity School of Medicine (homoeopathic) has a graded course of instruction covering at least 3 years, and requires as a condition of graduation not merely that the candidate shall have studied medicine at least 3 full years, but that he shall have attended a reputable medical school for 3 years. Candidates for admission who have not received the degree of a. b. must pass a suitable entrance examination; and every student must pass a successful examinatiou on the work of each year before promotion to the next. Women are admitted on equal terms with men as students and the names of some also appear among the faculty. This school claims to have been the first med¬ ical school in the coimtry to adopt in combination the foregoing features in medical education ; and it is remarked that the unexampled success which has attended the institution is sufficient evidence that this action is fully sustained by the public senti¬ ment of the country. Encouraged by this support, the authorities of the school an¬ nounced in the sxiring of 1878 the extension of the annual lecture term ffom 5 months to the full university year; the provision of two new optional 4 year courses for those who wish to pursue their professional studies with exceptional thoroughness, and the restoration of the long lost degrees of bachelor of medicine and bachelor of surgery. — (Rexiort of medical school, 187fi.) The Dental School of Harvard and Boston Dental College provide 3 year courses and an examination for admission is required from those who enter the latter. The efforts of the faculty at Harvard to raise the standard of education in dentistry by lengthening the course of study, increasing clinical instruction, and improving the examinations, in connection with the hard times, are reported to have diminished the attendance in the dental school. The dean, however, reports an increased interest in the school, evinced by inquiries in regard to it from every quarter. — (Report of pres¬ ident of Harvard College, 1877-’78.) The Massachusetts College of Pharmacy, Boston, presents a 2 years’ course of instruc¬ tion, embracing chemistry, materia medica, and botany, the theory and practice of pharmacy, toxicology, and laboratory practice. To obtain the diploma of this school students must not only have pursued the full 2 years’ course of study, but must also have served an apprenticeship of at least 4 years with some qualified pharmacist. — (Annual catalogue. ) For statistics of medical schools, see Table XIII of the appendix, and a summary of this in the report of the Commissioner xnoceding. SPECIAL INSTRUCTION. SOCIETY FOR PROMOTING STUDY AT HOME. The fifth annual report, 1877-’78, states that 889 students have paid the fee, $2, for the term, and, with double and treble courses of study, they counted 1,021 correspond¬ ents. The proportion of perseverance is about 73 per cent, of all who joined. Of these 8 per cent, failed without sufficient excuse and 19 per cent, showed inability to fulfil the requirements. There were 98 ladies engaged in the instruction correspondence, and 5 former students have entered the staff' as associate correspondents. History, English literature, science, art, German, and French are on the list of studies pursued, the greater proportion of students taking the first two studies. There are lending libraries in different cities connected with the society, one cent a day being charged for the use of books and the transportation paid one way by the borrower. — (Report of the society, 1877-’78.) TRAINING SCHOOLS FOR NURSES. There are two of these schools in Boston ; the one established in 1873 is connected with the Massachusetts General Hospital, and rexjorts 40 graduates ux) to November, 'At the meeting of the board of overseers in 1879 the offer -was respectfully declined, on account of the condition attached to it. But, on motion of President Eliot, the college authorities subsequently recorded a judgment in favor of admitting women to the privileges of medical training, under due restric¬ tions. 116 REPORT OF THE COMMISSIONER OF EDUCATION. 1878 ; the other, dating from May, 1878, is connected -with the Boston City Hospital. In both, the nurses have a 2 years’ course, receiving instruction from the superintend¬ ent and head nurses in all matters appertaining to the care of the sick. The course finished and the examination passed, they receive diplomas certifying to their pro¬ ficiency. — (Report and returns for 1878.) TRAINING IN ARTISTIC INDUSTRIES. The Industrial Education Society, composed of the Boston Whittling School and the Industrial School of the Lincoln Building, has evening lessons twice a week for the teaching of wood carving in a room on Church street, Boston. The benches seat 32 boys, and so great is the desire for admission to this school that if any boy is absent two evenings in succession his place is given to another. The school is continued as heretofore in classes, with 24 lessons in the course; the tools used are the flat chisel, the gouge, and the veining tool. One lad after two or three courses obtained a situa¬ tion in a wood carving establishment, another has a scholarship at the Institute of Technology. — (Wide Awake.) A school to teach women carving and modelling in plaster, clay, and wood was opened in the winter of 1877--’78 at 23 Church street, Boston. The scholars are taught by a set of carefully graded lessons and models to mix and temper clay and plaster, to make waste and squeeze moulds, to model from casts and from flat copies, to piece plaster and to model leaves, flowers, &c., and to make architectural ornaments. One hour a day is given to tracing and only a few hours to wood carving ; the tools being the same, the proper handling is more easily acquired on the plaster. More difficult instruction will be given later, the intention being to fit the scholars to become skil¬ ful wood carvers and sculptors, — (Boston Watchman, February 14, 1878.) The school of art needlework opened in Boston October, 1878, has been remarkably successful. It has had a large number of pupils, and their work, in respect to originality and artistic feeling, is said to be wonderful. — (The Library and School.) EDUCATION OF THE DEAF AND DUIMB. The Clarke Institution for Deaf-Mutes, Northampton, reports 72 pupils (in a return, 91) under instruction during 1877-’78, of whom 13 were semi-mutes, and 9 instructors, 1 a semi-mute. There were two departments, one for primary studies, the other for the common and high course ; but more than two-thiids of the pupils are to be found in the former. The board reports 4 graduates for the year, while 9 left without grad¬ uating. The ordinary English branches are taught, the articulation system being used, and two hours weekly are given to object drawing. The employments are cabinet making and sewing. The library has 684 volumes, 50 volumes having been added during the year. — (Report and return, 1878.) The Horace Mann School for the Deaf, under the charge of the Boston school board, reports that on the 3d of September, 1877, there were 64 pupils belonging to the school, and that during the year 11 were admitted and 7 discharged. At the begin¬ ning of the school yeai- 1878-’79 the number of pupils was 67 ; subsequently 7 were admitted and 4 discharged, leaving 76 on the rolls in November, 1878. The common English branches and sewing were taught by a corps of 8 teachers. — (Report for 1878.) EDUCATION OF THE BLIND. The Perlcins Institution and Massachusetts School for the Blind reports for the year ending September 30, 1878, 27 teachers, 10 other employes, and 123 pupils, of whom 139 were in the school proper and 19 in the work department for adults. The Eng¬ lish branches, Latin, and music were taught. In the industrial department the boys were Instructed in cane seating chairs, broom and mattress making, upholstering, and piano tuning ; the girls in sewing and knitting by hand and machine, crocheting, and all practicable domestic duties. The first public commencement exercises were held at the end of the school year. A gymnasium was erected during the year, and another story added to the laundry gave space for a printing office and bindery, in which work goes on uninterruptedly, four volumes being printed during 1877-’78. There were 2,540 volumes in the library, 140 of them added during the year. The bequest of |80,000 made by Miss Charlotte Harris, noticed in the report for 1877, was by decision of the sux3reme court made available, and other legacies were also received. — (Report and retmn for 1878.) EDUCATION OF THE FEEBLE-MINDED. For this there are, as previously stated, three different institutions in the State : (1) the Massachusetts School for Idiotic and Feehle- Minded Youth, South Boston, which reports 6 instructors, 14 attendants and servants, and 85 pupils, September^ 30, 1878; (2) a Private Institution for the Education of Feehle-Minded Youth, Barre, with 74 pupils, 8 instructors, and 41 other employes, for 1877-’78; (3) the Hillside School for Backward and Feehle Children, Fayville, with 8 instructors and employes, and 7 children. At all these institutions some industrial employments and trades are taught and the MASSACHUSETTS. - 117 elements of an English education given. In the school at Barre, in addition to the regular course, music and drawing were taught, and object lessons in botany were given ; and at the Hillside school, drawing, music, fret sawing, painting, and calisthen¬ ics.— (Reports and returns for 1878.) BOSTON SCHOOLS FOR LICENSED MINORS. There were two of these schools in 1878, as also in 1877 ; number of teachers, 2 ; of pupils, 70, with 62 as the average attendance. The average absence was 8, the per¬ centage of attendance 88 ; the number at date of report, March, 1878, was 70. — (Boston school report. ) STATE CHARITABLE AND REFORM SCHOOLS. The State Prirtvary School, at Monson, in a return for 1878, gives the number of in¬ mates as 486, of whom 28 were colored ; number of teachers and employes, 45. The State Industrial School, at Lancaster, had 77 girls, under the care of 13 teachers and attendants. The State Reform School, Westborough, reports 462 in school during 1877-78, and 321 remaining September 30, 1878. In all these institutions the English branches and various industries were taught, and at the Lancaster school a hosiery establishment employed 26 hands 6 hours a day. — (Returns for 1878.) CITY REFORMATORY AND TRUANT SCHOOLS. The boards of directors of public institutioife had under their control 5 reformatory institutions, with a total of 503 inmates, in September, 1878; and they report 4 truant schools, with 192 on the rolls at the end of the school year 1877-’78. In these schools several hours of schboling a day are given and some industrial employments taught. — (Report for 1878.) OTHER SCHOOLS AND ASYLUMS. There are also reported in the State 13 miscellaneous schools, with 1,035 inmates, receiving instruction in the common English branches, in housework, or some indus¬ trial employment. — (Returns for 1878.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The State Teachers’ Association held its thirty-fourth annual meeting at Wor¬ cester December 26-28, 1878, James S. Blackinton, of Boston, presiding. The open¬ ing address wa s by President Paul A. Chadbourne, of Williams College, on “Popular fallacies in education.” Mr. Joseph A. Allen, of West Newton, in a paper on spelling reform, advocated the adoption of the phonographic system, stating that with the present spelling it takes two years longer to learn to read English than to read Ger¬ man. Several gentlemen spoke on this subject. Mr. James T. Allen, of West New¬ ton, opposed the introduction of military drill in the public schools, because a warlike spirit is thereby inculcated, and the school means peace. Mr. Moses Merrill took the opposite side of the question ; he advocated the drill as a part of the physical train¬ ing and as giving better control and discipline. Samuel Eliot, ll. d., superintendent of public schools, Boston, desired that more time should be given to oral instruction, as it arouses a love of investigation and sets the thinking powers in motion. In the high school section the papers under discussion were “Recent criticisms on public high schools,” “The pronunciation of Latin,” and whether the Sauveur system of teaching languages is a natural system or not. The grammar school section was de¬ voted to discussions on “Economic science as a branch of popular education,” on “The study of English in grades below the high school,” and on “What and how to read.” Mr. Bartlett, who read the first paper, urged the study of political science even in the primary grades. Professor B. F. Tweed, of Boston, presided over the primary school section; the subjects dwelt upon were methods of teaching reading, music, and natural history in primary schools. A lecture by Professor Niles on “Alpine glaciers,” illus¬ trated" by the stereopticon, was listened to with delight by the association. Professor Homer B. Sprague queried whether all text books should be furnished by the public gratuitously, and Professor Walter Smith gave a review of the art side of the Paris Exposition!^ Professor Butterfield closed the programme by an illustrated lecture on visible speech, giving a history of Professor Bell’s discovery and explaining how a correct articulation is obtained and a faulty pronunciation cured by this method, which does not require more than one hundred symbols to represent ail sounds in any language. — (New-England Journal of Education.) CLASSICAL AND HIGH SCHOOL TEACHERS’ ASSOCIATION. The eleventh annual meeting of the association was held in Boston April 5-6, 1878, with Mr. Edwin P. Seaver in the chair. The first topic, “Multiplicity of studies in the high school,” was discussed by Messrs. Hill, of Chelsea (who read a' paper of Mr. Byron Groce on the subject), John Kneeland, William C. Collar, and Dr. Waldock. 118 REPORT OF THE COMMISSIONER OF EDUCATION. They agreed that too many studies are pursued, hut did not limit the matter to the high schools alone. Dr. Waldock asserted that the fault is with the peoi^le themselves, fast living causing a deterioration of the race. The Heness-Sauveur method of teach¬ ing languages, as applied to the teaching of Latin and Greek, was favored hy Mr. Henry Cohn, a teacher of this method, and hy Prof. Bdcher, of Harvard College, while Mr. Grant Daniell argued that talk is the quickest way of teaching conversation, hut to learn the literature of a language it is necessary to study the literature. President EMot, of Harvard University, spoke on the establishment of professional schools for teachers in connection with the colleges, and, although he thought a course of lect¬ ures on teaching might he desirable, he hardly considered such schools entirely nec¬ essary. This led to some discussion. Mr. Alexander C. Perkins said, in regard to the recent changes in the requirements for admission to Harvard, that the young man who entered now was more symmetrically educated than any who entered under the old system. ISIr. William C. Collar and Mr. Merrill continued the subject. The last day, after the election of officers, Mr. E. H. Capen, president of Tufts College, Mr. B. F. Tweed, and Mr. L. W. Anderson discussed the subject of ^‘Training in the use of English,” and Mr. W. F. Bradbury, Professor H. B. Sprague, and Mr. D. B. Hagar that of “Use and abuse of written examinations.” A committee was chosen to prepare a course of study of English literature and history for high schools and academies, to furnish a report thereof at the next meeting. Resolutions in reference to the death of Professor Dimmock, of Adams Academy, 'were then read and adopted, and the meet¬ ing adjourned. — (New-England Journal of Education, April 11, 1878.) OBITUARY RECORD. DR. WILLIAM R. DIMMOCK. In the sudden death, on the 29th of March, 1878, of Dr. Dimmock, master of the Adams Academy at Quincy, the cause of education sustained a great loss. He was a native of Boston, graduating from the Latin School in 1851. In 1855 he graduated from Williams College, and later returned there and remained six years as professor of Greek and Latin literature. He was the first master of the Adams Academy, entering upon his duties in the autumn of 1872. His school numbered about twenty boys of various ages. At the end of five years there were 150 boys attending. In his pecu¬ liar province, as a teacher of boys preparing for college, the doctor approached very closely to the great ideal. Dr. Arnold, and when cut off in the midst of his woik; he was rapidly building up at Quincy an American Rugby. He died just as the reputation of the academy, into which he had infused his whole being, was firmly established. He had gained great influence with his boys from his thorough acquaintance with them, his interest in them, his sympathy with their enjoyments, and his readiness to promote these. Thoroughly imbued with a love of the classics, he imparted a knowledge of what he loved to boys whom he loved, teaching them with heart and soul, and not mechanically. — (New-England Journal of Education, April 4, 1878, and The Nation, same date. ) CHARLES B. STETSON, A. M. This gentleman, well known in connection with instruction in drawing as applied to American industries, was bom in Durham, Me., in 1830. He entered Bowdoin Col¬ lege in 1851, leaving, on account of failing health, in 1853; went to Texas as a teacher for three years in a private academy ; from 1857 to 1863 was connected with different newspapers in the Eastern States ; in 1867 was superintendent of schools in Auburn, then supervisor of the schools of Androscoggin County, Me., during which period he lectured on industrial interests. At the time of his death, in Malden, Mass., on March 31, 1878, he was carefully examining systems of drawing, with reference to the prac¬ tical adaptation of this branch of education to labor in its various forms. PROF. JOSIAH CLARK, LL. D. Dr. Clark, a scholar in the truest sense of the word and a man of spotless char¬ acter, was born February 7, 1814, at Leicester, Mass., where his father was principal of the academy; he graduated at Yale College in 1833, and was for two years after¬ wards principal of the Westminster Academy near Baltimore ; then for a like time a teacher in the University of Maryland. He studied theology at Andover for 4 years. He became associate principal of Leicester Academy in his native place, and. then principal till 1849; from that time until 1863 he was principal of Williston Seminary, Easthampton, doing much to build up that institution. He afterwards moved to Northampton, teaching a private school and receiving pupils in classical studies, until the opening of Smith College in 1875, when he was chosen professor of Latin and Greek, a position he filled acceptably uj) to the illness which terminated in his death on the 29th of May, 1878. The degree of ll. d. was conferred upon Dr. Clark by Yale College in 1875. So large a portion of his life was passed at the head of two great preparatory classical schools that his influence upon the educated men of tho MASSACHUSETTS. 119 land was "widely felfc, and tliis influence was strengtliened by tbe attractiveness of a loving spirit, which gained him the respect and secured finally the affection of all with whom he was for any time associated. — (Northampton Courier.) HON. HENRY CHAPIN. Bom at Upton, Mass., May 13, 1811, Judge Chapin led a long and useful life within the borders of his native State, dying at Worcester, October 13, 1878. Oif humble origin, he had his first training in the common schools, afterwards working his own way up to college, graduating at Brown University in 1835. He then taught for some months in the town of his birth, and finally studied law in the office of the Hon. Emory Washburn as well as in the Harvard Law School, in which Governor Washburn was then a professor. Admitted to the bar in 1838, he practised at Ux¬ bridge till 1846. Removing to Worcester in that year, he soon found ample and remu¬ nerative work in his profession, and added to his legal labors service in the legislature and in the State constitutional convention of 1857. In 1858 he was appointed judge of the court of probate for Worcester County, and in 1859 a member of the State board of education. With great fidelity the duties of the judgeshix) were performed till near the time of his decease, while into the work of the State board he threw himself with heart and soul. When the Worcester State Normal School was projected he naturally was appointed its first visitor, gave it his cordial interest, secured for it the present able principal, and by his advice and sympathy, long after his official visitorship ceased, contributed much towards making it the eminently successful and promising institiffion it has become. For his educational services in this direction Massachusetts will long owe him a debt of gratitude. — (From a manuscript memorial kindly furnished. ) MARSHALL CONANT. In default of a notice of this useful educator, which should have found place in the report for 1873, a brief memorial of him is here inserted. Mr. Conant, second principal of the State Normal School at Bridgewater, was born in PdSnfret, Vt., January 5, 1801, and spent the first 28 years of his life amidst the beautiful natural scenery of that region, first assisting his father in labor on a farm, then preparing himself for a mechanical employment, and finally studying, in the in¬ tervals of other occupations, the aspects of the earth, the movements of the heavens, with all the useful and improving books within his reach. An illness which impaired Ms health when he was 18 drove him to teaching and literary work in place of the mechanical business he had contemplated, and into this new line of action he threw himself with all the energy of an intensely eager spirit. Teaching first in his own district, then not far off in New Hampshire, then again at Pomfret, and finally at Woodstock, in Vermont, he gained such reputation for success, scholarsMp, and capa¬ bility as to secure a place in the Boylston Grammar School of Boston, and subse¬ quently in various other responsible and important positions. When in 1853 the head¬ ship of the Bridgewater (Massachusetts) Normal School was vacated by the retirement of Mr. Tillinghast, its first principal, Mr. Conant was by Mr. Tillinghast’s advice and the cordial vote of the board of education chosen for the place. In seven years of faithful and most useful service there he vindicated the wisdom of that choice, retiring then only because illness had made retirement necessary. Two years of rest enabled him to work for ten years more in the Bureau of Internal Revenue at Wash¬ ington, D. C. Retiring, in 1872 again to Bridgewater, he spent there the last months of his life in useful studies, and died February 10, 1873. — (History and Alumni Record of the State Normal School at Bridgewater.) CHIEF STATE SCHOOL OFFICER. Hon. Jonx W. Dickinson, secretary of the State board of education, Boston. 120 REPORT OF THE COMMISSIONER OF EDUCATION. ifiicmoAN. STATISTICAL SUMMARY. I 1876-’77. 1877-78. POPULATION AND ATTENDANCE. Increase. Decrease. Youth, of school age (5-20) . . . Enrolled in public schools . . . Average monthly enrolment Average daily attendance . . , Pupils in private schools... . . 469, 444 357, 139 260, 000 210, 000 8, 958 476, 806 7, 362 359, 702 2, 563 10, 634 1, 676 SCHOOL DISTRICTS ANT) SCHOOLS. Number of school districts . Number with graded schools . Number with ungraded schools . Public school-houses . Sittings in these . Valuation of school -houses and sites.. Average time of school in days . Number of private schools . 5, 947 295 5, 652 6, 078 431, 707 $9, 190, 175 148 181 6, 094 350 5,744 6, 159 435, 071 $8, 937, 091 150 211 147 55 92 81 3, 364 2 30 $253, 084 TEACHERS AND THEIR PAY. Men teaching in public schools . Women teaching in the same . . . Whole number in public schools Average monthly pay of men . . . . Average monthly pay of women 3, 781 3. 916 135 9, 220 0,467 247 13, 001 13, 333 382 $42 54 $41 41 27 45 26 16 INCOME AND EXPENDITURE. Whole receipts for public schools Whole expenditure for them - $3, 792, 122 43, 859, 831 3, 179, 976 a3, 108, 541 $67, 709 $71 ”435 PERMANENT STATE SCHOOL FUND. | I Amount of this available . ' $3, 151, 418 I a The receipts of 1877-’78 include $829,316 brought over from the preceding year; the expenditures exclude $751,290 carried to the succeeding school year. (From printed reports of Hon. Horace S. Tarbell and Hon. Cornelius A. Gower, State superintendents of public instruction, for the two years indicated. The average monthly enrolment and average daily attendance for 1876-’77, however, are from a return by Mr. Tarbell. ) STATE SCHOOL SYSTEM. OFFICERS. For the State there is a superintendent of public instruction chosen by the people in every year of even number to supervise all public school interests and make annual report of them to the governor. An assistant of his own appointment is allowed him. All incorporated institutions of learning within the State are subject to his visitation, and present to him annual reports, which are published with his own. A State board of education, of which he is ex officio a member and secretary, has control of the State Normal School and of the examination of teachers for State certificates, with the duty also of preparing questions for the examination of all persons who desire to teach in the State public schools. For each township the people annually elect a township superintendent to examine MICHIGAN, 121 teacliers, visit aud inspect tlie public schools, and make report of them to the State superintendent. A township clerk and township school inspector, also chosen annually, are associated with him in a township board, to determine district boundaries, choose sites for school-houses, care for the township library, and report respecting the school interests of the township. For ordinary school districts into which the townships are divided there are boards of 3 members — a director, a moderator, and an assessor, one chosen each year for a term of 3 years — to have charge of the school property of the district, manage the school funds, and see that there is a public free school taught for at least 3 months an¬ nually when there are 30 children to attend it, for 5 months when there are from 30 to 800, and for 9 months when the number is 800 or over. For the districts which have more than 100 children 6 trustees may be elected, with the powers and duties of the 3 just mentioned, and with the privilege, under certain conditions, of establishing a high school. Women as well as men are eligible to dis¬ trict school offices. — (School laws.) OTHER FEATURES OF THE SYSTEM. A State university crowns the school system, and between it and the lower grades of schools are high schools, which, on examination and approval by a committee from the faculty of the university, are allowed to send ^aduates into the freshman class on their diplomas. A State agricultural college is not connected with tbe State university. A State normal school prepares skilled teachers for the public schools. A special State public school cares for the little waifs who either have no parents to care for them or parents that cannot be trusted for such care; a State reform school trains in industry, morality, and iiseful learning older children that are in danger of becoming criminals. A State institution for deaf-mutes and the blind gives these iinfortunates the opportunity for an education which may make them useful and self- sustaining citizens. The means for the support of the special schools just mentioned are derived from legislative appropriations. Those for the support of the ordinary public schools come from a permanent State school fund, which yields an interest of nearly a quarter of a million annually ; from a 2 mill township tax, which is, from 1879, to be only one mill ; and from ^strict taxes levied by district boards. The first two are apportioned to the school districts in the ratio of the number of children of school age in each, and must be used only for teachers’ wages. The incidental expenses of the schools are defrayed from the district tax, which also goes to pay the teachers for any length of school term beyond that provided for by the State and township funds. The condition of State assistance is the maintenance of a non-sectarian school the year before ai^portionment for at least the minimum legal time, three months, under a regularly licensed teacher. No school receiving such assistance may exclude from its privileges any resident child of school age because of race or color, and children 8 to 14 years of age are required to be sent for at least 12 weeks in every year, unless excused by the district board. Funds for sites and buildings are derived from taxes voted for such purposes by the peoj^le of each district, and limited to |250 in a district with less than 10 children, to |500 in one with 10 to 30, and to |1,000 in one with 30 to 50. There are kindred limitations as to the indebtedness to be incurred for build¬ ings. Libraries, both township and district, are provided for in the school law, and a district uniformity of text books is required. All persons resident for three months, 21 years old, and having property liable to school tax, may vote at school district meetings, whatever their nation, color, or sex. GENERAL CONDITION. The statistics for 1878 show progress in most respects, there being 147 newly organized school districts, 55 of them with graded and 92 with ungraded schools; an increase of 7,362 in the number of youth of school age ; an increased enrolment of 2,563 in public and 1,676 in private schools ; 81 more public school-houses, with 3,364. more sittings; an addition of two days to the average duration of public schools, of 382 to the number of teachers employed in them, and of $67,709 to the receqits for them. The only points of actual decrease appear to be a diminution of $1.13 in the average monthly iiay of male teachers in the public schools, of $1.29 in that of the female teachers, of $71,435 in the expenditures on the schools, and of $253,084 in the valuation of school-houses and sites. The diminished expenditure on the schools has come largely from the reckiction in the pay of teachers, $21,100 less having been paid to them in the aggregate than was paid in the preceding year, though then the num¬ ber was less by 382. It is greatly to be hoped that this cutting down of pay, continued annually now for several years, has reached its limit. Its tendency is to drive from the profession in discouragement the better class of teachers, leaving only the inferior ones to do poor teaching for poor pay. Observant minds will be apt to connect with this the fact that the increase of enrolment in the imblic schools dropped from 12,043 in 1876-77 to 2,563 in 1877-78, and to infer that decrease of attractiveness in teaching 122 REPORT OF THE COMMISSIONER OF EDUCATION. may haTe been to some extent the reason why nearly two-thirds of the additional school population were absent from the schools, while in the previous year the public school enrolment increased nearly 2,500 beyond the additional school population. SUGGESnO^tS IN THE REPORT. In giving the statistics of the schools as they are, Superintendent Gower also sug¬ gests some possible improvements which might make them more nearly what they ought to be. In view of the fact that the graded schools of villages have now, in many instances, a 12 years’ course, which hardly any one completes and which consequently leads to nothing, he suggests the adoption by the village districts of a 10 years’ graded course, embracing studies which should lead directly up to the “ common school course” of the State Normal School. He thinks (and many superintendents agree with him) that a well graded course of this length, with an object to attract attention at the end of it, would lead to more thorough study than is now given to the longer course, while the prospect of entering the normal school at the conclusion might keep many steady in the course until the end of it who otherwise would be apt to fall away. In view of the need of greater thoroughness in teaching, he suggests that the present township superintendents be relieved of the duty of examining teachers, for which few of them have time or competency, and that this duty be committed to a county board of 3 examiners, to be persons ex]Derienced in teaching, to be chosen by the township superintendents in each county, and to meet with them for consultation at least twice a year. The chain of supervision would then be made complete : the district boards looking after the daily conduct of affairs in school ; the township superintendent supervising the teaching ; the county board keeping a steady watch on the qualifica¬ tions of new teachers; and the State superintendent, reaching those below them through these intermediary officers, exercising his general supervision of the system in more vital contact with it than is possible at present. A more efficient management of the county institutes provided for by law, the super¬ intendent thinks, might result from this arrangement, as the secretary of each coimty examining board could then bring his acquaintance with the teachers to aid the State officer in meeting special local needs. If to aU these things could be added township teachers’ meetings to be held during term time, to be presided over by the township superintendent, and to be made com¬ pulsory as respects attendance of teachers, Mr. Gower believes that the State system would be made fairly and efficiently complete. tYhether a bill providing for the additions needed to secure this completion has been prepared for submission to the legislature does not appear from the report. KINDERGARTEN. For information respecting schools of this class in the State during 1878, see Table V of the appendix following, and the summary of it in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. Under a general law for graded school districts some places have boards of 6 trust¬ ees, elected by the people for terms of 3 years each, one-third subject to change each year. Others, under special laws, have different arrangements. Detroit has a board composed of 2 school inspectors from each ward, one of them chosen by the voters of the ward each year. The mayor and recorder of the city are ex officio members, but have no vote. Each city board chooses usually a city sujierintendent as executive officer. STATISTICS, a Cities. Estimated population. Children of school age. Enrolment. Average at¬ tendance. 1 TeaCe^. j Expendi¬ ture. AdriaTi _ _ _ 9, 000 7, 500 16. 000 120, 000 17, 000 10, 000 30, 000 15, 000 11, 573 7,500 10, 000 8. 240 10, 064 1, 130 1, 941 1, 711 14, 466 3, 083 1,306 5, 039 28 35 44 236 52 35 90 Ann Arbor . Bay City . 2, 311 1, 420 $32, 164 Detroit . . . East Saginaw . Flint . . 35, 962 5, 093 10, 399 2, 453 189, 770 47, 634 Grand Rapids . .Tau.lraoTi _ 9, 310 3,370 76, 561 iralnTnaTino 1, 603 1, 143 1, 080 42 28 28 Ti-'inaing _ Afn.ahft.fTOTi . . Port TTnron . Saginaw . . . 1, 206 31 a These statistics are from the State report for 1878 and. from written retuma. MICHIGAN. 123 ADDITIONAL PARTICULARS. In Ann Arbor, Superintendent Perry says, tlie percentage of attendance for 1877-’78 Tvas the highest ever reported in the schools, the enrolment also increasing 77 over the preceding year. The entire course of study was distributed over 12 grades, eacli occupying one year, the studies being so arranged that those who go through the first five grades may have the elements of a fair business education. In the grammar department, in addition to the studies usually pursued, elementary botany, chemistry, and physics are taught. There are special teachers for bookkeeping, penmanship, drawing, and music in the upper grades. One music lesson a week is given in each room below the high school, the pupils practising daily with their teachers. — (Report and return. ) Detroit reports for 1877-’78 that, counting all who were enrolled during some part of the year, 40.2 per cent, of the school population availed themselves of the advantages of the public schools. This was an increase over the percentage enrolled during any previous year since 1871. The percentage of daily attendance on average enrol¬ ment was 94.4. There was an increase of 8 teachers during the year. As heretofore, there were 12 grades, forming primary, grammar, and high schools. An examination for promotion takes place whenever any individual or any class is ready, pupils of average ability being promoted twice a year. There were 2 night schools in opera¬ tion, with an average membership of 162 pupils. ^ The day schools were so crowded that additional buildings had to be rented, and yet in October, 1878, there were 216 applicants who could not be admitted. Teachers are appointed three times in the year, and for a single term only, in order that engagements may be cancelled with those who fail. The salaries were proportionate to term of service, beginning, in all ordinary cases, with $300 and reaching $700 in the eleventh year. A special teacher of vocal music was employed, and one for industrial drawing was proposed. — (City re¬ port, 1878.) From the other cities, in the table above given, no authoritative printed reports have been received. East Saginaw, in a return, gave 10 public school-houses, with 2,769 sittings, and 3 private schools, with 125 sittings. Special teachers of music and drawing were em¬ ployed in the public schools ; and the school property was estimated at $150,000. Grand Rapids had 14 school -houses, with 4,356 sittings ; 2 evening schools, with 2 teachers and 125 scholars. There were special teachers for music and penmanshixi in the day schools. — (Return for 1878.) TRAINING OF TEACHERS. MICHIGAN STATE NORMAL SCHOOL, YPSILANTI. This school reports for 1877-78 an enrolment of 338 normal pupils, besides 304 in its model school. From all the courses together there were 95 graduates, being the largest class ever ^aduated there. The new building, for which the legislature of 1877 made an appropriation, was comx)leted and occupied, and important changes were made in the courses of study. The school of observation and practice was enlarged so as to con¬ stitute a graded school, representing all the departments of the best graded schools. The princixial was continued as su]3ervisor of the school, with two assistants ; the teach¬ ing, however, was to be done by normal students. In the normal school xiroper 3 courses of study of one year each — a common school, higher English, and language course — were arranged to fit teachers for all grades in the x)ublic schools. Aside from general reviews in connection with professional instruction, the normal school proper is to be confined to pedagogical instruction, and in both schools more attention is to be given to drawing, English history, and literature. With the ap^iroval of the faculty students may also take special courses which require attendance at not less than 17 lectures, recitations, and exercises. During the last three years students entering as graduates from high schools and other aiiproved institutions of the State were received without examination ; now they are required to pass an examination in the element¬ ary branches. — (Report in State superintendent’s report for 1877-78.) OTHER NORMAL TRAINING. At the University of Michigan, as in 1877, members of the senior class who had pur¬ sued courses of study with reference to teaching, and who, on s^iecial examination, showed marked xiroficiency, were allowed in 1878 to receive diplomas signed by the president and professors. These diplomas were certificates of qualification for teach¬ ing. ^ — (University calendar for 1877-78.) Albion College has two teachers’ courses, one of 3 years and one of 4, at the comxile- tion of either of which a certificate will be given specifying which of the courses has been pursued.— (Calendar. ) ^ A return gives 4 night schools in 2 different school-houses, with 2G1 sittings. regents in June, 1879, it was resolved to establish a chair of pedagogy in 1879- 80. Adrian College at the same time resolved to establish a 2 years’ noiana] course. 124 REPORT OF THE COMMISSIONER OF EDUCATION. Battle Creel College pro’sTdes for tlie training of teachers in a course vMch may ex¬ tend to 4 years. Olivet College has a 2 years’ course, under the direction of a former State superin¬ tendent, which leads to a certihcate of recommendation for employment in the English grades of common schools, while those who wish to pursue higher courses for higher work may receive normal diplomas from the college. — (Catalogue for 1877-’78.) In the Michigan Conservatory of Music, connected with Olivet College, there is also a normal course for such as desire to prepare to teach music. This appears to be of 4 .years. — (Catalogue for 1877-’78.) teachers’ institutes. The State institute was held at Lansing, July 8-12, 1878. This season of the year was chosen so that teachers in the public schools could avail themselves of the advan¬ tages of an institute during their vacation, and so that those who were to take part in such meetings later in the year might first have an opportunity of consulting as to the best methods to be adopted in the coming work. This being the intention, only Michigan men were allowed to give instruction, and of these only such as were ex¬ pected to work in other institutes. There were 136 of the best teachers of the State enrolled, and printed syllabuses of the different topics discussed were prepared for the use of instructors in the county institutes, 46 of which were held in 45 different coun¬ ties, with an average enrolment in each institute of 62 persons. — (State report, 1878.) EDUCATIONAL JOURNAL. In place of the former Michigan Teacher there is now in the Educational Weekly, published in Chicago, a department devoted to Michigan items. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Superintendent Gower in his report for 1877-’78 indicates the existence of high school departments in 98 cities and towns of the State, and gives the number of j^upils to a teacher in each one ; but as the number of high school teachers is not given, the whole number of pupils in these departments cannot be ascertained. In a table com¬ prising the statistics of 50 of the largest graded school districts, the attendance in 46 high school departments in the cities and chief towns is found to sum up 1,208 in the tenth grade, 874 in the eleventh, and 693 in the twelfth, making 2,780 in alL The two typical high schools of the State — those at Ann Arbor and Detroit — report as follows: Ann Arbor, enrolment, 479, and graduates, 56; Detroit, enrolment, 864, and graduates, 72. Of the Ann Arbor graduates, 41 were recommended to the university for admission, and several who did not graduate were subsequently admitted by the university authorities on examination. In the Detroit enrolment were included 36 students, who, having graduated, remained to pursue special studies or to review those already pursued. Of the 72 graduates for the year two-thirds were girls. The Ann Arbor school board in 1878 adopted the plan of stimulating thorough study by ranking its diplomas as a, 1), andc; the first indicating the completion of all the rescribed work of a course, or its equivalent, with superior scholarship throughout; the second, sufficient work and thoroughness for admission to the university; the third, good scholarship) in fundamental branches, but some studies omitted or accepted with less evidence of thoroughness. The modified requirements for admission to the university now demand considerable additions to the classical and scientific courses of such high schools as prepare stu¬ dents for these courses in the university. But the addition of a university course embracing English studies only opens the door to the graduates of many more high schools than have been wont to send up pupils. Of the value of the high school departments to the lower grades of schools, one evidence is given in the fact that at Detroit more than two hundred graduates of the high school are doiug good service as teachers in these lower grades, 22 of whom received their ajppointments in 1878. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, prepiaratory schools, and preparatory departments of colleges, see Tables lY, VI, VII, and IX of the appendix following, and the summaries of these in the report of the Commissioner preceding. SLTPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Reports for 1878 have been received from the State university and 8 other institu¬ tions claiming collegiate rank. One of these, however. Grand Traverse College, at Benzonia, has at present no collegiate classes, having not yet recovered from a recent MICHIGAN, 125 loss of buildings and apparatus by fire. The 8 that are doing collegiate work all pro- sent the usual 4 years’ classical courses or departments ; 6 of them have also scien¬ tific courses of 4 years ; 2 add to these Greek-scientific and 3 Latin-scientific courses; 4 provide teachers’ courses ; 2, conservatories of music ; and 2, schools of theology. The State university, besides its 6 full undergraduate courses in literature and science, makes provision for graduate study, for medical study in two schools, one “regular” and the other homosopathic, and adds schools of pharmacy and dentistry. All these colleges admit women on equal terms with men, and one has a special “ ladies’ course” of 4 years. All except the State university are under denominational influences, 2 being controlled by Methodists, 2 by Baptists, 1 by Adventists, 1 by the German Re¬ formed Church, 1 by Congregationalists, and 1 by Presbyterians and Congregational- ists combined. The University of Michigan reports a prosperous condition for 1878, shown in the cancelling of its entire indebtedness, in an increased attendance of students, and in improvement of both the quantity and the quality of work done by them. In June, 1878, a new arrangement of studies was adopted, allowing students to take special subjects of study without regard to a degree ; requiring those who are studying for a degree to take a certain specified number and kind of studies in order to obtain one, and leaving the time or order of pursuing those studies to be arranged between student and professor. Students are allowed to do as much work as they can do well, and are allowed to take their degree when they have completed the work required for it. Under this arrangement it will be possible for the most gifted students to obtain the first degree in a little less time than 4 years, and the second in a little less than 5. If they choose to remain the full time (which is advised) they may add studies not re¬ quired for graduation. These changes have resulted, thus far, in increasing the mim- ber of students in the sciences, viz, zoology, botany, geology, chemistry, and physics, and in modern languages, especially German ; in giving the students a greater sense of freedom, and in stimulating them to do more work. The new arrangement is still regarded as an experiment and is being very carefully tried. In practice it does not prove so loose or indeterminate as it would appear to be. As has been stated, graduates from approAmd public high schools of Michigan are admitted to the freshman class of the university Avithout examination. An endeavor has been made to bring the university into still closer connection with the high schools by estabhshing in it a new course with the degree of bachelor of letters as a sequel to the thorough English course provided in many of the high schools. This was con¬ sidered the more important since a large number of the high schools are without a classical course, but do provide a thorough English one, forming a suitable preparation for a scholarly course of training at the university. The whole number of students, 1,233, was greater by 123 than the preAuous year, 5 of this increase being among undergraduates. A little more than 49 per cent, were from IVIichigan, the others representing 34 States and Territories and 5 foreign lands. Ninety-three of the students, or about 71 per cent, of the whole number, were women. — (State superintendent’s report, 1878.) Adrian College reports an increase in the endowment fund during the year of $10,775 ; of which $10,000 is a donation from Calvin Tompkins, esq., of Tompkins’ Cove, N. Y. This, however, was not to be immediately available. — (State superintendent’s report.) At Albion College some modifications were made in 1877- 78 in the working plans. The dormitory system was abandoned, the young women as well as the young men rooming and boarding with private families. The study of Anglo-Saxon was intro¬ duced in all the four collegiate courses of study. — (State suxrerintendent’s report.) From Battle Creek College it is reported that the Se\mnth-Day Adventist Educational Society, which has the college in charge, has voted to raise $5,000 to assist to a course in the college 50 young men who have the ministry in view, and also to assist an equal number of young women. — (State suj)erintendent’s report.) For names and statistics of collegiate instruction in the State, see Tables IX and X of the aj^pendix following, and the suminaries of them in the reirort of the Commis¬ sioner jrreceding. INSTITUTIONS FOE THE SUPEKIOR INSTRUCTION OF YOLTXG AA^'OMEN. Besides the opportunities for higher instruction already mentioned, which are offered young women in all the colleges of the State, there appear to be at least two institutions exclusively for them, one at Kalamazoo, the other at Monroe. For names and statistics, see Table VIII of the appendix, and the summary of it in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State Agricultural College received during 1877-’78 the addition of a new dormi¬ tory, costing $25,000, which affords such an increase in the accommodations that the- 126 REPORT OF THE COMMISSIONER OF EDUCATION. college is now able to receive all qualified applicants for admission. The requirements for admission are low, in order to kee}) them within the range of common school studies. Applicants are examined only in reading, writing, arithmetic, geography, and grammar. The course of study is 4 years in length, but students are permitted to take select studies and to omit such as they do not wish to pursue, thus making for themselves shorter courses. The college at present teaches surveying, levelling, laying out of grounds, mechanics as applied to implements, building, stock breeding, agri¬ cultural chemistry, horticulture, and such practical applications of science as are especially useful to the farmer. Particular attention is given to the sciences on which agriculture depends. Chemistry with its applications occupies two years ; botany, one year; zoology and allied studies, one year; mathematics is carried far enough to give a knowledge of surveying and the application of trigonometry to problems of mechanics and astronomy. Other studies usually found in college courses, except the ancient languages, receive their share of notice also. — (State report and catalogue of college, 1878.) The Polytechnic School of the State Unwercity is one of the developments of 1878. The university has for years given advanced instruction in the mathematical, i)hysi- cal, and natural sciences, and in the api)lication of these sciences to the arts. In advance of the session of 1878-79 it gave a closer grouping, a more compact organiza¬ tion, and an ampler development to these studies, and established by name what it already had in fact, the Polytechnic School. It comprises the work in civil engineer¬ ing, the school of mines, the advanced course in science, and the school of pharmacy, and is meant to meet the wants of those studying civil or mining engineering or jihar- macy with a view to graduating, as well as those of college graduates and others desiring to pursue special or advanced studies in engineering and the natural sciences with their applications. — (University calendar.) Scientific courses of 4 years are presented also by Adrian, Albion, Hillsdale, Kala¬ mazoo, and Ohvet Colleges. For statistics of all the scientific schools and courses, see Tables IX and X of the appendix following, and the summaries of them in the report of the Commissioner preceding. THEOLOGICAL. Courses of theological study covering 3 years are provided in Hillsdale College (Free- Will Baptist) and in Adrian College (Methodist). At Adrian a shorter course is pro¬ vided for those who, from advanced age or other circumstances, cannot pursue the full one. In Hillsdale there is offered, besides the regular course, an English course cov¬ ering the same time as the former and embracing all its studies except the ancient languages. Students who complete either prescribed course receive diplomas; the degree of bachelor of divinity is for graduates of the regular course only. Arrange¬ ments have been made for holding a ministers’ institute for 2 weeks at the opening of each year at the theological department of Hillsdale, under the auspices of the West¬ ern Education Society. — (Catalogues.) For statistics, see Table XI of the appendix, and the summary of this in the report of the Commissioner preceding. LEGAL. The law department of the State university provides a course of instruction covering 2 terms of 6 months each in successive years, which, it is claimed, will fit students for practice in any part of the country. The degree conferred on students who complete the course and pass an approved examination entitles the resident graduate to an im¬ mediate license to practise in all the courts of the State. A previous course of reading is advised, but not required, as a condition of admission. It is expected that all students will be well grounded in at least a good English education and capable of making use of the language with accuracy and i^ropriety. Candidates for admission must be not loss than 18 years of age and must bear a good moral character. — (University calendar. ) For statistics, see Table XII of the appendix, and a summary of this in the report of the Commissioner preceding. MEDICAL. The medical schools reporting from the State are two belonging to the State uni¬ versity, one regular and one homoeopathic, and the Detroit Medical College (regular). Connected with the university are also schools of dentistry and pharmacy, the latter forming one of the courses of the Polytechnic School. In the College of Medicine and Surgery at the university important changes have been made within the last 2 years. The session is now extended to 9 months, or the en¬ tire college year, and a 3 years’ graded course has been established. Candidates for admission are examiued as to their fitness to profitably pursue the study of med¬ icine, unless they are (1) graduates of some college or scientific school, (2) qualified teachers, (3) advanced members of some academy or high school, or (4) have the cer¬ tificate of some regular medical society that they are qualified to study medicine. The preliminary requirements are not of as high an order as it is hoped they will be made MICHIGAN. 127 Ijefore long ; but they are as high as is fairly practicable at present. To encourage a higher grade of preliminary acquirements, a deduction of 6 months from the required 3 years of medical study is made to graduates of the university and of other respect¬ able colleges, and a year is deducted from the required course of such as have grad¬ uated in the school of x)harmacy of the university. The Romccopaikic Medical Colleart of the State system. For the normal schools there is a board of normal school directors of 6 mem¬ bers, appointed by the governor, with which the State superintendent is also associ¬ ated. A high school b(^ard of 3 members was organized under a law of 1878 “for the encouragement of higher education,’- and is composed of the suiierintendent, the presi¬ dent of the university, and one other member appointed by the governor. 9 E 130 KEPORT OF THE COMMISSIONER OF EDUCATION. For counties, tliere is a superintendent of scliools, elected biennially ; for common ecliool districts, a board of 3 trustees; for independent school districts, one of 6 direc¬ tors. The members of each board are chosen for three years, one-third liable to change each year, — (School laws and State report.) OTHER FEATURES OF THE SYSTEM. The means for the support of the State schools are deriTed from a regular tax of 1 mill on the dollar of assessed valuation ; from the proceeds of fines, penalties, and liquor licenses ; from special taxation in districts, not to exceed 9 mills on the dollar ; and from the income of the State school fund, distributed on the basis of the number of scholars 5 to 21 years old enrolled in schools that have had at least 3 months’ school term under a qualified teacher who has duly reported to the superintendent. The means for building come from special district taxation, which is not to exceed 10 mills on the dollar in any year. All resident children between 5 and 21 are entitled to attend the public schools free of charge, and no child may be excluded from any such school on account of color, social position, or nationality, on penalty of ^50, to be collected? from any board per¬ mitting exclusion on these grounds. Teachers cannot be legally employed in public schools unless they have certificates of qualification. It is the duty of county superintendents to examine and license dis¬ trict school teachers. They are authorized to issue 3 grades of certificates ; the first to be valid in the county for two years, the second for one year, and the third for 6 months, and then only in the districts for which they are given. Teachers in inde¬ pendent school districts are examined by district boards of education and receive cer¬ tificates from them. Women 21 years of age and upwards who are citizens of the United States or have declared their intention to become such, having resided in the United States for one year and in the State for four months, are entitled to vote for school officers and at all school meetings. They are also eligible to any office pertaining solely to the manage¬ ment of public schools. Text boohs for use in the public schools are furnished by the State to the districts, and by the districts to the pupils, at cost price. — (School laws and report of State sux)erintendent. ) GE^’ERAL CONDITION. As might be expected in a young and growing State, the school statistics show an increase at almost all x)oints ; for example, of 33,066 in "children of school age, of 5,274 in the enrolment in public schools, of 66 in the number of school-houses, of 130 in the number of teachers, of 77 cents in the average pay of men, of $401,835 in the estimated value of school x>roperty, and of $456,745 in the "available school fund. An apparent increase of $271,329 in the receipts for schools may be xjartially due to $128,000 of de¬ linquent taxes owing at the date of the last report. According to a return received from the State superintendent, there would seem to have been an increase of $313,358 in the expenditures on the public schools, but in his report the superintendent says that the cost of the public schools was about the same as in 18T6-’77. The graded schools reported in 79 towns for 1878, with a total enrolment of 35,078 pupils, sent out 133 who had completed the full course. As new schools perfect their organizations and extend their work, the number of such graduates must steadily advance. The main and almost only point of decrease is in the pay of female teachers. Through the comparative cheapness of their services women have already largely crowded out the men, and this decrease of pay will tend to crowd out the better class of women also. The suxmrintendent strongly urges greater permanency of emxdoyment and better remuneration for it. — (Report for 1877-78.) TOPICS DISCUSSED. Among the topics discussed by the superintendent in his report for 1878 are the school district system, the dangers of electing county superintendents by pox)ular vote, the proper basis for ap}>ortionment of school moneys, and the high school question. One of many evils resulting from the present school district system, he says, is the subdivision into small and weak districts. This is done in some cases to avoid taxation, in others to exclude certain families, or to give quarrelsome and ambitious men new districts to manage. A consequence is that the inhabited part of the State has been cut up into 3,792 districts, and the subdivision is still going on. As a remedy, the superintendent advises the adoption of the township system. A change of the law made in 1877, by which the office of county school superintendent was made elective, has, it is said, resulted badly. Candidates now neednot even be able to read and write; and low moral character is not a disqualification, so long as a nom¬ ination and votes can be secured. Under the former law, which provided for the appointment of superintendents by county commissioners, there was some complaint that incompetent men were placed in office ; but the elective system has increased this evil. The superintendent therefore recommends the adoption of some plan for a MINNESOTA. 131 competitive examination of candidates for the county oSSce and the appointment of the successful competitors. The report sets forth the advantages of the present law (adopted in 1878) for the apportionment of school moneys on the basis of attendance, the former one being that of enumeration. The present plan, it is believed, is that contemplated by the State constitution, which uses the word ‘‘scholars’^ in describing the persons entitled to the benefit of school money. Its effect is to remove the temptation to a false enu¬ meration, to increase attendance, to encourage the opening of new schools, and to place those of rural neighborhoods more nearly on an equality with city schools in respect to the amount of public money received. As an argument in favor of sustaining i)ublic high schools, it is urged that they are necessary as feeders of the State university. Without them it must depend on acade¬ mies not in the State educational system, and be virtually thrown out of this system. Congressional land grants have given the State a university. It has accepted the gift and by repeated appropriations has made the institution an important factor in the system of public instruction, and the plan cannot be abandoned. The State must secure its success by strengthening the high schools to which it requires the university to look for students. — (State report, 1378.) CITY SCHOOL SYSTEMS. OFFICERS. Under a general law, the towns, cities, and villages which have been organized into independent school districts have boards of school directors comprising 6 mem¬ bers, one-third of them to be changed each year. The board must elect a president, clerk, and treasurer, and may also elect a city school superintendent. — (School laws, 1877.) STATISTICS, a City. Estimated population. Enrolment in public schools. Average at-1 tendance, j Teachers. Cost of the buildings for schools. "MiTiTtpapnlis _ _ _ 34, 747 37,175 11, 000 5, 270 4, 402 1, 788 3,721 3,258 i 102 $305, 502 243, 328 128, 460 Rt. Paul . • 84 TVinona . . . 1, 284 33 a These figures are from a table of ^aded school statistics ia the State superintendent’s report for 1878. Neither the population of the cities nor the number of youth of school age is given ; the former has been supplied. ADDITIONAL PARTICULARS. Among the events of the year which affected Minneaiiolis school interests is the reported consolidation of the former two boards of education. The course of in¬ struction in the high school (a new building for which was to be completed in Sep¬ tember, 1878) “is so arranged that it will articulate with the State university,^' and graduates will be prepared to enter either its classical, modem English, or scientific course. In the common school course the time given to arithmetic will be abridged, fewer processes and greater familiarity with these few being insisted on ; language is to be studied more as an art, and the drill in grammatical analysis and parsing greatly restricted ; geography is to be compressed into one book, and its higher features given through oral lessons. — (State superintendent’s report, 1878.) The superintendent of St, Paul makes no extended report this year, but he speaks of the prosperous condition of the high school, in which there was an enrolment of about 250, a class of 22 graduating at the close of the year and 70 being admitted from the grammar schools. In Winona the attendance was unusually good during the fall and winter terms of 1877-78, but in summer it was seriously affected by the prevalence of measles. Tar¬ diness was almost entirely suppressed, there having been but 431 cases during the entire year, while 7 years ago there were 12,320 in the same length of time. The schools have been greatly improved and thoroughly regraded during the last 7 years, and the course of study has been revised and extended. The high school, which 7 years ago had neither reference library nor apparatus,, has now both j)hilosophical and chemical apparatus, a good reference library, and the basis for a cabinet. Important additions to the chemical and philosophical apparatus also were made during 1878. Within the same period, too, the school buildings have been greatly improved, small wooden ones, with imperfect arrangements, having given jdace to large brick struct¬ ures, supplied throughout with modern improvements in heating, ventilation, furni¬ ture, &c. — (State report, 1878.) 132 REPORT OF THE COMMISSIONER OF EDUCATION. s TRAINING OF TEACHERS. STATE NORZVIAL SCHOOLS. i The state normal schools of Minnesota were established under a general act passed in 1858. The first one was opened at Winona in 1860, the second at Mankato in 1868, and the third at St, Cloud in 1869. In the beginning, each school was managed by a local prudential committee, but in 1873 a law was passed requiring the governor to appoint 6 normal directors, who, with the superintendent of public instruction, should constitute a State board and have charge of the schools. This plan has given them a unity of character and similarity of organization which they did not before possess. Two courses of study are offered in each school — an elementary and an advanced. The former prepares for teaching in the ordinary schools, the latter for the higher depart¬ ments of graded schools ; in both the instruction is largely of a professional character. The total enrolment of normal i^upils in the 3 schools duriag 1877-78 was 550, besides 281 in the model schools. Average attendance of normal pupils, 416 ; number of gradu¬ ates for the year, 59. — (State report, 1878.) OTHER iS'ORMAL TRAINING. No trace of any special training for school work appears in the calendar of the uni¬ versity for 1877-78 or in the arrangements of other colleges the catalogues of which have been received. TEACHERS’ INSTITUTES. An act was passed in 1868 making a yearly State appropriation of $2,000 to defray the expenses of teachers’ institutes, to be held under the direction of the superintendent of public instruction. This law was so amended in 1873 that $1,000 could be expended on institutes of one or two weeks’ duration, and $2,000 on training schools of from four to six weeks in length ; in 1877 another amendment permitted the whole appropriation to be applied to institutes without regard to length. It was found that terms of one or two weeks secure the best results ; if teachers are willing to attend longer, they IDrefer to go to a normal school. Institutes were held in 1878 in 19 counties, with a total enrolment of 1,263 teachers. It has been found well to furnish institute instructors from the principals and teachers of the State normal schools. The county superintendent is the presiding officer at these institutes, with full liberty to teach and make suggestions as to management; and one or more teachers of experience in institute work are also employed. — (Report.) teachers’ DEPARTMENT OF EDUCATIONAL JOURNAL. No Minnesota journal devoted to the school interests of the State is known to the Bureau, but for the benefit of the Minnesota subscribers to the Educational Weekly, of Chicago, a part of a column in that journal is frequently given to matters relating to Minnesota school work. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Precisely how many of the 79 public graded schools reported are high schools in the sense of having courses of higher study. Superintendent Burt says, cannot be stated. The highest school in the grade is often called the high school,” more in view of its aims and hopes than of its present attainments. In 6 of these schools, however, Greek was studied by 46 pupils; in 33, Latiu, by 628 : ir 3, German, by 907 ; and in 2, French, by 35. Thirty schools report a total of 145 pupils who intend to take a higher course. A law was approved March 9, 1878, appropriating $8,000 annually in aid of public graded schools. ^ This is to be given, in sums of $400 each, to graded schools selected by the high school examining board as deserving of the aid. They must have regular and orderly courses of study, embracing all the branches prescribed as a prerequisite for admission to the collegiate department of the university not lower than the third or subfreshman class. — (State report, 1878.) OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academies, and preparatory departments of colleges, see Tables IV, VI, and IX of the apxiendix, and the summaries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Minnesota, at Minneapolis, had in 1878 a coUegiate department covering substantially two preparatory years and two of the ordinary collegiate. For ^ This sum is made $9,000 by the law as published in the Calendar of the University of Minnesota for 1877-78. MINNESOTA. 133 completing this no diploma is assigned. Its classical, scientific, and modem courses simply prepare for the junior year of the college of science, literature, and arts, in which the same courses are continued, and for the corresponding year in the college of mechanic arts and in the college of agriculture. The courses in these lead respect¬ ively to the degrees of bachelor of arts, bachelor of engineering, and bachelor of agri¬ culture. Examinations for entrance on the elementary course were held in 1877 and in 1878 at various points throughout the State. The enrolment and attendance in the lower classes were consequently greater than in any previous years, the actual daily attendance for the whole institution exceeding 340 for the greater part of the session of 1877-’78, and the full list for all courses and departments 371, under 19 professors and instmctors. The university is open, free of charge for instruction, to all persons, male or female, over 14 years of age, who pass the required examinations, except such as are entitled to receive, and can receive, substantially the same instruction in the public schools of their districts. — (University calendar, 1878.) Macalester College, Minneapolis (Presbyterian), remained suspended in 1878, awaiting the completion of buildings for its work and a fuller endo^vment. Carleton College, Northfield (Congregational), had classical, scientific, literary, and English courses of 4 years each beyond its preparatory course of 3 years. It also gave instruction in music. Both sexes are admitted. Students in the fall term of 1878 in the preparatory and musical departments, 205; in the collegiate, 32; all under 10 in¬ structors and professors. St. John's College, St. Joseph (Roman Catholic), had, for young men only, a classical course of 3 years, a scientific course of apparently the same length, an ecclesiastical course of 4 years beyond its introductory elementary course of 2 years, with a com¬ mercial course. The statistics for 1878 showed 76 students in classical and commercial courses. Augsburg Seminary, Minneapolis (Lutheran), for young men, besides a preparato^ course in which were 30 students, has a Greek department with a 4 years’ course, in which were 51 students, under 6 instructors, in 1878. — (Catalogues and returns.) SUPERIOR INSTRUCTION OP YOUNG WOMEN. Young women are admitted in common with young men to all the privileges of the State university and to Carleton College. There are also two chartered institutions in the State for their exclusive instruction, St. Mary’s Hall and the Minneapolis Fe¬ male Semina^. For statistics of these last, see Table VIII of the appendix, and the summary of it in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State university having provided scientific and English courses in its element- py and collegiate department, carries on its instruction in these, for such as desire it, in the colleges of agriculture and of the mechanic arts. The College of Agriculture offers four courses: (1) the regular undergraduate, of 2 years, supplementary to the collegiate ; (2) the elementary, of 4 years, beginning from a much lower point ; (3) special courses of 1 year, and (4) a farmers’ lecture course of 10 weeks in duraUon. The elementary course in agriculture requires the same amount of preparation as to enter the collegiate department. The special courses are open to all who are competent to receive the instruction, the only stipulation being that they must be able to read and write. The College of Mechanic Arts provides 3 advanced courses, one each in civil engi¬ neering, in mechanical engineering, and in architecture, all based on the scientific course of the collegiate department! If not graduates of that course, applicants for admission must pass an examination in the studies belonging to it, — (Calendar of uni¬ versity. ) At Carleton College the instruction given in the scientific course will probably be CTeatly stimulated by the addition of an astronomical observatory, the main building for which was completed in 1873 and furnished with a fair supply of all the most nec¬ essary instruments. — (Catalogue for 1878.) PROFESSIONAL. Theological instruction under Evangelical Lutheran Influences is given at the Augs¬ burg Seminary, Minneapolis, in a course of 3 years ; under Protestant Episcopal influ¬ ences, at the Seabury Divinity School, Faribault, in one of the same length, both meant to follow a collegiate course, which, however, is not made indispensable to entrance. St. John’s Seminary, St. Joseph (Roman Catholic), has a 4 years’ ecclesiastical course beyond the collegiate one before mentioned ; but it is said that graduates of the colle¬ giate course may complete the ecclesiastical course in 3 years. — (Catalogues andretums. ) Legal training and medical instruction enter into the plan of the University of Min¬ nesota ; but in 1878 its colleges of law and medicine were yet unorganized. 134 REPORT OF THE COMMISSIONER OF EDUCATION. For statistics of scientific and professional instmction, as far as given, see Tables X and XI of the appendix follo-^ing, and the summaries of them in the report of the Commissioner preceding, SPECIAL INSTRUCTION. STATE INSTITUTION FOR THE EDUCATION OF THE DEAF AND DUMB AND THE BLIND. As early as 1858 an act was passed by the State legislature to establish an institu¬ tion for the education of the deaf and dumb. In 1863, when provision was made by the legislature for the education of the blind with the deaf and dumb, the school was opened. In 1874 a separate building was provided for the blind, which made it possi¬ ble to organize that department more in accordance with the necessities of their con¬ dition. When the main building for deaf-mutes shall be finished, the institution will have ample accommodations for all the deaf-mutes of the State for probably 10 years at least. Returns for 1378 give 108 as the number of deaf-mute pupils, under 6 teachers, 3 of the teachers being semi-mutes ; 21 as the number of the blind, under 9 instructors and other employes, 2 of these latter blind. The common school branches are studied by both classes of pupils ; higher branches, as the capacity of pupils may demand them. The employments taught the deaf-mutes are coopering, shoemaking, tailoring, printing, and dressmaking : those taught the blind, caning chairs, fancy bead work, hand and machine sewing, knitting, and household work. — (State report and returns from superintendents.) EDUCATIONAL CONVENTION. STATE ASSOCIATION. The third annual meeting of the Minnesota Educational Association was held at Minneapolis, August 13, 14, and 15, 1878. The address of welcome, by President Fol- weil, of the State university, came first. It was followed by the annual address of the president of the association. Professor D. C. John, of the Mankato State Normal School. Among the subjects discussed in the other addresses and papers were ‘‘ Pro¬ gramme for graded and ungraded schools,” “Compulsory education,” “ School build¬ ings, grounds, and their belongings,” “ The best method of electing county superin¬ tendents,” and “Natural science in the common schools.” The most interesting dis¬ cussion was on the subject of school hygiene. It was begun by Professor L. B. Sperry, in a practical address, and continued by Dr. C. N. Hewett, secretary of the State board of health. Resolutions were adopted at the close of the session warmly indorsing the law of 1878 for the encouragement of higher education ; also expressing appreciation of the efforts made by the State board of health to improve the public hygiene, especially in the schools, and pledging the cooperation of teachers present in the work. It was farther resolved that compulsory attendance be a standing subject of discussion in the meetings of the association. — (Educational Weekly.) CHIEF STATE SCHOOL OFFICER. Hon. David Burt, State superintendent of public instruction, St. Paul, [Third term, 1879-1881.] MISSISSIPPI. 135 MISSISSIPPI. STATISTICAL STOIIVL4RY. POPULATION AND ATTENDANCE. | White youth of school age (5-21). - Colored youth of school age (5-21) - Whole number of school age . White youth in public schools . Colored youth in public schools . Whole number in the schools . ! Average monthly eni’olment, white...! Average monthly enrolment, colored.. i Whole average monthly enrolment . . . j Average daily attendance, white . ! Average daily attendance, colored - j lYhole average daily attendance . I SCHOOLS. Average term, ia days, in country . Average term, in days, in cities . Average throughout the State . TEACHERS AND THEIR PAY. I Number of white teachers . I Number of colored teachers . ! Whole number in public schools . I Average monthly pay of each . i INCO^IE AND EXPENDITURE. I Receipts for public schools . | Expenditures for i^ublic schools . j PERMANENT STATE SCHOOL FUND. | Amount of this fund held by State . . . . j 1876-’77. 1877-78. 1 Increase. 1 Decrease. 150, 504 174, 485 324, 989 84, 374 1 1 1 1 1 1 . ""*348,*35i’ '”23,' 362* 76, 154 160, 528 63, 943 55, 814 119, 757 52, 672 44, 627 97, 299 205, 978 . 45,450 . 1 1 . 1 i . i 171, 226 1 51,469 1 1 115, 976 18, 677 77 200 1 79 2, 669 1,459 4, 128 $29 19i 4, 763 $27 00 635 $2 19^ $129, 281 111, 590 $496, 987 481, 215 $815, 229 $626, 268 592, 805 $815, 229 (From printed report of Hon. J. A. Smith, State superintendent of public educa¬ tion, for 1877, and written return from the same to the Bureau of Education for 1878. ) STATE SCHOOL SYSTEM. OFFICERS. For the State, a superintendent of public education, who is elected by the people for 4 years to supervise the public free schools, and a State board of education, com¬ prising the secretary of state, the attorney general, and the State superintendent of public education, to care especially for school lands and school funds and serve as a court of appeal. The local officers are county superintendents, appointed biennially by the board of education, subject to approval by the senate, after examination by a county examin¬ ing board ; and boards of 3 school trustees, elected by the people in each school dis¬ trict, except in incorporated cities and towns, where they are selected by the board of mayor and aldermen. — (School laws of Mississippi, 1876 and 1878.) OTHER FEATURES OF THE SYSTEM. The public schools are sustained by State and county school funds (including the income from the permanent school fund) and by local taxation. The permanent 136 EEPOET OF THE COMMISSIOXEE OF EDUCATION. school fund is derived from sixteenth section lands coming from the Chickasaw ces¬ sion,” and amounted in 1878 to $815,229. This the State uses and pays interest on to the amount of $75,218 annually, which sum is apportioned to the schools from funds raised by general taxation. Other State and county school funds are those arising from sales of lands held by the State for taxes, from licenses, fines, poll taxes, &c. State school funds are apportioned to each county in proportion to the number of educable children therein from 5 to 21. It is provided that whenever the amount of the school fund in tho State treasury in any fiscal year does not reach $200,000, ex¬ clusive of Chickasaw and sixteenth section funds or other special funds, then the State treasurer shall transfer from the general fund to the common school fund enough to make the amount $200,000. The extent of local taxation authorized for public schools appears to be a levy by county boards of supervisors not to exceed 3 mills on the dollar, and one by boards of mayor and aldermen in towns constituting separate districts sufficient to provide fuel for the schools. Schools must be maintained at least 4 months in each year and 5 when there is suf¬ ficient money. They must afford ample free school facilities to all the educable youth ; but white and colored must not be taught in the same building. Teachers cannot be legally employed unless they hold certificates from their county superintendent. Teachers’ salaries are fixed by county superintendents in connection with the board of supervisors or with the board of aldermen in cities and towns con¬ stituting separate school districts. The amount varies according to the number of pupils attending, but it must not exceed a certain maximum. Text books for the public schools in each county are agreed upon at a meeting of the teachers of the county, called by the county superintendent. When their action is approved by the county board of supervisors, it becomes final, and the list holds good for five years. The county superintendent is to see that all the schools in his county have a school term of equal length. — (School laws, 1878.) GENERAL CONDITION. Under a law of 1878, the sessions of the legislature, and consequently the reports of the State superintendent of public education, which are to be submitted at these ses¬ sions, were changed from annual to biennial. Hence no report has been made for the year 1877-’78, nor can any be looked for tdl that year is included with 1873- 79 in the statement to be made to the legislature in January, 1880. Under these circumstances, the only points at which we can trace progress or retrogression between 1876-’77 and 1877-’78 are those respecting which Superintendent Smith has kindly furnished statis¬ tics for the latter year. These indicate 23,362 more children of school age and an advance of 45,450 in enrolment. While the average daily attendance did not keep pace with this large increase of enrolment, it advanced 18,677. There were also 635 more teachers employed, $129,281 more received for public schools, and $111,590 more expended on them. The only item in which any decrease appears is the wages of teachers, which went down from an average of $29. 19^ a month to $27, a reduction painful to read of in connection with an advance in every other point, and especially painful because it follows two preceding ones, which, with this, have brought down the average monthly pay $28.47 in three years.^ With this exception, however, the showing for the year is, as may be seen, a most favorable one upon the whole for a State in which free schools are yet comparatively in their infancy, and in which, from the circumstances attending their introduction, there is yet considerable prejudice against them. In the future the pubhc school system seems likely to be much improved under the operation of a revised school law approved in March, 1878, the main feat¬ ures of which have been given under preceding heads. CITY SCHOOL SYSTEMS, OFFICERS. Under the provisions of the new school law of 1S78, any town of 1,000 or more inhabitants may constitute a separate school district, if the mayor and aldermen so elect; and the said mayor and aldermen, acting in conjunction with the county super¬ intendent, constitute a board of appointment to appoint 3 persons, patrons of each school, a board of trustees for such school, to hold office for one year and to look after all school interests. The county superintendent, however, retains his supervisory powers. Vicksburg, under a special act of the same year, has 2 trustees of schools for each^ity ward, to hold office for 2 years. iThat is, from $55.47 ia 1874-75 to $27 in 1877-78. MISSISSIPPI. 137 STATISTICS. City. [ Estimated population. Toutli of school age. Enrolment in public schools. Average at¬ tendance. Teachers. Expendi¬ ture. Nfttr.'hftz a . . 19, 000 12, 000 8, 107 2, 730 1, 459 2, 599 820 76 $9, 626 13, 987 VinliHhnrv . . 3, 600 20 a Th.e figures relating to schools here given for the city of I^atchez include Adams County. ADDITIONAL PARTICULARS. No printed reports from either of tlie two cities for 1878 have been received, but written returns from the superintendents give the following items besides those above : first, that in both cities the system includes primary, grammar, and high schools ; next, that the statistics of Vicksburg show 3 school buildings, with 21 rooms for both study and recitation, under the charge of 20 teachers, and sittings for only 1,185 of the 1,459 pupils enrolled ; a fact which may account for the small average attendance. Of the 20 teachers, all but 2 in the high school were women. TRAINING OF TEACHERS. NORMAL SCHOOL AND NORMAL DEPARTMENTS. The State Normal School, Holly Springs, reports for 1878 an attendance of 124 normal students, 83 men and 41 women. The State established and supports this school for the purpose of training teachers for the public schools of Mississippi. Tuition is free, except to students from other States. The full course of study occupies 4 years. — (Return and catalogue.) Shaio University, Holly Springs, and Tougaloo Univm'sity, Tougaloo, report normal de¬ partments; the course in the former covers 3 years, in the latter 5. There was at Shaw University an attendance in 1877-78 of 35 normal students, including 27 in a preparatory class; at Tougaloo, according to a written return, 29 normal students and 103 others. For further statistics, see Table III of the appendix, and a summary of this in the report of the Commissioner preceding. teachers’ institutes. No arrangement for holding institutes appears in the new law of 1878, excellent as that law is in many of its provisions. department of educational journal. In the Eclectic Teacher, of Louisville, Ky., a department is assigned for educational information from Mississi];)pi. SECONDARY INSTRUCTION. public high schools. There is no information in this Office upon which even an estimate can be based of the number of public high schools in Mississippi or of the students attending them in 1878. Returns from Natchez and Vicksburg show that in each of those cities there was one such school in operation ; and from the Eclectic Teacher of June and Janu¬ ary, 1878, it appears that there were similar schools in Batesville, Summit, Fayette, and Sardis. There are doubtless a number of others, but, in the opinion of Mississippi educators, not nearly so many as are needed. To supply the demand for more schools preparatory to college and to establish a link between the university and the common schools, a law was passed by the legis¬ lature in 1878 providing that where suitable school buildings and a library of 200 bound volumes of well selected miscellaneous literature are furnished without expense to the State, and where teachers of good moral and educational standing shall have associated themselves as a faculty in schools with these facilities for work, students may attend from any county in the State, and, to defray the expense of their tuition, may draw from the school funds of their counties the pin rata amount to which they would have been entitled had they attended the public schools in their own counties. Such high schools or colleges are required to adopt a course of text books as nearly as possible in accordance with the curriculum of the University of Mississippi, so that students may pass from these schools into any class in the university without loss of time or text books. Out of this arrangement will doubtless come better high schools and a closer connection between them and the university. — (School laws of 1878.) 138 REPORT OF THE COMMISSIONER OF EDU^lTION. OTHER SECONDARY SCHOOLS. For statistics of business colleges, priyate academic scbools, and preparatory depart¬ ments of colleges, see Tables IV^ VI, and IX of the appendix, and tbe summaries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The only change noted in the organization of the University of Mississippi is the re¬ moval from it of the State College of Agriculture and the Mechanic Arts. "With this exception the departments of study remain the same as reported in 1877, namely, those of preparatory and professional instruction and that of science, literature, and the arts. The last has 5 distinct courses of study, 3 of them for undergraduates and 2 for graduates, the first 3 leading to the degrees of bachelor of arts, bachelor of science, and bachelor of philosophy; the last 2, to those of master of arts and doctor of philoso¬ phy. Tuition is free, the university being supported by the State. Besides the State university, 4 colleges and universities, namely, Mississippi and Jefferson Colleges and Shavr and Alcorn Universities, send reports for 1878.^ Jeffer¬ son College, however, does not claim to provide anything beyond a preparatory course. Of the others, all but Mississippi College report preparatory departments, or courses of 2 to 3 years, and classical and scientific courses of 4 years. To these are added in Shaw University normal, theological, legal, and medical courses. Mississippi College has a preparatory course of 4 years, the first 2 of which are devoted to English studies. The college courses are organized on the plan of indei^endent schools, and there is no set time for graduation, all degrees being conferred when the prescribed studies have been mastered. It has graduate courses in Greek, Latin, mathematics, and natural sciences. All these institutions are non-sectarian except Shaw University and Mississippi Col¬ lege, the former of which is under Methodist and the latter under Baptist influences. For statistics, see Table IX of the appendix, and a summary of this in the report of the Commissioner preceding. SUPERIOR INSTRUCTION OF YOUNG WOMEN. Opportunities for higher instruction are afforded young women as well as men in 2 of the institutions above mentioned — Shaw and Alcorn Universities. There are also in the State a number of colleges and institutions devoted to women especially. For statistics of these, see Table VIII of the appendix, and a summary of this in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. This is provided, to some extent, by all the collegiate institutions of the State in scientific courses or schools covering 4 years; also at Alcorn University, Rodney, which receives a portion of the State’s congressional grant for the benefit of agricult¬ ure and the mechanic arts. There were attending here, in 1878, 11 students, all in the first and second years of the 4 years’ course. An agricultural department was formerly connected with the State university, but it has been abolished and the State is establishing an agricultural and mechanical school at Starkville, in the eastern portion of the State. This, however, was not yet organized in 1878. — (Catalogues of colleges and returns.) PROFESSIONAL. A limited course of theological instruction is given at the Bishop Green Training School, Dry Grove (Protestant, Episcopal), and at Shaw University, Holly Springs (Methodist). s The Bishop Green Training School is a missionary enterprise sustained by individ¬ ual effort. It does not claim to be a theological seminary proper, and gives such instruction only in the department of Holy Scripture and the sacred languages. Stu¬ dents are also trained in out-door pastoral work and fitted for admission to regular the¬ ological schools. — (Return and report, 1878.) The theological department of Shaw University was organized to meet a special want among the colored race for a trained ministry, a need which has been so urgent that but few of the students have been permitted to complete their course. This de¬ partment, it is stated, will be made more thorough with the increase of means and general advancement of the students. — (Catalogue of university.) Opportunities for legal study are afforded in the State university and in Shaw Uni¬ versity. * Tongaloo TTniversity may be found under the head of Training of Teachers and among the normal schools in Table rn or the appendix. MISSISSIPPI. 139 The law school of the State nniversity reports for 1878 an attendance of 34 stndents In charge of 1 professor, assisted by several lecturers. This school, which is as yet the only one comprised in the department of professional instruction of the State Univer¬ sity, formerly had a course of study covering 2 years, but the period has been short¬ ened to 1. The diploma or degree obtained after passing a satisfactory examination is a license to practise law in any court in Mississippi. — (University catalogue.) I The course in Shaw University Law School covers 3 years, and comprises the several branches of constitutional law, real property, contracts, torts, criminal law and pro¬ cedure, civil procedure at common law, evidence, jurisprudence, and proceedings in equity. There were 6 students attending the school in 1878. — (Catalogue of Shaw Uni¬ versity, 1878.) r In medical study, Shaw University reports a list of 4 students for 1877-’78, but a med¬ ical course is not yet arranged. Those who desire to fit themselves for the practice of medicine will be advised by a practising physician as to what studies they shall pursue. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF A2sT> DUMB. The Mississippi Institution for the Education of the Deaf and Dumb, Jackson, re¬ ported for 1878 3 professors and 52 pupils, 31 of them girls. Instruction in the com¬ mon school branches and articulation, as well as in dressmaking and gardening, is given. The pupils remain five years on an average. — (Return.) EDUCATION OF THE BLIND. From the Mississippi Institution for the Blind, at Jackson, there is, as in 1877, no report or return. INDUSTRIAL TRAINING. D’Evereux Hall Orphan Asylum, Natchez, reports 251 inmates since its foundation in 1858, and 47 present in 1878. The institution is supported about equally by con¬ tributions and market gardening. The children receive a common school education, and are taught music, general farming, and market gardening. The managers en¬ deavor to find places for the orphans with farmers, or as clerks in stores. — (Return.) EDUCATIONAL CONVENTION. STATE ASSOCIATION. The State Teachers’ Association was to meet at Oxford on June 28, 1878, but no notice of the sessions has been received. — (Eclectic Teacher, June, 1878.) CHIEF STATE SCHOOL OFFICER. Hon. J. A. Smith State superintendent of public education, Jackson. [Term, 1878-1881.] 140 REPORT OF THE COMMISSIONER OF EDUCATION. MISSOURI. STATISTICAL SUiVIMARY. 1876-’77. 1877-78. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-20) .... Colored youth of school age . Total youth of school age . . White youth in public schools . Colored youth in pnblic schools . Total attending . 520, 867 32, 411 553,278 349, 685 14, 504 364, 189 650, 368 37,880 688, 248 428, 975 19, 203 448, 183 129, 501 5, 469 134, 970 79, 290 4,704 83,994 SCHOOL DISTRICTS AND SCHOOLS. Ungraded school districts . Graded school districts . School-houses, including rented build¬ ings. School rooms for study . Schools for white youth . Schools for colored youth . . Total number of schools . Average time of school, in days . Estimated value of school property. . 7,914 7,371 369 7,740 8, 142 279 8, 266 8,092 7,849 434 8, 283 99 $8,321,399 352 478 65 543 TEACHERS AND THEIR PAY. Men teaching in public schools . Women teaching in public schools .... Total number of teachers . Average monthly pay of men . . Average monthly pay of women . 5,760 3, 700 9, 460 6, 239 5, 060 11,299 $36 36 28 09 479 1,360 1,839 RECEIPTS AND EXPENDITURES. Total receipts for public schools Total expenditures . . $4,207, 617 2, 406, 133 STATE SCHOOL FUND. I Amount of available fund $2, 910, 294 a|2, 909, 457 $837 a County school funds are reported aggregating $2,388,368 and township funds $1,980,679. (From reports of Hon. Richard D. Shannon, State superintendent of public schools, for 1877 and 1878, and return for 1878. It is but proper to say that the State superin¬ tendent cautions his readers against accepting too implicitly the only figures he is able, in the existing absence of county supervision, to present. The population fi:om 6 to 20, for instance, was reported in 1875 as 725,723, or about 37,480 higher than in 1878 ; it is unquestionable, however, that the real figures must have been much lower then than now. ) STATE SCHOOL SYSTEM. OFFICERS. For the State there is a superintendent of public schools, chosen quadrennially by the people. There is also a State board of education, composed of the governor, eecreta^ of state, attorney general, and the State superintendent of publio schools, who is its president and executive officer. The term of office of members is 4 years. The school interests of counties are to some extent attended to by county commis¬ sioners, who are elected for 2 years. School districts have boards of school directors of 3 members in country districts, and MISSOURI. 141 of 6 in city, town, and village districts not under special laws. These directors are elected by the qualified voters and hold office 3 years, one-third subject to change each year. — (School laws.) OTHER FEATURES OF THE SYSTEM. The schools are supported by the income from invested State and county school funds, 25 per cent, of the State revenues, and a district tax on property, which is lim¬ ited to 40 cents on the $100 valuation, except that the people at the annual school meeting may vote an increase not to exceed 65 cents on the $100 by a majority vote of taxpayers. To raise funds by taxation for building purposes requires that the in¬ creased rate be voted by two-thirds of the qualified voters at the annual or special meetings. Public funds are apportioned to the several counties according to the enumeration of school population therein. They are withheld from any district, town, or city neglecting to make return of its enumerated school population or failing to have free schools taught for at least 3 months during the year. Teachers who do not hold certificates from the State superintendent and actually in force cannot legally be employed unless they have received certificates of qualifica¬ tion signed by the commissioner of their county within the year if of the ordinary grade, within 2 years if of higher grade. The establishment of schools for colored children is required whenever the enumer¬ ation of this class in any city, village, or district exceeds 15. If the average monthly attendance, however, in any such school shall fall below 10, it is to be closed, but for a period not longer than 6 months at any one time. Two or more adjoining districts, each having less than the minimum number of colored children, may unite to organize and maintain colored schools. — (School laws.) GEI^ERAL CONDITION. The foregoing statistics have been largely obtained by summarizing the reports of county commissioners as given by State Superintendent Shannon in his reports for 1877 and 1878. The superintendent has not given the totals himself, and from his remarks regarding the inaccuracy of county reports it would seem that very little value is to be attached to them. As far as they go, they show an increase at all points and indicate fair advance. The school population, number attending, schools in operation, and teachers employed were considerably ^eater, according to these figures, in 1878 than in 1877. They are in harmony, too, with the generally favorable view expressed by the superintendent. This view, he says, he was led to adopt, ‘‘not from the official reports of commissioners and clerks, but from letters received from these officials and others, and ffiom personal observation.” He finds a growing appreciation of education, that efforts have been made to secure better teachers, and that as a result there have been better schools. Still, although substantial progress has been made in certain directions, he considers that the public school system is in a very unsatisfactory condition. This he ascribes to the inefficiency of the school law. There being no penalty for neglect of duty, ac¬ curate school reports cannot be obtained ; county commissioners cannot make such reports, because district clerks fail to furnish the facts on which they can be based ; district clerks neglect with impunity to obtain blanks for teachers’ reports and con¬ tracts, to keep a record of xJroceedings of the district board, to make written contracts with teachers, and they issue warrants for teachers’ salaries when written reports of their schools have not been furnished by them in the form prescribed by law. A sim¬ ilar looseness prevails in respect to the collection of financial statistics, and, to some extent at least, in respect to the disbursement of public funds. It is, therefore, im¬ possible to ascertain the amount expended by the State for public education. In the financial statistics of the school year ending April, 1878, there is a discrepancy of $21,645.91 between the total receipts reported by district clerks and the sum of the items given by them. The fault, Superintendent Shannon says, does not lie in the law, which makes all necessary provision for the maintenance of schools and the protection of funds, but in lack of provision for its execution. As the only sufficient remedy, he suggests the establishment of an efficient system of county super\usion. The powers and duties of county commissioners should be increased. They should have authority to require district officers to make the reports for which the law provides ; they should be paid a fair salary and be required to give bond for the faithful performance of their duties. Among these are to be the care and oversight of the public funds. The suggestion as to county supervision, it is stated, has received the unanimous indorsement of the educators of the State, as expressed by resolutions of associations and institutes, as well as by xDrivate speech and correspondence. — (State rexmrt, 1878.) COLORED SCHOOLS. ^ Superintendent Shannon says, with regret, that the law in relation to colored schools has been repeatedly evaded and violated” during the last two years; that “a wicked 142 REPORT OF THE COMMISSIONER OF EDUCATION, and malicious advantage is taken of the vreakness and ignorance of the negro to shield the lawbreaker” who uses the money that the law appropriates to the education of colored youth. “The methods adopted,” he says, “for evading the law and escaping punishment are varied and ingenious. First, there is a failure to enumerate a sufficient number of colored persons of school age before the convening of the annual meeting. After the meeting, when the directors are appealed to, they require the production of evi¬ dence that there is a sufficient number;” then they require “time to look into the law,” which takes a month or two ; then they say “it is too late to do anything for that school year;” that the colored people should have attended to the matter of enumeration previous to the annual meeting, and that they must attend to it in time next year. “They are promised a school next year, which they do not get. In the mean time their money is used for other j)urposes.” “Sometimes the directors promise well and then are unable to hud a teacher, or they cannot agree with the colored people as to the location of the school-house site, &c. Thus the year elapses, a new board that knows nothing of the promises or work of the old one is elected, and the same course is pursued, with sometimes a little variation to suit the emergency. Finally, the case reaches the State superintendent, and after an annoying and repeated correspondence to collect the facts in the case, explain the law, &c., the officers are induced to comply with the law by threats of its execution.” In counties at a distance from the capital this threat is frequently of no effect, because the negroes are either induced to drop the matter by promises of future fulniment, or are unwilling to pro¬ ceed to law, or have no intelligent representative. The superintendent asks the legislature to devise a remedy for this injustice, believ¬ ing that the constitution and laws are ample for the purpose if an expeditious method of enforcement shall be provided. — (State report, 1878.) KINDER GARTEX. There were 41 Kindergarten in 1878 belonging to the public school system of St. Louis, having a total enrolment of 5,359 different scholars. Of these, 240 were in the fourth year of their age, 1,404 in the fifth, 2,549 in the sixth, 1,027 in the seventh, 131 in the eighth, and 8 in the ninth. The admission of children under 6 years of age has been discontinued, in consequence of a decision made by the attorney of the board in March, 1878, to the effect that the constitutional limitation of 6 to 21 years as the age for which the legislature is required to provide gTatuitous instruction excluded per¬ sons under 6, and that the board could not legally appropriate money for their educa¬ tion. This system of instruction continues to meet the exjiectations of its friends as to the development of pu^jils in habits of neatness, politeness, industry, quick attention, and skill in the use of the hand and eye. It is therefore much regretted that the limi¬ tation of school age prevents the admission of children in their fifth and sixth years, the ages best suited for Kindergarten instruction. A note, added to Superintendent A. T. Harris’s report as it went to press, states that an experiment by which the work of the Kindergarten and the work of the primary school were united was in successful operation. The children in the first year of the course of study take primary instruction for one-half of the day and Kindergarten instruction for the other, the primary school pupils in the morning attending the Kindergarten in the afternoon and vice versa. — (Report for 1878 on St. Louis City schools. ) CITY SCHOOL SYSTEMS. OFFICERS, A general law for cities, towns, and villages provides for the election of a board of 6 directors of public schools, who choose a president, secretary, and treasurer of their own number, and, thus organized, form a corporate board of education. Certain cities, however, are under special laws, and in these the number of the board varies. In St. Louis it is composed of 1 member from each ward, and in St. Joseph of 2 from each ward. A city superintendent of schools is chosen by the board, which officer at St. Louis selects 2 assistants. — (School law.) STATISTICS. City. Estimated j population., 1 1 Y outb of school age. i Enrolment in public sctiools. Average at¬ tendance. Teachers. Expendi¬ ture. Hannibal . 12, 800 45, 000 2, 982 1, 950 4, &12 3, 536 a49, 578 1, 315 2, 668 2, 475 28 $19, 212 KiiTisaa City . . 10, 622 7, 119 107, 225 j 63 94, 330 8t. "Josepb . 30, 000 440, 000 56 62,254 St. T.onis . - . . . 33, 075 916 1, 479, 464 a Exclusive of 6,417 enrolled in evening scliools. MISSOURI. 143 ADDITIONAL PARTICULARS. JIannihalhsLd 1,950 pupils enrolled in the public schools, 60 of whom wereover 16 years of age; 300 attending private schools ; 23 schoolrooms occupied for study, with 1,590 sittings ; and school taught on 177 out of the 180 legal school days. The estimated value of school jn'operty was $39,500. — (Return.) The public schools of Kansas City, from a humble beginning in 1867, have steadily grown in usefulness. In 1878 there was an increase of nearly three hundred in the total enrolment, with a corresponding increase in daily average attendance. Half-day sessions have been held in some of the schools for 4 years, and the plan has proved highly satisfactory. Drawing has been taught for several years, and by many teach¬ ers with marked success. The schools are classed as primary, secondary, and central or high, the first two grades covering 7 years, the last 4. — (Kansas City report, 1878.) In ASt. Joseph the superintendent of public schools reports that, of the 7,119 chil¬ dren between 6 and 20 years of age drawing State money, 6,212 were white and 907 colored. This was an increase of 297 over the number of school age reported in 1876-77. There were 17 schools, 14 of them district schools, 2 for colored children, and 1 a high school. In addition to the 8 brick school-houses and 1 frame owned by the board, there were 14 rooms rented for school purposes. The superintendent says that the enrolment shows, with the exception of one year, a steady increase from the reorgani¬ zation in 1864 to the present time, and he thinks that the excellence of the schools has contributed greatly to the material wealth and prosperity of the city. — (St. Josei)h Daily Herald, December, 1878. ) The St. Louis public school system was begun in 1838, with less than 200 puj^ils. Its growth has since been constant and greater at all times than the growth of the city in population. During the past 8 years the schools have increased in number 103 per cent., while the city has increased only about 55 per cent. The city, however, had not reached in 1378 so large an enrolment in proportion to its population as many others, the percentage in that year being only 10.2, while in Boston it was about 16, although the school age in Boston is but 5-15, against 6-21 in St. Louis. Fifty-eight per cent, of the pupils were under 10 years of age and 36 per cent, under 8 years ; 52 per cent, were in the lowest 2 years’ work of the course and 63 per cent, in the lowest 3 years; 81 per cent, were in the first 4 years, 16^ per cent, in the second 4 years, and only 2| per cent, in the third 4 years. Making allowance for an annual growth of 9 per cent, a year in the schools, it is estimated that the average attendance of pupils is about three years. The public school system in 1878 comprised a normal school, 6 high schools and branches, 54 district schools, 12 colored, and 34 e-s'ening, 107 in all. Of 1,056 teachers employed, 916 were in day schools, 93 of them men and 823 women, 66 being princi¬ pals, 840 assistants, and 10 teachers. of music. In the high schools and branches there were 57 teachers. Towards the close of the year the board abolished the branch high schools, so called, by adding the studies taught in them to the district school course. The ffindergiirten had the great advantage of the personal supervision of Miss Blow, to whom they owed their being, and increased in the year from 30 to 41, the enrol¬ ment in them rising from 3,333 to 5,359, with an average number belonging of 2,469. At the opening of the fall session of 1878-79 the experiment of uniting Kindergarten work with that of primary grades was tried, with every appearance of success, the children in the first year of the course of study taking primary instruction half the day and Kindergarten training the other half. In the 34 evening schools there was an em'olment of 6,417, an increase for the year of 1,177; average number belonging, 3,620; average attendance, 3,095. The cost of education per capita in all the day schools, including high, normal, district, and Kindergarten, was §12.36. In order to lessen the burdens of parents, the board during the year adopted the system of furnish¬ ing school books to children at cost price, buying at wholesale of publishers and sell¬ ing through the teachers. Instruction has been given in the German language ever since 1364, when it was first introduced into 5 of the public schools and was studied by 450 pupils. It was taught during 1878 in 56 schools to 20,851 pupils, an increase since 1877 of 2,124. The large number of Anglo-Americans studying German is considered significant as indi¬ cating that prejudice against Germans as a foreign element has been obliterated by the mingling of both classes in the schools. The imblic school library has extended its influence far beyond the limits of the schools and has become a source of culture for the city at large. It is kept open every day, Sunday included, for 12 hours, from 10 o’clock in the morning until 10 in the evening. The number of volumes belonging to it in 1878, including duplicates, was 42,315, besides 6,629 unbound pamphlets. During the year, 3,687 volumes were added, and there was an increase of 25 per cent, in the issue of books. — (Report for 1878 on St. Louis public schools. ) 144 EEPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. NORMAL SCHOOLS AND DEPARTMENTS. The three State normal schools at Kirksville, Warrenshurg, and Cape Girardeau were prospering at the close of the school year 1878, although to sustain them it had been found necessary since 1877 to make charges for tuition and incidental fees which were burdensome to their class of students, many of these being teachers of the coun¬ try schools and others who are obliged to support themselves. A contingent fee of from $16 to $20 is paid by those who pledge themselves to teach two years in the State after graduation. These charges were rendered necessary by a reduction of $2,500, made in 1877, from the $7,500 formerly appropriated by the State to each school. State Superintendent Shannon says that more has been done for the improvement of public education in Missouri during the last 6 years by her normal schools and dejpartments than has been accomplished for 20 years by all other agen¬ cies combined. Each normal student costs the Staite about the same "amount expended per capita in the public schools, and as good teachers are essential to the prosperity of the public school system it is argued that the State may well afford to appropriate enough to the support of normal schools to make tuition free. The full course of instruction, which leads to a diploma, covers 4 years. There is also an elementary course of two years, on the completion of which students receive certifi¬ cates. Many of the students teach during the school year, and can therefore remain only one term at a time in a normal school, returning when they are able to comx)lete the course. According to returns to this Bureau there was an attendance in the three schools during 1878 of 1,131 pupils in normal studies, besides 91 studying preparatory branches; of the normal students, 691 were young men and 440 young women. — (State report, 1878.) Lincoln Institute, Jefferson City, for the training of colored youth, was reported to be in good condition, but not making as rapid progress as was desirable, from being hampered by debt. The course of study comprises t wo departments, preparatory and normal, each of 4 years. Tuition is free, but students are charged a matriculation fee of $1 a term. The institute received $5,000 from the State in 1878, and had an attendance, during the latter portion of that year, of 36 in the normal and 103 in the preparatory department. — (State report, 1878, and catalogue.) The Normal School of the State University offers a 2 years’ course of instruction in¬ tended to prepare teachers for work in the district schools, two collegiate normal courses leading to the degrees of bachelor and master in pedagogics, and a purely pro¬ fessional course in 5 periods of 8 weeks each, designed for those who can remain but a portion of the year. There were 64 students attending in 1878. — (Report and return. ) Tlae Normal School, at St. Louis, is sustained by the city; gives free tuition; had an attendance in 1878 of 223 students, all women, and graduated 50. The course of study covers two years and a half. — (Return.) The Collegiate Institute, at Sedalia, a private school, has partial normal training in elementary studies, and an advanced course in which there were 6 students. The Northwest Normal School, Oregon, and the Fruitland Normal Institute, Jackson, formerly reporting, made no report for 1878. Normal classes, or courses, the latter of 2 to 3 years in length, are also spoken of in the catalogues of Central Wesleyan College, Warrenton; Drury College, Springfield ; La Grange College, La Grange; and Woodland College, Independence, a college for young ladies. Drury College has two normal courses, one com^josed of preparatory or collegiate students, trained in methods of teaching in the ordinary branches of com¬ mon school study ; another of 3 years for training teachers of music. For full statistics of normal schools and departments reporting, see Table III of the appendix, and the summary of this in the report of the Commissioner preceding. teachers’ INSTITUTES. Many institutes were organized during the year 1878, and while the attendance on such gatherings is voluntary, except in "jasper County, they were much more success¬ ful than was anticipated. — (State report.) EDUCATIONAL JOURNAL. The American Journal of Education, published at St. Louis, contained in 1878 many articles of value to those interested in the advancement of educational methods. Sug¬ gestions are also made as to the building of more comfortable school-houses and the better furnishing of school rooms. MISSOURI. 145 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. State Superintendent Shannon estimates tliat there are about 300 graded schools in Missouri, hut not more than 100 with anything above an elementary course of study, and perhaps 20 or 30 high schools with full high school curricula. — (State report.) At St. Joseph there was reported an enrolment of 186, with an average attendance of 150; and at St. Louis, an enrolment of 853, with an average attendance of 581 in the high school departments. In both cities Latin, Greek, French, and German were in¬ cluded in the course, with the higher English branches. Some choice among these waa allowed at St. Louis ; at St. Joseph, together with some higher English studies, tui¬ tion was charged for them. — (Returns and reports from both cities.) OTHER SECONDARY SCHOOLS. For statistics of private academic schools, business colleges, and preparatory depart¬ ments of colleges, see Tables IV, VI, VII, and IX in the aj)peudix, and summaries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES MAINLY FOR YOUNG MEN. The University of the State of Missouri, Columbia, reported 17 schools, 10 academic and 7 professional. In the medical and normal schools graded courses were established, the normal course leading to three distinct degrees with diplomas. Of the academic schools 5 were devoted to languages, including Latin, Greek, Shemitic, German, French, and Spanish, and 4 courses led to degrees in arts, science, philosophy, and literature. In the last two years of these 4 courses students are allowed to elect studies, aj)proved by the faculty. The State superintendent reports the university in a prosperous condi¬ tion in 1878, and that it was growing in numbers and influence, notwithstanding cer¬ tain financial losses and the fact that its endowment was not adequate to its su^iport. There were 577 students under charge of the faculty within the year. — (Catalogue for 1877-’78 and State report for 1878.) Washington University, St. Louis, has 5 schools, 2 of them preparatory and academic, the others embracing the collegiate, polytechnic, and law courses. The academic de¬ partment has a 6 years’ course, and includes studies preparatory to the college and to the polytechnic school. In connection with this department a primary class for boys under 11 years of age has been organized, and there was also a commercial class for the teaching of English studies and bookkeeping. The number attending in the art department was so large that it was thought well to offer a more extended course, and the aim now is to give systematic training in the principles and practice of the arts of design. An observatory, which is well fitted with astronomical instruments, was erected in 1877. — (Catalogue of the university for 1878.) Reports or returns covering all or a part of 1878 were received from 11 other colleges or universities for young men or for both sexes, 6 remaining to be heard from. All those reporting had preparatory courses ; all but one, classical courses, generally of 4 years. In 5 there were the usual scientific departments, and in the majority instruc¬ tion was given in French and German, in drawing, painting, and music. In 4 there were normal courses ; in 3, commercial ; in 5, theological ; in 3, graduate ; and in 1, the Christian University, at Canton, a 1 year hygienic course. Lewis College, Glasgow, follows the example of the Illinois Wesleyan University, Bloomington, Ill., in olfering to non-residents an opportunity to secure the degree of bachelor of phi¬ losophy, through an English course of 3 years, examinations in which must be sub¬ mitted to at the close of each term and each year, as well as at the conclusion of the course. This is designed to meet the wants of young ministers and teachers. For the names, location, prevailing religious influences, and statistics of institutions for the higher education of young men or of both sexes, see Table IX of the appendix following, and the summary of it in the reiiort of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Of the institutions for collegiate instruction included above, the following admit women in common with young men to the privileges of their collegiate departments: Baptist College, Louisiana; Central Wesleyan, at Warrenton; Christian University, at Canton; &ury, at Springfield; Grand River, at Edinburg; La Grange, at La Grange ; Lewis College and the Prichett School Institute, both at Glasgow ; Lincoln College, Greenwood; Thayer, at Kidder; withtheUniversity of Missouri, at Columbia, and Washington University, St. Louis, which last has also, in its Mary Institute, a department for the superior training of young women exclusively. For the names, locations, x>revailing religious influences, and statistics of all report- 10 B 146 EEPOST OF THE COMMISSIONER OF EDUCATION. ing institutions exclnsirely for the higher training of young women, see Table VIII of the appendix following. For a summary of their statistics, see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State Agricultural College, a department of the university at Columbia, provides a 4 years’ course in agriculture and related studies, with a course in horticulture and a graduate course, each of one year. All students are required to labor as well as study. Besides that necessary for educational purposes, work is furnished, as far as possible, for those who desire it as a means of support. There were 29 students in the course of practical agriculture during 1878. — (University report for 1878.) The School of Mines and Metallurgy, at Rolla, is another department of the State uni¬ versity, and receives a share of the congressional grant for the benefit of agriculture and the mechanic arts. The school, in connection with the agricultural college, aims to carry out the intention of the act of Congress providing for education in the indus¬ trial arts. It is well furnished with apparatus, instruments, and appliances for illus¬ tration and instruction. — (University report.) The Polytechnic School of Washington University, St. Louis, provides 6 courses of in¬ struction, extending through four years, 5 of them intended to prepare for professional work, either in engineering, chemistry, or architecture. The sixth course, established in 1876-77, is in science and literature, and leads to the degree of bachelor of philoso¬ phy. A systematic course of instruction and practice in the use of tools most common to the trades is given in wood-working, machine, and blacksmith shops. During 1878 this work with tools was greatly extended, and facilities for it were increased. In the art department of the school free evening classes have been formed each year since 1876, to which have been given lessons in drawing and design, with lectures on art history and kindred themes. In other e^mning classes, under an arrangement with the public school board of the city, the elementary and popular technological studies are taught to all applicants without charge. The instruction in these classes has special reference to the wants of those engaged in or preparing for mechanical and Other industrial pursuits. — (Catalogue.) THEOLOGICAL. Instruction prex>aratory to ministerial work is given in connection with collegiate study, or in special theological courses, at Central College, Fayette (Methodist Epis¬ copal South); at Central Wesleyan College, Warrenton (Methodist Episcopal); at Christian University, Qvkiiton. (Christian); at Concordia College Seminary (Evangelical Lutheran), St. Louis; at Lewis College, Glasgow (Methodist Episcopal) ; atNf. Vincentes College, Cape Girardeau (Roman Catholic) ; and in the Vardeman School of Theology, con¬ nected with William Jewell College, Liberty (Baptist). Several of these have no definite theological course, and do not distinguish theological students from others in their catalogues. For statistics of theological schools reporting, see Table XL of the appendix, and a summary of it in the report of the Commissioner preceding. LEGAL. The institutions for legal instruction in Missouri are the La w School of the State Uni¬ versity, the St. Louis Law School (a department of Washington University), and the St. Joseph Law School, the last having been but recently opened. The course of in¬ struction in these schools covers 2 years, or terms, of 6 months in the State university, of 7 months in the St. Louis school, and of 5 months in that at St. Joseph. De¬ grees are conferred only on examination. This, at the St. Louis school, covers the entire eourse of study, and is conducted by an examining board composed of some of the chief judges and' lawyers in the United States. Applicants for admission to the junior class are also examined in the branches of a good English education. — (Cata¬ logues.) MEDICAL. The “regular” medical colleges reporting by return or catalogue are the Medical School of the State University, Columbia; the College of Physicians and Surgeons, Kansas City; St. Joseph Hospital Medical College, St. Joseph; St. Louis Medical College, and Mis¬ souri Medical College, also at St. Louis. All embrace in their courses of study the 7 branches prescribed by the American Medical College Association, and require for graduation attendance on two courses of lectures, with 3 years of study under a regular practitioner, including the lectures. All but one of these schools have established graded courses. Although optional, the graded course is advised, and the third year is offered without charge for tuition, except at the State university, where a 2 years’ graded course is prescriberfl. At MISSOURI. 147 tlio nniversity, after deliberation, it lias been decided to require an examination for admission. The final examination for the degree is conducted by a board of exam¬ iners comprising four eminent jihysicians. — (Catalogues.) The American Medical College, St. Louis, an eclectic school, reports a 3 years’ course of study and the requirement of an examination for admission. — (Return.) T'he Homoeopathic Medical College of Missouri, St. Louis, reports the adoption of an optional 3 years’ graded course, the obligatory requirements remaining similar to those in other medical colleges. Women are admitted. — (Catalogue for 1877-78.) At St. Louis there is also the Missouri School of Midwifery and Diseases of Women and Children, a school not intended to make practitioners of medicine, but to educate ■women in those branches of the profession for which they are peculiarly adapted. The full course of study occupies 1 year. There were 11 students in 1878. The Missouri Dental College, at St. Louis, has made arrangements with the St. Louis Medical College by which students enjoy superior facilities for obtaining such a general knowledge of medicine as is considered necessary for the accomplished dentist. The regular course of study covers 2 years ; but as this is considered too short a period in which to gain a thorough knowledge of the science in its present state of advancement, an optional 3 years’ graded course has been arranged, no tuition fees being charged for the last year. — (Announcement, 1878.) The St. Louis College of Fharmacy provides a 2 years’ course of lectures on the 5 branches usually pursued in such schools : chemistry, materia medica, botany, and pharmacy. In order to graduate, students must have attended these courses of lectures, or one of them and an equivalent to the other in some other school, and must have served a 4 years’ apprenticeship in the drug business. — (Prospectus for 1878-’79.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. No report for 1878 has been received from the Missouri Institution for the Education of the Deaf and Dumb, at Fulton, which in 1877 had 230 pupils, nor from the Missouri Institution for the Education of the Blind, at St. Louis, which in 1877 had 108 j)ni)il3. REFORMATORY AND INDUSTRIAL TRAINING. The House of Refuge, in St. Louis, reported 263 inmates in 1878. They were taught the common school branches and were employed about 7 hours a day in farming, sew¬ ing, washing, and ironing, or in shoemaking, baking, and chairseating. — (Return.) The Catholic Protectorate of St. Louis, at Glencoe, which was established in 1872 for the benefit of orphans or half orphans, reported 35 inmates in 1878. They received instruction in the ordinary branches and were employed in farming. — (Return.) INDUSTRIxAL TRAINING. The Girls' Lndustrial Home, St. Louis, showed on its rolls 1,300 children admitted since its establishment in 1858, 180 indentured, 50 out on trial, and 10 adopted. The whole number for 1878 was 75, with an average of 60. No girls over 12 or under 2 years of age are allowed to enter the in.stitution. The children, who rarely remain till they are 12 years old, are given an elementary education, are aided in drawing and music if a taste is shown for these branches, and are taught sewing and housework. The home is under Protestant influences, is supported by voluntary subscription, and reports an income from all sources of $3,479, while its expenditures reached $5,000. — (Return for 1878.) There were 8 other asylums or industrial homes sending returns for 1878. Of this number 6 were in St. Louis, 1 at Des Peres, and 1 at Webster Groves. There were 1,237 inmates in these institutions, all of whom were taught the common English branches, sometimes drawing and music, and either houseAvork, sewing, knitting, or beadwork. One of the 6 mentioned in St. Louis is a home for the destitute graduates of the Missouri Institution for the Education of the Blind. The pupils of this institu¬ tion raised, by their own efforts, $5,500, which was invested in bonds, mortgages, &c., the interest to be used, if necessary, to defray the expenses of the home. This home was founded in 1878, and the inmates give 6 hours a day of labor to pay for their food, the rest of the day being allowed them to work for themselves. — (Returns for 1878.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The state Teachers’ Association holds a session of three days’ duration annually in June. The seventeenth was held at Carthage, closing June 28, 1878. The attendance upon it is said to have been large, the interest great, the papers generally good, and the discussions pointed and practical. A paper by Professor Woodward on “Manual education” suggested new ideas to many teachers present, and met the hearty approval of the association. 148 REPORT OF THE COMMISSIONER OF EDUCATION. State Superintendent Shannon reports that the sessions of this association are gro-w- ing in interest every year; that not only educationists hut citizens prominent in the professions engage actively in its proceedings, which are devoted exclusively to edu¬ cational, scientiiic, and literary questions ; and that one of the most significant signs of the progress of education here is the zeal with which the best private schools and colleges in the State are of late supporting the association. — (State report.) AUXILIARY ASSOCIATIONS. For the purpose of more effectually encouraging the educational interests of all sec¬ tions of the State and organizing and fostering county institutes, four auxiliary associa¬ tions have been organized, called the Southeast, Southwest, Northeast, and Northwest State Teachers’ Associations. These met at Farmington, Macon City, Kansas City, and Springfield, December 26-28, 1878. More than 600 teachers were present, and the addresses, papers, and discussions are reported as able, interesting, and practical. — (State report.) COLORED teachers’ ASSOCIATION. In addition to the above, the colored teachers of the State have organized an asso¬ ciation, which is in successful operation. An interesting session was held at Columbia, December 26-28, 1878, which was well received by the citizens of that place and cor¬ dially assisted by the faculty of the State university. — (State report.) CHIEF STATE SCHOOL OFFICER. Hon. Richard D. Shannon, State superintendent of public schools, Jefferson City. [Second term, January 1, 1877, to January 1, 1881.] NEBRASKA. 149 NXIBRAISKA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youtli of school age (5-21) . Enrolled in public schools . Per cent, of enrolment to whole num¬ ber. SCHOOL DISTRICTS AND SCHOOLS. Public school districts . Public school-houses . - . Number of graded schools . . Number of ungraded schools . Number with more than six months school. Average time of school in days . Valuation of school property . TEACHERS AND THEIR PAY. Men teaching in public schools . Women teaching in public schools.... Whole number employed . Average monthly pay of men . Average monthly pay of women . INCOME AND EXPENDITURE. Whole receipts for public schools . Whole expenditure for public schools . STATE SCHOOL FUND. Permanent productive fund available. 1876-’77. 1877-78. Increase. Decrease. 92, 161 104, 030 11,869 i 56, 774 62, 785 6,011 61 60 i 2,496 2, 690 194 2, 212 2, 231 19 61 60 1 2, 432 2,630 1,168 198 127 92 35 $1, 862, 386 $1,806, 467 $55, 919 1,571 1,609 38 2, 153 2, 121 32 3,724 3, 730 6 $35 46 $34 65 $0 si 31 80 25 75 6 05 $1, 026, 583 $849, 300 $177, 283 1, 027, 192 936, 932 90, 260 $1, 615, 021 $2, 120, 183 $505, 162 1 (From report of the State superintendent of public instruction, Hon. Samuel R. Thompson, for 1877-78, including statistics of the preceding school year, and from a return for 1878. ) STATE SCHOOL SYSTEM. OFFICERS. For general supervision of the common schools of the State there is a State superin¬ tendent of public instruction, who is elected by the people every even year. For due care of the State normal school he has associated with him the State treasurer and 5 other members, appointed by the governor for 5 year terms. For the sale, leasing, and management of school lands, the investment of the fund arising therefrom, and the control of State charitable institutions, there is a board composed of the chief State officers. For the university, meant to crown the school system, a board of 6 regenta is chosen by the people for 6 year terms, 2 being changed each year. For local school supervision, a superintendent of public instruction is chosen in each, county every odd year, and a board of 3 trustees in each ordinary school district at first, with subsequent change of 1 each year. In districts with more than 150 children, 6 trustees may be chosen, with one-third changed annually. Women are eligible to district school boards and may vote in district meetings, if liable to tax for school purposes.— (School laws.) 150 REPORT OF THE COMMISSIONER OF EDUCATION. OTHER FEATURES OF THE SYSTEM. The means for sustaining the common schools are derived (1) from the proceeds of a State school fund; (2) from the rent of the leased school lands; (3) from a State tax of 1 mill on the dollar; (4) from a local tax, not to exceed 25 mills on the dollar in rural districts and 10 mills in city districts; and (5) from local fines, penalties, and license moneys. The first three are distributed on the basis of the number of children of school age, a census of whom is taken annually in each school district. No State aid, however, is given to any district in which a school is not maintained for three months in the year, and what is apportioned must be used only for teachers’ wages. To receive their wages, teachers must hold valid certificates from the county or State superintendent, or a diploma of graduation from the State normal school, which has equal force. They must also make monthly reports of i^upils attending, studies i)ur- sued, and the proficiency of each pupil in these studies. The schools receiving State aid are reqnired to be open to all youth of school age residing in the districts where they are held. No sectarian teaching may be given in them, nor any text books be used but such as have been approved by the State super¬ intendent ; but with these exceptions the determination of books and studies lies with each district board. The State funds for educational purposes are made by the constitution a sacred trust, the income and interest from which alone may bo used ; all losses are to be made good by the State, so that the principal may remain forever undiminished. — (Laws and constitution.) GENERAL CONDITION. The State superintendent, in his report for 1878, gives no general statement as to the condition and progress of educational affairs in the State. The statistics, however, show an increase of 11,869 in youth of school age and of 6,011 in the attendance on the public schools, with 19 more school-houses, 198 more ungraded schools, and 6 more teachers, the number of men engaged considerably advancing, while 32 fewer women were employed. On the other hand, there was a shortening of the average school term by 35 days, a decrease of 1 iier cent, in the enrolment as compared with school iiop- ulation ; of 1 in the number of graded schools ; of 81 cents in the average pay of men engaged in teaching; of $6.05 in that of women; of $177,283 in receipts for public schools, and of $90,260 in exxienditure upon them, although the principal of the avail¬ able State school fund increased by $505, 162 in the year. A comparative table of statistics for 10 years, given by the State superintendent, shows the progress of the public school system during the last decade. In 1869 there were 598 school districts and 26,407 children of school age. In 1878 the school districts numbered 2,690, and the children of school age 104,030. The attendance is not reported for 1869, but in 1870 there were 12,791 pupils in public schools, and in 1878 62,785. The value of school property in 1870 was $178,604 ; in 1878 it had reached $1,806,467. Receipts for school i^urposes in 1870 were $167,598; in 1878 they were $849,300. Expenditures in 1870 were $163,931 ; in 1878, $936,932. TOPICS DISCUSSED IN THE REPORT. Among the subjects discussed by Superintendent Thomxison in his report for 1878 are a State tax for public schools, the fraudulent division of school districts which the weakness of the law xiermits, and the text book question. An increase in the. State tax of at least half a mill on the dollar is strongly advised. The superintendent regards its reduction in 1875 from two mills to one as a great mistake. He argues that a State assuming to direct the management of a school sys¬ tem should provide the means for its support in some degree commensurate with the extent of its control ; that a State tax tends to equalize the burdens of districts in sus¬ taining the schools and also to remove the disxiarity in length of school terms through¬ out the State. As a remedy for the evils often resulting from a too minute division of districts, an amendment to the law is suggested, providing that before a district is divided there be a two-thirds majority petition to that effect required, instead of a simple majority, as at present ; also that there shall be two petitions, one for each part into which it is proposed to divide the district, in order to prevent a majority at one end from cutting off a minority at the other ; and that a minimum district be fixed, taking into account territory, number of pupils, and valuation. The law of 1869, designed to secure State uniformity of text books, is said to have done good, although, from the fact that no way of enforcing its observance was pro¬ vided, it has been disregarded in many districts. State uniformity, therefore, is but little nearer than when the law was passed. About one-half the districts in the State are using the prescribed list. •Free text books were furnished in 1878 by about 75 districts, an increase from the previous year of 15. Wherever the plan has been tried it has given almost universal satisfaction, as appears from replies to a circular of inquiry sent out. In XEBKASKA. 151 the districts using it, an average reduction in the cost of hooks of 25 per cent, on re¬ tail prices has been secured. Only 2 districts out of 20 report a failure of the plan and dissatisfaction with it, and 1 of these furnished books only to those too poor to buy, while both were unable to report the expense of the experiment, showing that the matter was not carefully managed. — (State report.) CITY SCHOOL SYSTEM. o:MAnA. Officers. — A board of education *f 12 members, 2 from each ward, holding office 2 years, one-half the number being changed each year, and a city suiDerintendent of schools. Statistics. — Estimated present population of the city, 25,000. Children of school age (5 to 21), 5,336; enrolled in public schools, 2,924; average attendance, 1,810. Number of teachers, 44. Total expenditures for public school purposes, $61,737.51. Additional particulars. — Besides the public school enrolment, there are 186 pupils reported in attendance on private and parochial schools. The average attendance in public schools was 96 less than in 1877. This is explained by the fact that the schools of the Roman Catholic Church, then suspended, were reopened in the fall of 1877, thus causing the withdrawal of as many as 150 pupils from the public schools. The schools are classed as primary, 3 grades; intermediate, 2; grammar, 3; and high, 4. — (City report, 1878.) TRAINING OF TEACHERS. XOEMAL SCHOOLS. The state Normal School, Peru, had an attendance of 242 normal students in 1877-'78, a decrease of 23 on the preceding year. Its graduates numbered 37, of whom 4 were from the higher course and 33 from the elementary. The State superintendent reports it as increasing in prosperity and usefulness. There were changes made in its course of study and general management, prompted by a desire to make it more exclu¬ sively a school for the training of teachers. It is, however, unfortunate that the school of practice, kept up for two years without expense to the State, had to be discontinued at the expiration of the school year 1877-’78. Of the students entered for the normal courses of 1878-’79, no less than 102 were persons with some experience in teaching. — (State report and catalogues.) The Central Normal School, Genoa, apparently began in 1878 a course of instruction meant to open with 5 years of common school studies, to go on through 5 more of nor¬ mal school training, and to conclude eventually with collegiate instruction for such as desire it. It gives a list of 71 students, but without designation of the courses in which they were engaged. teachers’ institutes. Since the enactment of the school law of 1869, which provided for county and dis¬ trict institutes, the State superintendent says these gatherings of teachers have in¬ creased in numbers, popularity, and usefulness, and their influence on the improvement of the schools has been important and valuable. Thirteen institutes were held in 1878, of which 2 lasted six weeks, 7 four weeks, and 4 two weeks. The instruction consisted in reviews of the difierent common school branches, with reference to methods of teaching them. At nearly all, much attention was paid to principles and means of organizing and managing schools. The chief drawback to these in¬ stitutes was their cost. The instructors had to be paid by the teachers present, which was in some cases a heavy tax, even though the instructors were poorly paid. The superintendent earnestly urges that the legislature provide a small fund from which instructors at these normal institutes may be suitably paid. EDUCATIONAL JOURNAL. A paper entitled Literary and Educational Notes, published at Kearney, was dur¬ ing 1878 devoted to education in Nebraska. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. A table of graded school statistics in the superintendent’s report for lS77-’78 shows that there were high school departments belonging to the system in 19 cities of the State. A total of 1,026 pupils attended these departments, under 173 teachers. Of the teachers, only 39 were men, and 134 women. No details are given in the table as to the courses of study pursued. The high school course in Omaha, as appears from a city report for 1878, extends over 4 years and comprises the higher English branches, with Latin optional. — (City report.) 152 REPORT OF THE COMMISSIONER OF EDUCATION. OTHER SECONDARY SCHOOLS. For statistics of business collef^es, private academic schools, and preparatory schools of colleges, see Tables IV, VI, IX, and X of the appendix following ; for snmmaries of these statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Nebraska, Lincoln, opened in 1871, had in operation in 1878 two of the five colleges which the regents are authorized by the legislature to establish, viz, a college of literature, science, and the arts, and an industrial college, embracing agri¬ culture, practical science, civil engineering, and the mechanic arts. The other three colleges contemplated are of law, medicine, and the fine arts. The courses of study pursued in the college of literature, science, and the arts (for which there is a pre¬ paratory department) are classical, scientific, x)hilosophical, and literary. Tuition is free to all, except for music, painting, and drawing. — (State report, 1878.) The other colleges of the State are Doane College, Crete ; Nebraska College, Ne¬ braska City; and Creighton College, Omaha. The last Avas opened in 1878, and had in attendance during its first term, as reported by the Omaha High School Journal, 130 pupils. Doane College received $12,000 of additional endowments in 1878. For statistics, see Table IX of the appendix following, and the summary of this in the report of the Commissioner preceding. SUPERIOR INSTRUCTION OF YOUNG AVOMEN. The only i)ro vision that appears to exist for the superior instruction of young women is in the State University and Doane College, to which they are admitted on equal terms Avith young men. Brownell Hall, Omaha, however, may fairly claim equality with some schools called colleges for young women. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Industrial College of the University of Nebraska provides scientific instruction embracing courses in agriculture, practical science, civil engineering, and the mechanic arts. The expenditures by the State in connection with this department, the State superintendent says, have not been commensurate with its importance or with the engagements of the State when it accepted the land grant. An important enterprise undertaken by the department is the holding of farmers’ institutes in difterent parts of the State for the collection and dissemination of information on agriculture and kin¬ dred subjects. A meeting of this kind held in Lincoln during the winter of 1878 was well attended and iirofitable. — (State report.) PROFESSIONAL. The Divinity School of Nebraska College, Nebraska City (Protestant Episcopal), has 4 years in its course of study, apparently from combining collegiate and theological instruction ; it made no report of its statistics for 1878, though unofficial information showed it to be still in existence. Instruction in law or medicine does not seem to have been systematically given in 1878, the law school of the State university not being yet organized nor any medical college established. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Nebraska Institute for the Deaf and Dumb, Omaha, had 52 pupils in 1878, under a principal and 3 assistant teachers, with a matron and foreman of shop. Its aim is to give pupils a good common school education and especially a command over the English language. The highest branches taught are physiology, universal history, geography, and arithmetic. Articulation is taught by means of Bell’s system of “aTsI- ble speech.” Twelve boys are learning printing, which is the only trade taught. The smaller boys are trained in gardening and farm work ; the girls are taught house¬ work and sewing. It is suggested that an appropriation ought to be made for the erection of shops for manual training according to the Russian system, by which pupils learn only the fundamental arts which underlie the trades, leaving the constructive part until they enter sho^AS. On this plan the expense of preparing shops would be comparatively small. It is also suggested that girls, as well as boys, might learn printing, scroll sawing, fret work, and A'arious other kinds of light handicraft. — (State report, 1878.) NEBRASKA. 153 EDUCATION OF THE DLIXD. The Nebraska Institution for the Blind, at Nel>raska City, opened in 1875, Lad in December, 1878, 21 pupils, taught by a jirincipal and 3 assistants, with a matron and foreman. The school is divided into 3 departments, literary, musical, and industrial, separate in themselves, yet forming one complete course of instruction. The school proper has a course of study identical with that of tire best graded schools, and is con¬ ducted upon the same general principles. The studies pursued are arithmelic, algebra, grammar and analysis, physical and descriptive geography, rhetoric, Y>hysiology, history, reading, spelling, and penmanship. The musical department is under the efficient management of a blind teacher, who was educated at the Iowa College for the Blind. The use of piano, organ, flute, and violin is taught. In the industrial department the boys and young men are required to spend a certain number of hours each day at the making of brooms and caning of chairs. Other trades will be intro¬ duced as the number pupils increases. The girls and young ladies are instructed in all kinds of sewing, knitting, crocheting, bead w*ork, &c. Several have learned to work the sewing machine with remarkable facility. — (State report, 1878.) EDUCATIONAL CONVENTIONS. CONVENTION OF COUNTY SCHOOL SUPERINTENDENTS. A convention of county school superintendents met at Lincoln on the 25th of March. Superintendent Thompson read an exhaustive address, laying out the work of the con¬ vention, calling attention to the questions requiring legislation, &c. Committees were appointed on examination of schools, visiting schools, making reports, revision of school laws, resolutions, and on programme. The convention continued in active session until noon of the 27th, when it adjourned in order to permit members to take part in the meeting of the State Teachers’ Association. — (High School, Omaha, April, 1878.) STATE ASSOCIATION. The State Teachers’ Association met at Lincoln, Wednesday, March 27, 1878. After prayer by Chancellor Fairfield, of the university, the members listened to an address of welcome by Mayor Hardy, responded to by Prof. A. D. Williams, who was chosen to preside. The following subjects were discussed by the convention: “Township organization,” “ True teaching,’^ “Government in higher schools,” “Natural science in the schools,” “Should the proceeds of the public lands be devoted to educational pur¬ poses?” “Reforming influences of education and labor,” and “ Shall the county super¬ intendency be retained?” The attendance was so meagre as to be discouraging to the few enthusiastic workers and organizers. — (High School, April, 1878.) CHIEF STATE SCHOOL OFFICER. Hon. Samuel E. Thompsox, State superintendent of public instruction, Lincohi. [Second term, 1879-1881.] 154 REPORT OF THE COMMISSIONER OF EDUCATION. NEVADA. STATISTICAL SUMMARY. POPULATIOX AND ATTENDANCE. 187G-’77. ' 1877-'78. ! Increase. Decrease. YoutL of scLool age (6-18) . Enrolled in xiuliUc schools . Average number belonging . Average daily attendance . Attendance of those under school age .... Attendance in private or church schools. .. Not attending any school . SCHOOL DISTRICTS AND SCHOOLS. I Number of school districts reported . Number using the State text books . Number levying a school tax . Whole number of public schools . Number of these xirimary schools . Number of intermediate schools . Number of grammar schools . Number of high schools . Number unclassified . Number held less than 3 months . Number held only 3 months . Number held between 3 and 6 months .... Number held between 6 and 9 months .... Number held 9 months and more . Average time of schools, in days . Schools maintained without rate bills .... New school-houses built . Valuation of school xJroperty . TEACHERS AND THEIR PAY. Male teachers in public schools . Female teachers in the same . Whole number employed . Number given first grade certificates . Number that made legal returns . Average monthly pay of men . Average monthly pay of women . . INCOME AND EXPENDITURE. Whole income for public schools . Whole expenditure for them . i 9,364 9, 922 558 7,353 7,612 259 5,366 5, 127 239 4,800 4,666 134 269 216 53 849 1,061 212 2,138 1, 976 1 [ . 1 j 162 89 82 * 7 77 87 10 8 6 2 143 185 42 88 97 9 14 11 3 18 18 3 5 2 20 54 34 4 5 1 13 9 4 39 25 14 18 31 13 69 65 4 150 1.52 2 89 94 5 8 10 2 $253, 306 $283, 338 $30, 032 49 45 4 106 124 18 155 169 14 59 49 10 137 146 9 $106 13 $106 00 $0 13 89 53 84 00 5 53 $256, 902 $236, 491 $20, 411 231, 339 205, 147 26, 192 (From rex^ort of Hon. Samuel P. Kelly, State sux^eriutendent of xmblic instruction, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. For the State there is a superintendent of public instruction, chosen by the x^eople every fourth year, counting from 1866. He has general supervision of school inter¬ ests, and makes biennial reports. A State board of education, in which the governor and surveyor general are associated with the superintendent, aids him in the manage- NEVADA. 155 ment of tlie public Bcbool funds, in tbe selection of text books for tbe schools, and in efforts to improve tbe school system. In each county a superintendent of public schools is elected every even year, count¬ ing from 18o6. He and two competent persons appointed by him constitute a county board to examine teachers for the public schools of the county. In each school dis¬ trict a board of trustees of 3 or 5 members, according to population, is elected ; 1 of the 3 and 2 of the 5 for four year terms, the others for 2 years, part of them to be changed or reelected at each general election. — (Amended school laws.) OTHER FEATURES OF THE SYSTEM. State, county, and district taxes for school purposes — the first two imperative, the other optional — supplement the income from a small State school fund. The State tax expressly for schools is half a mill on the dollar annually ; the county tax is not less than 15 nor more than 50 cents on the $100 annually; the district tax may be what the people choose to make it. State moneys are to be used only for the payment of duly qualified teachers. Those from the counties, at the discretion of the local officers, may be devoted also to the purchase of sites, the election or hire of school buildings, the establishment of school libraries, or the necessary contingent expenses of the schools. Those from the districts must be employed for the purpose or purposes indi¬ cated at the time the vote for raising them was passed. The school moneys are ap¬ portioned to the districts on the double basis of the number of children of school age (ascertained by an annual census) and the number of teachers. They are distributed among the schools, in districts having more than one, in proportion to the number of pupils in average attendance. In consideration of the aid it gives to the schools, the State determines the studies to be pursued in them and prescribes through its board of education the text books to be used. No district may receive any part of the public school moneys unless the books thus prescribed are adopted and used in all its public schools. Other conditions are that a public school must have been taught in the district, by a duly examined and certified teacher, for at least 3 months within the school year preceding the appor¬ tionment ; that no sectarian doctrine shall have been taught and no books or i^apers of a sectarian character introduced or used. The salaries of teachers are to be determined by the character of the service required, and no discrimination may be made in the matter of salary against female teachers as such. But no teacher may receive pay, even if duly employed and certificated, till full and correct report has been made, in the form and manner prescribed by law, to the county superintendent and the board of school trustees. The schools are not only free to all children of school age (none being excluded even from the university on account of sex, race, or color), but, under a law of 1873, an effort has been made to secure to every child from 8 to 14 years of age the benefit of at least 16 weeks’ schooling in each year. The law, however, like similar laws inmost other States, has x^roved inoperative. GENERAL CONDITION. The State su}>erintendent’s report for 1877 and 1878, as may be seen from the statis¬ tics given, indicates a considerable increase in the means of education over those of the two preceding years, while 1878 improved at many points on 1877. In the two years 18 new school-houses for the accommodation of the public schools were built, 2 of them at Elko and Gold Hill, large and commodious, and all, Mr. Kelly says, well con¬ structed and as well arranged as the circumstances of the several districts would per¬ mit. Each represents, too, he believes, a larger proportionate effort on the people’s part than buildings of greater show in the more settled States. Then, in almost every dis¬ trict, improvements were made in the existing school-houses, adding greatly to their comfort and efficiency. After visiting most of the schools in the State, the superin¬ tendent reports them generally in good condition and interest everywhere shown in their progress and success ; in 4 counties new school districts were formed and new schools opened, in which great interest was manifested. Then in 1878 there was an enrolment in the x^ublic and private schools almost equal¬ ling in its increase over 1877 the increased number of youth of school age, a decrease in the number not attending any school, 42 more public schools, a larger number of them with long terms, and this apparently without the rate bills which used to be resorted to for lengthening a term Avhen the State and county school moneys were exhausted. The only points of decrease of any moment were in the average number in the schools, in the pay of teachers, and (xirobably from this cause) in the general exxienditure for school purposes, though the State apportioned $49,070.30 for 9,922 census children, an average of $5 for each child. KINDERGARTEN. A letter from the superintendent of public instruction indicates that these schools have become by law a part of the public school system, but no date is mentioned. 156 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. NORMAL SCHOOLS. Neither the school law nor the report of the State superiuteudent gives any indica¬ tion of the existence of any State school or schools for training teachers, nor does any private school for this pnri)ose appear to have been established np to the close of 1878. teachers’ institutes. In the absence of other means for normal training, the superintendent of public in¬ struction, with the consent of the State board of education, is emj^owered to convene annually a State teachers’ institute for a session of 5 to 10 days, and to engage such lecturers and instructors as he may deem advisable to conduct its exercises. There is an account of the first State institute held under this law under the heading Educa¬ tional Convention, further on. County superintendents are empowered to call also one or more teachers’ insti¬ tutes annually, with the consent of the county board of commissioners. For the expenses of each institute, State or county, the sum of $100 is allowed to be drawn ; in the case of a State institute from the State distributable school fund, in that of a county institute from the county fund. SECONDARY INSTRUCTION. HIGH SCHOOLS. The report of the State superintendent for the years 1877 and 1878 shows an addition of 2 to the number of high schools in the State. The 3 high schools previously reported were situated at Gold Hill, Virginia City, and Elko. Of the location or condition of the newly established high schools no definite report appears. PRIVATE SECONDARY SCHOOLS. For any institutions of this class reporting for 1878, see Tables IV and VI of the appendix following. SUPERIOR INSTRUCTION. STATE UNIVERSITY. The board of regents of the State University, at Elko, submitted to the senate and assembly of Nevada a report of the condition of that institution up to the close of 1878. The number of pupils fluctuated between 15 and 35 during that year, and many of them were prepared to enter the higher course. Students from other places were lodged in the new dormitory, erected in 1878 on the university grounds and intended to accommodate 20 students. With this aid the necessary expenses for board and lodging of each student need not exceed $30 a month. The financial report for 1878 exhibits an unexpended balance of $1,581. The board of regents, in concluding their report, state that, while they claim that the State University has not been proved a failure, their anticipations of its success have not been realized. They recommended the appropriation of $12,000 by the legislature to the university, provided it should be the decision of that body to continue the institution under existing conditions. Superintendent Kelly, in his report for 1877 and 1878, speaks much more approv¬ ingly and hopefully, saying that at his last visit he found the preparatory depart¬ ment, the only one existing at that time, in excellent order, the students well trained and remarkably well advanced in their studies. — (State report.) INSTITUTION FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Bishop Whitaker’s school for young women, established at Reno in 1876, and de¬ scribed in the report of the Commissioner for that year, made report for the autumn of 1878 of 40 pupils under 6 instructors. The regular course, which is distinctly out¬ lined and well arranged, is meant to cover 4 years, beyond a preparatory year for such as may require it, and to embrace all the elements of a good education for young ladies. Music, drawing, painting, German, and French are among the subjects taught, and Latin is offered. — (Catalogue and return.) SPECIAL INSTRUCTION. EDUCATION OF DEAF-MUTES AND THE BLIND. The few unfortunates of these classes who have come under the care of the State, amounting to only 4 in all, were at the date of Superintendent Kelly’s last report receiving instruction at the California institution for that purpose, at Oakland, and were said to be doing well and making satisfactory progress. — (Report.) NEVADA. 157 STATE orphans’ HOME. This institution reports 220 inmates since 1870, and C9 in tlie year 1878. All are ta ught the common school branches, and some, employments. The home is non-sectarian in character, and is supported by biennial appropriations from the State. — (Return.) EDUCATIONAL CONVENTION. teachers’ institute. The first session of the State Teachers’ Institute was held at Carson City, April 22- 26, 1878, State Superintendent S. P. Kelly, president. After the address of welcome by E. A. Moody, of Ormsby, responded to by E. J, Passmore, of Virginia City, an essay was read by Miss Habright. A lecture was then delivered by Hon. S. P. Kelly on ‘‘Institutes, primary education, trustees, and the cooperation of parents and teachers.” An essay, by Miss Everett, of Gold Hill, followed. The members of the institute called at the Carson City Kindergarten, taught by Misses Babcock and Martin, and witnessed a day’s x>roceedings. They expressed great apprecia¬ tion of the result of the Frdbel system. Prof. H. H. Howe, of Virginia City, ad¬ dressed the institute on “Arithmetic,” illustrating his method by the aid of an ex¬ perimental class, and some discussion followed. Exercises in grammar and geography, with classes from the Vii'ginia City schools, were given by Miss Jessup and Mrs. Swift. An address on “ Centralization,” by W. H. A. Pike, was followed by an essay from Miss Michelson, from Virginia City. F. M. Campbell, city suj)erintendent of Oakland, Cal., not being able to be present, telegraphed an abstract of his address on “Coopera¬ tion of parents and teachers.” Mr. Van Wagener read a paper on “Trustees and teachers in their relations to schools.” Thereafter Mr. Ewing, on “Grading,” Mr. Bray, on “Discipline,” and Mr. Davis, on “School legislation,” were listened to. The institute adopted a constitution and by-laws, made arrangements for permanent organization, and adjourned. — (Pacific School and Home Journal.) CHIEF STATE SCHOOL OFFICER. Hon. D. R. Sessions, State superintendent of public instruction, Carson City. [Term, January 1, 1879, to January 1, 1883.] 158 REPORT OF THE COMMISSIONER OF EDUCATION. NEW HAMPSHIRE. STATISTICAL SUMMARY. 187C-77. 1877-78. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (.5-21) . a73, 418 68, 035 47, 921 1, 493 3, 890 u73, 785 66, 023 367 1 Enrolled in public schools . . 2,012 Average dailv attendance . 48,410 3, 782 3, 980 489 Attending private schools _ _ _ _ 2, 289 90 Youth 5-15 reported out of school _ SCHOOL DISTRICTS AND SCHOOLS. Organized school districts . . . 2, 062 i 2, 562 i 424 2, 049 13 Number of public schools . . 2, 560 2 Number of graded schools . 485 1 61 Town and district high schools _ _ 37 49 12 ! Average length of schools, in days . . . 1 91. 85 96. 65 4.80 Total nuDiber of school-houses _ _ 1 2, 231 i 361 2, 261 300 30 Reported unfit for use _ _ _ _ _ 61 Built during the vear . 12 28 i 16 Havino’ maps and globes. _ _ _ ... i 699 852 153 Estimated value of school j)roijerty- ; $2,383,144 $2, 336, 547 $46, 597 TEACHERS AND THEIR PAY. ! 1 Men teaching . .591 600 1 Women teaching . i 2, 955 3, 026 71 Whole number of teachers . ' 3, .546 1, 127 3,626 ! 80 Teachers in same school successive 1,279 1 152 terms. Teachers from normal schools . . 295 396 101 Average monthly pay of men & . |33 37 $37 12 ! $1 25 Average monthly pay of women & .... RECEIPTS AND EXPENDITURES. 24 71 24 26 ! 1 j 1 45 Total income for public schools . ! $609, 733 $583,441 1 $26, 292 Total expenditures for public schools -j 604, 654 636,655 $.32,001 a Superintendent’s estimate. & Including board. (From report for 1377-78 of Hon. Charles A. Downs, superintendent of public in¬ struction. ) STATE SCHOOL SYSTEM. OFFICERS. For the State, there is a superintendent of public instruction, appointed by the gov¬ ernor every second year; also a board of trustees of the State normal school. For townships, there are school committees, elected by the people or appointed by the selectmen. Each town may decide as to the number on its school committee, their title, duties, and term of office. . I For districts, there is annually elected a moderator to preside at district meetings, with a clerk to keep record of these and a prudential committee of from one to three persons. In districts composed of the whole town, the duties of a prudential com¬ mittee are performed by a board of education elected by the people of the district, and consisting of 3, 6, or 9 members. YY omen may vote for school officers, and are eligible to school committees and boards of education. — (Laws of 1878.) NEW H\MP8HIRE. 159 OTHER FEATURES OF THE SYSTEM. The public schools are supported by the proceeds of the State literary fund and by a town tax on polls and ratable estate of |350 for school purposes for every dollar of State tax which such towns are required to raise. Towns may raise a larger sum. The State fund is distributed in the proportion of the number of scholars not less than 5 years old last reported as attending the public schools not less than 2 weeks ; the toVn fund, according to the valuation of each district for the year. Before teachers can be legally employed, they must be examined by the school committee and receive certificates showing them to be not only competent from an educational point of view and of good moral character, but also of “ suitable temper and disi^osition ” for teachers. Provision is made for the organization of high school districts, at the will of the people, in towns and in school districts having not less than 100 children 6 to 16 years of age. Two or more school districts in the same or different towns may unite to form a high school district. The employment of children under 15 years of age in manufacturing establishments is forbidden unless such children shall have attended some school at least 12 weeks during the year preceding ; and children under 12 must have attended six months, or during the entire term of the public school in their district. Employers must have a certificate from the school committee as to such attendance. For violation of this law there is a penalty imposed on employers not to exceed |20 for each offence, and on parents and guardians of $10 for the first and $20 for every subsequent offence. ^ — (General laws of New Hampshire.) GENERAL CONDITION. Although the enrolment in public schools was in 1878 less than in the previous year, the number of children in average daily attendance — a more important matter — was considerably greater. The private and church schools increased their enrolment rather more than the falling off in the public schools, making a shght total increase in the number of children attending some school. There were fewer public schools by 2, but 61 more graded and 12 more town and district high schools. There was a longer school term; more school-houses were built, more provided with maps and globes, and there were fewer reported unfit for use. A larger number of teachers were employed ; more of them taught the same school successive terms and more had been trained in normal schools. On the other hand, there was a slight decrease in the aver¬ age monthly pay of teachers; a decrease of $46,597 in the estimated value of school proj)erty and of $26,292 in school revenues. It appears from the above that on the whole there was a substantial advance. With the improved attendance, better instruction was given. There was also more than usual harmony in the districts and schools. Statistics were returned in better time and condition than the previous year, although there is still room, it is remarked, for improvement in respect to promptness and accuracy. The figures as to number of school population, for instance, are of little value, many townshaving failed to report the annual enumeration of children between 5 and 15. The decrease in number of school districts, though small, is encouraging, as show¬ ing the direction public sentiment is taking. Many towns are agitating the question of a consolidation of districts, and this consolidation it is believed will eventually come. In the whole system the superintendent sees nowhere so mirch waste of time, effort, and money as in the maintenance of nearly 1,000 schools whose average attendance is not over 12 scholars, and ho holds that until more districts are consolidated improve¬ ment in other directions will be impossible. A large majority of the schools are still taught by women, who, it is stated, are much better qualified than formerly. They have been employed therefore in higher grades of schools and at better pay, to such an extent as to nearly equalize the rate of wages paid to men and women, leaving out of the account those men who are teaching the high schools. — (State report. ) KINDERGARTEN. For information of these institutions, see Table V of the apx)endix following, and the summary of it in the report of the Commissioner xirecediug. CITY SCHOOL SYSTEMS. OFFICERS. By law, each town may elect annually by ballot a school committee of so many persons as is thought proper. They must be adult citizens, and may be either male or female. In Manche.ster the committee consists of the mayor, the president of the common council, and 1 member from each ward, instead of 2, as formerly. Nashua iln 1879 and afterwards, no child under the age of 10 years may he employed by any manufacturing corporation in this State, under a penalty of $20 to $100. 160 REPORT OF THE COMMISSIONER OF EDUCATION. has a board of education of 13 members (iucludiug the city school superintendent), and Portsmouth a board of instruction of 12 members. STATISTICS, a City. Estimated poiiulation. Youth of school age. Enrolment in public schools. Average at¬ tendance. 1 Teachers. \ Concord . 13, 000 10, 112 28, 000 12, 000 10, 000 2, 375 1,678 3, 607 2, 148 1, 902 1 809 1, 045 2,413 1,531 1, 350 66 I $40,743 47 1 24,574 83 i 52,155 61 1 29,383 38 i 27,349 Dover . . Manchester . Nashua . . Portsmouth _ .... _ ..... 2,318 a These statistics are from the State report, except in the case of Portsmouth, where they are from the city report and a return for 1878. ADDITIONAL PAPTICULARS. Respecting Concord and Dover there is nothing beyond the statistics above given. There is no printed report of the schools in Manchester for 1878 ; but from a Avritten return it appears that the system includes primary, grammar, high, and evening schools, and a training or model school. The eAmning schools had an attendance of 371 stu¬ dents, and the high had 190 students, 117 girls and 73 boys. There Avas an estimated enrolment in prWate or parochial schools of 1,625, Avhich, added to that in public schools, Avould give a total of 5,232. In Nashua, besides the number attending public schools, there Avere 70 in private schools, making a t6tal of 2,218 under instruction. Three evening schools AA^ere taught, haAung an attendance of 218 orderly and studious pupils. The schools are classed as primary, middle, grammar, and high, the first com]irising 3 years, the second 2, and the third and fourth 4 each. The high school has a classical and English course, and had an attendance in 1878 of 146pu];)ils, 81 girls and 65 boys. — (City report.) The schools of Portsmouth are classed as high, ungraded, grammar, intermediate, and primary. The last 3 grades may each be completed in 2 years; the high school course extends over 4. SeAving has been taught for years in the schools of the inter¬ mediate grade. — (City report.) TRAINING OF TEACHERS. STATE NOEMAL SCHOOL, PLYMOUTH. The State established this school in 1870 for the special pur230se of training teachers for its public schools. It has twm courses, one of 1 year, embracing the studies of ordinary grades ; the other of 2 years, embracing such as prepare for teaching in the higher grades. Graduation from the former secures a license to teach in the common schools of the State for 3 years ; graduation from the latter, a license for 5 years. Up to 1878 there had been 219 graduates from the loAver course and 33 from the higher, making a yearly average of 36 from both courses and a total of 252. All these appear to have been absorbed by the State schools, as the State report for 1877 shoAved 295 teachers from normal schools and that for 1878 shoAved 396, some of these, doubtless, coming from the normal schools of other States. The class that graduated in 1878 numbered 37 lady pupils, 31 of them from the loAA^er and 6 from the higher course. The classes are said to have been characterized by greater maturity and more thor¬ ough scholarship than in the earlier years of the school, and the standard of qualifi¬ cation for graduation having been raised, still better scholarship may be anticipated. No other aids to normal training are kuoAAm of in the State, except such as are afforded by the courses of institutions for superior and secondary instruction. TEACHEES’ INSTITUTES. For these useful means of improving teachers there Aras no provision in the school laAv in 1878. TEACHEES’ DEPAETMENT OF EDUCATIONAL JOUENAL. The NcAv-Eugland Journal of Education, Boston, usually assigns a place to educa¬ tional information resi»ecting Ncav Hamiishire. SECONDARY INSTRUCTION PUBLIC HIGH SCHOOLS. The State superintendent reports a total of 49 toAvn and district high schools sus¬ tained in 1878, an increase for the year of 12 ; also, that 6,010 pupils Avere pursuing the higher branches in these schools. A table is giA'en embracing statistical items NEW HAMPSHIRE. 161 from 33 such schools, prepared from answers to a circular sent out. The returns from 9 of these schools are for 1877 ; the remainder are for 1878. There W0,s a total attend¬ ance of students, as summed up in the table, of 2,362: boys, 987; girls, 1,375. There were 812 studying ancient and 392 modern languages. — (State report, 1878.) PRIVATE SECONDARY SCHOOLS. A table is given in the State superintendent’s report embracing statistics of 52 pri¬ vate schools of academic grade, which reported to him in answer to a circular sent them, the statistics of all but 5 being for 1878. A total attendance of 2,821 students is reported, 1,689 being boys and 1,132 girls. Of the 123 teachera employed, 68 were men and 55 women. There were 1,601 pupils pursuing the higher branches, of whom 847 studied ancient and 387 modern languages. — (State report, 1878.) For statistics of private secondary schools reporting, see Table VI of the appendix, and the summary of it in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. DARTMOUTH COLLEGE. The college continued during 1877-’78 its 4 years’ academic course, its scientific, agri¬ cultural, and medical courses, and that of civil engineering. The requirements for admission are high, but fitting schools that have a regular and thorough 3 years’ course of preparation for college are allowed to secure admission to the freshmen class for such of their graduates as hold certificates of having completed the full course and mastered the entire requisites for admission or their equivalents. There was reported, in the fall term of 1878, a faculty of 34, with 1 resident graduate, ^ 215 academic stu¬ dents, 53 in the scientific department, 14 in the Agricultural College, 2 in the Thayer School, and 100 in the medical course, not including duplicate attendance. An uncon¬ ditional gift of $25,000 from Henry Winkle, esq., of Philadelphia, was received during the year. It is stated that during the one hundred and seven years since the first class graduated, the college proper, or academical department, has had no less than 1,847 graduates who were natives of New Hampshire. More than 900 of these became preachers of the gospel, 221 having settled in the State. There were 331 traced as teachers of academies and high schools, and more than 4,000 winter schools in the State have been taught by imdergraduates. There were 18 judges of the New Hamp¬ shire supreme court, 5 at "that time on the bench ; 8 governors of the State ; and more than 20 presidents of other colleges. During all this period the academical depart¬ ment has not received a dollar from the State, although it has had some land grants. — (Catalogue, 1878-’79, New-England Journal of Education, August 15, 1878, and 'Die Dartmouth, June 13, 1878.) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The institutions for scientific instruction reporting from this State are the Agricult¬ ural and Mechanical College, the Thayer School of Civil Engineering, and the Chand¬ ler Scientific School, all departments of Dartmouth College. The Agricultural and Mechanical College, under the new curriculum noticed in last year’s report, proposes to give a well rounded but purely English education, com¬ prising also whatever can be taught in a school that bears upon agriculture. The course of study covers 3 years, and has been so extended as to include the English portion of a regular college course, Avith such additional studies as meet the necessities of the intelligent farmer. The requisites for admission are to be essentially the same as for the Chandler Scientific School. The college farm contains 360 acres of land ad¬ mirably sifited for agricultural experiments.— (Catalogue, 1878-’79, and The Dart¬ mouth, April 18, 1878.) The Thayer School of Civil Engineering provides an exclusively professional training. The course, covering 2 years, is essentially a graduate one, and is intended for men who, by thorough ^preparation, are qualified for subsequent rapid advancement to responsi¬ ble and difficult service. Graduates of the academic department of the college are not admitted to this school without a year of preparation in the scientific department, and even graduates from that must pass a rigid examination to secure admission. — (Catalogue for 1878-’79 and New-England Journal of Education.) In the Chandler Scientific Department the course of instruction extends over the usual 4 collegiate years, and after a satisfactory examination the degree of B. s. is conferred. — (Catalogue.) For statistics of scientific schools, see Table X of the appendix, and the summary of it in the report of the Commissioner preceding. ’ Resident graduates are instructed in the advanced and special subjects of the several department# in an additional one year’s course. 11 E 162 REPORT OF THE COMMISSIONER OF EDUCATION. PROFESSIONAL. The New Hampshire Medical Institution, which constitutes the medical department of Dartmouth College, provides a course of instruction covering 3 years, including two full courses of lectures. Apj)licants for admission must he 18 years of age and, if not graduates of some college, academy, or high school, must pass an examination as to their fitness for entering upon the study of medicine. — (College catalogue.) SPECIAL INSTRUCTION. EDUCATION OP THE DEAF AND DUMB AND THE BLIND. Information from the Perkins Institution and Massachusetts School for the Blind, Bos¬ ton, shows the receipt of $3,000 in 1878 from New Hampshire, indicating, as the charges for tuition are $300 a year, that probably 10 blind children from New Hampshire were in the school. In the American Asylum for Deaf-Mutes, Hartford, Conn., there were 20 boys and 6 girls from New Hampshire, and at the Clarke Institution for Deaf-Mutes, Northampton, Mass., there was 1 deaf-mute from this State. STATE REFORM SCHOOL, MANCHESTER. During the year 1878 this school had a total of 152 under training, and at the date of the report there were 108, of whom 92 were boys. They were instructed in the com¬ mon school branches and in employments on the farm, in chair seating, shoe making and mending, and printing. The girls were employed in sewing and housework. The discipline of the school has of late been materially changed ; the pupils are allowed more liberty and are made to feel that the institution is a home and a place* of instruction rather than of punishment. The result has been good in every respect; the children are more cheerful, more easily governed, learn more rapidly, and work better. — (Report, 1878.) INDUSTRIAL TRAINING. The New Hampshire Orphans’ Home, established in 1871 at Franklin, gave instnic- tion in 1878 to 44 children in the elementary English branches, housework, sewing, and farming. The institution is supported by voluntary contributions. — (Return for 1878.) EDUCATIONAL CONVENTION. STATE ASSOCIATION. The twenty-fifth meeting of the State Teachers’ Association, which was held Octo¬ ber 17 and 18, 1878, at Nashua, secured a good attendance. Among the topics dis¬ cussed were methods of studying geography, grammar, and reading, class room methods, normal methods of teaching, and oral and written examinations. During the evening sessions a number of addresses were delivered, the first being one of wel¬ come by Hon. Edward Spaulding, of Nashua. It was responded to by the president of the association, E. R. Ruggles, of the Chandler Scientific Department of Dartmouth College. Hon. C. A. Downs, State superintendent of public instruction, delivered an address, and Professor Marshall, of Fitchburg, Mass., gave an illustrated lecture on the Yellowstone Park. A number of resolutions were adopted by the association, among which was one favoring the placing of all school management in each town in the hands of one set of officers ; another, advising that a part of the school revenue should be raised by assess¬ ment on the taxable property of the State and distributed to the several towns in pro¬ portion to attendance; a third, calling for enlargement of the duties of the State superintendent, so that he should devote a part of his time to visiting the schools ; and a fourth, recommending that a moderate sum be set apart for the support of normal institutes. — (New-England Journal of Education. ) OBITUARY RECORD. EDMUND RANDOLPH PEASLEE, M. D., LL. D. Dr. Peaslee was born in Newton, N. H., January 22, 1814; he died in the city of New York January 21, 1878. Graduating from Dartmouth in 1836, and returning to it as a tutor in 1837, he continued with the college for 36 years as a teacher, as professor of anatomy and physiology, of surgery, and of gynecology. It was in this last branch that he made his most extended reputation. During his connection with Dartmouth he was also for seventeen years a professor in Bowdoin College ; for nine years, in the New York Medical College; for two years, in the one at Albany; and from 1874 on, professor of gynecology in the Bellevue Medical Hospital, New York. At various times he was president of the New Hampshire State Medical Society, of the New York Pathological Society, of the New York County Medical Society, of the New York Acad¬ emy of Medicine, of the New York Medical Journal Association, of the New York Obstet- NEW HAMPSHIRE. 163 rical Society, and of tlie*^Americaii Gynecological Society. He was also a member of ten societies in different States and an honorary or corresponding member of eight socie¬ ties in this country and Europe. In all these busy years Professor Peaslee was a fre¬ quent eontributor to various medical journals, also publishing several medical works, all of high repute. He received the degree of m, d. from Yale College in 1840, and of LL. D. from Dartmouth in 1859. It is said by his brother physicians that Dr. Peaslee was in the truest sense a liberally educated man, his iuteilectual and professional strength coming from the thoroughness and fulness of his training. He was consid¬ ered one of the most valuable consulting physicians in the country and one of the best educated men in all branches of the profession either in this country or in Europe. (Meuiorial discourse at Dartmouth College, September 1, 1878, Detroit Lancet, Feb¬ ruary, 1878, and Buffalo Medical Journal, March, 1878.) LORENZO D. BARROWS, D. D. This efficient educator was born in Windham, Vt., July 1,1817, and died at Ply¬ mouth, N. H., February 18, 1878. His scholastic training was limited to the district school and the academy, but he was a student all his life. He was one of the first to advocate the establishing of the first theological seminary in the Methodist Episcopal Church, which was at Concord, N. H, from 1846 to 1866, and was then removed to Boston. From 1856 to 1859 he was president of the Pittsburgh Female College, and for several years a trustee of Wesleyan University, Middletown, Conn. His principal work as an educator was, however, in the New Hampshire Seminary and Female College, Tilton, with which he was connected as president for six years and as a trustee for life. It was through his influence and effort that this institution has a Ladd professorship of biblical instruction and moral culture. As a teacher he aimed at the broadest culture and always made the most and the best of his students. — (State report.) PROF. E. KNIGHT. This gentleman, one of the finest mathematicians in the State, was born at Han¬ cock, N. H., November 1, 1817, and died at New London, N. 11., March 4, 1878, aged 60 years. He was natm-ally a teacher, and for forty years filled such a position, first in the district school, afterwards in the academies at New Hampton and New Lon¬ don. He was always connected with county institutes, and this, as well as his connection with different academies, gave him a wide influence over the common schools. His mind was strictly mathematical ; a prominent excellence in his teaching of mathematics, was that he not only taught his pupils the operations under the rules, but also the underlying x^rinciples. — (New Hampshire school report for 1878.) REV. JOSEPH WARREN, D. D. The Report of the Commissioner of Education for 1877 failed to record the death of Rev. Joseph Warren, d. d,, a venerable laborer in schools both at home and abroad. Dr. Warren was born at Brunswick, Me., August 30, 1809, but passed his childhood in Loudon, Merrimack County, N. H. He attended the public schools and afterwards the Plymouth Academy for a short time ; he then became an apprentice in the printing office of the Statesman, a newspaper in Concord. He afterwards attended the Phillips Exeter Academy, the Lane Theological Seminary, Cincinnati, Ohio, and the Theo¬ logical Seminary of the Presbyterian Church, Allegheny City, Pa. After his ordina¬ tion he and his wife went to Hindostan as missionaries, and during nearly fifteen years he performed there much arduous service. He established and successfully conducted a large mission i^rinting office, at which a great many tracts and evangelical treatises (composed and translated by himself and his fellow-workers) were issued. He was prominently connected with the establishment of the Native Orphan Asylums at Alla¬ habad and with the foundation and endowment of the Male and Female High Schools at Agra ; in addition to these labors he was a daily preacher of the gospel in the streets and market places. Returning to this country in 1853, he remained to educate his two younger children. He was for a time an agent for the Oxford Female College, Oxford, Ohio. He was also pastor, successively, of Presbyterian churches in Greensburg, Ind., and Quincy and Macomb, Ill. Shortly after the beginning of the war. Dr. Warren accepted the chaplaincy of the Ninth Missouri Volunteers, serving steadily with that regiment till the capture of Vicksburg, when he was detailed to service in general hospital No. 2 at that post. Here his attainments and character made him many warm friends, and when the work of supporting, sheltering, and educating the freedmen of the Mis¬ sissippi developed, he was transferred to duty under Col. John Eaton, general super¬ intendent of freedmen for the Department of the Tennessee and the State of Arkansas, and soon became general superintendent of scliools under that officer. Under his supervision were all schools for freedmen south of Cairo, Ilk, and north of the Red River in Louisiana. In order to facilitate his new work. Dr. Warren resigned his chaplaincy and was appointed to a similar position in the Sixty-fourth United States Colored Troops, Col. Samuel Thomas commanding. 164 REPORT OF THE COMMISSIONER OF EDUCATION. On the organization of the Bureau of Refugees, Freedmen, and Abandoned Lands) Colonel Thomas was appointed assistant commissioner for Mississippi, and under him Chaplain Warren was continued as superintendent of colored schools for that State. ^ Resigning his position in September, 1866, Dr. Warren (whose wife’s health was too lioor to admit of her return to Hindostan) accepted the pastorate of the Presbyterian Church at Salem, Ill., where, three years after, he buried his wife. Removing, after his second marriage, to Flora, Ill., he was principal of a private academy till 1872, when he returned to his former labor as a missionary, closing a long life of intelligent and earnest labor for the church and for education, at Gualior, March 7, 1877. Dr. WaiTen was an admirable Sanskrit and Hindostanee scholar and noted through¬ out India for the precision and readiness of his knowledge in these subjects. CHIEF STATE SCHOOL OFFICER. Hon. Chablkb A. Downs, State superintendent of public instruction, Concord, [Second term, 187»-18«0.1 NEW JERSEY. 165 NEW JERSEY. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youtli of school age (5-18) . Enrolled in public schools . . . Average attendance . 1 Enrolled in private schools . Whole enrolment in schools . . Children in no school . SCHOOL DISTRICTS AND SCHOOLS. Number of townships and cities . Number of school districts . Number of public school buildings . .. Number of departments in these . Number of unsectarian private schools . Number of church and parochial schools. Districts in which school-houses are poor. Districts in which they are passable.. Districts in which they are good . Districts in which they are very good. Number of new school-houses built.. . Number refurnished or remodeled .... Average value of school-houses . Valuation of all school property . Districts with less than 6 months’ school. Districts with 6 to 9 months’ school.. Districts with 9 months’ school or more . Average time of school in days . TEACHERS AND THEIR PAY. Male teachers in the public schools . . . Female teachers in the public schools. Whole number of teachers . Average monthly pay of men . Average monthly pay of women . INCOME AND EXPENDITURE. Whole receipts for public schools . W^'holo expenditure for them . STATE SCHOOL FUND. Permanent available fund . 1876-’77. 1877-’78. Increase. Decrease. 318, 378 322, 166 3,788 198, 709 202, 634 3,925 107, 961 113, 604 5, 643 42, 208 42, 017 191 240, 917 244, 651 3,734 72, 389 72, 067 322 263 265 2 1,367 1,367 1,546 1,551 5 3, 081 3, 182 101 198 227 29 88 98 10 178 166 12 252 274 22 464 451 13 469 469 26 24 2 35 39 4 $5, 099 $4, 967 $132 6, 518, 504 6, 300, 398 218, 106 13 11 2 80 84 4 1,275 1,271 4 184 194 10 954 993 39 2, 356 2, 436 80 3, 310 3, 429 119 $63 78 $60 50 $3 28 37 04 36 14 90 $2, 079, 907 $2, 004, 049 $75, 858 1, 929, 902 2, 004, 049 $74, 147 $1, 650, 350 $1, 365, 284 $285, 066 (Reports of State Superintendent Ellis A. Apgar for the two years indicated, with returns from the same for incomet expenditure, and school fund. ) STATE SCHOOL SYSTEM. OFFICERS. For the State, there are a board of education, a superintendent of public instruction, and a board of examiners. The State board exercises a general supervision over the 166 REPORT OF THE COMMISSIONER OF EDUCATION. \ school sj-stem ; the superintendent visits the schools, advises county superintendents, and annually reports on the condition of the whole school system; the State hoard or examiners tests the qualifications of teachers who desire certificates good throughout the State. For local school work, there are a county superintendent and a county hoard of examiners in each county, a hoard of trustees for each school district, and a township hoard composed of all the district trustees within each township. For cities there are hoards of education, with city superintendents and hoards of examiners. OTHER FEA.TURES OF THE SYSTEM. The state hoard of education is the chief school authority ; it makes rules and regulations for the schools not inconsistent with the school law, and carries into effect its provisions ; appoints triennially the State and county superintendents (the letter sirhject to the approval of the county hoards of freeholders) and me,y remove them af its pleasure. It also determines the standard to he reached hy teachers for the dif¬ ferent grades of certificates given hy the State and county hoards of examiners, and the frequency with which county superintendents shall visit the schools and meet the township hoards of trustees for consultation as to school interests. The State super¬ intendent acts as the secretary and general agent of the hoard, carries out its instruc¬ tions, and enforces rules and regulations prescribed hy it ; he has also specific duties prescribed hy law. The county superintendents are allowed salaries sufficient to enable them to give at least the greater part of their time to their work. The schools are sustained largely from the proceeds of a State tax of 2 mills on the dollar, from the interest of the State school fund and a State approxMiation sufficient to make this $100,000 annually. As the allowance from the State suffices for mony of the rural schools, comparatively few of the districts raise local taxes to improve or continue their schools, only 246 out of 1,367 doing so in 1877-78. To obtain State funds, how- CA^er, districts must maintain their schools at least 9 months each year in suitable buildings, with proper outhouses, and must make annual report of the number of youth of school age (.5-18) Avithin their hounds. To obtain their pay, teachers must hold Avalid certificates and must iiresent to the county superintendent full statistical reports of the schools they have taught. Corporal x>unishment is forbidden hy law. The State schools are not only gratuitous to children in their districts 5 to 18 years of age, hut, since 1875, children from 8 to 14 years old are required to attend them or have some other means of instruction at least 12 weeks in each 5 ear, of which 6 weeks must he consecutive. Provision is made for graded schools and for school libraries, and under an act of 1878 each public school applying for the same is to he furnished hy the State superintendent with a simple set of apparatus to teach the metric system of weights and measures. A normal school and an agricultural and mechanical col¬ lege enter into the State system, hut there is no State university. GENERAL CONDITION. The improvement which has marked x)receding years was still maintained in 1878. Although the enrolment in the imhlic schools continues much below the school i)opu- lation, the increase in enrolment v/as 137 more than the increase in school lAopulation, Avhile the increase in average attendance exceeded hy 1,855 the increase in school pop¬ ulation. The attendance, too, was for a longer period, 2,379 more than in the iireAuous year attending 10 months, 4,482 more from 8 to 10 months, and 1,652 more from 6 to 8 months. These signs point plainly to an increasing sense of the value of an educa¬ tion and a growing perception of the advantages afforded in the public schools. To meet this feeling on the people’s part, we find that the average time of school was made 10 days longer than in 1876-’77. There was an increase of 5 in the number of public school buildings, of 101 in the number of departments in these, of 30 in the number of first grade certificates granted to teachers, and of 119 in the number of teachers employed in the public schools ; while 26 new districts laid the foundations of school libraries and 53 districts took measures to increase the libraries they already had. The reports from most of the counties show activity in school work, and Bur¬ lington, which, Avith 2 adjoining counties, has a regularly graded course of study, set the example of graduating with special exercises at the county seat the 45 pupils Avho in 1878 completed this course and passed the final examinations. TRAINING FOR INDUSTRIAL OCCUPATIONS. In the Agricultural and Mechanical Department of Rutgers College, the Stevens Institute, Hoboken, and the John C. Green School of Science, Princeton, the State provides more than average facilities for mechanical and technical training. But to develop fully her various industries and prepare skilled hands for work that needs them. Superintendent Apgar recommends that, as soon as practicable, industrial draw¬ ing he made a part of the instruction in the public schools and that technical schools, to prepare students for trades requiring special skill, he established under the au¬ thority of the State and with some State aid at three or four chief centres. The State NEW JERSEY. 167 board accepts and indorses the recommendation, and in some cases drawing has been introduced by school boards without waiting for a State law. SCHOOL MUSEUMS. Superintendent Apgar again urges the formation of local museums for botanical, geological, zoological, and entomological specimens, to be gathered by pupils and teachers and used to illustrate the flora, fauna, &c., of the several sections of the State. The superintendent and his brother in the State Normal School do much to further this at the teachers’ institutes they attend. KINDERGARTEN. For information respecting schools of this class, see Table V of the appendix follow¬ ing, and a summary of it in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. City boards of education, with city superintendents of schools and boards of exam¬ iners, form the official staff in the cities of this State. STATISTICS, a Cities. Estimated population. Youth of school age. Enrolment. Average at¬ tendance. Teachers. Camden . 40, 000 11, 134 7, 668 4,653 no Elizabeth . 30, 000 7, 124 3, 406 2, il8 47 Hoboken . 33, 000 8, 729 5, 088 2, 899 73 Jersey City . 120, 000 40, 204 20, 585 11, 860 310 Millville . 8, 000 2, 236 1, 971 1, 280 31 Newark . 135, 000 37, 345 17, 846 11, 235 265 New Brunswick . 19, 000 5, 727 2, 555 1, 852 44 Orange . 11, 000 3, 680 1, 426 1,071 30 Paterson . 39, 500 12, 480 7, 157 4, 542 101 Phillipsburg . Plainfield . 8, 000 2, 721 1, 721 1, 181 30 11, 000 2, 034 * 1, 296 850 25 Eabway . 8,000 1, 778 1, 335 822 23 Trenton . 30, 000 9, 221 3, 769 2, 312 66 Expendi¬ ture. $222, 364 205, 459 86, 453 25, 185 78, 220 43, 123 a The statistics are taken from the tables of the State report, with the exception of population and expenditure, which are not there given. These, with the additional particulars following, are derived from printed or written information famished this Bureau. ADDITIONAL PARTICULARS. Camden reports to the State superintendent 12 school buildings, a healthful growth in the school system, and a purpose to supplement the existing curriculum by endeav¬ oring to secure to pupils a training in at least the elements of industrial occupations. Elizal)eth, through her superintendent, says that there has been no attempt to intro¬ duce radical changes during the year, but rather an effort to perfect and strengthen the existing system. Better order in the schools and greater thoroughness in teach¬ ing are also noted, with an increase of about 3 per cent, in attendance. Hoboken had, in 1878, 8 schools, with 84 classes in English studies and 20 in Ger¬ man, the system including primary, intermediate, grammar, and high school depart¬ ments, with an evening school and Saturday normal school. This school held ite sessions from 9 to 12 each Saturday during the school year, receiving all desiring to teach who passed a satisfactory examination in preparatory studies, as well as all teachers in the city schools below the grade of principal. It had 9 ^aduates at the close of 1878. The evening school, opening December 1 and continuing through the winter, numbered in December, 1878, 6 teachers and as many classes, with an enrol¬ ment of 327 pupils. The 20 German classes were taught at diferent hours by 2 special German teachers. One large school building was completed at a cost of $50,000, and occupied in the autumn of 1878, giving accommodation to 24 classes, including pri¬ mary, grammar, and high school departments. The number of teachers during 1878 increased by 7, the school departments by 7, the enrolment in the public schools by 366, and the average attendance by 235. There is a library of 557 volumes. Jet'sey City reports 20 school buildings in 1878, of which 17 were owned and 3 rented by the city. There remained, however, so great a lack of accommodation for the large and fast increasing school population that teachers had to struggle on with classes twice as large as could be properly taught or managed ; rooms were so crowded as to make pure air and comforti impossibilities ; and as many as seventeen hundred or eight¬ een hundred applicants for admission had to be refused from want of room to seat them. The schools numbered 39, including 21 primary, 15 grammar, a high school, a training school for teachers, connected with the high school, and a Saturday normal 168 REPORT OF THE COMMISSIONER OF EDUCATION. school for teachers. Besides 308 regular teachers there was a special teacher of draw¬ ing, and through her instructions the others were enabled to preside effectively over the drawing exercises of their j)upils and to secure a fair advancement in the work. Music was not regularly taught, but frequent exercises in singing trained most of the pupils to sing by rote, and in some schools a music teacher was permitted to form classes, receiving a compensation from the pupils taught. AVhether evening schools were maintained does not appear. Newark had 1 normal school, 1 training school, 1 high school, 11 grammar and 2 in¬ termediate schools, 23 primary, 2 industrial schools, and 1 school for colored children, besides evening schools. Two Kindergarten mentioned in the report appear to be included in the schools here enurqerated. The high school had 3 courses of study, a classical of 4 years, an English and scientific of 4, and a commercial of 2 years. The schools were taught in 27 buildings, with a seating capacity of 15,047. The whole enrol¬ ment in the day schools was 18,474 ; in evening schools, 1,186; in the normal school, 94, an increase of 718 in day and normal schools and of 213 in evening schools. The average attendance reached 90 per cent, on the enrolment except in the evening schools, the attendance in which is always irregular. The 2 industrial schools are peculiar in their organization, the care of them being divided between the city board of educa¬ tion and an association of ladies. The teachers under the city board conduct the class exercises in the primary school studies ; the ladies preside over exercises in sewing, knitting, and other useful industries, and give the children a midday meal, which stimulates attendance. The children in these schools are mostly from poor families where the home instruction amounts to very little. In the schools of the city gener¬ ally, drawing is taught on the Walter Smith system, and instruction in vocal music is given to some extent. In Neio Brunswick, from the conviction that regular attendance is essential to good scholarship and eventually to good citizenship, every effort was put forth in 1877-78 to secure the attendance of as many pupils as possible every day. To aid in this, records were published monthly in the city papers, showing the average roll, the aver¬ age attendance in each department at every session, the number of tardinesses, and the percentage of attendance on enrolment. Under this stimulus the average attend¬ ance, based on the average enrolment, reached 96.2 per cent., and at the close of the school year it was found possible to publish the names of 385 pupils that had not missed a day during the year, while J had missed no session in 9 years ; 4, none in 8 years, and 6, none in 7 years. Improvement in behavior has naturally kept pace with this improvement in attendance. At Orange, from inadequacy of accommodations in the schools, it was found necessary in 1877-78 to use the half time system in several classes of the lowest primary grade. The arrangement — though adopted only as a temporary one to meet an emergency — has confirmed the testimony of other cities that the progress of these young pupils is about as great in one short session of 3 hours as in 2 including 5 hours. The schools of the city are so graded that pupils entering the primary department at 5 years of age, and satisfactorily completing the several grades, will finish the high school course at or before the age of 18, thus passing through the full State limit of attendance. Paterson had during 1877-78 a city normal school for the preparation of new teachers and the fuller training of the younger ones employed, a high school, 7 grammar schools, 3 primary schools, and 7 separate primary departments, with 7 evening school classes. The attendance was considerably diminished by epidemic diphtheria. Discipline, how¬ ever, was well maintained, the instruction is thought to have been better than in pre¬ vious years, and the improvement of pupils is said to have been correspondingly great. Drawing and music both received attention. The evening schools, which were opened October 1 and closed February 13, numbered 7, 6 elementary and 1 high, under 30 teachers. The total enrolment in' them reached 1,707 ; the average enrolment, 944, and the average attendance, 564. The normal school included 72 teachers attending^ as pupils and 25 candidates for teachers’ positions. There was also a normal class of 12 in the high school. Pkillipshurg thoroughly grades its schools and has a well arranged course of study. In 1877-78 semi-annual examinations superseded the former yearly test. At the close of the year 47 pupils passed into the high school department, that department gradu¬ ating 21. Eahway had 5 school buildings, 1 of them used for the accommodation of colored children. It is claimed that in proportion to school population Rahway gathers more children into her schools than any other city in the State save one, and that, while the average attendance throughout the State is somewhat less than one-third of the school census, it is here almost one-half. TRAINING OF TEACHERS. NORMAL SCHOOLS. The New Jersey State Normal School, Trenton, enrolled during 1877-’78 a total of 241 normal pupils, 34 less than in the preceding year, 59 of them males and 182 females. NEW JERSEY. 169 The average attenda.nce 180; tlie number of graduates from the advanced course of three years, 23 ; from the elementary course ot two years, 18 ; a total of 41, most of whom secured positions as teachers. Some students attend who do not graduate, and do not enter to do so. They enter mainly to perfect themselves in methods of teaching. Such pupils, as well as others, are made welcome, the aim of the school being to increase by all available means the teaching power of the State. The course during the year was compared Avith the courses of similar institutions throughout the country and found to be more extensive than several, surpassed by none. The model school has continued to serve the two ends for which it Avas established, viz : to furnish a school of practice for the pupils of the normal school and to show the community what a good school ought to be as to instruction and management. The average attendance in it for the year was 300. The Farnum Preparatory School, Beverly, which is meant to be both an adjunct to the normal school in preparing teachers and a first class graded school for Beverly and its vicinity, has primary, intermediate, preparatory, and senior departments, the first two with 3 classes each and the last two with 2 classes each. Average attendance for the year, 104 ; number of normal students not given. — (Normal school report for 1878. ) OTHER NORMAL TRAINING. Normal classes are reported in Camden, Hoboken, Jersey City, Newark, and Pater¬ son. In Jersey City, besides the normal class, there Avas a training school department for the preparation of teachers and a teachers’ association for mutual improvement in school studies and school work. County associations for the latter purpose were either organized or continued in Atlantic, Burlington, Cape May, Gloucester, Hudson, Pas¬ saic, Union, and Warren Counties. teachers’ institutes. In 8 of the chief counties the annual county institute was held by the State and county sujAerintendents, with the assistance of able and experienced instructors. The interest awakened appears from the county reports to have been in most instances very great. EDUCATIONAL JOURNAL. The New Jersey Public School Journal closed its useful life with the first number of 1878, after little more than a year’s existence. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. High schools or high school departments exist in connection with the school systems of BeA'erly, Elizabeth, Hackensack, Hoboken, Jersey City, Newark, New Brunswick, Orange, Passaic, Paterson, Phillipsburg, RahAvay, Trenton, and Vineland, as well as in the model school connected Avith the State Normal School at Trenton, and in 3 schools of Essex County, the courses of study ranging from 2 to 4 years. Some of these schools prepare pupils for any college, while some haAm business departments to prepare for the ordinary work of life. The statistics of the schools, in the towns and cities named, as nearly as can be ascertained, are as follows : Teachers, 71 ; whole number of pupils, 2,218; a Average enrolment, 1,823 ; average daily attendance, 1,702 ; graduates for the year, 270. In Essex County there were 191 more pupils, and in the higher classes of the State model school at Trenton, 73 ; teachers, aA^erage enrol¬ ment, and average attendance not gWen. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private or church academies, preparatory schools, and preparatory departments of colleges, see Tables IV, VI, VII, and IX of the appen¬ dix following, and for summaries of them, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES. There is no State university. The College of New Jersey, Princeton (Presbyterian), takes the place of one more nearly than any other in the State, from its high standing, large endowments, extensiAm bnildings, and abundant means for various forms of culture.^ ^Within the 12 years covered by the presidency of Dr. McCosh, up to September, 1878, the number I'^hthngs and instructors was doubled, all the old buildings renewed, great additions made to the libraries and apparatus, the courses enlarged, the standard raised, and the number of students very much increased. 170 REPOET OF THE COMMISSIONER OF EDUCATION. Its requirements for admission are about the same as those of the best eastern colleges ; its 4 years' course appears a thorough one, with many elective studies in the last 2 years additional to those required, and beyond that course come numerous graduate courses, pursued by steadily increasing numbers of students ; while 10 endowed fel¬ lowships ahord to specially approved students the means of prosecuting for a year after graduation certain lines of study, either at the college or elsewhere. lintfjers College, New Brunswick (Reformed), has a regular 4 years’ course of required and elective studies, and also a series of graduate studies. St. Benedict’s College, Newark, and Seton Hall College, South Orange, both under the jurisdiction of the Roman Catholic bishop of Newark, give instruction in Christian doctrine, as well as in classical and commercial studies. All these institutions have preparatory schools for the preliminary instruction of their students. For the collegiate statistics, see Table IX of the appendix following, and a summary of it in the report of the Commissioner preceding; for the prepara¬ tory, Table VII and a like summary. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of schools of this class reporting for 1878, see Table VIII of the appen¬ dix, and a summary of it in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The College of Nero Jersey, Princeton, and Rutgers College, New Brunswick, have well arranged scientific courses, besides the classical, each reaching through 4 years. That at Princeton is in connection with the John C. Green School of Science, which has excellent buildings and apparatus for its work. That at New Brunswick is in the scientific department of Rutgers, recognized as the State College of Agriculture and the Mechanic Arts. Each has special courses in several lines, some beyond the regular 4 years’ course, and leading, under certain conditions, to higher degrees. The Stevens Institute of Technology, Hoboken, devotes itself to instruction in mechan¬ ical engineering and its kindred scientific pursuits also in a 4 years’ course. All these have preparatory schools, for which see Table VII of the appendix follow¬ ing. For statistics of the three scientific schools, see Table X of the appendix, and a summary of it in the report of the Commissioner preceding. PROFESSIONAL. Theological training under Methodist ausiiices is afforded at the Drew Theological Seminary, Madison ; under Presbyterian, at the Theological Seminary of the Presby¬ terian Church, Princeton, and at the German Theological School of Newark, N. J., Bloomfield ; under Reformed, at the Theological Seminary of the Reformed Church in America, New Brunswick, and under Roman Catholic in the Ecclesiastical Seminary of Seton Hall College, South Orange. In the 4 first named the course is of 3 years ; in the last, 4. The school at Princeton has a graduate course of a year. In all except the Seton Hall School candidates for admission who are not college graduates must pass a pre¬ liminary examination before entering, and possibly its candidates may all be prepared within its halls. For statistics of these schools, see Table XI of the appendix follow¬ ing, and a summary of it in the report of the Commissioner preceding. There are no schools of law or medicine yet established in the State, those in the city of New York and in Philadelphia affording every needed facility for such studies, within easv reach. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB, THE BLIND, AND THE FEEBLE-MINDED. From Governor McClellan’s annual message to the legislature for 1878, it appears that New Jersey maintained 126 deaf and dumb, 39 blind, and 44 feeble-minded chil¬ dren in New York and Pennsylvania institutions. The governor thinks that the time has not yet come for the Stato to establish special institutions for the care of these classes, since they are as well instructed as they can be under any circumstances, and at a much smaller cost than if the State were "to organize establishments of its own. The plan of granting the children permits good for one year and renewable when favorable reports have been received has been found to work welL REFORMATORY AND INDUSTRIAL TR.4JNING. The JSfeio Jersey State Reform School, for boys, Jamesburg, receives juvenile delin¬ quents from 8 to 16 years of age, with a view to their instruction’and amendment of life. It occupies a farm of 490 acres, and instructs its pupils in agricultural pursuits and other varieties of labor as well as in the elementary branches of learning and the principles of morality. NEW JERSEY. 171 The State Indnstrial School for Girls, Trenton, trains for usefulness girls of 7 to 16 that are in danger of falling into vagrancy or vice ; cultivates their better feelings ; instructs them in the common school branches of study, and imparts such a knowledge of kitchen, laundry, and chamber work, sewing, mending, and knitting, as fits them for domestic service in good families. The teachers in 1877-78 were 4 ; pupils, 37. As may be seen by reference to City School Systems, 2 industrial schools for poor childi’en who have slender advantages for home training are sustained at Newark under the combined care of the city board of education and an association of ladies ; the city furnishes the teachers for the ordinary common school branches, and the ladies attend to the instruction of the children in useful household industries. The effort seems to be successful. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The State Teachers’ Association met at Asbury Park, August 28 and 29, 1878. The attendance was good, nearly 100 teachers from New Jersey and other States being pres¬ ent. A sharp debate on school room nuisances was opened by J. Fletcher Street, esq. A paper on the “ Phenomena of the child mind” was read by A. B. Guildford, princi¬ pal of the Red Bank public school. This was followed by a spirited discussion as to the advisability of having exercises in the school room on current news and gen¬ eral information. The evening session was devoted to an address by W. Hasbrouck, PH. D., of the New Jersey Normal School, on ‘^The problem of American education.” The relative advantages of graded and ungraded schools were discussed and the need of establishing high schools was warmly urged by ditferent speakers. F. G. Allison, fellow of Johns Hopkins University, held that languages have a place in the normal development of the mind. Professor Hasbrouck then spoke on ‘‘School room mis¬ takes,” and after routine business the meeting adjourned. — (Asbury Park Journal, August 31, 1878.) OBITUARY RECORD. DR. CHARLES HODGE. This eminent theologian was born in Philadelphia December 28, 1797, and died June 19, 1878. For more than twenty years, from 1822 on, he was professor of oriental and biblical literature in the Presbyterian Theological Seminary at Princeton, then becoming professor of exegetical and didactic philosophy. The founder of the Princeton Review, he was for forty years its editor and leading contributor. His articles were not confined to theological discussions, many being u^ion general topics. Dr. Hodge emjiloyed his time, for full half a century, in training successive generations of young men for the ministry, and published not very long before his death a work on sys¬ tematic theology, which, from its high merits, will probably be a standard text book to carry on his teaching for another half century to come. CHIEF STATE SCHOOL OFFICER. Hon. Ellis A. Apgar, State superintendent of public instriuition, Trenton,. fFiftli term, 1878-1881.] 172 KEPORT OF THE COMMISSIONER OF EDUCATION. NEW YOKM. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youtli of school age (5-21) . Enrolled in public schools . Average daily attendance . Per cent, of this on youth of school age Per cent, on enrolment . Pupils in private schools . Pupils in academies . . SCHOOL DISTEICTS AND SCHOOLS. School districts in the State . Public school-houses . Number of log school-houses . Number of frame school-houses . Number of brick school-houses . Number of stone school-houses . Cost of new school-houses, sites, &c . . Valuation of all school property . Time of school in days . TEACHERS AND THEIR PAY. Men teaching in public schools . Women teaching in the same . . . . . Whole number employed . . Number licensed by normal schools . . . Licensed by State superintendent .... Licensed by local officers. . Employed for the full term . Average annual salary of teachers .... Average monthly pay . INCOME AND EXPENDITURE. Total receipts for public schools . Whole expenditure for them . Remaining on hand . STATE SCHOOL FUND. Whole available State fund . United States deposit fund, the inter¬ est of which is used for school pur¬ poses. 1876-77. 1877-78. 1, 586, 234 1, 615, 256 1,023,715 1, 032, 052 559, 537 577, 606 35. 27 35. 14 54. 65 55. 96 117, 154 113, 864 29, 519 30, 072 11,287 11, 270 11, 833 11, 824 87 84 10,031 10, 021 1,280 1,292 435 427 $1, 358, 404 $1, 363, 430 30, 386, 248 30, 147, 589 178i 179 7,850 7,978 22, 311 22, 589 30, 161 30, 567 835 863 1,108 1,043 28, 218 28, 661 19, 738 19, 948 $401 00 $389 00 44 92 43 44 $12, 110, 904 $11, 793, 628 10, 976, 235 10, 626, 506 1, 134, 669 1, 167, 122 $3, 130, 763 $3, 156, 063 4, 014, 521 Increase. 29, 022 8, 337 18, 069 1.31 *553' 12 ’i5,'626* . i' 128 278 406 28 Decrease. .13 3, 290 17 9 3 10 8 ’$238,' 659 65 443 210 $12 00 1 48 $317, 276 $32, 453 $25, 300 (Reports of Hon. Neil Gilmour, State superintendent of public instruction, for the two years indicated, and return.) STATE SCHOOL SYSTEM. OFFICERS. For common schools, the State provides a superintendent of public instruction, elected by the legislature once in three years, with a deputy and several clerks for office work. For academic and collegiate instruction there is a board composed of the governor, lieutenant governor, secretary of state, and superintendent of public in¬ struction, with 19 other persons elected for life service, the whole body being styled the Regents of the University of the State of New York.^ ^ Of this ideal university, the incorporated colleges of the State — literary, legal, and medical — are the departments, and the higher grades of union schools and recognized academies the preparatory schools. NEW YORK. 173 School commissiouer districts, composed of a county or part of a county, elect trien- nially a school commissioner to adjust the boundaries of minor districts, examine teachers, and supervise the common schools. School districts, which are minor divisions of commissioner districts, at their annual meetings elect either a sole trustee for a year’s service as overseer of district school interests or one member of a l)oard of 3 trustees for 3 years’ service. They also choose annually a district clerk, collector, and librarian. Two or more districts may unite to form a union school district, in which a board of education, composed of from 3 to 9 members, elected for 3 years’ service, has charge of the schools of the whole district. For school officers in cities, see City School Systems, further on. State, district, and city school officers make annual report respecting the interests committed to their care. — (School laws.) OTHER FEATURES OF THE SYSTEM. To encourage school districts to sustain x^tiblic schools, the State grants aid from the proceeds of the common school fund, from those of the United States deposit fund, from such other funds as may be at its disjiosal for this purpose, and from a State tax. The rate of taxation was li mills on the dollar in 1877, 1-|- in 1878, and has been placed at 1.069 for 1879. The conditions of the grant are that in a county to bo aided the State tax shall have been duly levied and fully paid in or accounted for to the State treasurer; that in a district there shall have been maintained for at least 28 weeks of the x)receding year a common school or schools under a legally qualified teacher, and that report of the school or schools shall have been made, in accordance with law, to the proper officer. The basis of distribution to counties is their population ; to districts, partly the number of children of school age and partly the average daily attendance of pupils in the x)Rblic schools. Before each annual distribution, how¬ ever, the money for paying sux)ervising school officers is taken out, as also moneys for school libraries, for a contingent fund, and for Indian schools under the supervision of the State. The schools aided are free to all youths from 5 to 21 years old residing in the districts in which they are taught ; but separate schools for colored and Indian youths may be established. A compulsory school law, x)assed in 1874 and amended in 1876, was meant to secnre the attendance of all children between 8 and 14 years of age for at least 14 weeks in each year. It has, however, proved inoperative, only the cities of New York and Brooklyn having taken any effective steps for the enforce¬ ment of it up to the close of 1878. A law to secure libraries for school districts has proved almost equally inoperative, partly from the smallness of the State allowance for the purjrose, partly from the absence of a requirement that the people should raise an equal sum, and partly from the permission given smaller districts to use the money for teachers’ wages. Text books for public schools are designated in rural districts at the district school meeting ; in cities and villages, by the boards of education. They may not be changed for 5 years after adoption, except by a three-fourths vote ; but uniformity of books was not required in 1878, and much comx)laint was made of evils resulting from the want of it. The minimum of instruction prescribed includes spell¬ ing, reading, writing, English grammar, geograpyhy, and arithmetic ; but provision is made for grading the schools and including higher studies in cities, villages, and union districts. Industrial or free hand drawing is required by a law of 1875 to be taught in cities, in union free schools, in incorporated free school districts, and in the State normal schools. — (General school law, edition of 1878.) GENERAL CONDITION. The report of State Superintendent Gilmour for 1878 indicates imiirovement in the schools at several important i)oints, with room, however, for yet more. The increase in the number of children of school age, 29,022, is greater by 28,389 than that reported in the previous year; and though the gain in enrolment in the xiublic schools, 8,337, is little more than a quarter of the increased school poxiulation, the rise of 18,069 in the more important matter of average attendance is in some fair proportion to it. The number of school districts diminished by 17, a part of these being absorbed in township districts, which offer greater advantages. The old log school-houses, as well as the stone and frame buildings, which many think ecxually uncomfortable, di¬ minished in number, while durable brick structures have increased. As to teachers, there is a varied record. There were 128 more men and 278 more women, a total in¬ crease of 406. Of these 28 more were graduates of the normal schools, but the number holding high grade certificates from the State superintendent was 65 less, and the number licensed by local officers, whose examinations are generally less thorough, was greater by 443. It is feared, therefore, that on the whole there may have been some deterioration in quality. The State apportionment for the payment of teachers has been lessened at two successive sessions, and the risk has been incurred of driving out of an already underiiaid profession the better class of teachers. In his efforts to secure better remuneration for teachers, improvement of their quality, and the general adoption of the townshix> system, which would do much to effect the improvement sought, the superintendent has been only partially successful. 174 . REPORT OF THE COMMISSIONER OF EDUCATION. NEW LEGISLATION IN SCHOOL MATTERS, The only important legal changes affecting the schools in 1878 were the two follow¬ ing : First, the rate of the State tax for the encouragement of public schools was low¬ ered from 1^ mills to li, while the rate fixed in 1878 for the apportionment of 1879 was lower still, viz: 1.069 mills on the dollar. Next, the elections, for school officers in districts with more than 300 school children were required to be by ballot ; and the decision as to two candidates for the same office having an equal number of votes was directed to be made by the inspectors of election, or, in case of their failure to agree, by the clerk. INDUSTRIAL DRAWING IN THE SCHOOLS. Circulars of special inquiry on this subject, addressed by Superintendent Gilmour to the officers of districts required to have it taught, elicited the information that in 1877-78 the law was generally complied with. In some districts instrimtion in drawing was given in only one department ; but in many it was made a part of the regular course in all the departments. In some schools puxiils were required to attain a certain standard in drawing to entitle them to graduate. Some school boards em¬ ployed special teachers ; others had drawing taught by the regular teachers. In a few cases drawing was attended to in districts not under the provisions of the law. On the whole the results of the experiment are believed to have been good, and the study is said to be regarded with increasing favor, both by pupils and school boards. (State report.) KINDERGARTEN. For information as to institutions of this class in New York, see Table V of the appendix following. Two free Kindergarten, however, both in New York City, seem to deserve sjiecial notice, one connected with the Anthon Memorial Church and the other established under the auspices of Prof. Felix Adler. Both offer the advantages of this excellent and comparatively expensive method of instruction to the children of the poor. — (Returns.) CITY SCHOOL SYSTEMS. OFFICERS. No important change appears in the constitution of city boards of education from 1877 to 1878. As stated in the report for 1877, the interests of the public schools in each city are intrusted to such boards, the members of which in most cases are chosen by the peoxile. In New York City, however, the governing board of 21 commissioners is a]3pointed by the mayor, who also appoints 3 inspectors of schools. for each of the 8 school districts into which the city is divided. These commissioners and inspectors serve for terms of 3 years each, one-third being liable to change each year. Every 2 years the board elects or reelects a city superintendent of schools, with 7 assistant superintendents, and every year it changes or reappoints 1 out of 5 trustees of schools originally ajixiointed by it for each city ward. In all the school boards there is i>ro- vision for iiartial annual change. STATISTICS, a Cities. Population (census of 1875). Youth of school age. Enrolment in public schools. Average daily at¬ tendance. Teachers. Exi)endi- ture. Albany . 86, 541 37, 000 14, 024 9, 076 247 $214, 867 Auburn . 19, 649 5, 143 2, 820 2, 155 57 37,713 Binghamton . 15, 518 4, 288 3, 076 2, 030 56 36, 519 Brooklyn . 482, 493 164, 250 93, 333 50, 695 1, 306 1, 193, 358 Buffalo . . . 134, 557 52, 000 23, 905 14, 792 457 310, 407 Cohoes . 17, 493 9, 556 3, 589 1, 712 41 39, 609 Elmira . 20, 436 5, 732 4, 305 3, 132 78 60, 757 Hudson . 8, 784 3, 500 1,299 727 22 10, 673 Ithaca . 11, 000 2, 572 1,812 1, 208 32 22, 340 Kingston . 8, 000 2, 838 1,923 1, 251 33 23, 788 Lockport . 12, 553 4, 000 2, 809 1, 623 43 30, 765 Long Island City . 15, 587 5, 165 3, 844 - 2,239 64 43, 261 Newburgh . 17, 322 5, 896 3,365 2,314 54 43, 746 New York . 1, 041, 886 375, 000 208, 823 128, 559 3, 455 3, 375, 746 Ogdensburg . . 10, 358 4, 073 1, 917 1, 112 28 14, 338 Oswego . 22, 428 9, 041 4, 331 2, 956 07 50, 882 PoughkeeiJsie. . 20, 022 6, 000 3, 911 2, 186 68 39, 969 Rochester . 81, 722 30, 299 12, 335 8, 256 226 155, 799 Schenectady . 12, 759 4, 450 2,376 1,617 41 24, Syracuse . 48, 255 17, 217 9, 471 6, 996 170 102, 340 Troy . 48, 531 19, 000 9,716 5, 546 146 110, 473 Utica . 32, 496 11, 527 5, 131 3, 521 96 68, 263 "Watertown . 9, 992 2, 809 1 2, 088 1,460 48 36, 269 a These statistics are from tables of the State report for 1877-’78, except those from Ithaca aud Kings¬ ton, which are based on returas. The additional particulars following are from printed reports or returns to this Bureau. The expenditures represent the total given by Mr. Gilmour, less the amount remaining on hand in each case. NEW YORK. 175 ADDITIONAL PARTICULARS. Albany, for 1877-78, reported 25 scliools under tlie care of tlie school hoard. Of these 3 were strictly primary ; 7 had primary and intermediate departments ; 12, primary, intermediate, and senior; 2, intermediate and senior only; and 1 was a high school, with a full academic course, and an attendance in September, 1878, of 580 pupils. In all the schools under the city system the coeducation of the sexes has been for years the rule, and the results, both moral and intellectual, are reported to be excellent. Of the 25 school buildings the 8 of recent construction are reported to have the best arrangements for ventilation, heat, and light. Except in the case of the high school, the buildings are divided in each instance into rooms caxiable of seating 56"x)upils under one teacher. Industrial drawing and the study of the theory of music were introduced during the year and became popular, special teachers being employed for both these studies. Two lessons of a half hour each were given weekly in drawing in the senior departments of the schools, 3 in the intermediate, and 1 daily in the primary. A system of drill in the theory and practice of music occupied ten minutes in each department daily. In both cases the ordinary teachers were first trained to do the ordinary work, the sjDecial instructors coming in for examinations and general exercises afterwards. The city night schools are reported to have been unsuccessful from the lack of good teachers. The number of pupils in private and church schools is given as 4,048, which, added to the 14,024 in city schools, made the school attend¬ ance only half the school poxmlation. Auhurn in 1878 had 10 school buildings, with seats for 3,272 puxiils in the various grades from xiriRiary to high school ; she employed special teachers of drawing and music, estimated her school property at $130,200, and reported an attendance of 1,200 in private and church schools, in addition to the 2,820 in the city schools. No evening schools were maintained. Binghamton in 1878 re^iorted 8 public school buildings, with seats for 2,479 pupils; there are 12 grades in the schools, 7 of them for the usual school studies, the remaining 5 for those iireparatory to and including high school work. There was no note of any special instruction in music or dr a win o-^ except as the latter appeared in a programme of studies for the senior department ot the schools. Brooklyn reported tlmough her superintendent 56 public free schools, taught for 41 weeks and one day, under duly qualified teachers, of whom 27 held certificates from the State superintendent and 21 held normal school diplomas. Music and the prin¬ ciples of free hand and geometrical drawing were taught. Two truant schools were established in the autumn of 1878, and though the attendance enforced in them amounted to only 113 in all in that year, the elfect upon the other schools was held to warrant the continuance of them. They have two teachers, with a suxierintendent of attendance and 5 attendance agents appointed in 1876. According to Superintendent Field, 91,487 children were taught in the city schools proper, which included 40 gram¬ mar, 5 iirimary, 4 colored, and 7 branch schools, while in 9 orphan schools, mainly under control of the board, were 2,082 more. Then there were 13 elementary evening schools, 2 of them for colored pujiils, held from January 3 to February 21 and again from September 16 to December 20, 1878, enrolling 9,433 difierent pujiils in the latter term, 4,180 of whom attended the entire term. There was also an evening high school which had 1,090 jiupils under instruction during some portion of the same term, with an average evening attendance of 454. Buffalo, with 52,000 youth of school age in 1878, had, besides the 2:i,905 pujiils en¬ rolled in the xmblic schools, with an average attendance of 14,792, 9,077 children in private or iiarochial schools; 42 school- houses, 37 of them brick, 4 frame, and 1 stone ; and school jiroperty valued at $754,900. — (State report.) Cohoes in 1878 had 8 buildings occiqiied by 33 schools, of which 26 were primary, 5 intermediate, 1 grammar, and 1 high. The grading was much improved during the year, with the natural result of greatly increased efficiency in school work. Music was taught in all the schools by one teacher, and drawing appears as one of the studies appointed for all the schools from the first primary grade to the close of the first year in the high school. Elmira reports 9 school buildings, 2 used for jirimary school grades, 5 for primary and grammar schools, 1 for -the high school, and 1 for an evening school. Sittings for primary x>upils, 1,996; for grammar pux)ils, 1,343; for high school, 160; for evening school, 300. The evening school enrolled 180 jmxiils under 3 teachers and had 84 in average attendance. Hudson reported 3,500 children of school age, of whom 1,299 were enrolled in the public schools ; 727 in average daily attendance ; 22 teachers ; 700 xRipils in private or parochial schools; 3 brick school-houses; school iiroperty valued at $32,500 ; and $10,673 expended for school purposes in 1878. — (Return.) Ithaca had 32 teachers, including a special teacher of music ; 56 students in other than public schools, and 1,534 sittiugs for study. The year 1878 was one of continued suc¬ cess and jirosperity in educational matters, with an increase over the j)revious year in point of attendance, enrolment, percentage of attendance on number belonging. 176 REPORT OF THE COMMISSIONER OF EDUCATION. &c. Only 26 children between 8 and 14 years of age were reported, out of school.—- (City report, 1878, and return.) Kingston, which reports only for the older part of the town, where there has been since 1863 a system of graded schools, had 2,838 youth of school age ; 1,923 enrolled, in the public schools, and 213 in private schools ; an average attendance of 1,251 ; the attendance said to he the largest in the history of the schools ; special teachers for music and drawing ; 33 teachers; and school property valued at $147,000. — (City report, 1878, and return.) Lockport had 7 school buildings, with 2,448 sittings; special teachers of music, drawing, and penmanship were employed. Long Island City reported 9 private schools, with 180 pupils ; 7 public school-houses, 5 of them frame and 2 brick; and $43,261 expended for school purposes. Kewhurgli reports 6 school buildings and sittings for 1,998 primary, 560 grammar, 200 high school, and 200 evening school pupils. No mention is made of any special instructors in music, drawing, or penmanship. The evening school had 3 teachers ; number of pupils not given. — (Return.) The Keiv York City report puts the number of schools and departments under the board of education for 1878 at 261, a decrease of 4 from 1877, resulting from discontinuing that number of evening schools. The arrangement of the different departments was the same as that given in the last report of the Commissioner ; 15 corporate school associations, managing 47 schools, participated in the school fund. Exclusive of 802 pupils in the Girls’ Normal College, the whole number taught in all the schools, making no allowance for changes from school to school, was 263,371, which was 8,270 more than in 1877. The pupils were distributed thus: 72,157 in 104 grammar schools ; 142,874 in 113 primary schools or departments ; 2,071 in 5 schools for colored children ; 22,798 in 47 corporate schools ; 19,897 in 32 evening schools ; 2, 123 in the city normal college ; 1,250 in the training department connected with that college, and 201 in the city nautical school. The nautical school is meant to train youths, under United States naval officers detailed for the purpose, in all the duties of seamanship, and to give them a good school education under the regular city teachers. The average attendance in all the schools for the year was 3,568 greater than in 1877. Sliding doors were introduced into the main rooms of the large gram¬ mar schools, by which means classes engaged in recitations were separated one from another. Latin and English literature, drawing, bookkeeping, phonography, Ger¬ man, French, and Spanish entered with other studies into the course of the evening high school. The College of the City of New York, which offers both high school and collegiate privileges to male graduates of the grammar schools had 807 in its 2 intro¬ ductory classes for the year and 456 in its 4 college classes. A professorship of archi¬ tecture and the arts of design was established in it in 1878. — (City report for 1878. ) Ogdenshurg, in a written return, reports 9 different school buildings imder the con¬ trol of its school board, valued, with sites and furniture, at $42,000. The schools were taught 198 days in 1878; estimated enrolment in private and parochial schools, 730. — (State report and return Oswego, also by written return, reports 15 public school buildings, with 3,800 sit¬ tings, valued, with sites, furniture, and apparatus, at $175,097 ; the schools, classed as primary, grammar, and high, were taught 193 days ; besides those in an evening school enrolling 249 scholars, it is estimated that there were 1,332 pupils in private and parochial schools. Poughkeepsie made no report for the year beyond that contained in the State report and embodied in the table. Eoehester had in 1877-’78, besides her free academy, 14 grammar, 10 intermediate and primary, 1 industrial, and 4 corporate schools. An increase of the average number belonging to the city schools and of the average daily attendance greater in 1877 and 1878 than in any two preceding years is reported by the superintendent as the best evidence of the prosperity of the schools ; financially, however, he says, the schools have been running behind at the rate of about $10,000 a year since 1875, although the cost per capita was less in Rochester than in 13 other cities mentioned. The general condition of schools is reported good ; the class rooms are well furnished and properly equijDped. Teachers’ institutes were held every two weeks, the primary, interme¬ diate, and grammar departments meeting in succession, and thus giving each depart¬ ment an institute meeting once in 6 weeks. The vote of the previous school board to discontinue the free academy aroused for its support so many citizens andtfcaxpayers that' it enjoys a new lease of life and usefulness. — (Report for 1877^’78.) Schenectady reported 9 school buildings, with 31 rooms and 1,944 sittings for.l877-’78. Of the rooms, 14 were occupied by primary schools, 12 by intermediate, 2 by grammar schools, and the 3 remaining by a classical institute or high school. Oral .examina¬ tions at the close of the school year were required for promotion from the lower grades ; in those above, written examinations we, re held twice in each term, or six times a year, those maintaining a standing of 75 per cent, in each study being pro¬ moted. In the higher English grade, examinations at the close of each term, with NEW YOKK. 177 the regents’ examinations and the daily marks, determined the question of promotion to the high school. This school offers 4 courses of study, each of 3 years, and a sup¬ plementary course of a year for young ladies. A night school was maintained 2 even¬ ings a week for 13 weeks, with a teacher from the senior class of Union College and gratuitous aid from several ladies of the city. It enrolled GO to 70 pupils of various ages, affording them an opportmiity to study the common branches, at a total cost to the city of only $84.50. — (Report for 1877-’78.) Sjiraciise, with 2 ungraded day schools and 1 ungraded evening school, had 17 primary, 16 junior, and 7 senior schools, besides a high school. The registration for 1878 was 206 greater than in 1877, but the average belonging was 151 less and the average daily attendance 78 less, due, x)erhaps, to a reduction in the teaching force, which gave an average of 10 more pupils to a teacher than for several previous years. The ungraded schools esx^ecially showed a greatly diminished attendance. In one of the school- houses of each ward sewing was successfully taught under the direction of a ladies’ employment society, subject to the supervision of the board. — (Report for 1877-78.) Troy having made no report to this Office for 1878, the statistics from the State re¬ port embody all the information in its possession. Utica had in 1878 a total of 17 school-houses owned by the city, in which were 14 primary and 13 intermediate schools, besides an advanced, an academic, an ungraded, and an evening school, 31 in all. There were 37 primary teachers, 31 intermediate, 13 in advanced gvades, 5 in the academic, 2 in the ungraded, and 3 in the evening school, with 1 special teacher of penmanship, 1 of music, 1 of drawing, 1 of French, and 1 of German. In each of the 4 kinds of schools, primary, intermediate, advanced, and academic, there are 4 classes or grades, though in the academic there is also a normal course which may be completed in 2 years. It includes all the academic studies of those years, but with Latin and Greek optional, the remaining 2 years being for students who desire to prepare for college. — (Report of 1878.) From Watertown there is report of a school system of 8 grades below the high school, which includes 4 more, and which has 3 courses, 1 wholly English, 1 other with Latin, French, or German added, and a third with full Latin and Greek j)reparatory for college. Music was introduced at the beginning of the school year and drawing was continued. Efforts are in progress to introduce a new course of study, adopted in 1875-’76, from which much improvement is expected. — (Report for 1877-78.) TRAINING OF TEACHERS. STATE NORMAE SCHOOLS. During the spring of 1878, the legislature directed the State superintendent to re¬ voke his order discontinuing the academic dei^artments in 6 of the State normal schools. Although a committee of the legislature was still investigating whether these institutions are worth what they cost, the reports show that the normal schools did good work during the year, and that their usefulness and success were generally conceded. The 8 schools of the State, exclusive of the Normal College of New York City, had in 1877-’78 a total of 5,522 puxjils, an average attendance of 3,315, the number of graduates for the year being 280, and the whole number since the establish¬ ment of the schools, 4,191. The Girls’ Normal College of New York made return of 2,497 pupils in the same year, 1,321 of them in the normal department, the remainder in the model school. The graduates in 1878 numbered 357. Total of x)upils in all the schools, 8,019; graduates, 637. — (Report of State superintendent of xmblic in¬ struction for 1877- 78 and return from New York City.) The 8 State normal schools mentioned above are at Albany, Brockport, Buffalo, Cortland, Fredonia, Geneseo, Oswego, and Potsdam. The one in Albany has a 2 years’ course, the others 2, 3, and 4 years’ courses. The greater part of the graduates were from the Albany normal, that being the oldest ; but in the other schools the graduates increase from year to year. The normal schools at Brockport, Geneseo, and Potsdam have normal, academic, intermediate, and jirimary dex)artments ; at Albany, normal, model, and xnimary ; at Buffalo, normal, academic, and jorimary ; at Cortland, normal, academic, intermediate, and xirimary; at Fredonia, normal, academic, senior, junior, and primary; and at Oswego, normal, junior, and primary. All these departments, excex)t the academic and normal, may be classed under the head of training departments or practice schools, taught, except in Buffalo and Fredonia, by normal students. In Brockjtort and Fredonia the academic students pay tuition fees instead of teaching, but in the other schools no extra classes are formed. In 1877 it was stated that ux)- wards of 60 per cent, of all the graduates from seven of these schools were teaching, while the statistics show that 88 per cent, of the graduates and a large majority of the undergraduates have taught. — (Speech of Hon. John F. Gilbert, of Franklin, be¬ fore the assembly, March, 1877.) 12 E 178 REPOET OF THE COMMISSIONER OF EDUCATION. teachers’ classes in academies and academical departments. The regents of the university in 1878 designated 115 academies and academic departments of union schools to give free instruction in the science of common school teaching for ten weeks or more. The rate of compensation fixed hy law was $1 per capita a week, for not less than ten weeks, in classes of not less than 10 scholars. There were 2,388 j)ersons attending these classes in 1877-78, 838 men and 1,548 women. In many districts of the State these classes are visited hy the school commissioners. — (State report for 1877-78.) teachers’ institutes. There were 73 institutes held in 58 counties of the State in 1877-’78, with an attend¬ ance of 13,354 teachers, an average of 230 to a county. The sessions were generally of one week, although in 8 counties there were two weeks’ sessions, and an extra one week’s session was held at Versailles for the benefit of the teachers on the Allegany and Cattaraugus Indian reservations. As the same teachers rarely attend the entire two weeks. Superintendent Gihnour advocates two sessions a year, of one week each, one in the spring and one in the fall. In this way he thinks more effective work may be accomx^lished. In 1877-78 nearly constant employment was given to conductors of institutes, some giving their whole time to the work, so that better service was ren¬ dered than usual. — (State report for 1877-’78.) SCHOOL JOURNALS. Much educational information is given to the public by the New York School Jour¬ nal, imblished weekly in New York City, and by the monthly journals The New York Teachers’ Institute, designed especially for teachers ; The School Bulletin, published in Syracuse ; and Barnes’ Educational Monthly, issued simultaneously at New York and Chicago. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. According to the regents’ reiiort the number of puiiils taught during 1877-’78 in academies and academic deiiartments under the direction of the board of regents was 30,300. Rexiorts from several cities of the State indicate a generally good attendance in the high schools. In Albany there was a large increase in enrolment in 1877-’78. In Ithaca the instruction for all the higher branches was more than self-sux^xioUing, while in Syracuse there were less absenteeism, less tardiness, and a larger number of graduates than in any x^receding year. The evening high schools in Brooklyn and New York report excellent work done, the schools averaging respectively 1,090 and 1,115 diligent and axix>reciative x^upils. The Brooklyn school has courses of lectures on astronoiny, chemistry, natural x^hilosoxihy, &c., given by xu’ominent x^i’ofessors. The question of discontinuing the Rochester Free Academy having been extensively agitated, the voters and taxxiayers of the city so generally came to its sux^x^ort that the new board not only rescinded the action of its xiredecessor in closing the school, but placed the academy on a firmer basis than before. — (Rexiort for 1877-78.) OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and those devoted to the prex->aration of students for college, and ]3rex')aratory departments of colleges, see Tables IV, VI, VII, and IX of the ax3X>endix following, and the summaries of these in the rex^ort of the Commissioner xireceding. SUPERIOR INSTRUCTION. UNIVEPvSITIES AND COLLEGES. There were 29 colleges rexiorting in 1877-78 under the general direction of the board <5f regents. Five of these colleges, Elmira, Ingham, Rutgers, Vassar, and Wells, are ■exclusively for women, and 4, Alfred, Cornell, St. Lawrence, and Syracuse, give equal privileges to both sexes. The majority are under charge of some religious denomina¬ tion, 9 being Roman Catholic, 4 Presbyterian, 3 Baxitist, 2 Exiiscox^al, 1 each Method- ist-Exiiscox)al, Universalist, and German-Lutheran ; while 8 are non-sectarian. All seem to have classical courses, generally of 4 years ; over one-half report regular scientific courses ; 20 have either preparatory or academic departments, while 1 gives even x^rimary instruction ; 11 had opxiortunities for a commercial education ; 8, sxiecial ox^tional courses ; 12, either theological schools or biblical instruction; 9, schools of art or design (in Syracuse Uuiversity a 4 years’ course in fine arts) ; 5, courses or schools of civil engineering ; 7, observatories ; 4, law, and 4, medical schools ; 1 rexiorts a literary, 1 a liberal, and 1 a xihilosophical course; 1, a school of mines; 4 have conservatories of music, while others teach vocal and instrumental music; and 10 have established graduate courses, In all the colleges French and German were taught; 4 teach NEW YORK. 179 Hel3rGW, Italian, and Spanisli; 6, Anglo-Saxon; 1, Arabic; and at Cornell University there is opportunity for instruction in both Oriental and Scandinavian tongues. Cornell University, Ithaca (non-sectarian), reported 493 sUidents for 1878, of whom 17 were graduate students, under 47 resident and 2 non-resideiat professors. Al¬ though the State College of Agriculture and the Mechanic Arts, and as such giving prominence to scientific studies, the university affords extended oxiportuuities for study, in other directions. Besides the courses in science, mathematics, and natural history, and the technical courses in agriculture, architecture, chemistry, and x)hysics, civil and mechanical engineering, there is a 2 years’ course preiiaratory to the study of medicine, a 2 years’ course in history and political science, with regular 4 years’ courses in arts, literature, and philosophy. Numerous oiJtioual studies are also pro¬ vided. Students are now admitted without examination in geography, arithmetic, and English grammar on presenting a regent’s certificate ; a certificate of the State suj)erintendent or the di])loma of a State normal school or of an apiDroved high school exempts xihysiology and x>lane geometry, and a diploma issued to the graduate of a high school or academy of New York State, exemx)ts algebra also. The university library contains about forty thousand volumes. — (University register for 1878.) In Columbia College, New York City, 14 scholarshij)s were given throughout the course to students showing special proficiency. At the end of the course 2 three year fellowships, 1 in literature and 1 in science, were awarded to members of the graduating class selected by the faculty. — (Catalogue, 1877-’78.) The University of the City of New Yorh offers 3 classical fellowships, good for one year after graduation. — (Catalogue, 1877-’78.) Union College, Schenectady, has a school of civil engineering, a department of general culture and art, one of chemistry, and one of natural history, and 2 graduate courses for law and medicine, in addition to the regular collegiate courses. — (Catalogue of 1878-’79.) For names, locations, and statistics of colleges, see Table IX of the appendix follow¬ ing, and for a summary of their statistics, a corresj)onding one in the rex3ort of the Commissioner preceding. COLLEGES FOR WOMEN. Reports or returns were received for 1878 from 12 institutions for the higher educa¬ tion of women. Instruction in drawing, x>ainting, music, and two or more modern languages was given in all but one of them, while several, in addition to the collegiate courses, had classes as low as primary. Apparatus for chemical and iDhilosophical experiments was rejjorted in 6 of these schools ; 4 had natural history museums ; 3, art galleries or collections of statuary ; 3 had gymnasiums ; 9, fine libraries ; 3, astronomical observatories; and 6 confer diplomas or degrees. — (Returns and reports for 1877-’78.) For titles, location, and fuller statistics, see Table VIII of the ap]3endix following, and for a summary of statistics, a like table in the report of the Commissioner pre¬ ceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. In addition to the scientific courses in the colleges mentioned under Superior In¬ struction, there was a course in agriculture, architecture, civil engineering, and mechanic arts in Cornell University, with an attendance of 317 students in 1878. The School of Civil Engineering, at Union College, Schenectady, had a 4 years’ course. The School of Mines, at Columbia College, New York City, offered 5 courses of study: min¬ ing engineering, civil engineering, metallurgy, geology and paleontology, and analyti¬ cal and applied chemistry ; each of these courses occur)ies 4 years,"the instruction during the first term of the first year being the same for all students. The Cooper Union for the Advancement of Science and Art, New York, reports 2,862 pujiils in its free classes in art and science in 1877-78. Evening classes are taught, women being admitted to the lectures and scientific classes but not to the art classes, as there is a special day class for ladies. . Certificates of proficiency are given for any of the subjects pursued; though the requirements were advanced in 1878, 623 certifi¬ cates were granted. Lectures in geology were added to the usual scientific course, and free lectures were given in chemistry, elocution, English literature, natural iihi- losophy, and rhetoric. The Rensselaer Polytechnic Institute, Troy, continued its course in civil engineering, and also reported its facilities for teaching xu'actical astronomy much increased through the purchase of a sux)erior meridian instrument. — (Annual register, 1878.) The United States Military Academy, at West Point, reported 283 cadets under 9 pro¬ fessors and 36 instructors during 1877-78. The 4 years’ course in military tactics and engineering, in chemistry, mathematics, mineralogy, and modern languages, was con¬ tinued as usual. — (Circular for 1877-78 and return.) For statistics of the different scientific schools, see Table X of the appendix, and the summary in the report of the Commissioner xJreceding. 180 REPORT OF THE COMMISSIONER OF EDUCATION. THEOLOGICAL. Theology was taught in 13 schools reporting for 1878. The different denominations represented were Baptist, Roman Catholic, EiDiscopalian, Lutheran, Presbyterian, 2 of each ; Universalist, United Presbyterian, ^ and non-sectarian, 1 each. In 6 of the schools there was a 3 years’ course; in 1, a 2 years’ course; in 2, a 4 years’ course, while one of the Roman Catholic schools had a 4| years’ course and ordained 24 young men in 1878. The Rochester Theological Seminary has a German department, in which the students who desire to preach to the German Baptists of America can have a 4 years’ course in addition to a full or partial course in the usual studies. — (Catalogue, i878.) Union College, Schenectady, through the liberality of three prominent citizens, founded 3 lectureships — 2 on theological subjects and 1 on hygiene. Two fellowships, of $10,000 each, have also been endowed for the i^urpose of encouraging special merit and for the pursuit of higher theological culture. For statistics of theological schools, see Table XI of the appendix following, and the summary in the report of the Commissioner preceding. LEGAL. For many years graduates of certain law schools in New York State have been ad¬ mitted to the bar without examination. Under the permission given to the court of , appeals by the legislature, a series of general rules has been promulgated, providing that a person must first be admitted an attorney before he can become a counsellor; that he must pass three years in preliminary study, one year of which must be in the ofiice of a practising attorney of the supreme court and two years may be in a law school — a reduction of one year, however, being made in the case of college graduates over 18 ; that he must then joresent himself at a general term of the supreme court and “must sustain a satisfactory examination upon the law of real and personal property, contracts, partnershij), negotiable paper, x>i'incipal and agent, princij)al and surety, insurance, executors and administrators, bailments, corporations, personal rights, domestic relations, wills, equity jurisprudence, x)leadings, practice, and evi¬ dence, and the rules of the court,” conducted by the judges or by a committee of three lawyers appointed by the court ; that if the examination is favorably rex^orted upon he may receive a license to x^ractise as an attorney, being x^ermitted to x^ractise as a . counsellor also, except in certain specified courts; that for two years after being ad¬ mitted as an attorney he must either practise law as an attorney’s clerk or otherwise, or must attend a law school before presenting himself for examination to practise as a counsellor, which examination must also take place before the court or an examin¬ ing committee. Rex^orts were received from 4 law schools, 2 of them having a 2 years’ course of study, and 2 a 1 year’s course. In 2 no x^rehminary examination was required ; in 3 moot courts were held each week. The Albany Latv School adheres to its 1 year’s course of study, with a previous course of reading in a law office, although beginners are not excluded. The Columbia College Law School, New York City, admits all graduates of literary colleges without examination,' other candidates must be 18 years of age and have an academic education, including a knowledge of Latin. Students who are not candi¬ dates for a degree, however, are not examined in Latin. The course of study occupies 2 years, and there were 436 students reported in 1878 and 190 graduates at the close of the year. The University of the City of JSfeiv York has a course of 2 years. No examination for admission is required. In the Laiv Department of Hamilton College there is a course for college graduates of 1 year ; of a year and a third for others. For statistics of law colleges rex^orting, see Table XII of the appendix following, and the summary of it in the rexjort of the Commissioner preceding. MEDICAL. Preparatory study, though generally recommended, is rarely insisted upon for ad¬ mission to most of the medical colleges of the State, but some institutions — the Eclec¬ tic Medical College of the City of New York, the United States Medical College at New York City, the New York Medical College for Women, the Woman’s Medical Col¬ lege of the New York Infirmary, the Albany Medical College, and the College of Medi¬ cine of Syracuse University — require a preliminary examination equivalent to the academic examination of the board of regents. Candidates for graduation must show that they have attended a 2 or a 3 years’ course of lectures^ and have studied medi¬ cine 3 years. In 4 colleges, the Albany Medical, Bellevue Hospital, Columbia College 1 The hTewburgh Theological Seminary, which was temporarily suspended hy the synod on October 7, 1878. 2 Three years in at least the College of Medicine of Syracuse Unive.«:futY and the Woman’s Medical College of the New York Infirmary. NEW YORE. 181 medical department, and that of the Univer8it> of New York, there were conrses in the spring in addition to the regular winter’s course, attendance upon which was generally optional. There was also a graduate course in the University of New York. After an attendance of one regular session the graduate of a recognized medical col¬ lege may obtain a certificate to the efiect that he has passed an examination in si^ecial branches. The College of Physicians and Surgeons instituted a system of examina¬ tions by several x^hysiciaus in all branches taught during the year and required each student to take a course in dissection. The Eclectic Medical College of New York City rex)orted 25 graduates in 1878 from its 3 years’ course. This college requires a X)reiiminary examination in the English branches. The College of Pharmacy had 65 graduates from its 2 years’ course. — (Regents’ rex^ort for 1877-’78, rex)ort of University of New York for 1878-’79, and returns. ) For statistics of these colleges, see Table XIII of the apx^endix following, and the summary thereof in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The following 6 institutions are authorized by law to receive and instruct deaf- mutes under apx^ointments from the superintendent of x^nblic instruction or certain local officers: The New Yorlc Institution for the Instruction of the Deaf and Dumb (1), which had 535 puxoils under instruction, 333 of whom were State pupils ; the Neio York Institution for the Improved Instruction of Deaf-Mutes (2), founded in 1867 in New York City, with 115 in attendance in 1878; Le CouteuJx St. Mary’s Institution for the Instruction of Deaf-Mutes, at Buftalo, 132 puxnls; the Central New York Institu¬ tion for Deaf-Mutes, at Rome, reporting 130 inmates ; the St. Joseph’s New York In¬ stitution for the Improved Instruction of Deaf-Mutes, at Fordham, with 190 pux)ils, an increase of 40 since 1876-’77 ; the Western New York Institution for Deaf-Mutes, Roches¬ ter, which at the end of its second year, 1878, had 111 puxiils. In all these institu¬ tions the common school branches were taught, sometimes drawing, and generally articulation and lix^-reading. All excexit the one founded in New York in 1867 had instruction given in various industries. The New York institution (No. 1) has adopted the policy of congregating all children under 12 years of age into families numbering about sixty, the children being under female care and influence, the number in the larger buildings to be limited to 300. With this object in view a farm in Tarrytowu has been bought and buildings were to be erected as needed. The Central New York school was erecting, in December, 1878, a new building for its X3rimary department. The Western New York Institution was moved into new quarters, in 1878, on the east side of the Genesee River, and was reported to be in a very flourishing condition. — (Rexiort of superintendent of public instruction for 1877-’78 and returns.) EDUCATION OF THE BLIND. The New York Institution for the Blind, New York City, rexiorted 200 pnx^ils in Sexi- tember, 1878. Of this number 175 were State pupils and the other 25 were ax^parently from New Jersey. There are 3 departments of instruction, literary, mechanical, and musical, sxiecial attention being given to fitting the children to become music teachers. The boys receive daily instruction and have daily practice in tuning x)ianos. — (State and suxierintendent’s rexiorts for 1878.) The New York State Institution for the Blind, Batavia, reported 189 pupils in 1878 and 425 admitted since September, 1868. Common and high school branches are taught and instruction is given in various industries. The tuning and repairing of musical instruments is also attended to. — (Return for 1878.) EDUCATION OF FEEBLE-MINDED CHILDllEN. The New York Asylum for Idiots, Syracuse, reported in 1878 an average attendance of 265 inmates, and the establishment, as an exxieriment, of a custodial home for adult imbeciles who were to be instructed in various industrial occupations. — (New York Year Book of Education.) From the Idiot Asylum, Randall’s Island, no report has been received for 1878. EDUCATION IN MUSIC. The New York College of Music is reported to have had over 100 x)upils under instruc¬ tion in 1878. INDUSTEIAL AND REFORMATORY INSTITUTIONS. Information was received from 58 industrial schools, orphan asylums, and miscella¬ neous charities, in which 11,558 children were taught the common branches of educa¬ tion and some industrial employments. Nineteen of these institutions were in New York City, the others scattered throughout the State. In a few, where there were infants, Kindergarten training was given. Included in the total were 2 industrial schools 182 EEPORT OF THE COMMISSIONER OF EDUCATION. in Brooklyn, under cliarge of the Ladies’ Aid Society. Tke one in Poplar street liad 114 pupils in 187S, with an average attendance of 35 ; the other, in Van Brunt street, 250 children, with an average attendance of 67 to October 1, 1878, and of 93 to Novem¬ ber 1, 1878. — (Returns or reports for 1878.) Reports or returns were received from 7 reformatory institutions, the New Yorlc State JReformatorij, Elmira; the New YorTc Rouse of Bef age, Randall’s Island; the Rouse of the Roly Family Association for Befriending Children and Young Girls, New York City ; the Western Rouse of Refuge, Rochester ; the Rouse of the Good Shepherd, Stony Point ; Rome for Fallen and Friendless Girls, New York, and the New York Catholie Protectory, 'Westchester County, which had in 1878 a total of 4,308 inmates. Instruction was given them in the common school branches, and in the school at Elmira phonography was taught. The girls were taught sewing and some household emxiloyments, the boys and men different trades and industries. — (Returns and rex:)orts for 1878.) TRAINLJifG SCHOOLS FOR NURSES. The school in Bellevue Hosxiital, New York City, incorporated in 1874, had 55 women connected with it in 1878, and graduated 13 nurses in the spring of that year. It sends out every 6 months a class of trained women, either for the work of x>rivate nursing or for continued connection with the school as nurses and aids to xiujiils of the second year in x>rivate cases. Each graduate receives a certificate of ability and good character signed by the xihysicians of the committee and by the superintendent. To lirevent fraud and to keep up the interest in the school, these certificates must be re¬ newed at fixed x)eriods. The pupil nurses attend ojoerations, learn cookery for the sick, the art of ventilation, &c. — (From address delivered by General Eaton on Training Schools for Nurses before the Washington Training School for Nurses.) The St. Mary’s Free Hosi)ital for Children, in New York City, had 7 girls in 1878 training to become nurses. The House of the Good Shejxherd, Syracuse, also re]3orted a small training school for nurses. — (Returns for 1878.) ART EDUCATION. The opportunity for an elementary training in art is given at the Cooper Union; for those desiring a fuller course, the art classes of the Brooklyn Art Association furnish amide op^iortunity. The Course in Architecture, at Cornell University ; the College of Fine Arts, in Syracuse University; and the School of Design, at Vassar College, attract many students. In New York City the Palette Cluh, the Art Students’ League, the Art Schools of the National Academy of Design, the Society of Decorative Art, and the Ladies’ Art Association afford instruction in the different branches of art. In the Ladies’ Art Association the clasps are taught painting, drawing from life and from cast, painting on China, enamm and underglaze, the iirinciples of design, coloring of pho- tograxihs, and art industrial drawing. In the children’s classes, the rudiments of free¬ hand and mechanical drawing, the jiractical use of the brush, the qualities of jiig- ments, the jirinciples of form and color, and their axiplication to manufactures have been successfully taught for the xiast two years. EDUCATIONAL CONVENTIONS. ASSOCIATION OF SCHOOL COMMISSIONERS AND CITY SUPERINTENDENTS. This convention was held at Utica February 19-21, 1878. The address of welcome was delivered by J. C. P. Kincaid, president of the board of education. The subject of the ^'American school system” was treated by John Kennedy, of New York, and that of “ Our x)ublic school system” by C. W. Bardeen. Mr. J. il. Hoose, ph. d., of the Cort¬ land Normal School, presented a x^aper on the x) resent state of the common schools of New York. A considerable x^ortion of the sessions was devoted to considering the feasibility of the townshixi system. Resolutions were adopted to present a bill to the legislature for establishing a township system of x^ublic schools in the State. Com¬ missioner Andrews read a x^aper which showed that in certain districts the x)rovisious of the law in regard to a uniformity of text books had been carried out. He also said That some of the commissioners desired a State, others a county, commission to enforce this uniformity. He hoped that, in justice to those carrying out the xho visions of the X)resent law, no change would be made for at least five years. Resolutions were adoxited to the effect that the question of secondary or higher education should be left to the localities interested, and that advanced schools should be continued, as their in¬ fluence in raising the standard and x>romoting the efficiency of rudimentary schools far outweighs the exx)ense of maintaining them. Mr. Andrew McMillan,- the xiresident, was reelected for the ensuing year, and it was decided to hold the next meeting in Ithaca on the third Tuesday of February, 1879. — (School Bulletin, March, 1878.) STATE TEACHERS’ ASSOCIATION. This association met in Albany July 9-11, 1878. In his address of welcome, C. P. Easton, XM’esident of the Albany board of education, said that by the aid of the ballot NEW YOKE. 183 tile liig’li school iu Rochester had been reestablished, and that this victory would fur¬ ther the cause of higher education elsewhere. The president of the association urged the need of industrial art education, and regretted the separation of education and religion. Reports from the different committees on education dwelt uxmn the need of greater facilities for the training of xirofessioual teachers and for the free attainment of a higher education. Education, it was urged, is in its infancy, and in order to secure im^Droved’ methods certain fundamental princix)les must be accex^ted by the teacher, viz ; The real should be xwesented to the senses when studied or taught; the subjects of study should bo so arranged as to have the simple before the comx)lex ; xjux^ils must be taught to thiuh, reason, and work for themselves. Sux)erintendent Kiddle and others who discussed the subject argued that compulsory education is impracticable, unnecessary, and unjust. Other questions discussed were ‘^To what extent the State shall educate;” “Methods of instruction in arithmetic;” “The x)resent status of the townshix) question;” “Reform spelling;” and “Who shall examine candidates for licenses to teach?” In this latter x^axier President Hunter argued that teachers should be examined at the State normal schools instead of by the district commissioners. A finely illustrated lecture on the Yellowstone Park was then listened to with evident interest. After short addresses by the x^resident elect and others, the association adjourned to meet at Penn Yan in the third week of July, 1879. — (School Bulletin, August, 1878.) UNIVERSITY CONVOCATION. The sessions were held in Albany commencing July 9, 1878. The question of the regents’ higher examinations was first broached. Professor North wished these ex¬ aminations oxien to college graduates teaching in the State. Vice President Russel, of Cornell, favored the proxiosal that those who xiass the regents’ advanced examinations be considered as fitted for any New York college. Secretary Woolworth agreed with him, and stated that it was generally admitted that in the branches embraced in the Xireliminary examinations the State had made more xn’ogress in its schools than any other State in the Union. Princixial Benedict, of the Rochester Free Academy, said that, although some studies might be neglected in the schools in x>rexiaring for the regents’ examinations, yet the puxiils who x^assed were 100 x)er cent, better fitted for high school work than those he used to receive. A resolution was x')assed that holders of regents’ certificates who have taught three years should be entitled to a State cer¬ tificate. President Seelye, of Smith College, read a x>aper on “College education of women,” in which he opposed the coeducation of the sexes, citing many facts in sux)- X)ort of his position. — (School Bulletin, August, 1878.) OBITUARY RECORD. SUPERINTENDENT JOHN O. COLE. Judge Cole was born at Sharon, Conn., October 5, 1793. He came early to New York State, and in 1806 was a x>rinter in Albany. He was ax^x^ointed a justice of the civil court iu 1821, and elected ]iolice magistrate in 1823, a position v^hich he held, except for five years, 1840 to 1845, until 1870, also serving iu other imxiortant xiosi- tions during this XJcriod. For forty years he labored with untiring vigilance for the imxirovement and comxiletion of the Albany x^ublic school system, holding the offices of school commissioner, member, secretary, and president of the board ofx^ublic edu¬ cation, and, later, superintendent of schools. Before he died, January 4, 1878, he had seen the fulfihnent of his best xilans and the realization of his most cherished hox>es. — (Albany Evening Journal, January 4, 1878, and The School Bulletin, January, 1878.) PROF. E. R. PEASLEE. Fora notice of Professor Peaslee, see Noav Hanq^shire Obituary Record, to which the matter has been transferred as the place of his early residence and on account of his connection with Dartmouth College. MILTON G. POTTER, M. D. Professor Potter died at his home in Buffalo on January 28, 1878, aged 35 years. He was XMofessor of anatomy at the Buffalo Medical College and also dean of the faculty. The effort to fulfil the duties of this double position brought on an attack of nervous Xirostration at the end of the course in 1875-76. He rallied later and commenced the course in the summer of 1877, but, again overcome, he died just in the x>rime of man¬ hood. As a x:)hysician ho had a fine position ; as a surgeon he was cool, clear headed, sagacious in diagnosis, and iiromxit in execution. — (Buffalo Medical Journal, March, 1878.) PROF. C. F. ILVRTT. Profes^sor Charles Frederic Hartt, of Cornell University, died ]\Iarch 18, 1878, of yellow fever, at Rio Janeiro, Brazil, where ho had been for some time in charge of the 184 REPOET OF THE COMMISSIONER OF EDUCATION Brazilian geological survey. Professor Hartt, born August 23, 1840, at Frederic¬ ton, New Brunswick, received liis early training under tke sux:)ervision of liis father in the Horton Academy at Wolfville, Nova Scotia, and graduated in 1880 at Acadia College, in the same x>lace. From early youth he devoted himself to geological in¬ vestigations, and made such important discoveries of fossil land plants and insect remains in the Devonian rocks of Nova Scotia and New Brunswick as to attract the attention of Professor Agassiz, the elder, who induced him to enter the Museum of ComT)araotive Zoology at Harvard as a 8]3ecial student in geology. Here he remained from 1862 to 1885, s^jending his vacations in successful geological work in his former fields. When Agassiz visited Brazil in 1665, young Hartt went as the geologist of the expedition, and spent several months in a critical examination of the Brazilian coast from Rio to Bahia, exploring the rivers and extending his researches over a> wide inland area. To settle douhts arising in the study of his notes and specimens, he made a second x>rivate visit to the Brazilian coast in 1867. On his return, he devoted hinv self for some months to lecturing ux)on his favorite theme in schools, becoming xwofes- sor of natural history in Vassar College ; in 1868 he accepted the x>rofessorship of geology and paleontology at Cornell University. Two more expeditions to Brazil were undertaken in 1870 and 1871, in which he was accomjjanied by some of his students from Cornell. The results of these and of his former expeditions were given to the world in different forms, esj^ecially in his Geology and Physic.?! Geography of Brazil, published in 1871, and in his Lowell lectures in 1872. Obtaining a limited leave of absence from his university duties, he returned to Brazil for the filth time in 1874, was made there chief of a geological survey of the emx)ire, and from the exposures, labors, and discouragements eonnected with this, met his death, having first accom¬ plished, however, an immense amount of work. — (Cornell Review, March, 1878.) PROF. ALBERT E. CHURCH, LL. D. This American officer and mathematician was born in Salisbury, Conn., in 1807; graduated at West Point in 1828; served, while lieutenant of artillery at the Military Academy, as assistant x^rofessor and as acting x)rofessor of mathematics, and in garri¬ son at Newport and Boston harbors ; resigned in 1838, and was appointed x^rofessor of mathematics in the United States Military Academy. He was a member of several scientific associations and the author of valuable mathematical works especially x^Te- Xiared for the use of the cadets. He died at West Point, March 31, 1878, after forty years of service as an able and efficient instructor. — (New-England Journal of Edu- ucation, Ax)ril 4, 1878.) MISS CATHERINE E. BEECHER. This distinguished lady, not the least remarkable of a very noted family, was born at East Hamxiton, N. Y., Sexitember 6, 1800, and died of ax^oplexy at Elmira, N. Y., May 12, 1878. Meeting with a great sorrow in early life. Miss Beecher determined to give her whole life to benefit other xiersons, and in 1822 she opened a school for yoimg ladies at Hartford, Conn., which soon numbered from 100 to 160 x^uxiils. Recognizing the deficiencies of existing text books, she x)rex)ared for use in her own school an arithmetic, a work on theologj- , and one on mental and moral philosoxihy. This last, though never x^ublished, has been x^rinted and used in one of the colleges for young men. In 1832, she established and suxierintended an institution for female education in Cin¬ cinnati. For thirty years she organized in the West and Sonth educational societies and institutions for the training of teachers. During the same x>eriod she prepared various works for the xiress and contributed largely to several periodicals. — (New York Semi-Weekly Tribune, May 14, 1878, and Georgia Rexmblican, June 4, 1878.) DR. JOHN W. ARMSTRONG. This gentleman, one of the best teachers in New York, was born in Woolwich, England, Sexitember 20, 1812. In 1824 his father moved to Quebec, where the son began his academic studies ; entering Cazenovia Seminary in 1837, he was in 1850 ax)pointed to the chair of sciences. Later he became xirincix^al of the Susquehanna Seminary at Binghamton, of Anienia Seminary, of Falley Seminary, at Fulton, and of Gouverneur Seminary. In 1641 he was ordained a minister in the Methodist Ex)is- coxial Church, occasionally xireaching in different xiolpits while acting as a teacher ; in 1865 he became head master and teacher of sciences in the State Normal School at Oswego, remaining there until 1869, when he became xirincipal of the State Normal School at Fredonia, N. Y., where he remained until his death, August 12, 1878. Dr. Armstrong received the degree of a.m. from Wesleyan University and that of d.d. from Genesee College. He was a man of rare intellectual endowments, and a student in the highest sense of the term. — (The School Bnlletin, Sexitember, 1878.) PRESIDENT JOHN H. RAYMOND, LL. D. Dr. Raymond was born in New York March 7, 1814 ; graduated at Union College ; studied law, but after his conversion studied at Hamilton for the ministry; appointed NEW YORK 185 tutor, tlieii professor of rhetoric and of English literature in Madison University, he occupied later the same position in the University at Rochester ; in 1855 he became president of the Brooklyn Polytechnic Institute ; and in 1864 was elected x)resident of Vassal- College, where he remained until his death, August 15, 1878. As a student he excelled in the languages, belles lettres, and metajihysics ; as president of Vassar he achieved his highest fame and greatest usefulness, the institution owing much to his industrious fidelity, his organizing power, and his high ideal of female education. — (National Baptist, Philadeljihia, August 22, 1878.) CHRISTOPHER R. ROBERT. This gentleman, who was for over half a century a prominent merchant and phi¬ lanthropist in New York, died suddenly in Paris, October 27, 1878, while on his home¬ ward way ti’om Europe, where he had gone for his health. He gave freely of his am¬ ple means to societies and institutions engaged in Christian education, and helped many students through college and seminary. For several years after the close of the war he aided the cause of education in the South by carrying on an important school in extensive hospital buildings, which he had xmrchased for the purpose, on Lookout Mountain, Tenn. As the total expenditures for this school exceeded the receixits by about $50,000, while protracted litigation prevented the accumulation of endowments and the erection of contemplated xiermanent buildings, Mr. Robert, with the advance of years, declining health, and a natural wish to use benevolent funds to the greatest advantage, felt constrained to close the school in June, 1872. He sold the property and transmitted the proceeds to the trustees of Robert College, near Con¬ stantinople. This college, completed in 1870, has 18 acres of land on the shores of the Bosporus; its buildings are of stone and iron, with room, day scholars included, for from 275 to 300 students. Mr. Robert gave $100,000 towards the establishment of this institution, and from time to time about $50,000 more. His will makes a bequest to the college of from $60,000 to $70,000, his entire gift exceeding $200,000. ^ — (New- England Journal of Education, November 21, 1878, written returns, Robert College Catalogue, and Lookout Mountain School Catalogue, 1866 to 1872.) CHIEF STATE SCHOOL OFFICERS. Hon. Neil Gilmour, State superintendent of public instruction, Albany. [Second term, 1877-1880.] Hon. Addison A. Eni'ES, assistant superintendent, Albany. OFFICERS of the BOARD OF REGENTS OF THE UNIVERSITY. Name. Post-office. TToti. Erastus C. RpTiediet, t,t.. d., cbaucellnr . . . . . . . . . New York. Albany. Albany. Albany. Albany. Hon. Henry R. Pierson, ll. d., vice chancellor . Hon. Samuel B. TV^oolworth, ll. d., honorary secretary . Hon. David Murray, ll. d., secretarv and treasurer . . . . . . . Daniel J. Pratt, PH. D., assistant secretary . ^A newspaper slip credits Mr. Robert witb bequeathing property to tbe amount of $500,000 to Robert College, tbe validity of which bequest the heirs are said to be now contesting. 186 REPORT OF THE COMMISSIONER OF EDUCATION. NORTH CAROI.IMA. STATISTICAL SUMMARY. 1876-’77. 1877-’78. POPULATION AND ATTENDANCE. ^Yllite cliildren of school age (6-21) - Colored children of school age . Total of school age . White children enrolled . Colored children enrolled . Total enrolment . Average attendance of Avhite children . . Average attendance of colored children Total average attendance . SCHOOL DISTRICTS AND SCHOOLS. Number of districts . Public school-houses . Schools for white children . Schools for colored children . Total of schools taught . Average length of term in days _ Estimated value of school property TEACHERS AND THEIR PAY. White men teaching _ White women teaching.. Colored men teaching . . . Colored women teaching. Total number of teachers Average monthly pay. . . . RECEIPTS AND EXPENDITURES. Receipts for public schools . Expenditures for public schools... SCHOOL FUND. Amount of available school fnnd. 408, 296 201, 459 ’i04*i73' 5,718 2, 885 1,550 4,435 1,193 376 535 278 2, 382 $406, 447 289, 213 273, 767 148, 613 422, 380 146, 681 81,411 228, 092 82, 054 50, 499 132, 553 6, 218 3, 342 3,388 1,761 5, 149 46 iil57, 921 1,844 642 875 361 3, 722 123 18 |452, 516 324, 287 $112, 000 Increase. Decrease. 14, 084 26, 633 28, 380 500 503 211 714 651 266 340 85 1,340 $46, 069 35, 074 (From report and return for 1877-78 of Hon. John C. Scarborough, State superin¬ tendent, of public instruction.) STATE SCHOOL SYSTEM. OFFICERS. For the State there is a superintendent of public instruction and a board of educa¬ tion, composed of the State executive officers, including the superintendent, who is its secretary. All are elected by the people for four years. The locol officers are, in counties, a board of education, comxiosed of the county commissioners and a county examiner appointed by them; in districts, school com¬ mittees of 3 persons, elected biennially by the county boards, which, by law of 1877, take the place of the old township school committees. — (State constitution and school laws.) OTHER FEATURES OF THE SYSTEM. The schools are sustained by State and local funds, which are apportioned to each county according to the number of children between 6 and 21 years of age, to be determined by the annual school census in each district. Schools receiving public aid must be public schools and open to all youth of school age, provided that the two races are never to be taught in the same school. The money for each race is kept seiiarate, and it is forbidden to use that apx)ortioned to one for the benefit of the NORTPI - CAROLINA. 187 other. If the State funds be insufficient to maintain one or more schools in each dis¬ trict for 4 months in the year, a special tax to supply deficiencies may be levied by the county commissioners, provided that the question shall have been first submitted to a vote of the qualified electors. Teacliers are examined by the county examiners of each county, who are authorized to grant certificates of first, second, or third grade : the first to those qualified to teach classes in the higher branches of English, the second to those who can teach the ‘ ‘ or¬ dinary’^ branches, and the third to those cjualified to teach primary classes only. School committees have authority to emi^loy and dismiss teachers aud to determine their x^ay, x^i’ovided that those who hold certiliciites of the first grade shall not receive out of tlie x>ffi>lic funds more than |2 a day, those holding second grade certificates, ^1.50, and those holding third grade certificates, ^1. — (School laws, 1877.) GENERAL CONDITION. The statistics show an increase during the year 1878 in the school population, en¬ rolment, and average attendance, in the number of school districts and of schools taught, in the number of teachers, white and colored, and in the receixits and expend¬ itures for school x^iirposes. Aid was received from the Peabody education fund in the sum of |4,100. The two normal schools received $500 each, and the remainder was distributed, in sums vary¬ ing from $200 to $600 each, to graded schools which complied with the rules estab¬ lished by the agent of the fund. — (State report.) CHANGES RECOMMENDED IN THE SCHOOL LAW. The state superintendent recommends the following among other changes in the school laws : That the laws relating to the State normal schools be so amended that the schools shall admit women on equal terms with men ; that county school authori¬ ties be required to make x^i’ovision for holding county teachers’ institutes, and that Xmblic school teachers be encouraged to attend them ; that the approxn’iations for public schools be increased so as to sustain one school in each district four months in the year, as the State constitution requires ; and that the peoxile in any school dis¬ trict be permitted to vote an additional tax uxion themselves, to suxiplement their ap- Xiortionment from the State and county fund, for the purpose of sustaining schools more than four months. — (State report. ) CITY SCHOOL SYSTEMS. LEGAL PROVISIONS. The school law provides that every township of the State having within its limits a city of 5,000 inhabitants and upwards may, by vote of the qualified electors thereof, levy an annual tax, not to exceed one-tenth of 1 per cent, on the value of proxierty and 30 cents on the x^ob? for tb® supx)ort of one or more graded schools. Neither the number of cities in the State which have availed themselves of this permission, nor the statistics of schools in them, can be given, as rexiorts of city public school systems are lacking. There is, however, a circular giving an outline of the course of study for the Raleigh public schools. These are controlled by a district school committee, assisted by a principal and corps of teachers, and are classed as primary and gram¬ mar, the former grade comprising 4 years, the latter, 3. — (Laws of 1877.) TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL COURSES. The normal schools reporting for 1878 are the University Normal School, Chapel Hill; State Colored Normal School, Fayetteville; Lumberton Normal School, Lumber- ton, and Trinity College Normal School, Trinity College. The University Normal School appears to be an extended teachers’ institute. Its second session, held from June 18 to July 26, 1878, is reported to have been exceed¬ ingly successful. Care was taken to secure instructors noted not only for learning, but for skill in normal teaching. Sxiecial attention was given to the elementary branches ; but Latin, algebra, and chemistry were also taught. The attendance was much larger in 1878 than in 1877, the total enrolment being 402, of whom 190 were women, though the law provides for men only. The attendance was increased by reduced rates of railroad travel to- students, and also by the offer of aid to those un¬ able to defray their own exxienses ; 83 students received such assistance, of whom 56 were men and 27 women. It was axffibed almost entirely to travelling expenses, and amounted to the sum of $833.94, of which $641.09 were paid out of the Peabody grant. — (State report.) The State Colored Normal School, organized in September, 1877, had, during its first year, an attendance of 114, including 72 men and 42 women. The law axiparently 188 EEPORT OF THE COMMISSIONER OF EDUCATION. excludes women from this school also, hut by special i^ermission of the State board of education a limited number have been received, although many have been refused and those admitted were compelled to pass a more rigid examination than that required of men. The scholarship demanded for admission and for graduation is not so high as could be desired, but it is all that is practicable at x)resent. Instruction is begun in the rudiments and continued as far as the 3 years’ course will allow. Aid is received from the Peabody fund and tuition is free.— (State report.) The Lumherton Xormal is also for the training of teachers for the colored schools. Its course of study comprises 4 terms of 5 months each, taken from the spring and sum¬ mer months, in order to give students an opportunity to teach a portion of the year. — (Printed circular and return. ) Provision has been made by the legislature for a normal institute in connection with Trinity College. It was in operation 4 weeks during the summer of 1878, and was at¬ tended by 220 students. — (Return.) Normal courses are rei3orted in connection with Bennett Seminary, Greensboro, and Shaw University, Raleigh. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS AND PRIVATE ACADEMIC SCHOOLS. Information resi^ecting the public high schools of this State is wanting. For sta¬ tistics of private academic schools, see Table VI of the apiiendix, and a summary of this in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The State University, Chapel Hill, provides classical, scientific, philosophical, nor¬ mal, legal, and medical instruction. A school of medicine has been added since the last report (1877). Instruction is oftered free of charge to all worthy young men without means. Six other universities and colleges report for 1878. All have iireparatory deiiart- ments or courses, and classical courses of 4 years ; Davidson and Trinity add scientific courses; Rutherford and Trinity, departments of law; and Trinity, a department of theology. Five are under the control of religious denominations, 2 belonging to Pres¬ byterians and 1 each to Baptists, Lutherans, and Methodists South. • For names and statistics, see Table IX of the apiiendix, and for a summary of sta¬ tistics, a corresiionding table in the report of the Commissioner preceding. SUPERIOR INSTRUCTION OF YOUNG WOMEN. Thre6 institutions for the superior instruction of women report for 1878, namely : Greensboro Female College, Greensboro ; Chowan Ba]itist Female Institute, Murfrees¬ boro ; and Thomasville Female College, Thomasville. All have a full collegiate course and are authorized to confer degrees. For statistics of these, see Table VIII of the appendix, and for a summary of these statistics, a corresponding table in the report of the Commissioner ];)receding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State University provides special facilities for practical training in scientific branches, particular regard being had to those relating to agriculture and the me¬ chanic arts. The regular course covers 4 years and leads to the degree of b. s. There is also a shorter optional course in agriculture, designed for students whose time and means are limited. The university has an agricultural experiment station, created by an act of March 12, 1877, at which soils, fertilizers, and chemicals are tested, the quality and germinating power of seeds determined, and the means of exterminating insects injurious to vegetation examined and reported on. Instruction in scientific branches is also given in the School of Natural Science and of Engineering at Trinity College and in Davidson College, where a 3 years’ course in science is provided. — (Catalogues.) For statistics, see Table X of the appendix, and summary of this in the report of the Commissioner iireceding. PROFESSIONAL. Instruction in theology is given in Biddle University, Charlotte (Presbyterian), Shaw University, Raleigh (Baptist), and Trinity College, Trinity College P. 0. (Methodist Episcopal South). The theological dexiartment of Biddle University comxirises a 3 years’ course of study and students are received without other literary qualification NORTH- CAROLINA. 189 than a knowledge of the common English branches. From 2 to 3 years are required to comi)lete the theological course at Trinity College. The requisites for admission to this course or to the theological course at Shaw University are not stated, but the stand¬ ard of each is supposed to be like that of Biddle University, both being yet in their infancy and both being for colored pupils. — (Catalogues, 1877-78.) For statistics, see Table XI of the appendix, and the summary of this in the report of the Commissioner preceding. The schools of law reporting are those connected with the State University and Trin¬ ity College. At the State University there are two classes, one pursuing the study in connection with a collegiate course, and an independent one having no connection with other university classes. To complete the course for the independent class usually requires 2 years. It does not appear that any examination is required for admission. Particulars of the course at Trinity College are not given in the report. — (Catalogues of State University and Trinity College.) For statistics, see Table XII of the appendix. The only provision for medical instruction in this State appears to be the new medi¬ cal school of the State University, where the usual ^‘regular” medical course is pro¬ vided. Special attention is to be given here to practical instruction in anatomy, by dissection and tlie use of models. The sessions of the school are to begin and end with those of other departments of the university. — (University report', 1878-’79.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The North Carolina Institution for the Deaf and Dumb and the Blind, Raleigh, had under instruction during the years 1877 and 1878 a total of 263 youths, of whom 156 were in the deaf and dumb and 107 in the blind department. Of the whole number 90 were colored ; and for these there is good accommodation in a separate building. The literary branches taught in the institution are reading, writing, spelling, arithme¬ tic, geography, grammar, and the sciences. There are also classes in Latin and in law. The employmeots for the blind are mattress, broom, and basket making and chair seating; for the deaf, thus far, only shoemaking. — (Catalogue and return, 1878.) For statistics, see Tables XVII and XVIII of the appendix, and summaries of these in the report of the Commissioner preceding. EDUCATIONAL CONVENTION. ORGANIZATION OF A STATE TEACHERS’ ASSOCIATION. From the State superintendent’s report, it appears that the teachers in attendance at the University Normal School during the summer of 1878 organized a North Caro¬ lina Teachers’ i^sociation. They also took steps towards the formation of county associations throughout the State, and appointed a committee to study the public school system and devise remedies for its defects. — (State report, 1878.) CHIEF STATE SCHOOL OFFICER. Horu John C. Scarbokough, State superintendent of public instruction, Haleiglu [Second term, 1879-1881.] 190 REPORT OF THE COM^IISSIONER - OF EDUCATION. OHIO. STATISTICAL SUMMARY. 1876-77. 1877-78. Increase. Decrease. POPULATION AND ATTENDANCE. Wliite youtli of scbool age (6-21) . Colored youtli of school age (6-21) - Whole nnmher of school age . Whites in public schools . . Colored in public schools . . Whole number enrolled . Average daily attendance . . . . Pupils in private schools . 1, 004, 145 23, 103 1, 027, 248 715, 405 6, 835 722, 240 448, 100 10, 767 1,018, 789 .23, 174 1,041,983 730, 365 9,829 740, 194 465, 372 23, 121 14, 644 71 14,715 14,960 2, 994 17, 954 17,272 12, 354 SCHOOL DISTEICTS AND SCHOOLS. Township districts . Suhdistricts in these . City, village, and special districts .... District divisions in these . School-houses in township districts. .. School-houses in city, village, and special districts. Whole number of public school-houses. Whole number of public school rooms. Number used for elementary schools.. Number used for high schools . New school-houses built . Cost of new school-houses built . V alue of all public schools and grounds . Average time of schools in days . 1,347 10, 721 632 714 10, 744 1,172 11,916 15, .504 14, 949 555 490 $803, 146 21, 145, 527 155 1,347 10, 769 651 743 10, 791 1,188 48 19 29 47 16 11, 979 15, 671 15, 139 532 481 $843, 822 21, 329, 864 155 63 167 190 23 9 $40, 676 184, 337 TEACHERS AND THEIR PAY. Male teachers in xiublic schools Female teachers in public schools . Whole number employed . Number of teachers j)ermanently em¬ ployed. Teachers in primary and grammar schools. Teachers in high schools . Teachers in schools for colored youth . Teachers in private schools . Monthly pay of men . . . . . Monthly iiay of women . 10, 855 12, 148 23, 003 8,336 11, 099 12, 292 23, 391 8, 525 244 144 388 189 22, 292 22, 680 388 711 180 182 $37-177 |26-$58 711 262 225 Average $59 Average $41 • 82 43 INCOME AND EXPENDITURE. Whole receipts for public school Whole exxieuditure for them - $7,875,904 $7,841,911 8, 036, 621 7, 995, 125 $33, 993 41,496 STATE SCHOOL FUND. Amount of xiermanent school fund .... Not given. Not given. (Report of Hon. James J. Burns, State commissioner of common schools, for the school year ending August 31, 1878, the report containing also the statistics of the previous year. ) OHIO. 191 STATE SCHOOL SYSTEM. OFFICERS. For tlie State, there is a comraissioner of common schools elected by the people for 3 years, with a State board of examiners appointed by the commissioner for a term of 3 years, which issues life certificates to teachers found on examination to possess the requisite qualifications. The local officers comprise county boards of examiners of 3 members, appointed by the probate judge of the county," and boards of education for cities, villages, and special districts, elected by the qualified voters. There are also, in cities and in vil¬ lages of not less than 2,500 inhabitants, boards of examiners appointed for 3 years by the boards of education to inspect the schools and grant teachers’ certificates. — (School laws, 1873. ) OTHER FEATURES OF THE SYSTEM. . A sufficient number of schools must be established to provide for the free education of all the youth of school age in the State, and they must be taught not less than 24 nor more than 44 weeks during the year. Boards of education must also establish in children’s homes and county infirmaries schools for the education of the children there¬ in, when requested to do so by the governing bodies of such homes or infirmaries ; and such schools are to be continued each year until the share of school funds apportioned to said children on the basis of the enumeration shall have been expended. Boards of education are authorized to establish schools of higher grade at their discretion ; also, evening schools in districts composed, wholly or in part, of cities or incorporated villages. Separate schools for colored children are allowed. German is to be taught at the request of 75 freeholders of the school district. Teachers cannot be legally employed unless they present certificates of qualification and good moral character from a board of examiners having competent jurisdiction. The establishment of libraries is encouraged. Children 'between 8 and 14 must attend the public schools at least 12 weeks in each school year unless specially excused or taught elsewhere. The schools are sustained by a State tax of 1 mill on the dollar of valuation, by lo- eal taxation, and by the income from the common school fund. The State funds are apportioned among counties in proportion to the enumeration of youth of school age in each ; and districts which fail to make such enumeration are not entitled to their share. The amount of local taxation in each district is fixed by the board of educa¬ tion therein, who estimate the sum necessary for prolonging schools and for all other school expenses. This amount is assessed by the county auditor on the taxable prop- ertv of the district, but the rate must not exceed 7 mills on the dollar. — (School laws, 1873.) • GENERAL CONDITION. The statistics for 1877-’78 indicate that considerable educational progress was made at nearly all points. There were 14,644 more white and 71 more colored children enu¬ merated than in 1877, with an increase in enrolment of 14,960 white children and 2,934 colored in the public schools, and 12,354 more in private schools, making the total increase in all schools more than double the increase of youth of school age. And, better still, the additional average attendance in the public schools almost equalled the additional enrolment and considerably exceeded the increase in school poj)- ulation. Notwithstanding this extra number of pupils and an increase of 388 teachers, the exxienditures were $41,496 less than in the previous year. In the colored schools there were 82 more teachers ; in private schools, 43 more. While the high schools had only the same number of instructors as in 1876-’77 and were reported to have 23 fewer school rooms in use, the elementary schools had 388 more teachers and 190 more school rooms. There was no change in the number of township districts, but there were 48 additional subdistricts. The branches of study were unaltered, but there w^ere far more pupils reported in German, drawing, and vocal music, and fewer in l)otany, chemistry, composition, general history, moral and natural i)hilosophy than in 1877. Six additional colleges and universities reported and one more normal school, the increase in attendance at these institutions indicating a desire on the part of the people for a higher and better education. The commissioner says that the colored people are not of one mind respecting mixed school s,*fearing that to involve white teachers exclusively. The secretary of the board of examiners reports that axiplicants for life certificates must now x>ass an examination in fifteen fixed branches instead of eighteen as before ; tliey are alio wed to select, from a list of seventeen, four other branches to make u}) the nineteen required by law. He adds that the numi)er of persons hold¬ ing life certificates in Ohio is suiall and is decreasing every year; since 1864 only 188 such certificates have been issued. — (State rexiort, 1«78.) OTHER TOPICS TREATED. Com.missioner Burns devotes considerable space to the defects of the subdistrict schools, calhng attention to the generally exx)ressed oxiinion that no progress has been 192 EEPORT OF THE COMMISSIONER OF EDUCATION. made in the past two or three decades in this class of common schools. In 14 coun¬ ties of the State the average attendance in these schools was less than 20 pupils ; in about 50 counties, less than 25; and in 8 counties only did this attendance exceed 30, while in 400 districts there was an enumeration of less than 25. The school-houses, too, were often not suitably located or arranged ; the course of study was defective ; the two terms a year were frequently taught by dilferent teachers, one having no knowledge of what the other had done. Under this system the township has a two-headed con¬ trol which often x)roduces a contest of authority and leaves important work undone, with little hope of imj)rovement as long as the ungraded subdistrict schools and their petty school boards shall be continued. The remedy for these evils, Mr. Burns believes, is to place the schools of a whole township under control of a board of education, elected by the people for this special work, with the powers and duties of a board of education in a village, and then to do away entirely with subdistrict schools. This, he thinks, v.dll benefit the schools, improve the instruction^ increase the attendance, and make the supe^^^sion more effective. Mr. Burns considers county supervision, too, a valuable part of the machinery for managing a system of rural schools in a successful manner. The chief faults of these schools — unsystematic management, small attendance, and instruction not adapted to the needs of pupils — might be corrected if there were county supervision. Respecting compulsory education, the superintendent expresses the hope that some means may be devised to strengthen or supjDlement the powers of boards of education and thus enable them to prevent truancy. The youthful idlers on the streets of towns and cities he would have gathered up by somebody and compelled to do something. It is better to rescue them before they are in a state to be sent to the reform schools ; to teach them that society is stronger than they are, and that, without injuring them, it will use its strength to protect itself. — (Ohio school report, 1878.) KUSTDERGARTEN TRAINING. Returns were received from 10 Kindergarten, 4 of them at Cincinnati^ one being connected with the Cincinnati Orphan Asylum ; 4 at Cleveland, one a charity institu¬ tion under charge of the Young Ladies’ Temperance League ; 1 at Toledo ; and 1 con¬ nected Avith the Ohio Central Normal School at Worthington. The children admitted to these schools are from 3 to 7 years of age — in the school at Toledo from 4 to 6 years is the limit — and they are taught from three to three and one-half hours a day. These schools all have the usual appliances and apparatus for this method of teaching, and the children are taught some or all of Frobel’s gifts and occujiations. — (Returns for 1878.) CITY SCHOOL SYSTEMS. OFFICERS. Under a general State law, city boards of education have city superintendents to supervise the schools and city examiners to test the qualifications of candidates for tea^herships. STATISTICS, a Cities. Estimated population. Youth of school age. Enrolment. Average daily at¬ tendance. Teachers. Expendi¬ ture. Akron . 17, 000 4, 429 2, 747 2, 160 52 $44, 586 Canton . 12, 500 3, 787 2, 108 1, 469 41 35, 777 Chillicothe . 15, 000 3, 404 1, 844 1, 461 43 31, 291 Cincinnati . 300, 000 91, 693 530, 659 24, 966 605 699, 588 Cleveland . 142, 444 45, 364 22, 104 15,713 390 413, 532 Columbus . . 51, 434 14, 246 7,316 5, 559 143 164, 709 Dayton . 35, 000 11, 063 5, 671 4,193 120 154, 843 Hamilton . 15, 000 5, 560 1, 917 1, 482 31 39, 654 Mansfield . 10, 000 2, 821 1, 744 1,321 33 27, 101 Newark . 11, 000 3, 6.54 1, 709 1, 299 38 25, 504 Portsmouth . 12, 000 3, 474 2, 190 1, 623 42 62, 512 Sandusky . 17, 500 7, 122 2, 576 1, 808 48 81, 675 Springfield . 20,000 5, 212 2, 520 1, 891 49 58, 617 Steubenville . . 13, 500 4, 598 2, 384 1, 816 43 56, 277 Toledo . 55, 000 15, 456 7, 753 4, 754 130 131, 849 Youngstown . 18, 000 4, 769 2, 080 1, 398 37 47, 299 ZanesviUe . 20, 000 5, 497 3, 006 2, 235 65 44, 846 a The figures for population are tahen from written returns, except in the cases of Cincinnati, New¬ ark, Springfield, Steubenville, and Zanesville, whieh are from printed reports; the other statistics come from the State report. , & Exclusive of 3,705 in night schools. OHIO. 193 ADDITIONAL PARTICULARS. Akron reported its schools in a highly satisfactory condition, the increased attend¬ ance in all grades in 1877-78 requiring 3 new schools. In regularity of public school attendance, Akron ranks the first of ‘22 cities and towns of the State. There were 6 private schools reported, with 350 sittings. During 1877-’78 the course of study in use for ten years was changed : botany and physics were dropped from the grammar school course, and geology and zoology from the high school ; the study of govern¬ ment was restored to the high school course, and Latin was made an optional study. The appointment in 1877 of a special teacher for drawing and writing caused marked progress in those branches ; a teacher of music was also employed. The high school graduates its pupils in 3 years ; but if a suflicient number desire to take a more ex¬ tended course, a fourth year’s class may be formed for trigonometry, logic, moral sci¬ ence, geology, &c. — (Akron report for 1878.) Canton makes return of 30 day and 2 evening schools, with 1,856 sittings for study. Special teachers of Germ.an, music, drawing, and penmanship were employed ; 4 pri¬ vate schools reported. Chillicothe showed an increase of 163 children of school age since 1877 ; private and parochial schools contained 350 puiiils ; primary, grammar, and high schools had from 43 to 46 teachers, 1 of them a siiecial teacher of German. — (Ohio school report and return for 1878.) Cincinnati reported in 1877 a reduction of $64,087 on the expenditures of 1876 ; and notwithstanding $57,230 paid for school buildings, with extra money appropriated for the library and for work sent to the Paris Exposition, the net increase in expenditure in 1878 was less than $40,000, there being a reduction at all points at which economy could be aiiplied without impairing efliciency. The growth of the schools in general was in excess of that of the population. Fifteen night schools, 3 of them for colored children, reiiorted an increase of 94 pupils ; of the 41 public schools, the 9 for colored children rai)idly increased in usefulness and showed better work and more pupils ; the deaf-mute school, with its 24 pupils, gave satisfaction ; the normal had 19 fewer scholars than in 1876- 77, but graduated 63 pupils, and added a German -English department to the course ; the high school reported an increase of 131 scholars and a graduating class of 87. The schools were divided into district schools, five annual grades; intermediate, three grades ; and high, four. Object lessons, drawing, penmanship, music, and German were taught with marked success in some of the grades. German is an elective study, but 53 per cent, of the scholars enrolled take it under 136 teachers, 29 of whom teach German only. Much attention within the last four years has been given to system, order, and neatness, and the result is sa,id to be elevation of the moral tone of the scholars, improvement in scholarship, and better preparation for the duties of life. Eeiiorts from the public library place the number of books and pamphlets at 111,850, of which 10,537 were received in 1877-78 ; the average daily issue of books was l,i07 ; of periodicals, 1,101. The exhibit sent from the Cincinnati public schools to the Paris Exposition was made without special preparation, yet it received both a gold and a sil¬ ver medal. — (City report for 1878.) Cleveland had 45 school buildings, with 18,881 sittings for study ; a normal school, with 56 sittings ; and 2 night schools, with 10 teachers ; special teachers were em¬ ployed for drawing, elocution, German, music, and penmanship, at salaries ranging from $800 to $2,100. The total value of school property was $1,663,035. — (Eeturn.) Columhus reported 116 sckools, with 6,852 sittings ; 4 teachers, for special branches; and a Saturday normal school, with an enrolment of 70 pupils and an average attend - ance of 59. The course of instruction includes the theory and practice of teaching, mental science, music, and drawing. The high school reported 14 teachers and 4§4 pupils ; a 4 years’ course ; much progress in model drawing and drawing from the plaster cast ; the introduction during the year of projection di'awing; ^ great improve¬ ment in spelling and penmanship, but less in reading ; and the work done in the school the most satisfactory for the last six years. Considerable improvement was made throughout the schools in reading music and in the quality of tone in the class sing¬ ing. The librarian of the public library reports more volumes issued from the school board department than from all the others combined, the reason being that the new¬ est publications on art, education, literature, history, travels, poetry, and fiction are furnished by the board, and the library is largely used by the children and their parents. — (Eeport for 1877-’78.) Dayton, according to a return for 1877-’78, had the usual 3 grades, primary, grammar, and high, in 12 different school buildings, with 5,627 sittings ; a city normal school, under charge of 1 teacher ; evening schools, with 5 teachers ; and special instructors for music and penmanship. The superintendent of the Hamilton public schools reports that of late years the progress in the schools has been steady and sure ; that the school enumeration for 1877- ’78 was about 37 per cent, of the whole population ; that, with a constantly in- ^It is to "bo regretted that the evening art school held informer years had to be omitted during 1877-’78. 13 E 194 REPORT OF THE COMMISSIONER OF EDUCATION. creasing enrolment, the tardiness diminishes year hy year ; that seven years ago a daily attendance of only 67 was secured out of every 100 pupils enrolled, while in 1877-’78 the daily attendance was 77 per cent, of the total enrolment j that there were 5 school buildings, with 1,816 sittings, and three or four parochial schools, with an enrolment of about 1,000 pupils. Drawing and music were taught in all the grades; and advancement in music was noticeable in all the classes, while some of the draw¬ ings were nearly faultless. The German-English department was continued, and contained about 40 per cent, of the total enrolment. — (Report for 1877-’78.) Mansfield had 6 school buildings, with 1,962 sittings; a city normal school; special teachers for music, drawing, and penmanship ; and 135 children taught in private schools. — (Return. ) The Neivark biennial report showed a gratifying improvement in the efficiency of the teaching force, in the enrolment, and in attendance, and a large decrease in tardi¬ ness. There were 3 grades of schools, primary, grammar, and high, each with a 4 years’ course, and both sexes were educated together. There were also evening schools organized for 3 months. The principal of the high school, principal of Ger¬ man, teacher of penmanship, and teacher of the school for colored children were the only men employed in the schools, the other 34 teachers being women. — (Report for 1877-’78.) Portsmouth reported 6 school buildings, with 2,020 sittings, in 1877-’78; a new school-house, with 12 rooms ; a gradual increase in enrolment and attendance for the last 3 years ; a total of 231 colored children in the schools enjoying the same ad¬ vantages as the whites and making rapid advancement during the last 3 years, show¬ ing, however, considerable irregularity iu attendance ; the adoption in some of the primary schools of the phonic method in reading ; 386 pupils studying German in the schools ; and both drawing and singing taught by the regular teachers. — (Report for 1877-78.) Sandusky had 13 school-houses, with 2,680 sittings. Drawing and penmanship were taught by the regular teachers, while for German special teachers were hired. The normal school was discontinued for a year or more ; there were 800 pupils enrolled in the parochial and private schools. — (Return.) Springfield had for 1877-78 6 school-houses, with 47 rooms, exclusive of those used only for recitation, and school property valued at $200,000. — (State report, 1878.) Steubenville had also 6 school-houses, with 32 rooms, and school property estimated at $109,000. — (State report, 1878.) Toledo reported 23 school-houses, with 6,500 sittings ; special teachers for French, German, and drawing ; an enrolment of about 2,000 x^upils in private schools; and an estimated value of $551,000 in school property. — (Return.) Youngstown had 7 school-houses, with 33 rooms for study, and school property valued at $138,562. — (State report, 1878.) Zanesville reported 19 school-houses, with 65 rooms ; $1,445 were paid during the year either for erecting or purchasing school-houses. — (State report, 1878.) TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL DEPARTMENTS. The schools which send catalogues or returns for 1877-78 are the Northwestern Ohio Normal, Ada ; the Geneva Normal, Geneva ; the National, Lebanon ; the Mans¬ field Normal, Mansfield ; the Western Reserve, Milan ; the Ohio Central, Worthington ; the Ohio Free Normal, Yellow Springs. There are also normal and training schools in the cities of Cincinnati, Cleveland, Columlius, and Dayton, belonging to the public school system and sustained by jmblic school funds. The Cincinnati school reported 97 students for 1878, in charge of 9 instructors ; 63 graduates, about one-fourth of them teaching; a 1 year’s course; and a model school. The Cleveland Normal had 8 instructors and 62 pupils ; 7 training schools in charge of training teachers ; a 2 years’ course of study ; and 24 graduates, all engaged in teaching. The Columbus Normal enrolled 70 students, and had 59 in average attendance, mainly pupils of the senior and junior classes of the high school. The Dayton school, with a 1 year’s course of study, had 15 pupils, 4 resident teachers, and 13 graduates, 8 of whom were teaching. — (Reports and returns.) The 2'iOrthwestern Ohio Normal School, Ada, reported 477 pupils ; a 4 years’ course of study; 19 graduates, of whom 16 were teaching; and a library of 1,100 volumes, 300 of them added during the year. — (Return, 1878.) The Geneva Normal School reported 6 instructors and 137 pupils in 3 courses of study, a classical, an English, and a teachers’ course, of 4, 3, and 2 years, respectively. There is also a commercial department connected with the school. All students who com¬ plete any course of study and whose average at the examinations is not under 65 per cent, receive certificates of graduation. — (Report, 1878, and return.) The National Normal School, Lebanon, had 1,036 pupils in the normal or teachers’ dei)artment, and 437 other students, all in charge of 17 teachers. The courses are a OHIO. 195 j)reparatorT, of 6 montlis, and a scientific and a classical, of one year each, which to¬ gether graduated 68 pupils. There was also a business course, which gradna.ted 90 pupils in 1877-78. Certificates or diplomas are given at the end of the collegiate and business courses and to those who have completed the junior year of study, but a further examination is necessary before the students can teach in the city or State schools. — (Twenty-third annual catalogue and return.) The Mansfield Normal College was organized in September, 1878, and a return for the fall term reported 100 students and 11 instructors, 7 of them non-resident. The full course occuxjies 4 years, one year each preparatory and classical and two years for the scientific branches. A IHndergarten is connected with the college. — (Prosj)ectus and return. ) The frestern Reserve Normal School, Milan, reported 199 students, a lady principal and 3 female teachers, and a 4 years’ course of study, designed especially to fit teach¬ ers for the district schools. — (Catalogue, 1877-’78.) The Ohio Central Normal School, Worthington, which is oi^en to both sexes on equal terms, reported at the end of its seventh year, 1878, a total of 121 teachers graduated during those years. In 1877-78 there were 177 normal students, 95 of them young men. The full course of study occupies 3 years, and the catalogue says that a larger l)ercentage of the graduates Ironi this school receive State certificates than from any other normal school in the State. The metric system is taught in connection with the English system in all the departments ; physical culture receives special attention through daily gymnastic exercises. The Kindergarten training class continued its summer sessions in Worthington and its winter sessions in Cleveland, where the training class had an opportunity to observe the workings of one of the best systems of graded schools in the United States. — (Calendar for 1878-’79.) The Ohio Free Normal School, Yellow Springs, connected with Antioch College, re¬ ports 19 students, 8 males and 11 females. The 5 instructors were teachers in other departments of the college. The course occupies 2 years and the students receive certificates on graduation. — (Return for 1878.) NORMAL COURSES IN COLLEGES. Teachers’ or normal courses appear for 1878 in Farmers’ College, College Hill ; Hei¬ delberg College, Tiffin; Hiram College, Hiram; Mount Union College, Mount Union; Muskingum College, New Concord; Rio Grande College, Rio Grande; Scio College, Scio; and Wilberforce University, Xenia. SPECIAL NORMAL INSTRUCTION. The usual summer school for industrial art study, and more especially for teachers of drawing, was advertised to be held in the summer of 1878 at Columbus. A four weeks’ normal institute opened at Sidney July 15, 1678, with 42 teachers and a prospect of large increase in numbers. The summer institute of the Ohio Central Normal School was held in July, 1878. In addition to the regular classes in the common and higher branches, courses of lectures were given in physics, chemistry, art education, primary teaching. Kinder¬ garten instruction, botany, and geology. A class in practical surveying and a teach¬ ers’ class for the discussion of methods of teaching and the theory of education were formed. The meeting was larger than ever before, and there were 34 graduates, including 11 Kindergarten teachers. — (Pennsylvania School Journal, May, 1878; Ed¬ ucational Weekly, April, 1878 ; and Ohio Educational Monthly, August, 1878.) teachers’ institutes. During 1877-’78 institutes were held in 88 counties at a cost of |22,535. There were 296 different speakers and an aggregate of 11,466 members. The State commissioner urges that, as many of those who attend the sessions are young people who desire to teach, and as the institute is the sole method of reaching the mass of teachers, it is necessary to have the sessions as long as possible, to encourage practical instruction and to attract the old fogy teachers who now remain away. The commissioner was unable to visit all the institutes, but he says there cannot be two opinions in regard to the value of the work done in these conventions. — ($tato report, 1878.) EDUCATIONAL JOURNALS. The Ohio Educational Monthly, published at Salem by Hon. W. D. Henkle, formerly State commissioner of common schools, continued during 1878 to present much matter in relation to the government of schools, different methods of teaching, and high school training, this last being the great question of the year. From the same office comes Rotes and Queries, a paper which also gives valuable educational items. The Library and School, published monthly at Columbus from February, 1879, is also a useful adjunct to the Ohio Educational Monthly in the cause of higher educa¬ tion. 196 REPORT OF THE COMmSSIONER OF EDUCATION. SECONDARY INSTRUCTION. HIGH SCHOOLS. There -were 532 high schools reporting for 1877-78, with 27,056 pupils. These num¬ bers show a slight decrease in enrolment since 1876-77, yet the reports of the differ¬ ent city superintendents give a very satisfactory record of their respective schools. These officers agree that the high school is necessary for all classes; the State com¬ missioner also warmly advocates high school instruction ; and State Attorney Gen¬ eral Pillars, after a thorough examination of the subject, concludes that the framers of the State constitution intended to provide for schools beyond the common schools, and that boards of education may lawfully establish high schools with such courses of instruction as in their judgment the public good may seem to require. — (State re¬ port for 1878 and city reports.) OTHER SECONDARY SCHOOLS. The tables of the State report show an increase, since 1877, in the number of colleges and private schools not receiving anything from the common school fund. In 1878 there were 23 (excluding normal schools), with 86 teachers and 1,939 xmpils. — (State report for 1878. ) For statistics of secondary institutions reporting to this Bureau, such as business colleges, xirivate academic schools, x^reparatory schools or prexiaratory dex^artments of colleges and universities, see Tables IV, VI, VII, and IX of the appendix, and the summaries of these in the Commissioner’s report preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The State superintendent gives statistics from 28 universities and colleges reporting to him in 1878, against 22 in 1877, with a gain in instructors of 62 and in students of 1,872. Of the 5,984 students attending in 1878, there were 1,543 women, and of the 2,210 students pursuing regular courses in 22 of these colleges, 356 were women. Twenty-seven of the 28 colleges report the number of students graduated by them in 1878 as 348, of whom 267 were men, 67 women, and 14 not classiffed. Reports for 1878 received at this Office from 34 universities and colleges show 8 to be non-sectarian, while 1 does not report on this point ; the other 25 are distributed among the different churches as follows : Methodist Ex>iscopal, 5 ; Presbyterian, 3 ; Baptist, United Brethren, Evangelical Lutheran, and Friends, 2 each; Presbyterian and Congregational, combined, 1 ; and 1 each of Protestant Episcox)al, Roman Catholic, Jewish, Universalist, Congregational, Disciples, Reformed, and New Church. All but 8 admit young women as well as men ; nearly all have preparatory courses covering from 2 to 4 years ; all but 1 have the usual classical course of 4 years ; and 28 have also scientific courses covering in most cases 4 years, while philosophical courses are added in 2, English in 3, ladies’ and literary in 3, and Latin-scientific in 1. Ten have dex^artments or courses in music ; 10, in theology ; 2, in medicine; 1, in law, and 11 in the ait of teaching. — (Catalogues and returns.) The above summary includes the institution formerly known as the Agricultural and Mechanical College, now called the Ohio State University, its name having been changed by order of the legislature in 1878. It was founded in 1873 on the congres¬ sional land grant, and has been hitherto suxiported almost entirely by the income arising therefrom. The only axipropriation yet made to it by the State was ^4,500 to equixi a school of mines and mining engineering ; but it has also granted the university certain unsurveyed and unentered (andux) to this time unproductive) lands in the Vir¬ ginia military district. Besides its sxiecial scientific courses, others covering 4 years are provided which lead to the degrees of bachelor of arts and bachelor of science; but it would appear that a portion of this time must necessarily be devoted to preparatory work, since the examination for admission is only in English branches. — (Report of university, 1878.) The Hehrew Union College (Jewish), Cincinnati, was organized in 1874, with a preparatory dexiartment only. It is intended to organize a collegiate dexiartment, the course in which is to cover 4 years and to comprise Jewish theology and history, Shemitic philology and literature, esxiecially Hebrew, Aramaic, Syriac, and Arabic. Tuition is free. For the names, locations, religious denominations, and statistics of the institutions rexiorting, see Table IX of the ax^X^endix following, and for a summary of statistics, a corresponding table in the report of the Commissioner xireceding. SUPERIOR INSTRUCTION OF YOUNG WOMEN. Besides the facilities for superior instruction offered women in common with men in a majority of the universities and colleges, there are a number of institutions for OHIO. 197 women exclusively, 10 of wliicli report for 1878. Three of these are authorized to confer collegiate degrees, and nearly all have a 4 years’ course of study. AU but 1 are under the influence of some religious denomination, 4 being controlled by Presbyte¬ rians, 2 by Episcopalians, 2 by Methodists, and 1 by Bajitists. For names, location, and statistics, see Table VIII of the appendix, and for a sum¬ mary of statistics, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Besides the general scientific courses that are provided by nearly all the colleges an d universities, as already mentioned, more special scientific instruction is furnished by the State University in its schools of exact sciences and of natural history. The first embraces mathematics, civil engineering, physics, mechanical engineering, chem¬ istry, mining, and metallurgy ; the latter, botany, zoology, geology, and agriculture. From these studies, courses covering 4 years have been arranged that lead to the de¬ grees of civil engineer, mining engineer, and mechanical engineer; also, a sjiecial course of 3 years in agriculture. The deiiartment of mining and metallurgy, established in 1877, was put in successful operation during 1878. By action of the legislature the subject of military drill was made optional, thus changing essentially the status of the military department. About half' the young men in the university elected the drill for the year 1878. For statistics, see Table X, and a summary of this in the report of the Commissioner preceding. PROFESSIONAL, The provision made in Ohio for theological instruction, as reported for 1878, comprises 7 independent institutions, besides theological departments or courses in 10 colleges and universities. The denominations controlhng these schools were as follows : Roman Catholic, Methodist, and Lutheran, 3 each; Presbyterian, 2; Protestant Ejiiscopal, Congregational, New Church, Disciiiles, Reformed, and United Brethren, 1 each. The greater number have courses of at least 3 years and an examination more or less strict for admission. Lane Theological Seminary, Cincinnati (Presbyterian), Union Biblical Seminary, Dayton (United Brethren), and the theological department at Oberlin (Congregational) require for admission a collegiate training, or else an exam¬ ination showing candidates to be well prexiared for the theological course. For statis¬ tics, see Table XI of the appendix, and a summary of this in the report of the Com¬ missioner xueceding. Legal training is given in the Law School of the Cincinnati College, the only school of law reporting in the State. It has a 2 years’ course of study, to which students are admitted without examination. There was an attendance of 118 students in 1877-’78, of whom 56 were graduated. — (Return.) For further statistics, see Table XII of the aiipendix, and summary of this in the report of the Commissioner j^receding. The ‘‘regular” medical schools reporting for 1877-’78 are the Medical College of Ohio, the Cincinnati College of Medicine and Surgery, and Miami Medical College, at Cincinnati; the Cleveland Medical College, the medical department of Western Re¬ serve College, and the medical dex)artment of the University of Wooster, Cleveland, the Columbus Medical College, amt Starling Medical College, at Columbus. In addi¬ tion to these there are the Homoeoiiathic Hospital College, Cleveland, and the Pulte Medical College (Homoeopathic) and the Eclectic Medical Institute, Cincinnati. All provide the ordinary 3 years’ medical course, to which a number add an optional graded course of 3 years. An examination for admission is required by only 3, the (Cleveland Medical College (regular), the Homoeoj^athic Hosx)ital College, Clevelanol, and the Pulte College, Cincinnati. For statistics of the above, of the Ohio College of Dental Surgery, at Cincinnati, and of the Cincinnati College of Pharmacy, see Table XIII of the appendix, and a summary of this in the report of the Commissioner x>re- ceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Ohio Insiitntion for the Education of the Deaf and Dumh, Columbus, reported 517 students in 1878. Of this number 61 were new piq^ils. There were 3 dei)artments, academic, grammar, and x)rimary, the studies extending through a 10 years’ course, but with an average of 3.53 years for the pupils in the institution. The common school branches were taught, and the shoeshop, bookbindery, and printing office gave work to the inmates. The sui^erintendent speaks of the overcrowding and the necessity for larger quarters. — (Rejiort and return, 1878.) The Cincinnati Day School for the Deaf and Dumb reported 36 students in 1878, in¬ structed in the common school branches, but no industrial em^iloyments were men¬ tioned. — (Return.) 198 EEPOET OF THE COMMISSIONEE OF EDUCATION. EDUCATION OF THE BLIND. The Ohio Institution for the Education of the Blind, Columbus, reported a better condition of things than at any time since its organization in 1837 ; a gradual in¬ crease in enrolment, nearly 200 pnjiils being accommodated; and a Kindergarten established, which was doing good work. There were 15 teachers emjiloyed, and the pupils received instruction in the English branches, Latin, and music, also in broom and mattress making, caneseating, knitting, and beadwork. A knitting machine and sets of acoustic, philosophical, and Kindergarten apparatus were also added during 1877-’78. — (Eeport and return for 1878.) EDUCATION OF THE FEEBLE-MINDED. The Ohio Institution for the Education of Idiotic and Imbecile Youth, Columbus, reported 512 inmates in 1877-’78 ; an overcrowded state of the buildings, the pressure for admission being greater than ever before great improvement on the part of the children under care, and considerable attention paid to music, sewing, and other em¬ ployments. — (Eeport for 1878.) INDUSTRIAL AND REFORMATORY TRAINING. Information was received for 1878 from 19 orj)han asylums, or children’s homes, which were giving a common school education to 1,728 children and were instructing them in either domestic work, shoemaking, tailoring, farming, knitting, or sewing. — (Eeturns.) The Industrial School and Home, West Cleveland, reported 147 inmates in 1878. Good homes were found for 88 children ; 61 were returned to their friends ; 8 failed to profit by the advantages given them ; 2 were sent to the reform school ; and 43 remained in the institution at the end of the year. — (Eeport, 1878.) The Cincinnati House of Eefuge reported 3,982 children as wards of the city since 1850, and 362 under training in 1878, of whom 33 were colored. Three hours daily were given to instruction in the common branches and 7 hours to the learning of a trade, such as shoe, brush, or wire making. A library containing 650 volumes, besides papers and magazines, was in constant use by the inmates. — (Eeport for 1878.) The House of Eefuge and Correction, Toledo, reiiorted in December, 1877, a total of 171 boys, 98 admitted later, and 157 remaining in December, 1878. The common school branches were taught, marked progress being made during the year, and farm¬ ing, engineering, tailoring, and general household service were also attended to. In 1877-’78 the system of finding homes for the boys was adopted. This seemed to exert a good influence over those still in the institution. — (Eeport for 1877-’78.) The Children’s Home, Cincinnati, gathers in homeless or neglected children, instructs them in the arts of industry and in the duties of morality, and cares for them till they can be placed in comfortable and safe positions. It received 211 children in 1877, and entered on the work of 1878 with 33 under its charge. No later report from it has been received. The Toledo Industrial School Association, mentioned in 1877 as keeping up a Satur¬ day Sewing School for the children of the poor, made no report for 1878. The State Eeform School, Lancaster, reported 497 inmates in 1878, with 282 committed and 292 discharged during the year. The common English branches and various trades were taught ; the boys were also shown how to raise fruits and vegetables and to cul¬ tivate flowers. — (Eetum. ) The College of Music, Cincinnati, organized in 1878, aims to give theoretical and practical instruction in all branches of a musical education. Theodore Thomas was the musical director. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The state Teachers’ Association held its sessions at Put-in Bay, July 2-4, 1878. In the superintendents’ section, presided over by G. W. Walker, of Lima, a high school course of study was discussed. The opinion was generally expressed that there should be fewer studies and more time given to those pursued, and that thoroughly educated teachers should be employed to make these schools worthy the name of th^ people’s colleges.” Dr. John Hancock, of Dayton, spoke of the need of change in the lower schools; he wished more attention given to language studies, elementary physics, general history, music, and drawing, and less to arithmetic. In the general meeting. Professor Mendenhall, of Columbus, in his inaugural address as president, gave his views as to how the study of the natural sciences may be made more profitable in the schools. Superintendent William Eichardson, of Chillicothe, and Mr. Alston Ellis, of Hamilton, followed in papers on ^‘Our public school system,” in which they urged the necessity of having county supervision to infuse new life and vigor into the country schools, a State normal school as a central institution, and a more practical system in the high schools. Hon. J. J. Burns, State school commissioner, explained the duties and responsibilities of OHIO. 199 county examiners. As their duty is ‘ ‘ to eommission skilled workmen who will labor upon the public’s most important structure, to legalize trustees for a priceless estate, they should be men of sound judgment, varied information, independence of mind, and well informed as to the condition of the schools and the various duties of the teacher.” Other papers w'ere read on “Kindergarten instruction” and Heading,” and a lectime on ‘‘Charles Dickens” was given by Professor M. T. Brown, of Boston. Dr. C. H. Payne, president or the Ohio Wesley am University, then delivered an address on “What the State shall teach.” The report from the committee appointed at the Jast annual meeting to consider the criticism on high schools contained in the Ohio State rex)ort, was then discussed and adopted, the committee believing the commissioner’s “facts” to be erroneous and his inferences unwarranted. This was followed by a paper on “ How to improve the country schools,” by President W. H. Scott, of the Ohio University, who advocated a broader standard of qualification for admission to the office of teacher, more frequent and rigid inspection of the schools, and restriction of the range of studies to proper limits. On account of the frequent changes in teachers he thouglit that examination papers and class lists should be prepared at the close of each term, so that the new teacher may know where to commence his work. The following resolutions were then adopted: (1) To have legislative action taken so that Kindergarten can be established as a part of the system of instruction ; (2) to have a section of the association devoted to the ungraded schools. — (Ohio Educational Monthly, September and October, 187b.) OTHER teachers’ ASSOCIATIONS. Sessions of the Central, the Kortheastern, the Northwestern, the Southwestern, the Eastern Ohio, and the Tri-State Teachers’ Associations’ were held once or oftener during 1877-’78. These meetings were the result of a laudable professional spirit, as the services of those engaged in them were gratuitous. OBITUARY RECORD. PROFESSOR HENRY SMITH, D. D., LL. D. Dr. Smith was bom at Milton, Vt., December 16, 1805, and graduated af Middle- bury College in 1827. He taught until 1830, when he entered the Theological Sem¬ inary at Andover, during his senior year teaching in the Marietta High Sehool. After the incorporation of the Marietta College Institute in 1832, he was elected the first pro¬ fessor, and in 1846 became president. In 1855 he accepted the professorship of sacred rhetoric and pastoral theology at Lane Seminary. Later, he removed to Cincinnati. Deeming that his duty lay in that direction, he accej)ted, in 1861, a call to the North Presbyterian Church in Buffalo, N. Y., where he remained about 3 years. He then resumed his teaching at Lane Seminary, where, for more than 20 years, he was pro¬ fessor and for full 45 years a teacher. As a minister, he dis^ilayed remarkable iiower ; as a successful teacher, he became noted for decision of character and strength of will. He died in Cincinnati, January 14, 1879. — (Address of Rev. I. W. Andrews, d. d., president of Marietta College, and Ohio Educational Monthly.) MRS. MARTHA E. HAVEN. This lady was born in Montreal, Canada, October 24, 1828, removing early to Peacham, Vt. Graduating at Mount Holyoke in 1853, she taught in Toledo, Ohio, from 1853 to 1857, and in Painesville from 1857 to 1858 ; she was principal of the Female Seminary, Putnam, Ohio, from 1858 to 1859, and assistant prineipal in the academy at Toledo from 1859 to 1862. In July, 1862, she went to Downieville, Cal., where, in 1864, she was married to James M. Haven, removing in 1868 to San Francisco. Mrs. Haven always had a warm interest in edueation, and continued to act as a teacher of a Chinese class in Sunday school, when confirmed ill health made her attendance very difficult. She died April 4, 1878, at Oakland, Cal. CHIEF STATE SCHOOL OFFICER. Hon. James J. Burxs, State commissioner of common schools, Columbus. [Term, 1878-1881.] 1 The three States are Indiana, Ohio, and Michigan. 200 EEPORT OF THE COMMISSIONER OF EDUCATION. OREGOIV. STATISTICAL SUJVIMARY. 1876-77. 1877-78. Increase. POPULATION AND ATTENDANCE, 1 1 Youth of school age (4-20) . 50, 232 53, 462 3, 230 Enrolled in public schools . 26, 034 26, 992 958 Average daily attendance . 14, 387 21,464 7,077 Attending private schools . 3, 090 3, 287 197 SCHOOL DISTRICTS AND SCHOOLS, Organized districts . 750 904 154 Districts reporting . 688 865 177 Districts having no school _ _ _ _ 41 39 Public schools of ordinary grade . 662 768 106 Public schools of advanced grade . 14 22 8 Average length of term in days . 86.4 93.6 7.2 Private schools and colleges . 47 105 58 V alue of public school property . TEACHERS AND THEIR PAY. $395, 563 $483, 058 $87, 495 Men teaching . 437 539 102 Women teaching . 328 460 132 Total number of teachers . 765 fl999 234 Average monthly x)ay ofcnen . $47 24 $45 25 Average monthly pay of women . 34 87 34 33 RECEIPTS AND DISBURSEMENTS. Total receipts for public schools . $235, 337 $258, 786 $23, 449 Total exjienditures for public schools. 241, 023 275, 107 34, 084 STATE SCHOOL FUND. Whole permanent school fund . 6$509, 000 Decrease. $1 99 54 a A return of later date gives a total for 1878 of 1,068 teacliers. 6 In 1877. (Report for 1877 and 1878 of Hon. L. L. Rowland, State superintendent of public instruction. The statistics for 1877 materially differ at several points from those pre¬ viously given, probably owing to the reception of later returns.) STATE SCHOOL SYSTEM. OFFICEKS, For the State there is a superintendent of public instruction elected by the people every 4 years ; also a board of education composed of the governor, secretary of state, and superintendent of public instruction. For counties, county superintendents of common schools are elected biennially by the people ; for districts, one member of a board of 3 directors is annually chosen for a term of 3 years. OTHER FEATURES OF THE SYSTEM. The schools are supported by a county tax of 3 mills on the dollar upon all taxable property, by district taxation at the will of a majority of the voters in the district, and by the interest from the common school fund, which is apportioned to each dis¬ trict according to the number of youth 4 to 20 years of age therein. It is, however, OREGON. 201 a condition of such ax>portionment that the district shall have made a report of its schools to the county superintendent by the first Monday in March of each year, and shall have had a school taught 60 days during the year. Under a law of 1878, the public schools in districts which raise a tax for their sup- l>ort are free to all residents between 6 and 21 years of age until the public funds have been exhausted. Districts in which there are 1,000 or more youth of school age must sustain a high school for at least 6 months in the year ; and districts with 10,000 or more inhabitants may, on the x)etition of at least 100 resident electors, have one or more schools taught in the German language. To draw school money teachers must have from their county or State superintendent or the State board of education certificates of fitness to teach. Widows who have children to educate and taxable proj^erty in the district are en¬ titled to vote on school questions. — (School laws.) GENERAL CONDITION. The comparative statistical statement shows an increase for the year 1878 in every l>articular in which increase indicates x)rogress, excejit as regards teachers’ pay. In number of school pojjulation, of pupils enrolled and attending, of schools, both j)ublic and private, of teachers, of organized districts and districts making rex)ort, in length of school term, value of school property, and amount of receipts and disbursements for school x)urposes, there was a greater or less advance. The increase in school pop¬ ulation is 3,230; in enrolment, 958; in average daily attendance, 7,077, showing a remarkable improvement in this last and most important point. The superintendent very candidly admits that these statistics — in the absence of full reports from teachers respecting attendance and from county superintendents respect¬ ing finances — are not entirely trustworthy. He believes, however, from information independent of the statistical reports, that the public schools are in a healthful and X)rosx)erous condition. He visited and inspected them extensively during the two years for which his report is made, 1877 and 1878, and from personal observation was led to believe that there was a higher degree of improvement during those years than in any former biennial i^eriod. The grading in cities and in the larger towns was im¬ proved ; the school buildings, api^aratus, and furniture had received special attention, and the school fund was in a better condition than it was two years before. — (State report, 1877 and 1878.) CITY SCHOOL SYSTEMS. OFFICERS. In Portland and Salem there are boards of directors of 3 members and city sux)er- iutendents of schools. STATISTICS. Cities. Estimated population. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Teachers. Expendi¬ ture. Portland . 14, 000 6, 000 3, 307 2, 332 643 1, 512 387 38 ®37, 457 Salem . . 11 ADDITIONAL PARTICULARS. Portland reports for the year 1878 an increase in the percentage of enrolment to school population, the proportion of tardiness being corresx)ondingly reduced. A very large increase in the number of cases of corporal punishment is rex)orted, though many of them are said to have been the merest semblances of punishment. By a rule of the board, this form of discipline is to be permitted only after every other available means has been tried. Anew arrangement of the grades gives 4 years each in the primary and graimuar and 3 or 4 in the high school, according to the studies pursued. Drawing has been a part of the curriculum for the jiast 3 terms, and has proved both a pleasure and a success. One lesson a week is given in the primary schools ; in the other grades, two.i — (City reiiort, 1878.) ’ As a matter of historical justice it ought perhaps to have been earlier stated that the school system of Portland is the pioneer of the school system of the State, and that both owe much to the early influence of Rev. George H. Atkinson, D. u., one of the first missionaries to the western coast. It was at the instance of this gentleman that a meeting was called at Portland in March, 1849, soon after the organization of the territorial government, to discuss the question whether a system of free schools should be thus early undertaken. He strongly advocated instant action, and those who have informa¬ tion on the subject believe that it was largely through his enthusiastic advocacy of such action that the vote stood 37 for it and only 6 against it. 202 REPORT OF THE COMMISSIONER OF EDUCATION. In Salem the schools are arranged in 5 grades, each covering a year. The progress of the schools during 1878 was good, the daily attendance being over 94 loer cent, and the number of cases of corporal punishment few. — (City report.) TRAINING OF TEACHERS. NORMAJL SCHOOLS. A normal department has been in operation in connection with the State university for about two years, and has already been of service to the j)ublic schools. It aims to cover the ground ordinarily occupied by State normal schools. — (State report.) A circular for 1879 of the Oregon Normal School, Monmouth, has been received. The regular normal course is of 3 years, with an elementary course of 1 year. teachers’ institutes. The only provision made by law for the training of teachers is that which requires the holding of a teachers’ institute once annually in each judicial district and once also for the State at large. The attendance on these institutes increased during the years 1877 and 1878. The best teachers of the State were generally present and participated in the exercises. The sessions, too, were attended by members of the State board of education and the State board of examiners, as well as by ministers, lawyers, and college professors, who often took part in the proceedings. City and county institutes were also held with good results. There are no statistics of attendance given, nor any further facts re¬ garding these institutes. Superintendent Rowland preiiared a detailed account of the work, but from lack of space it was not published in his report. — (Report.) teachers’ department of educational journal. Since the death of the Oregon Educational Monthly, no paper devoted to education appears to have been ventured on in the State ; but in the Pacific School and Home Journal of San Francisco an Oregon department occasionally appears, affording al¬ most the only current information resiiecting public school affairs. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There has been no positive and full information received as to public high schools in this State, the State superintendent merely reporting 22 schools of ^‘advanced grade.” A city report from Portland for 1877-’78 gives the number of pupils attending the high school there as 148 ; the average number belonging, 124 ; and average daily attendance, 118. The graduating class numbered 13. — (City report. ) OTHER SECONDARY SCHOOLS. The names and statistics of private academic schools, business colleges, schools prepar¬ atory to college, and preparatory dexiartments of colleges may be found in Tables IV, VI, VII, and IX the appendix following, and summaries of the statistics in the cor- resxionding tables of the rex)ort of the Commissioner xireceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Oregon, Eugene City, organized in 1876, has two departments, x^e- paratory and collegiate. The latter offijrs 3 courses of study, classical, scientific, and normal. To enter on the studies of the scientific and normal courses, x^reparation is required in the English branches only; for the classical, in the Greek and Latin gram¬ mars and readers and 4 books of Ca3sar also. — (State report.) The Blue Mountain University, La, Grande, a new institution, sends a circular show¬ ing provision for 4 well ordered collegiate courses of 4 years each, as follows: Classi¬ cal, Latin-scientific, Greek-scientific, and modern literature and art. The require¬ ments for entrance are very high. Statistics are not given. The other colleges are Corvallis, McMinnville, and Philomath, at towns of the same names, Christian College, Monmouth, Willamette University, Salem, and Pacific Uni¬ versity and Tualatin Academy, Forest Grove. Besides classical departments, with 4 years’ courses, these colleges, exeexit McMinnville, report scientific courses of 3 to 4 years; the University of Oregon adds a normal course, and Philomath College and Pacific University sxiecial courses for women. For the separate statistics of these institutions, see Table IX of the appendix follow¬ ing ; for a summary of these statistics, see a corresponding table in the report of the Commissioner x^receding. OREGON. 203 SUPERIOR INSTRUCTION OF YOUNG WOMEN. Women are admitted to tlio State University and to at least 7 of tlie other colleges, while further opportunity for their education in the higher branches is afforded at St. Helen’s Hall, a Protestant Episcopal institution for young women, at Portland. For statisUcs of this school and of any others of like rank reporting for 1878, see Table VIII of the apliendix, and summary of this in the rex)ort of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The state Agricultural College, Corvallis, a department of Corvallis College, pro¬ vides instruction in several branches of scientific study, including chemistry, engi¬ neering, and agriculture. One hundred young men and women were in attendance dmdng 1878, and at the annual commencement the degree of b. s. was given to 3 men and 1 woman. — (Catalogue, 1877, and return, 1878.) PROFESSIONAU. The medical department of Willamette University is the only professional school in the State reporting. It provides a course of instruction comprising two terms of lectures which cover 4 months each. The requisites for graduation are 3 years’ study of medicine, including the two lecture courses, a satisfactory thesis, and an ax)proved examination, together with such other requirements as are usual in regular medical colleges. The graded system of instruction had not been adoi)ted in 1878, but there was an examination to determine the educational qualifications of apx)licants for admis¬ sion, though its scojoe is not indicated. — (Circular, 1877-’78, and State rejport, 1878.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Oregon Institution for the Deaf and Dumb, Salem, sends a biennial report. It had 31 x)ux)ils, a x)rincix)al, 3 teachers, and a matron in 1878; expenditures, |5,771, or §185.22 x)er capita. Regretting the absence of more suitable buildings, the officers report the results accomx)hshed all that could be exjjected with the facilities at hand. (Report.) OREGON INSTITUTE FOR THE BLIND, SALEM. This institute reports an attendance for 1878 of 12 pupils, who were taught, besides certain handicrafts, reading, writing, spelling, geography, philosophy, botany, gram¬ mar, composition, and mathematics as far as geometry. — (Return, 1878.) EDUCATIONAL CONVENTION. STATE ASSOCIATION. It appears from a brief xiaragraph in the Pacific School and Home Journal that a very successful meeting of the State Teachers’ Association was held in 1878. Dr. L. L. Rowland, the retiring State suxierintendent, and Professor Powell, the xiresent incum¬ bent, took an active x^art. SUNDAY SCHOOL INSTRUCTION. A Sunday school convention held in Portland, October 8 and 9, 1878, received reports showing 180 Sunday schools in the State, with 1,136 teachers, a total enrolment of 11,286 x^uxrils and an average attendance of 8,277. CHIEF STATE SCHOOL OFFICER. Hon. L. J. Powell, State superintendent of public instruction, Salem. [Term, September 1, 1878, to September 1, 1882.1 204 REPOET OF THE COMMISSIONER OP EDUCATION, PENNSYL.VA1VIA, STATISTICAL SmiMAEY. POPULATION AND ATTENDANCE. Youth of school age (6-21) in 1873 . Enrolled in public schools . Average attendance in public schools . Per cent, of average attendance on en¬ rolment. Pupils in private or church schools a.. Children in no school (estimated) . SCHOOL DISTRICTS AND SCHOOLS. Public school districts . Districts reporting libraries . Public schools reported . Number of these graded . Number with unilbrm text books a .. . Number in which the Bible is read a . Number in which drawing is taught a. Number in which singing is taught a.. Number in which higher branches are taught, a Separate schools for colored youth.... Average time of public schools in days. Private ungraded schools . Private academies and seminaries a . . TEACHERS AND THEIR PAY, Teachers in pnblic schools, men 5 . Teachers in public schools, women & . . Whole number, men and women & . . . . Average monthly pay of men h . Average monthly pay of women & . Teachers in private or church schools a. INCOME AND EXPENDITURE. Whole income for public schools h .... Whole expenditure for them h . Expenditure, including State orphan schools and State normal schools. PUBLIC SCHOOL PROPERTY. ’ Reported valuation of school property. 1876-77. 1877-78. Increase. Decrease. 1, 200, 000 907, 412 1, 200, 000 936, 780 29, 368 575, 597 603, 825 28, 228 63 64 1 26,240 33, 709 40, 695 7,469 37, 979 2,716 2, 145 2, 187 42 69 323 254 17, 783 18, 067 284 6, 290 6, 432 142 13, 171 13, 217 46 12, 908 12, 756 . 152 3, 175 3, 302 i27 3, 986 3,760 226 2, 074 1,956 118 68 65 3 149 145 4 358 473 115 169 187 18 9, 096 9, 319 223 11,556 11,572 16 20, 652 20, 891 239 $37 38 $35 58 $1 80 32 30 31 32 98 929 1,241 312 1 $8, 500, 000 $8, 180, 000 $320, 000 8, 583, 379 8, 187, 977 395, 402 8, 964, 036 8,710, 725 253,311 $25, 460, 762 $24, 839, 821 $620, 941 a The statistics respecting this item do not include Philadelphia, which mahes no report of it. b Prom a return made hy the State superintendent of public instruction. (From reports for 1877 and 1878 of Hon. James P. Wickersham, State superintendent of public instruction. ) PENNSYLVANIA. 205 STATE SCHOOL SYSTEM. OFFICERS. A state superintendent of public Instruction, appointed by tbe governor and con¬ firmed by tbe senate, bas charge of public school interests. His term of office is 4 years, and be bas tbe aid of 2 deputy superintendents and 4 clerks appointed by him¬ self. A county superintendent of proven literary and scientific acquirements and of skill and experience in tbe art of teaching is chosen every third year by tbe school direc¬ tors of each county, except Philadelphia, meeting in convention at the county seat the first Tuesday in May. Each township, borough, and city of the State is a school district. No provision for district superintendents is made, except that the school directors of cities and bor¬ oughs having over 7,000 inhabitants may appoint as superintendent a suitably quali¬ fied person. The State superintendent thinks, however, that a township board may legally appoint one of its number to act as superintendent of the district, and he recommends such action when districts have sufficiently advanced to justify it. Boards of school directors are elected by the people of each school district ^ for terms of 3 years. For ordinary districts their number is 6; for city and borough wards, 3, with possibility of changing one-third by annual election. The directors of city and borough wards, except in a few cities, together form a board of controllers for general school purposes. OTHER FEATURES OF THE SYSTEM. .Pennsylvania has no permanent school fund ; but, under the constitution of 1873, the legislature is required to appropriate annually at least $1,000,000 for the support of public schools. This is distributed to districts in the proportion of their number of taxables, provided that each district raise an amount of school money equal to its share of the State appropriation and employ competent licensed teachers for at least 5 months in the year to teach all children of school age who desire instruction in the branches prescribed by law. The system is thus a system of State aid to people who are ready to do their own duty to their children. The branches of study pre¬ scribed are the common English ones ; but higher branches may be added by school boards when circumstances call for them, and failure to provide instruction in these where a sufficient number of i)upils need them may also work a forfeiture of the State allowance. Text books are selected by the school officers and teachers of each dis¬ trict, not to be changed oftener than once in 3 years. Separate schools for colored chdclren may be established when there are 20 or more pupils for them. Night schools, for youth employed during the day, as well as schools of difteront grades, are also authorized. District libraries to aid in the improvement of puxiils and county insti¬ tutes and State normal schools are encouraged and provided for. But perhaps the feature of the system which has done as much as almost all the others combined to make the Pennsylvania schools efficient, is that which takes the election of school su- jierintendents out of politics by giving the choice of them to conventions of school directors, who know what kind of men they need and have an interest in getting such men. (This feature is distinctively Pennsylvanian, though now copied in some other States. ) The value of this requirement is enhanced by the fact that the superintendents chosen shall produce evidence of qualification, first in diplomas or certificates of high grade, next in a caiiacity for good instruction and school management shown in successful teaching within three years of the time of their election. « GENERAL CONDITION. In most respects the State schools seem to have held their own in 1877-’78, notwith¬ standing unusual financial difficulties. From the depression of trade, mining, and manufactures during the year, the income for school purposes was much diminished, and the State treasury was unable to meet the warrants drawn on the annual appro¬ priation when they were due ; hence, wages of teachers had to be cut down, and in¬ struction in the branches requiring special expenditure — such as vocal music and higher English studies — fell off to a considerable extent. But vitality was still exhib¬ ited. Forty-two now school districts were created, largely in the mountainous regions, which are now fast filling up with population ; 254 more districts were supplied with libraries ; 239 more teachers were employed; 284 more public schools were reported, a higher proportion of them graded ; 151 were graded within the year, 680 supplied with new furniture, and 689 ydth additional apparatus ; 46 more made their text books uni¬ form; and of the 13,224 school-houses reported, 328 were built during the year. In the absence of an annual school census, the increase in youth of school age cannot bo de¬ termined, but 29,368 more children were enrolled in public schools and 28,228 more ’^The township is the ideal rural school district, hut independent districts, composed of parts of town¬ ships, are allowed. 206 KEPORT OF THE COMMISSIONER OF EDUCATION. were in average attendance. A better general quality of teaching to some extent ex¬ plains this ; for wo find, on examination of the tables for two years, a diminished pro¬ portion of teachers with little or no experience, 175 more who had taught for upwards of 5 years, 445 more who had attended a State normal school, 74 more who had gradu¬ ated at such -a school, and 22 more districts in which teachers’ institutes were held. But if the improvements indicated are to continue, school officers and x>arents must revive their zeal for it apx)ears that, of the 18,087 schools reported, 2,537 fewer were regularly visited by the directors than in 1877, when the number was 17,783, and that 315 fewer had evidence of the interest felt by j^arents in visiting the schools. THE STATE SUPERINTENDENT’S REPORT. A large part of Superintendent Wickersham’s report for 1877-’78 is devoted to a con¬ sideration of the State school system as it exists and a justification of it as both economical and highly useful, giving, as it does, to almost a million children training in punctuality, studiousness, morality, and respect for law, with the elements of a good practical education, at a cost of only about $8 apiece. Another part gives a sketch of the chief features of European systems and an interesting and useful com¬ parison of these with our own. KINDERGARTEN. Of schools of this class reporting for the year, full information may be found in Table V of the apxiendix following, and a summary of its statistics in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. In most of the cities and boroughs of the State, school boards are composed of 3 directors for each ward, chosen by the peojile for terms of 3 years, one being liable to change each year. These ward directors together form what is known as a board of controllers for the whole jilace. Philadelphia, Pittsburgh, and Allentown have a local board in each ward and a separate central board. STATISTICS, a Cities and boroughs. Estimated population. Youth of school age. Public schools. Enrolment in public schools. Average daily at¬ tendance. Teachers. Expendi¬ ture. Allegheny . Allentown . 73, 000 18, 000 4, 400 197 52 13, 056 3, 278 8, 247 2, 430 201 52 $235, 686 104^ 468 Altoona . 17, 000 3, 604 41 2, 382 1, 929 41 35, 684 Carbondale . 9, 500 3, 000 20 1, 879 1,159 20 9, 744 Chester . . . 15, 000 8, 000 17, 000 26, 000 28, 500 23, 000 40 2, 030 1, 658 2, 316 4, 040 5, 586 3, 426. 2, 102 165, 765 22, 178 1, 537 1, 124 1, 725 2, 825 3, 385 2, 395 1, 471 88, 627 15, 057 1, 897 42 66, 582 9, 164 52, 291 71, 344 91, 796 52, 233 29, 490 1, 740, 563 536, 717 40, 004 94, 124 70, 200 Danville . 25 26 Easton . 43 49 Erie . 84 84 Harrisburg . 81 100 Eaucaster . 65 65 Norristown . 15, 000 39 39 Philadelphia . Pittsbur schools of the State, beyond the fact that in 1,956 schools, outside of Philadelx^hia, higher branches were taught, but reports from several cities indicate that this grade of school was continued with a fair attendance of x^upils. In Allegheny there were 7 schools of advanced grades, and in Easton and Erie the high schools reached a stand¬ ard which i^laced them at the threshold of the college. In Norristown a x^ractical course was adopted in this grade of school, and the xHOgress was said to be very good. Potts- ville and Williamsport reported steady increase in numbers, and the Titusville school had just closed one of its mo.st successful years. The Philadelphia Central High School for boys reported 462 boys at the close of the year 1878, with an average attendance of 443, and large numbers of high school rank were in the Girls’ Normal School. — (State and city rcimrts for 1878.) 14 E ' 210 REPORr OF' THE COMMISSIONER OF* EDUCATION. OTHEK SECOISTDARY SCHOOLS. The tables of the State report indicate 187 academic schools outside of Philadel¬ phia, with 1,241 teachers and 33,709 pupils; but whether any of these belonged to the 473 private schools reported is not distinctly stated. For statistics of business colleges, private academic schools, j^reparatory schools, and preparatory departments of col¬ leges reporting to this Bureau, see Tables IV, VI, VII, IX, and X of the appendix fol¬ lowing, and the summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Twenty-six colleges and universities out of 29 send reports for 1878, either through printed catalogue or written return. All but 3 of them are denominational institu? tions ; under the influence of the Roman Catholic Church there are 5 ; Presbyterian, 4; Lutheran, 3; Reformed Church, 3; Methodist EpiscoiDal, Baptist, and Friends, 2 each ; United Brethren and Protestant Episcopal, 1 each. All but 4 report preparar tory departments,^ and all but 2, classical courses of 4 years.® Eighteen have, also^ scientific courses and departments ; 3 (Lebanon Valley, Mouongahela, and Thiel Col¬ leges) add courses for ladies; l,.a Latin-scientific, and 1 other (Swarthmore), a modem classical course ; while 5 have courses in music, and 3, commercial courses. Normal training is attended to in 3, either by means of summer institutes or normal courses. Theological instruction is given, to a greater or less extent, in 9 ; 3 (Lafayette Col¬ lege, Easton ; Lehigh University, South Bethlehem ; and the University of Pennsylva¬ nia, Philadelphia) have courses in law, and the last named, courses also in medicine and dentistry. The University of Pennsylvania recently added a department of dentistry to the 5 already in operation, so that it now presents, besides the department of arts and that of sciences, 4 professional schools, namely, of medicine, law, music, and dentistry. Women continue to be admitted to the musical department of the university and to lectures in the Towne Scientific School on modem history, general chemistry, physics, and analytical chemistry. Funds are appropriated to enable a limited number of women (not exceeding 6 in any one year) who are or desire to become teachers to re¬ ceive this instruction without cost. Lehigh University received iu 1878 from its founder, Hon. Asa Packer, of Mauch Chunk, a bequest which makes the total sum of his gifts to it $3,500,000.— (Letter from the president. ) To Muhlenberg College, Allentown, Mr. Packer also left a bequest of $30,000, to be invested and the interest used for the general support of the college. Allegheny College, Meadville, received f 10,000 to l3uild a ladies’ hall ; $5,000 of it from Marcus Hillings, esq., of Oil City, Pa., on condition that the town of Meadville should contribute an equal sum. Lincoln University, Lower Oxford, received $18,250 from various persons in small sums. Of this, $1,250 was given by Mrs. C. P. Stokes, of New York City, to found a scholarship to educate a young man for missionary work in Africa. For the names, locations, and denominational influence of reporting colleges, with their statistics, see Table IX of the appendix, and for a summary of the statistics, a corresponding table in the report of the Commissioner preceding. SUPERIOR INSTRUCTION OF YOUNG WOMEN. Young women are received in at least 6 of the above mentioned colleges on equal terms with men. There are also a number of collegiate institutions exclusively for them, For statistics of these last, see Table VIII of the appendix, and a summary of it in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Pennsylvania State College, Centre County, is sustained by the congressional grant of 1862, appropriated to this college in 1867. Previous to this, courses of in¬ struction had been instituted here in agriculture, general science, and military tac¬ tics, and as thorough xorovision made for them as means permitted ; but, with the aid of this endowment, the college has been organized as a scientific school of high order in the interests of industrial life, classical and literary studies also being included. The courses are preparatory, agricultural, classical, and scientific, the last 3 covering 4 years. Tuition is free to State students. — (Catalogue, 1876-’77.) •The exceptions are Lafayette, Haverford, and St. Francis Colleges and the University of Pennsyl¬ vania. 2 These two are Palatinate College, which is indefinite in its information as to this course, .and St. Jo.seph’s, which had not opened its collegiate department iu 1878. PENNSYLVANIA. 211 A majority of the colleges and universities provide general scientific courses of 4 years, leading to the degree of b. s., 'while some add technical courses; chief of these, the Towne Scientific School of the University of Pennsylvania, Philadelphia, has 6 scien¬ tific courses for iindergraduates, each of 4 years, besides a graduate coui-se of 2 years. The branches in the undergraduate courses are civil and mechanical engineering, draw¬ ing, architecture, geology, mining, analytical and applied chemistry, and mineralogy, besides a course preparatory to medical studies. The graduate course continues some of these branches, and adds metallurgy, djmamic engineering, and physics. — (Cata¬ logue of university.) Pardee Scientific Department of Lafayette College, Easton, besides a general scientific course, has 3 undergraduate technical courses in science, covering 4 yeors, and makes provision for graduate study also. Lehigh University, South Bethlehem, has 4 scientific courses, each with provision for graduate study. At Philadelphia there are the Franldin Institute of Pennsylvania for the Promotion of the Mechanic Arts and the Wagner Free Institute of Science. The last is an evening school, and reports an attendance for 1878 of from 500 to 1,500 students, 25 per cent, of whom were women. Both teach largely by lectures. PROFESSIONAL. Fifteen theological seminaries and departments connected with collegiate institu¬ tions which report for 1878 have courses of study covering 3 or more years. Nearly all require an examination for admission more or less strict of those who are not college graduates. Lincoln University, Lower Oxford (Presbyterian), and the The¬ ological Seminary of the Evangelical Lutheran Church, Philadelphia, demand a col¬ legiate or equivalent preparation; the requirements for admission to the Moravian Theological Seminary, Bethlehem, are about equal to the ordinary examination for admission to college ; the Theological Seminary of the Evangelical Lutheran Church, Gettysburg, in the absence of a regular academical course, requires the applicant to ‘‘pass an examination on his preparatory attainments the Theological Seminary of Franklin and Marshall College, Lancaster (Reformed), includes in its examination the studies of the sophomore college year; Crozer Theological Seminary, Upland, requires only religious qualifications in applicants for admission, while others report that a literary examination is required, but do not specify its extent. The Western Theo¬ logical Seminary, Allegheny (Presbyterian), has an examination for admission in the case of all who are not college graduates. The schools are under the charge of 8 differ¬ ent religious denominations, 3 being Roman Catholic; 3, Reformed; 3, Lutheran; 2, Presbyterian, and 1 each, Protestant Episcopal, Baptist, Unitarian, and Mora\nan. — (Catalogues and returns.) For names and statistics, see Table XI of the appendix, and summary of this in the report of the Commissioner preceding. The schools of law reporting are the law departments of the University of Penn¬ sylvania and of Lafayette College. It appears, also, that a course of law lectures was instituted in Lehigh University during 1878. Only one of these schools, that of the University of Pennsylvania, requires an examination for admission, and here only a knowledge of the usual branches of a good English education is required; the examination, however, is exacted only from those who exj)ect to c^rae to the bar in Philadelphia. The course of study in both schools covers 2 years. — (College cata¬ logues and returns.) For statistics, see Table XII of the appendix, and summary of this in the report of the Commissioner preceding. The medical schools reporting, all in Philadelphia, are the medical department of the University of Pennsylvania, Jefferson Medical College, the Woman’s Medical College of Pennsylvania, and the Hahnemann Medical College. All are “regular” except the last, which is homoeopathic. There seems to be no examination for admission required by any of these schools except the medical department of the University of Pennsylvania and Woman’s Medical College, and then only in the case of beneficiaries or holders of scholarships. The medical dexiartment of the University of Pennsylvania, however, will impose an examination for admission on all candidates in 1880. It now requires attendance on 3 full courses of lectures previous to examina¬ tion for a degree. Connected with this school is an “auxiliary department,” which supplements the ordinary winter course of instruction by lectures given during the spring months on certain collateral branches of medical science. This auxiliary course is free to matriculates and graduates of the department. It is largely scientific in its character and is essentially a graduate course. It has, therefore, l)een decided to confer the degree of doctor of philosophy on graduates of the medical department who attend 2 full courses of lectures in the auxiliary department. — (University catalojgue, Instruction in dentistry is given at the Pennsylvania College of Dental Surgery, the Philadelphia Dental College, and the recently established department of dentistry of the University of Pennsylvania. The last claims to combine thorough practical instruction in mechanical and operative dentistry with such medical studies as are 212 KEPORT OF THE COMMISSIONER OF EDUCATION. considered essential to a well educated dentist. As in tlie others, the required course of study covers 2 years in the Philadelphia Dental Collecje, hut the faculty advise one additional year. The Philadelphia College of Pharmacy reports 363 students, a 2 years’ course, no examination for admission, but one for juniors before entering the senior year. For statistics of schools of medicine and dentistry, see Table XIII of the appendix, and summary of this in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAT’ AND DUMB. The Pennsylvania Institution for the Deaf and Dumb, Philadelphia, reported 326 pupils in December, 1877, 378 under instruction during the year 1878, and 322 remaining at the close of the year. Of the 190 boys in the institution, 54 were learning a trade, 8 were in an experimental class in lithography, while all the inmates received a com¬ mon school education. — (Rex)ort for 1878 and return.) The Western Pennsylvania Institution for the Deaf and Dumb, Turtle Creek, reported an average attendance of 68 pupils during 1877-’78, being an increase of 70 per cent, over 1877. There w^ere 84 pupils present at the close of the year, all of whom were taught the common school branches and given instruction in farming, gardening, or light housework. The principal aim of the institution is ro familiarize the pupil with the correct use of written language, but a limited amount of oral instruction is given. As a large proportion of mutes never acquire a taste for reading, owing to the unsuitable character of ordinary books, the teachers adopted the plan of writ¬ ing short stories for their classes, using the words most familiar to the children. The plan gave promise of valuable results. — (Report for 1877-78.) EDUCATION OF THE BLIND. The Pennsylvania Institution for the Instruction of the Blind, Philadelphia, reported 210 inmates at the close of 1878. Of this number 191 belonged in Pennsylvania, the rest coming from other States. The branches taught were those of the best grammar schools, with vocal and instrumental music ; the employments were those usually given to this class of unfortunates. A type writer was purchased during the year for the pupils, as a means of communication between the blind and those who see ; it was said to be of much use. In the department of piano tuning and repairing 22 pupils received instruction. — (Report for 1878.) EDUCATION OF THE FEEBLE-MINDED. The Pennsylvania Training School for Feeble-Minded Children, Media, reported 288 inmates on September 30, 1878 ; school training given daily to 250, and all expected to do some housework, while mattress and shoe making, cane seating, laundry work, bak¬ ing, grading roads, farming, and gardening were also taught. — (Report for 1877-’78.) EDUCATION OF ORPHANS. The soldiers’ orphans’ homes, under control of the State, report 2,526 children taken care of in 1878, over 10,000 children admitted since the establishment of these homes, and nearly 8,000 now engaged in making a living for themselves. The Lincoln Institution and the Educational Home, in Philadelphia, reported 109 inmates under 16 years of age, 91 at the Home and 18 at the Lincoln Institution. — (Report of superintendent of soldiers’ orphans’ homes, 1878.) The Girard College for Orphans reiiorted 871 on the rolls at the close of 1878, a total of 2,382 educated thus far in the institution, and 988 boys indentured to suitable occu¬ pations. The regular course occupies 8 years, and although a higher standard of scholarship and conduct than usual was required during the year, 313 pupils received premiums at the annual distribution. — (Rejiort of board of city trusts for 1878.) ART EDUCATION. The schools of the Philadelphia Academy of Fine Arts had in 1877-’78 a total of 210 pupils, 54 of them in the first antique class and 42 in the second. There were 114 pupils in the life class. The training is in drawing, painting, and modelling. The School of Design for Womenhad 118 pupils on its rolls in 1877 ; no later informa¬ tion has been received. The School of Industrial Art, attached to the Pennsylvania Museum, promised to be well attended in 1878 by young artisans and school boys. A large number of appli¬ cants had sent in specimen drawings and had been practically examined as to present proficiency, by being required to make drawings from models of vases and geometrical forms. — (New-England Journal of Education.) ! TRAINING IN ORATORY. The National School of Elocution and Oratory, Philadelphia, reported 167 students r for 1878 and 58 graduates. The work of the institution is divided into two depart- " PENNSYLVANIA. 213 ineiits, viz, the course in elocution and the literary course. There were also graduate, evening, and summer courses. In addition to the regular 2 years’ course, a series of lectures, upon a wide range of topics, was given during the year hy eminent men. — (Catalogue, 1878.) TRAINING OF NURSES. The Training School for Nurses, connected with the Woman’s Hospital in Phila¬ delphia, reported that of the year’s class of 27 there were only 13 remaining under training at the close. Since March, 1877, a 2 years’ course of training has been adopted , one year to be spent in the outside practice of the hospital. So great was the demand, however, for paid nurses that little opportunity was found to send nurses to the sick poor, but whenever it was done the results were satisfactory. — (Report of training school for 1878.) INDUSTRIAL AND REFORMATORY TRAINING. Information was received at this Bureau from 33 orphan asylums and miscellaneous charities, with a total of 2,533 inmates in 1878. Fourteen of these institutions were in Philadelphia, the others scattered throughout the State. The children were taught the common branches and generally some industrial employments. — (Returns.) The Industrial Home for Girls, Philadelphia, reported 26 inmates in 1878 and 500 since 1857. All received a fair education and were taught some industrial employ¬ ment. — ( Return . ) The West Philadelphia Industrial School of the Immaenlate Conception reported 126 in¬ mates in 1878 and 900 instructed since 1858. — (Return.) The Association for the Care of Colored Orphans, Philadelphia, which is under the charge of the Friends, rej)orted its school in successful operation during 1878, with an average of 80 children present. In August, 1878, there were 4 boys transferred to the Emlen Institution, where 18 boys of African and Indian descent were receiving literary and religious training as well as training in agricultural pursuits. — (Report and return for 1878.) The House of Pefiuje, Philadelphia, receiving colored and white boys and girls, reported 590 inmates in 1878, colored 173, white 417. All receive instruction in the common branches and some industry. It is estimated that at least two-thirds of the children seht here are restored to society useful, honest, and industrious citizens. — (Fifty- first annual report. ) The Pennsylvania Reform School reported 297 inmates, Seidember 30, 1878, and 3,559 admitted since 1854 ; considerable progress in the studies pursued ; the shoe and tailor¬ ing shops in active operation; and 50 boys engaged in agricultural labor. — (Report for 1877-’78.) EDUCATIONAL CONVENTION. STATE ASSOCIATION. The State Teacheus’ Association met at Reading, July 23-25, 1878, with President W. N. Aiken, of Lawrence, in the chair. The sessions were well attended, 100 mem¬ bers being enrolled from Reading and Berks County alone, and the programme pre¬ sented some of the leading educational questions of the day. Physical culture was advocated by several prominent educators. Miss Maria L. Sanford, of Swarthmore College, read a paper on the labor question. The president of Allegheny CoRege, Rev. Dr. Bugbee, desired that patriotism and loyalty should be among the first things inculcated in the common schools, which should be training schools of statesmen, the qualities of the statesman being just as essential to the merchant, mechanic, or day laborer as to the legislator. Mr. W. S. Schofield, of Philadelphia, presented a report from a sjiecial committee on “ Cooperative adult education,” and Rev. I. N. Hays, of Shipiiensburg, advocated the need of both moral and religious elements in education. The j)resent system of spelling, with the proposed methods of reform, was discussed, and some time was given to illustrations of Kindergarten work. Papers were read favoring high schools and opposing compulsory education by the State ; but the drift of opinion as afterwards expressed seemed to be in favor of compulsion. Hon. Hies- ter Clymer addressed the association on the true ends of scholastic training and the importance of proper culture, urging that the chief object of the schools should be to impart thorough knowledge of those elementary things which every citizen ought to know, and to awaken the mind so that it will be able to go on unaided. The “Re- sx)ousibility of the teacher,” an address delivered by Hon. Daniel Ermentrout, followed, and after electing a president for the ensuing year the meeting adjourned. — (Pennsyl¬ vania School Journal, September, 1878.) OBITUARY RECORD. . REV. JOHN VANDER^TEER, D. D. This gentleman, a graduate of Princeton, died at Easton, Pa., April 28, 1878. As early as 1828 he founded a i)rominent school in Easton, called the ^Minerva Semi- 214 REPORr OF THE COMMISSIONER OF EDUCATION. nary. His success sncli that in 1840 he was spoken of In connection with the presidency of Lafayette College, which position, however, he was unwilling to accept. In April, 1841, he was appointed rector of the academical department of Lafayette College. After closing his school in 1854 he served nine years on the Easton school hoard either as president or member. He was an enthusiast in the cause of education, an accurate scholar, -and a thorough driUmaster. — (Lafayette College Journal, June, EEV. mi. SMITH^ D. This venerable professor died at Ms residence in Canonsburg, July 17, 1878, aged 85 years. Bom near Harrisburg, he entered Jefferson College in 1818; was made tutor there upon his graduation ; became professor of ancient languages in 1821, a position which he held for a quarter of a century, when he was nominated vice presi¬ dent of the college and professor of Greek. During his long life as an educator he also occupied a ministerial position, having charge of the Miller’s Run Presbyterian Church for 52 years and also acting as chaplain of the county home. It is estimated that more than 5,000 students were under Ms instruction. — {Presbyterian and Pitts¬ burgh Banner.) REV. C. W. NASSAU, P. I>. This prominent educator, born in Philadelphia, April 12, 1804, graduated from the University of Pennsylvama with the highest honors v^^hen only 17 years old. In 1822 he entered the Theological Seminary at Princeton, and in 1825 Avas ordained and in¬ stalled pastor at Norristown. Resigning in 1828, on account of failing health, he com¬ menced in 1829 Ms life work, teaching, although still preaching as olten as his health j)ermitted. From May, 1836, to June, 1838, he was professor of Hebrew, Greek, and Latin at Marion College, Mo. ; in 1841, professor of Latin and Greek at Lafayette College and vice president of the faculty ; in 1849, president of the college, resigning in 1850 to take charge of the Young Ladies’ Seminary at Lawrenceville, N. J. ; in 1875 he gave up this school and removed to Trenton, where he died August 6, 1878. The degree of D. D. was conferred upon him in 1850 by Jetferson College. Dr. Nassau was especially accomplished in the languages and in theology. — {Lafayette College Jour- nM, October, 1878.) DR. EIVIELINE HORTON CLEVELAND, M.: TK Bom in Ashford, Conn. , September 22, 1829, Dr. Cleveland became a district school teacher in New York State at 19 years of age. In 1850 she entered Oberlin, teaching during the vacations. Graduating in August, 1853, she entered the Medical College of Pennsylvania in October, 1853. Married to Rev. G. B. Cleveland in 1854, she com¬ pleted her medical studies while her husband was preaching in Steuben County, N. Y. In March, 1855, she received the degree of M. D., and then practised for one year in Steuben County, but her genius and rare ability were such that in 1856 she was invited to fill the position of demonstrator of anatomy in the college, which she ac¬ cepted. From that time she was always connected with this institution, as professor of anatomy, of obstetrics, or as resident physician in the hospital, a position which she held for seven years. Even to the time of her death, December 8, 1878, she con¬ tinued her round (if Gollege -and hospital duties as well as her private lu'actice. — (Me¬ morial Hour.) CUIEF STATE SCHOOL OFFICER Hort. J. P. 'WIjCKEESHAM, mate superintendent of puilie instruction, . Harrisburg. (Fourth term, 1876-1880.] EHODE-ISLAm 215 iSIIO]>£ ISS.AJVD. STATISTICAL SUMMAKY. 1876-77. 1877-7a Increase. Decrease. POPULATION AND ATTENDANCE. Y’outli of school age (5-15 inclusive) in 1875. Different pupils enrolled . . . Average number belonging. . . Average daily attendance . Per cent, of average belonging to en¬ rolment in graded schools. Per cent, of average belonging to en¬ rolment in ungraded schools. Per cent, of average attendance to en¬ rolment in graded schools. Per cent, of average attendance to en¬ rolment in ungraded schools. Enrolled in evening schools . . . . SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . Number of public school buildings . . . Number of graded schools . . . Number of ungraded schools . Whole number of public day schools.. Number of schools visited by school committee. Number of schools visited by school trustees. Average time of schools in days . Whole number of evening schools .... Valuation of public school property. .. TEACHERS AND THEIR PAY. Men teaching in public schools . Women teaching in x)ublic schools.... Whole number in day schools . Whole number in evening schools .... Number of teachers trained in normal school. Number of teachers without experience Average monthly pay of men . Average monthly pay of women . 53, 316 39, 959 30, 816 27, 562 3,739 431 442 496 292 788 181 28 $2, 644, 541 212 892 1,104 177 INCOjME AND EXPENDITURE. Total receqits for public schools Total expenditure for them . SCHOOL FUND. Available school fund . $80 69 45 91 $730, 422 725, 963 $240, 376 53, 316 41, 093 30, 117 26, 644 73 70 65 60 4,536 431 443 506 295 801 422 210 182 36 $2, 634, 941 217 897 1,114 198 161 63 $75 00 45 85 $709, 444 679, 771 $240, 376 1,134 699 918 797 1 10 3 13 $9, 600 $5 69 6 $20, 978 46, 192 (From report for 1877-78 of Hon. T. B. Stockwell, State commissioner of public schools. The receipts include balance on hand from preceding yeax and State appro¬ priation for evening schools ; the exj^enditures include the wages of evening school teachers and other expenses of these schools. ) 216 REPORT OF THE COMJMISSIOKER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS, A State board of education of 8 members controls the public schools. The governor and lieutenant governor are ex officio members, and the general assembly elects annually 2 of the 6 remaining in such order as to give Providence County 2 members and the remaining counties 1 each. This board reports annually to the legislature. A State commissioner of public schools, elected annually by the board as its secre¬ tary and executive officer, visits and inspects schools, and makes annual report respecting them. School committees of 3 or more members are elected by the towns for 3 years’ ser¬ vice, one-third of their body being elected each year. Women are ehgible to these positions. Under the town system prevailing in 8 cases, the committee entirely controls the schools, choosing a superintendent when the town may have failed to elect such officer. District trustees are elected by the districts. They number 1 or 3 persons, and, assisted by a clerk, a treasurer, and a collector chosen by the district, have charge of the schools of their respective districts. — (School manual for 1873.) OTHER FEATURES OF THE SYSTEM. An invested school fund is the basis of the State aid to the public schools. The sum of $90,000, consisting of the income of this fund and such other moneys in the State treasury as may be needed to make up the amount, is required to be apportioned annually by the State commissioner among the towns, $63,000 of it in prox)ortion to the number of children under’ 15 years of age, as shown by the last preceding census, and the remaining $27,000 in proportion to the number of school districts in each town. This State money is to be used in the payment of teachers only, the towms and dis¬ tricts being expected to provide any additional wages to teachers and to meet all other expenses of the schools. No town may receive any part of this State appropriation, unless i t raise by tax for its own schools at least as much as its portion of the State money ; districts may also raise taxes to supplement the public fund received. The town’s part of the $27,000 received from the State is apportioned equally among the districts of the town ; its part of the $63,000 is distributed one-half equally among the districts and the remaining half according to the average daily attendance on the district schools in the preceding year. To obtain employment in schools receiving State aid, teachers must produce evidence of qualification in a certificate from the town school committee, from some person appointed by it as examiner, or from the trustees of the normal school. Institutes for the improvement of the teachers, to be paid for by the State and to be under the direction of the State school commissioner, are provided for in the law, but the place and time of holding them appear to be left wholly to his discretion. The schools are open to all children from 5 to 15 years of age residing in the towns or districts where they are held. The text books for them are recommended by the State commissioner, but the power of determining what they shall be rests with the school committees, provided that no text book is to be changed more than once in 3 years, unless with the consent of the board of education. GENERAL CONDITION. As in 1877, there is shown in the statistics an educational advance in various respects ; but not, as then, almost all along the line. The public school enrolment advanced 1,134 beyond the enrolment for 1877, which was itself 631 above that of 1876. But from the prevalence of epidemic diseases among children, which in some locali¬ ties decimated the schools and in others caused the entire suspension of them, the aver¬ age belonging was 699 less than in 1877 and the average daily attendance 918 less. There was an increase of 1 in the number of school-houses, against an increase of 12 in the preceding year, but that one, if it was the high school l3uilding at Providence, completed in 1878, cost about $217,000, or nearly as much as the whole 12 buildings of the preceding year. The increase of public day schools reached 13 in 1878, against 31 in 1877 ; while the graded schools, which increased by 30 in 1877, showed an increase of only 10 in 1878. Notwithstanding the completion of the high school at Providence, the valuation of all school property is $9,600 lower than in 1877. The average monthly pay of male teachers, which has been decreasing since 1875, in 1878 fell $5.69 below that of 1877. The expenditure on sites and buildings was so much less than in 1877 as largely to account for a falling off of $46,192 in the whole expenditure for schools, and the con¬ tinued depression in business during the greater part of 1878 probably accounts also for a reduction in the school income of $20,978. Notwithstanding these things, however, the State commissioner finds reason for en- RHODE ISLAND. 217 couragement in the improved discipline and methods of instruction in the schools, as well as in the fact that the average length of the school term, increasing of late years by about a day annually, was in 1878 nine months and two days, the longest yet se¬ cured. EVENING SCHOOLS. A large class of i^ersons unable to avail themselves of other advantages have re¬ ceived the benefit of evening schools. Eight new evening schools were oiieued in 1878, making their number 36, with an enrolment of 4,536 and an average attendance of 2,112. LEGISLATION. The only amendment to the school laws passed by the legislature provides for an an¬ nual census of all children of school age. The census will be taken every Januaxy, at the same time as the registration of births. The object of this law is to determine how many children of school age the State has, to ascertain how many have attended schools, both j)ublic and xirivate, and to secure the names and residences of children’s parents or guardians. — (State report, 1878.) FREE LIBRARIES. The amount appropriated by the State during the year 1878 for the benefit of free libraries for public use was $1,250. Libraries akeady established in East Greenwich, Johnston, and New Shoreham receive assistance from this appropriation, and Super¬ intendent Cady, of Barrington, recommends the establishment of a similar one at that place. These libraries are sustained by vcduntary contributions of members and oth¬ ers and by funds realized from lectures and other entertainments. In Bristol the new building of the Rogers Free Library has been completed with ample and elegant ac¬ commodations. It is designed to hold 10,000 volumes, and among its sxiacious rooms is one designed for the x^ermauent use of the Young Men’s Christian Association. — (Re- X>ort of the board of education and commissioners of x^ublic schools. ) CITY SCHOOL SYSTEMS. OFFICERS. The city of Providence has a committee of 6 members for each ward. Newport has 2 for each ward and 2 for the city at large, making 12 in all. Each city has a suxierin- tendent and annually changes one-third of the members of its boards. STATISTICS, a Cities and towns. Population. Youth of school age. j Enrolment in public schools. Average at¬ tendance. Teachers. Expendi¬ ture. b Newport . 14, 028 18, 460 101, 000 11, 700 13, 576 2, 807 3, 853 19, 177 1, 934 1, 325 1, 825 9, 490 47 $39, 063 40, 790 Pawtucket . 2, 988 13, 821 44 Providence . 287 343, 695 TV arwick . . 2, 632 l,t>G3 1, 925 1, 062 28 12, 776 Woonsocket . . 3, 236 1, 147 34 25, 731 a These statistics are from the report of the State commissioner ; the additional particulars following, partly from the same, partly from special reports and returns. b Expenditure includes totals for evening schools. ADDITIONAL PARTICULARS. Neivport reports 10 school buildings and school property valued at $208,008. The city has sustained 33 graded schools, x^rimary, intermediate, grammar, and high, and one ungraded school for winter scholars; 7 evening schools, under 12 teachers, were taught during 8 weeks, the whole number of x)ttx>il8 attending being 382 and the aver¬ age attendance 135. Over 40 puxiils subsequently became attendants in the day schools. Besides the evening schools, there were parochial and x’rivate schools, the former enrolling 579, the latter 153, making a total of 3,048 enrolled in some school. Drawing and vocal music are taught. — (State report and rejoort of city sux^erintend- eut for 1877-’78.) Pawtucket 38 graded and 4 ungraded schools; 16 school buildings, valued, with sites and ax^x^aratus, at $169,360. An evening school taught 19 weeks emx)loyed 7 teachers, enrolled 501 pupils, and had in average attendance 128 xmpils. — (State report. ) Providence rexiorts 50 school buildings, of which one, the elegant new high school building noticed in the report for 1877, was coinx^leted in 1878. Its cost, inclusive of the land, was $216,974. This fine building will accommodate 900 xmx)ils. In the high school the full course oceux^ies 4 years, and 4 or 5 may be x^assed in selected studies. 218 REPORT OF THE COMMISSIONER OF EDUCATION, The entire school x^roperty of the city is valued at $1,450,000. The day schools num¬ bered 242, all graded, in 50 school buildings ; 9 evening schools, under 120 teachers, enrolled 2,693 x^upils and had 1,302 in average attendance. Eight vacation schools were taught during six weeks of the summer, securing an enrolment of 1,037 and a daily attendance of 600 to 700. Between the high school and the primary schools there are two grades, the intermediate and grammar. The prescribed course in the primary and intermediate schools is of two and a half years for each. Two grammar school buildings were completed in 1878. — (State report and report of City Superin.- tendent D. Leach for 1877-78.) Warwick reports 18 graded and 10 ungraded schools in 1878, taught for an average of 8 months and 18 days. No evening schools are reported. Woonsocket rex^orted 24 graded and 2 ungraded schools and school property valued at $131,500. At its annual meeting in June, 1878, the town voted that in future text books should be gratuitously supplied to the children of the public schools. In addi¬ tion to the systematic teaching of singing in the higher classes, it was in 1878 taught in the primary schools as a recreation. In the high school 95 X3ux)ils were enrolled, with an average attendance of 58, and the x^rivate schools enrolled 23 scholars. The enrolment of the Catholic schools was 621 and of x^rivate schools 23, making a total enrolment in all schools for the year 1878 of 2,450, according to the separate town report ; according to the figures in the State report, the private and church schools added in make 2,569. TRAINING OF TEACHERS, RHODE ISLAND STATE NORMAL SCHOOL, PROVIDENCE. The year 1877-78 was one of success to this school. Many graduates became teach¬ ers ; many teachers, after long experience, entered the school and comxileted the course ; and as the standard of cxualification for graduation had been raised, a superior class of instructors was given to the State. The number of scholars for the year was 145, of whom 38 entered the first term, 27 the second, and 22 were high school gradu^ atcs. The whole number of pupils of this school from 1871 to 1878 was 580 ; number of graduates, 201. More than 95 per cent, of the graduates are teachers. Practice in teaching is made prominent; each x^upil as designated or in turn teaches a class im dependently of text books, by a method previously considered, the remaining xiupils being scholars and critics at the same time. The regular course of study occupies 2 years ; that arranged for graduates of high schools, 1 year, while an advanced course continues 3 years. Classes graduate semiannually, and many teachers attend the Saturday classes. The increasing demand for admission enables the board of trustees to exact 0, higher average of scholarshixi on admission and to establish a generally higher standard. — (State rexiort for 1878.) TEACHERS’ INSTITUTES. Physical disability on the part of the commissioner compelled him to abandon plans for extended work in institutes; and he therefore held only one regular institute during the year, that at Westerly, November 14 and 15, 1878. This was for the bene^ fit of the teachers of Washington County, and special efforts were made to attract all teachers and school officials in the county. The meeting was full and satisfactory. In conjunction with Professor Greenough, he also held a day institute, by sxiecial invi¬ tation of the committee of Hopkinton, at Ashaway, August 29, for the benefit of the teachers of that town. — (State report for 1878.) EDUCATIONAL MEETINGS. It appears from the State rexiort that in several towns teachers held meetings from time to time, in which in some instances committees and suxierintendents have par¬ ticipated, for the pui’xiose of discussing matters and interchanging opinions relating to public schools. The meetings in some x>laces were quarterly ; in others, the number of them does not appear. In Providence, a meeting of the town superintendents is held quarterly under the direction of the school commissioner. — (State report for 1878.) SECONDARY INSTRUCTION, PUBLIC HIGH SCHOOLS. Several towns, besides the cities of Providence and Newport, report high schools. The Rogers High School, of Newx^ort, maintained its previous good repute, the grad¬ uates who entered colleges and universities proving its excellence, while the young men and women who have received its advantages have been ranked among the best teachers in their communities. In Providence, the high school is established in a hand¬ some new building, intended to accommodate 900 scholars. This school, which has been in ox^eration 35 years, has afforded instruction to more than 5,000 x)upils. The RHODE' ISLAND. 219 V high school at Woonsocket is reported to have enrolled 95 scholars, with an average attendance of 58. In Bristol, the high school course is much approved, and the zeal and success of its teachers are warmly commended. New Shoreham and North Kingston are establishing schools of high grade, and the high school at Warren is favorably mentioned, its course of study having been revised, in order that students not desiring to pursue the study of languages may enjoy a full English course of 5 years. A piano and library have been procured through the individual exertions of pupils and others. — (State report, 1878.) OTHER SECONDARY SCHOOLS. For the titles, post offices, and statistics of private academies and schools j)repara- tory to college, of which there are some important ones within the State, see Tables VI and VII of the appendix following. For a summary of their statistics, see cor¬ responding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. BROWN UNIVERSITY. As stated in the Report of the Commissioner of Education for 1877, Brown University, Providence, in addition to the regular 4 years’ course of classical studies and special courses for students not entering as candidates for degrees, has 3 courses of 4 years’ duration for the degree of bachelor of philosophy. Two of these include classical studies ; the third omtts them, substituting scientific studies. The report of President Robinson for 1878 shows the curriculum to be somewhat modified, natural history oc- cuxiying a more prominent place and the natural sciences receiving much attention. The catalogue of 1878-’79 presents a total of 243 students, 14 of whom are graduates. The library of the university, consisting of 50,000 volumes, has been transferred from Manning Hail to the new library building mentioned in the rexiort of 1877. — (Cata¬ logue and return. ) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Brown University having received from the State the agricultural college land grant assigned by Congress to Rhode Island, affords instruction in such branches of learning as are related to agriculture and the mechanic arts. Students adopting this course are subjected to the same conditions of admission as if entering upon any select course of study. For their term of university residence and the extent of their ac¬ quirements they receive certificates ; but in case these studies should be pursued in connection with the regular classical and scientific courses and the reqnirements for the degrees of bachelor of arts and bachelor of philosophy be fulfilled, those degrees are comerred. — (Catalogue of university for 1878-’79.) PROFESSIONAL. No schools for theological, legal, or medical instruction appear to have existed in Rhode Island in 1878. SPECIAL INSTRUCTION. SCHOOL FOR THE DEAF, PROVIDENCE. This school was opened April 2, 1877, with 5 pupils, whose parents had petitioned the general assembly for assistance in the education of their children, desiring that they might be educated within the city of Providence, and that, if X30ssible, they might be taught to communicate in spoken language. An axipropriation was made for a school, and a resolution was passed by the assembly granting authority to the board of education to appoint certain deaf-mutes and semi-mutes, not exceeding 10 in num¬ ber, as State beneficiaries. With the consent of the suxierintendent of public build¬ ings for Providence, the conditional use of a school room was obtained, and Mr. Joseph W. Homer, of Boston, was invited to assume charge of the school, and later two lady assistants werejprovided. The school is designed to train children who are disquali¬ fied by deafness for ordinary instruction, and to educate not only those who are deaf and dumb, but those who are only deaf ; an endeavor is made, in the case of the deaf and diunb, to remove the disability of dumbness, although deafness remain. The in¬ struction is conducted on the method known as the ‘‘German,” by which the pupils are taught to articulate and to understand spoken language by “lip reading,” instead of communicating by the signs and the manual alphabet of the “ French method.” In the case of childi-en who have become totally or x^artially deaf after having learned to talk, great care is taken to preserve any remaining powers of articulation and to teach them to comprehend spoken language by “lip readino’.” Children are taught the ordinary elementary branches of education, and their recitations are conducted in 220 REPORT OF THE COMMISSIONER OF EDUCATION. oral or 'vnitten language, while the use of the signs of manual communication is dis¬ couraged. Children who are congenital deaf-mutes — to whom the word hearing is meaningless, being mentally so constituted, however, as to be able, after some years of labor, to communicate intelligently by means of speech — are invited to enter the school and remain until their capacities have been tested, as ability and aptness are indispen¬ sable to their final qualification. The number of pupils has been doubled since the commencement of the school ; the ages of the 10 pupils vary from 7 to 18. The State made a special appropriation of $2,000 toward the support of the school. — (State re¬ port and letter from the State commissioner. ) EPU CATION OF THE BLIND. In addition to the $2,000 mentioned in the preceding paragraph, the sum of $6,000 is annually appropriated for the benefit of the indigent blind, deaf, and imbecile of the State. The blind are placed in the Perkins Institution and Massachusetts School for the Blind, South Boston. — (Report of Joseph W. Homer for 1878, in State rejiort, and letter from the State commissioner.) ABT EDUCATION. The Rhode Island School of Design, Providence, the i^roject of which was mentioned in the rejiort of 1877 as ^‘a school wherein the principles of art are to be applied to the requirements of trade and manufacture in the instruction of artisans in drawing, painting, modelling, and designing,’’ was commenced in the autumn of 1878, Mr. Charles A. Barry, late supervisor of drawing in the public schools of Boston, being appointed head master. The school has both day and evening classes, and its courses of iustructiou embrace nearly all the forms of art, including embroidery. In 1879 a school of drawing tor children will be oj^ened. — (New-England Journal of Education and circular of school. ) REFORMATORT AND INDUSTRIAL TRAINING. In the city of Providence there are several institutions for the training of homeless children maintained by voluntary charity. The Children’s Friend Society, non-sectarian, organized in 18.35, and sustained by donations, had in its school 66 inmates, who were taught the ordinary elementary studies, the boys being kept in school until sent to farms in the country and the girls being trained in housework. St. Mary’s Orphanage, organized in 1878, is sustained by contributions, and had 10 inmates, who were taught the elementary branches and trained in plain sewing and housework. The Shelter, under the Providence Association for the Benefit of Colored Children, was founded in 1840, and has been maintained by charity. Its inmates, numbering 26 in May, 1878, were trained in plain sewing and housework, and the majority are taught to read. — (Report and return.) The Providence Reform School, which had 213 inmates at the close of 1877, reports for 1878 a total of 231 instructed in the ordinary elements of Enghsh and in several useful industries. — (Return. ) EDUCATIONAL CONVENTION. RHODE ISLAND INSTITUTE OF INSTRUCTION. The Rhode Island Institute of Instruction held its thirty-third annual session in Providence January 17-19, 1878. Various schools were visited by the members. The high school section, presided over by Prof. Josep)h Eastman, of East Greenwich, first listened to a i)aper read by Prof. William Gammell, ll. d., entitled ^‘Aids which history has received from physical science.” Prof. J. W. White, of Harvard Univer¬ sity, then spoke about “ Present methods of instruction in Greek and Lotin in American schools and colleges ; can better results be obtained?” A peculiar feature of the lecture was ^‘directions for reading Greek and Latin at sight,” illustrated by the professor. The teachers of the grammar and primary departments met in the afternoon. An address by Mr. G. E. Church on “Early steps in language,” urging careful study of English grammar and advocating the teaching of grammar by illus¬ tration, and an illustrated explanation of “Grube’s method in numbers,” by Miss Ida M. Gardiner, completed the first day. In the evening a large audience listened to a paper read by Rev. William M. Barber, of Yale College, on “The rights of the taught.” A memorial was presented by Mr. Stockwell, from the “Rhode Island Temperance Union,” i)etitioning the institute to adopt measures to inculcate tem- iperance principles in the public schools. “The teacher in politics” was the subject of a paper read by Mr. J. A. Estee, which was subsequently discussed. In the after¬ noon Prof. W. B. Niles, of the Massachusetts Institute of Technology, read a paper RHODE ISLAND. 221 on “Physical geography in the common schools,” urging the utility of map drawing, and Prof. J. D. Runkle, of the same institution, road a paper on “Manual educa¬ tion,” which led to some discussion. Hon. J. W. Dickinson, secretary of the State hoard of education in Massachusetts, delivered an address on the “Principles of teach¬ ing.” The members of the institute were addressed in the evening in music hall by Governor Van Zandt and several professors and high officials. On Saturday, the 19th, the report of the committee on the New-England Journal of Edncation was pre¬ sented, and, after resolutions indorsing its work, a local editor for Rhode Island and a member of the advisory board in the interest of the State were elected. Mr. T. D. Adams, of Westerly, then delivered an address on “Culture.” Prof. B. G. Hibbard, of New Britain, Conn., conducted a class of the normal school in reading exercises, and recited Tennyson's “Bugle song.” After the usual resolutions and reports had been disposed of, the institute adjourned. — (New-England Journal of Education. ) CHIEF STATE SCHOOL OFFICER. Hon. Thomas B. Stockwell, State commissioner of public schools, Providence. fThe present commissioner of public schools has heen annually reelected by the State board of edu¬ cation since 1874.] 222 REPORT OF THE COMMISSIONER OF EDUCATION. SOUTH CAROLINA. STATISTICAL SUMMARY. 1876-77. 1877-78. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-16) in 1877. Colored youth of school age (6-16) in 1877. Total school population (6-16) in 1877 . Whites enrolled in public schools .... Colored enrolled in public schools . .. Total enrolment . . . 83, 813 144, 315 228, 128 46, 444 55, 952 102, 396 83, 813 144, 315 228, 128 54, 118 62, 121 116, 239 7,674 6, 169 13, 843 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts . Free public schools . . . Number of school-houses . New school-houses within the year .. Cost of the same . School-houses owned by districts - Valuation of school-houses . 4,37 2, 483 2, 084 25 ■ $2, 775 597 ^294, 907 437 2, 922 2, 552 56 $3, 884 589 $340, 615 439 468 31 $1, 109 $45, 708 TEACHERS AND THEIR PAY. Men teaching in public schools . Women teaching in public schools.. . Whole number of teachers . Number of white teachers . Number of colored teachers . Average monthly pay of men . Average monthly pay of women . 1,639 1,035 2, 674 1,725 949 $28 32 26 87 1,844 1,273 3,117 2, 091 1, 026 $28 22 25 42 205 238 443 366 77 $0 10 1 45 INCOME AND EXPENDITURE. Total receipts for public schools Total expenditure for the same . $189, 353 226, 021 $316, 197 319, 030 $126, 844 93, 009 (From reports of Hon. J. K. Jillson and Hon. Hugh S. Thompson, State superintend¬ ents of education, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of education, elected every 2 years by popular vote, has general supervision of all free public schools, reporting annually concerning them to the legislature through the governor. A State board of examiners is composed of the State superintendent and 4 persons appointed by the governor and confirmed by the senate. A county school commissioner is elected every 2 years by the ];>eople in each county; under the State superintendent he has supervision of the public schools in his county. Charleston forms an exception, having her own superintendent. County boards of examiners, composed of the county school commissioners and 2 other persons appointed by the State hoard of examiners for terms of 2 years, hold examinations in each comity of candidates for teachers’ certificates, giving such cer¬ tificates, good for one year, to qualified applicants. These boards also advise with the county commissioners upon all doubtful matters of duty and define the limits of school districts. Each member must be competent to teach a first grade school. A board of trustees of 3 members, appointed by the county board of examiners, serves in each school district 2 years and manages the pubhc school interests of the district. SOUTH* CAROLINA. 223 OTHER FEATURES OF THE SYSTEM. As in several other southern States, South Carolina gives large powers to the State board ; it adopts rules and regulations for the public schools, prescribes a standard of proficiency for teachers, determines the methods of examination in the county boards, appointing two of the three members in each of these, and by settling the course of study for the schools, with the text books to be used in prosecuting it, gives shape and character to the whole body of instruction in each free school throughout the State. By an amendment to the constitution ratified by the legislature December 20, 1877, the support of the free schools is henceforth to be derived from a tax of not less than 2 mills on the dollar on all taxable property, levied expressly for this purpose and added to the poll tax of $1 previously required. The amount collected in each county from these sources is to be held in the treasury of the county where it is collected, and to be reported monthly to the county school commissioner, that each county board may know what it has to depend on for the support of the county schools. The school year and the fiscal year are both made to begin on November 1, so that by prompt collection of the taxes this information may be full and early and that no contracts may be made beyond what the funds will justify. The county boards thus have the means of determining the length of school term they can make arrangements for, and any contract which may go beyond the funds apportioned by the county com¬ missioners to the school districts of their counties is made void by law. The appor¬ tionment is to be according to average attendance. Teachers for the free schools must have certificates of qualification either from the State board of examiners or from that of the county in which they propose to teach. As the examinations by the county boards are now conducted in writing under the direction of the State board and on questions prepared in the office of the State superintendent, it is possible to secure greater uniformity of qualification and a higher standard than when each board had its own way of working. To draw their pay after having taught, teachers must make full sworn reports to the clerk of the board of trustees by whom they are employed, rendering these reports each month, and in¬ cluding a number of required particulars. The usual English branches are to be taught in each free school, the principles of the Constitution and laws of the United States and of South Carolina, morals, and good behavior. ELEMENTARY INSTRUCTION. GENERAL CONDITION. The State superintendent reports the public school system greatly improved in 1878 through the constitutional amendments relating to the control of schools. These amendments relate to a new method of raising school funds, to a new school law re¬ sulting in increased attendance, to the adoption of a uniform series of text books, to measures to secure teachers of improved qualifications, to arrangements for better management of the school funds, and to the appointment of a State board of exami¬ ners, to which appeal may be made from decisions of the county boards. The amend¬ ment which imposes a tax of not less than 2 mills on a dollar on all taxable county property is considered an improvement on former methods of realizing the school funds. The school year and the fiscal year both commencing on the Ist of November, the com¬ missioners are able to estimate accurately the amount of funds to be at their disposal, thereby avoiding debt and consequent complications. The schools were open on an average in 1878 for 91 days, and the reports show an increase in the attendance of 13,843 since 1877. The total attendance of the year 1878 was the largest ever reported, excepting that of 1876. The adoption of a uniform series of text books the superin¬ tendent regards as very important. The revised statutes of South Carolina also di¬ rect the general assembly to appropriate money for the xuirchase of text books for the schools, to be selected by the State superintendent, but the legislature failed to make such an appropriation. The inefficiency of some commissioners, delay in the collec¬ tion of taxes, the want of normal schools for both white and colored teachers, and the inadequacy of the school fund are mentioned in the report as hindrances to progress. A new method of examination of teachers, by written questions prepared in the super¬ intendent’s office, will, he thinks, secure better teachers. LEGISLATION. An act altering and amending the school laws of the State was approved by the governor March 22, 1878. Its provisions prove to be well adapted to the wants of the people. AID FROM THE PEABODY FUND. The State during the year 1877-’78 received aid from the Peabody educational fund amounting to $3,600. With the exception of $200 allowed to pay the expenses of a 224 REPORT -OF THE COMMISSIONER OF EDUCATION. commission to revise the school law and $150 for a teachers’ institute, this sum was distributed among schools in Sumter, Columbia, Rock Hill, Yorkville, Winnsboro., Spartanburg, and Beaufort. Four of the schools thus aided were for colored children. KINDERGARTElSr. For statistics of the only Kindergarten repotted from the State, see Table V of the appendix. CHARLESTON CITY SCHOOL SYSTEM. OFFICERS. Representatives of all the city wards form a board of city commissioners, who elect a city superintendent and have authority to levy a tax for the benefit of the public schools not exceeding a mill and a half on the dollar on all taxable city property. STATISTICS. The population of Charleston is estimated at 54,000. The youth of school age in 187S numbered 12,727, with an enrolment of 7,281 (both white and colored, the latter in small majority) and an average attendance of 6,844. Only about 500 of the number enrolled received instruction in the higher branches. Nine colored and 81 white teach¬ ers were employed, of whom 85 were females. The average monthly pay of male teachers was $121.66 ; of female teachers, $38.70. The schools were in session 10 months, at a cost of $56,050.18. The repeal of the law allowing local district taxation for the benefit of public schools did not affect Charleston. TRAINING OF TEACHERS. NORMAL SCHOOLS. The Avery Normal Institute, Charleston, had, in 1878, 285 pupils ; 81 were in the nor¬ mal course, of whom 10 graduated ; instructors, 9. The regular course includes vocal music, but instrumental music is an elective. A 4 years’ normal course in Claflin University, Orangeburg, is designed to prepare teachers for the common schools. No statistics of attendance have been received. The State Normal School, at Columbia, remained suspended in 1878. teachers’ institutes. Teachers’ conventions have been held in the counties of Aiken, Barnwell, Darling¬ ton, Spartanburg, and Union. These conventions have excited great interest, and are said to have had a stimulatmg effect on teachers. During the year 1878 the superin¬ tendent delivered addresses before large audiences in the counties named on educa¬ tional subjects. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent’s report for 1878 affords no statistics concerning high schools in the State farther than the statement that 3,228 children belonging to the public schools of the State have studied the higher branches. Of the number given, 531 were in the schools of the city and county of Charleston. OTHER SECONDARY SCHOOLS. Statistics of private academies and preparatory departments of colleges and univer¬ sities may be found in Tables VI, VII, and IX of the appendix following, and the summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The College of Charleston, Charleston, reported 41 students and 6 professors ; also a full collegiate course, but no preparatory. At the last commencement 5 young men received the first degree. — (Return.) The University of South Carolina, Columbia, suspended on account of failure of legis¬ lative support in 1877, was not reopened in 1878, although a considerable part of the United States land grant endowment seems to have been transferred to it. Adger CoZZe^e, Walhalla, first reported by itsujatalogue of 1878-’79, in addition to a regular 4 years’ curriculum, has a partial course and a preparatory department. The South Carolina Presbytery in 1878 assumed charge and control of the college. Claflin University, Orangeburg, reports no changes in its course of 1877, except that the normal course now covers 4 years instead of 2. SOUTH CAROLINA. 225 ErsMne College, Due West, lias a preparatory course followed by classical and scien¬ tific collegiate courses. Furman University, Greenville, presents in its catalogue of 1877-^78 eight courses or “ schools,” with the addition of modern languages. Students are allowed to select any of the ‘‘schools,” and no limit of time is fixed for the completion of a course of study, the time allotted depending upon the nature and extent of the course and the diligence of the student. Newherry College, Newberry, seems to have added the scientific instruction recom¬ mended to the board of trustees in the catalogue of 1877-’78. Wofford College, Spartanburg, has reorganized its preparatory department. For statistics of these colleges, see Table IX of the appendix following ; for a sum¬ mary of them, the corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OP YOUNG WOMEN. For names, location, and statistics of institutions for the superior instruction of young women, reference may be made to Table VIII of the appendix. A summary of their statistics may be found in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Agricultural College and Mechanics’ Institute, a department of Claflin Univer¬ sity, has a 4 years’ agricultural and scientific course. The farm of 150 acres is mostly under cultivation, and, with a carpenter’s shop, affords the colored students an oppor¬ tunity to receive practical instruction. For statistics, see Table X of the appendix following. PROFESSIONAL. T]i& Theological Seminary of the General Assembly of the Presbyterian Church in the United States, at Columbia, demands of candidates for admission proof of a regular education at some college or university, or equivalent attainments. The course covers 3 years, to which 1 year may be added. For statistics, see Table XI of the appendix. The Law School of the University of South Carolina, closed with its other departments in 1877, as reported that year, had not been reopened up to December, 1878. The Medieal College of the State of South Carolina had 71 students and 23 graduates in 1878. The City and Roper Hospitals, used for its clinical instruction, are now under one organization and placed in thorough order. — (Catalogue forl878-’79 and return.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The South Carolina Institution for the Deaf and Dumb and the Blind, Cedar Spring, shows by its catalogue for 1878 an attendance of 46 pupils, 34 deaf and dumb and 12 blind. The State appropriation for the fiscal year was $6,000. Besides $8,000 asked for to continue the school, the superintendent recommends that $1,000 be appro¬ priated to establish a department for colored pupils. EDUCATION OF ORPHANS. The Charleston Orphan House, with 260 inmates, had a Kindergarten containing from 50 to 60 pupils. Three other kindred institutions reporting show that 303 orphans in the State were supported and instructed in 1878. All were trained in the ordinary elementary studies; in two institutions, in domestic duties also; and in one school, in printing, farming, and sewing. The Holy Communion Church Institute, Charleston (Protestant Episcopal), reports 85 inmates in 1878, and an income of $15,000. In the ten years of its existence the insti¬ tute has sent 59 of its beneficiaries to college, and besides teaching 1,200 day scholars has nurtured and educated 600 orphans. — (Return. ) CHIEF STATE SCHOOL OFFICER. Hon. Hugh S. Thompson, State superintendent of education, Columbia. fFirat term, May 1, 1877, to January 1, 1879.] 15 E 226 REPORT OF THE COMMISSIONER -OF EDUCATION. TENNESSEE. STATISTICAL SUMMARY. 1876-77. 1877-78. Increase. POPULATION AND ATTENDANCE. White youth of school age (6-18) . 330,935 336, 817 5, 882 Colored youth of school age (6-18) _ 111,523 112, 100 577 Total school population . 442, 458 448, 917 6, 459 Whites enrolled in public schools i - 184, 600 206, 810 22, 210 Colored enrolled in public schools.... 43, 043 54, 342 11, 299 Total enrolment . 227, 643 261, 152 33, 509 Average daily attendance . 142, 266 172, 198 29, 932 Per cent, of enrolment on school popn- 51 58 7 lation. Per cent, of attendance on school pop- 32 38 6 ulation. SCHOOLS AND SCHOOL-HOUSES. Public schonls for whites . 3, 640 4,205 565 Public schools for colored . . . 964 1,141 177 Whole number of public schools . 4, 604 5, 346 742 Number of graded schools . . 196 243 47 Number of consolidated schools . 171 257 86 Average time of school, in days . . 70 77 7 Number of public school-houses . 3, 388 3,575 187 Number of new school-houses . 272 316 44 Value of school property _ _ .... $1, 090, 814 $1, 051, 398 TEACHERS AND THEIR PAY. Number of teachers licensed . . 4,317 5, 091 774 Number of teachers employed . 5, 001 5, 592 4,457 591 Number of white teachers . 4,013 444 Number of colored teachers . 988 1,135 147 Average monthly pay of teachers . $28 53 $28 12 INCOME AND EXPENDITURE. Whole receipts for public schools . $718, 423 $904, 428 $188, 005 Whole expenditure for pnbhc schools . 691,072 794, 232 ia3, 160 STATE SCHOOL FUND. Amount of available fund ...... ...... $2, 512, 500 $2, 512, 500 PRIVATE SCHOOLS. Number of private schools reported. .. 1,025 988 Number of teachers in private schools. 1,147 28, 291 1, 162 15 Number of pupils enrolled . 31, 730 3, m Average attendance . 17, 213 22, 060 4,847 Decrease. $39, 416 41 37 (From report of Hon. Leon. Trousdale, State superintendent of public schools, for the two years indicated. ) TENNESSEE. 227 STATE SCHOOL SYSTEM. OFFICERS. A State board of education, composed of the governor and six other persons ap¬ pointed by him, with provision for change of two of these six every 2 years, has general oversight of the interests of public schools. A State superintendent of public schools, nominated by the governor and confirmed by the senate, holds office for two years. He is required to be of literary and scien¬ tific attainments and of skill and experience in the art of teaching. A county suijerintendent is chosen for each county biennially by the county court in January of the years of odd number. He also is to be of literary and scientific at¬ tainments, and, when practicable, ^ of skill and experience in the art of teaching; but no definite standard is set for the education or experience required. A board of 3 directors for each school district is elected by the people of the district at its organization, one to be changed or reelected every year afterwards. In cities these become boards of education of varying numbers and terms of service, but with similar provisions for adding new material. . OTHER FEATURES OF THE SYSTEM. The public schools are sustained by the proceeds of the State fund. State, county, and city taxation, the Peabody fund, &c. The directors of school districts have no longer the power to levy any tax for school puiqDoses, but must rely on the income derived from the State and county. Directors may make contracts with the authori¬ ties of colleges, academies, seminaries, and private schools by which free instruction in elementary branches may be aiforded in such schools, the fees accruing from tuition in the higher branches to be employed in paying instructors. Teachers in the xmblic schools are examined and licensed annually. Under amendments to former laws the limits of school age are to be from 6-21 years instead of 6-18. Trustees are to pay the teachers directly, under ap^iroval of the county superintendents, instead of through the county clerk, the xiayment of final instalments not to be ax)proved by the county superintendent in case teachers fail to make the return of aggregates from their registers. By a new law it will also be practicable to persons living each side of a county line, in localities from which no x^ublic schools may be accessible, to form them¬ selves into a joint school district. District directors are moreover authorized to sub¬ divide school districts, subject to the apx^roval of the county court. Elementary xirincix3les of agriculture will hereafter form a x)art of the curriculum of studies in the public schools of the State, these schools to be free to all x^ersons of school age residing in the districts in which they are held. White and colored per¬ sons, however, may not be taught in the same school. A census of school children is to be taken annually in each district to afford a distinct basis for the distribution of the annual school funds. GEISDERAL COJSJ^DITTON. The statistical report for 1878 shows a general advance in the public schools through¬ out the State. The reported enrolment exceeds that of 1877 by 23,509, the average daily attendance also increasing by 29,932; while 44 additional school-houses, 742 new schools, and 591 more teachers meet the demands of increased numbers. Seven coun¬ ties having made no full reports of enrolment and average attendance and 22 counties making no rex)ort of private schools, it is thought that a full statement of enrolment and attendance would increase rather than diminish the figures given. School- houses are rex^orted imx)roved in many counties, and as the fund is not sufficient to enable the directors to build houses and open schools the same year, the school-houses have been in some instances built by xirivate effort. The financial rexiort exhibits an increase in the receix)ts of school money, making an aggregate larger than that of any year preceding since the establishment of the present system except the year of its inauguration. KINDERGARTEN. For at least 2 schools of this class, see Table V of the appendix following, and a summary of it in the rexiort of the Commissioner xweceding. AID FROM THE PEABODY FUND. The sums received from the trustees of this fund have afforded most effective assist¬ ance to various educational institutions. ' The Normal College received $9,000; $1,000 were devoted to teachers’ institutes, and $200 were emxdoyed in maintaining insti¬ tutes for the benefit of colored teachers. The remaining $4,400 were distributed in different counties in the State. Since its establishment, the Normal College has received lA clause whicli takes all the life out of the law. 228 EEPORT OF THE COMMISSIONER OF EDUCATION. from the Peabody fund $27,800, $3,800 being for scholarships; but unless the State shall also appropriate something for it, there is danger that it may be transferred to another region, where more encouragement is offered. CITY SCHOOL SYSTEMS. 1 OFFICERS. The city boards of education are different in different cities. The board of Knox¬ ville is composed of 5 members, elected ‘for terms of 5 years each; that of Memphis has 20 members, chosen for terms of 2 years, 10 being newly elected each year. The Nash¬ ville board consists of 9 members, chosen for 3 years’ service, 3 going out each year. A city superintendent has, in each city, general control of public schools, acting under the direction of the city boards. STATISTICS. Cities. Estimated population. Y outh of school age. Enrolment iu public schools. Average at¬ tendance. Teachers. i Expendi¬ ture. Chattanooga . 12, 000 16, 000 50, 000 27, 085 2, 522 2, 100 9,011 9, 219 1, 839 1, 673 5, 174 4, 235 9, 469 927 2, 822 3, 118 28 $19, 183 12, 420 61,314 75, 031 Knoxville . . . Memphis . . . Nashville . . 78 ADDITIONAL PARTICULARS. Cliaitanooga divides her primary and grammar schools into 8 grades and the high school into three classes, junior, middle, and senior. Owing to the delay in com¬ pleting two new school buildings for the first and second districts, the schools did not begin before October, 1878. Music, drawing, and penmanship are taught by the superintendent and regular teachers. Gradual improvement in the accommodations of public schools is observable. Knoxville, where the schools are graded from primary to high, with intermediate classes between the primary and grammar grades, is reported by its superintendent to have made much progress in its schools since the last report. Memphis, of whose public schools no report has been received beyond the statistics given, has a fully graded system. The effects of the fearful epidemic and the much lamented death of the efficient and highly respected superintendent. Col. James T. Leath, account for the absence of all detailed reports for 1878. Nashville divides its schools into primary, intermediate, grammar, and high, the course in the first 3 covering 7 years, and that in the high school 3 years more. Draw¬ ing and vocal music enter into the course in all the grades ; Latin, French, or German, into that of the high school.- Pupils are not admitted under 7 years of age. The enu¬ meration of youth of school age was less in 1878 by 316 than in 1877 ; but the super¬ intendent thinks that this does not fairly represent the real number, especially as the enrolment for the year was 203 greater. The per cent, of attendance on enrolment, too, increased 0.81, while the cases of tardiness reported amounted to only one-half of 1 per cent. The schools for colored children were filled to their utmost capacity, and in the first month of the school year 200 applicants for places in them had to be turned away. Monthly normal meetings were regulaHy attended by the teachers of the city schools, and in addition to the regular exercises Professor E. S. Joynes, of the University of Tennessee, delivered, as in a previous year, a series of lectures on lan¬ guage. — (Report of Suj)erintendent S. Y’". Caldwell.) TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL DEPARTMENTS. The State Normal College, Nashville, continued in 1878, as in preceding years, largely dependent upon the Peabody fund allowance and the aid of the University of Nash¬ ville for supj)ort and accommodations, the State, for the benefit of which it was insti¬ tuted, doing nothing for it.^ Its excellent faculty is reported to have done good work, and a return for 1878 shows the presence of 108 normal pupils. Most of the graduates engaged in teaching. Graduates are entitled to the degree of licentiate of instruc¬ tion and are authorized to teach in the common schools without further examination. * The schools of six of the cities of the State are sustained hy their quota of the State and county taxes, together with a municipal tax levied by the corporations. 2 Continued lack of support from the State is said to have led to a resolution in 1879 to remove the college to Georgia, which State, under an act of the legislature, is endeavoring to make arrangements for its accommodation. TEKNESSEE. 229 HheFreedmen^s Normal Institute, near Maryville, established by the society of Friends, has a primary preparatory course of 1 or 2 years, a teachers’ elementary course of 2 years, a teachers’ advanced course of 1 year more, and a classical course of 3 years. It had 4 instructors and 54 normal pupils in 1878, besides 175 others. No graduates were reported for the year. — (Circular and return.) Le Moyne Normal Institute, Memphis, established in 1871 with means provided by the late Dr. F. J. Le Moyne, of Washington, Pa., and since sustained by the American Missionary Association, aims to aiford, lirst, a good practical English education, and, ill connection with this, special normal training for those who propose to become teachers. For 1878 it reported 7 instructors, with 135 normal and 65 other pupils. — (Return and circular.) Maryville Normal and Preparatory School had in 1878 primary,' intermediate, and advanced courses, with opportunities for practical drill in class instruction and man¬ agement under the principal. Its teachers numbered 5; its normal students, 36; other students, 79; no graduates. — (Return and circular.) Central Tennessee College (xrovmOiX department) reported 83 normal students in 1878. — (Return.) Fish University, Nashville, reported 164 normal students in 1878, with 95 in the model school connected with it. Of the 12 graduates during the year, 11 engaged in teach¬ ing. — (Return.) Knoxville College, Knoxville, especially designed for the benefit of the colored race, reported 45 normal students ; of these, 25 engaged in teaching before graduation. It had 6 instructors and 4 assistants in 1878, with a 4 years’ course. — (Return.) Nashville Normal and Theological Institute in 1878 had 161 students in “common English” studies and 41 in higher English, with 5 theological students. — (Return.) The McNairy County Normal School, Purdy, with 4 teachers and 30 normal students, had 75 others in 1878. — (Return.) The Winchester Normal has, in addition to preparatory and collegiate departments, a normal department in which is pursued the course indicated in Ogden’s Outlines of Pedagogical Science. Distinct statistics are wanting. A catalogue for 1878-’79 showed 8 instructors, with 222 students, exclusive of public school pupils. The num¬ ber of normal students is not indicated. Maryville College, Maryville, had a normal department under the special supervision of one of its professors, in which 25 students pursued a special course of preparation for teaching while engaged in the studies of the other courses of the college. — (Cata¬ logue for 1877-’78. ) East Tennessee Wesleyan Univei'sity, Athens, in its catalogue for 1877-78, says that to aid those who may desire to teach, a normal department has been arranged in which instruction in the theory and practice of teaching will be given. teachers’ institutes. The State superintendent attributes improvement in method and elevation of standard in the public schools of the State to the effect of the teachers’ conventions and institutes held during the two preceding years. Having secured the best talent and experience of the teaching profession to render the meetings instructive to the teachers and attractive to all interested in public educational enterprise, he received the approval of the audiences everywhere assembled. The superintendent ac¬ knowledges the fact that without the generous aid extended by Dr. Sears, the agent of the Peabody fund, these important meetings, of which 153 were held in 1878, could not have been conducted. The assistance thus given was $1,000 for the institutes for whites and $200 for those attended by the colored teachers, making, with the $9,000 appropriated to the Normal College, $10,200 expended by the Peabody trustees within the year for the improvement of the teaching force. teachers’ department of educationae journaes. In the American Journal of Education, published at St. Louis, Mo., and in the Eclectic Teacher, of Louisville, Ky., are departments devoted to educational affairs in Tennessee. SECONDARY INSTRUCTION. PUBEIC HIGH SCHOOES, The graded high school sustained by the city of Chattanooga reported 39 pupils in 1878. The high school at Nashville enrolled 137 pupils ; average attendance, 115. Clarksville gives the 3 years’ course of its high school as the completion of the 10 years of free tuition offered "by the city. The statistics of all the high schools of the State are not given in the reports. The Collegiate Institute at Humboldt was opened as a graded high school in November, 1877, and a new graded high school was commenced at Milan in 1878. The Peabody High School at Trenton and similar schools at Sevier- ville, Fincastle, and J acksboro’ are mentioned as successful. There were 500 graded 230 REPORT OF THE COMMISSIONER OF EDUCATION. and consolidated schools in the State in 1878 ; hut the number of public school pui^ils in the higher classes of these is not given. OTHER SECONDARY SCHOOLS. For information as to business colleges and private academies, preparatory schools, and preparatory dejiartments of colleges and universities, see Tables* IV, VI, VII, and IX of the appendix. For summaries of their statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Univei'sHij of Tennessee and State Agricultural College, Knoxville, formerly known as East Tennessee University, has three courses of study, classical, agricultural, and mechanical. In 1877 these became separate colleges, known as the college of agri¬ culture, the college of engineering and mechanic arts, and the classical college, all equal in rank and governed by one body but each having its own curriculum. The medical and dental departments are at Nashville. The students in the preparatory department (which prepares for any one of the three colleges) in the autumnal term of 1878 nmnbered 118; in the collegiate, 126 ; in the medical, 77 — making a total of 321 ; or, deducting one name included twice, 320. Fislc University, Nashville, whose student singers have hitherto brought to it the largest portion of its funds for all improvements, the American Missionary Associa¬ tion aiding its current work, reports in its last catalogue the promise of $60,000 from Mrs. D. P. Stone, of Malden, Mass.; also, of $20,000 from the executors of Mr. R. R. Graves, of Morristown, N. J. For the names, locations, prevailing influence, and statistics of 20 other institutions of this class, see Table IX of the appendix following ; for a summary of their statis¬ tics, see a corresponding table in the report of the Commissioner preceding. It may here be said, however, that they do not seem to have essentially changed their courses and departments since the last report. About one-half of them admit both sexes. All ha ve preparatory courses, usually of 2 or 3 years, and 6 (Beech Grove, Burritt, Greene- ville and Tusc^du.n, Xing, Manchester, and Mossy Creek Colleges) have a primary department below the preparatory ; another (the Southwestern Baptist University) terms its i)rei)aratory school a high school ; while a third (the University of the South) calls its a grammar school. In 2 (Central Tennessee and Manchester Colleges) there are academic departments, distinct in the former case from both the collegiate and the preparatory, but in the latter case serving as a preparatory school. All have substantially 4 year collegiate courses, although in a few these are divided into schools, the studies of each of which are meant to run through 3 years. Some of the collegiate courses, however, are of low grade. Instruction in modern languages is offered by almost all, several adding music, drawing, training in business forms and calculations, and special preparation for teaching, while 3 have departments of law and medicine. SUPERIOR INSTRUCTION OF WOMEN. For statistics of institutions devoted to the superior instruction of women, see Table VIII of the appendix, and for a summary of tiem, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of Tennessee and State Agricultural College, formerly known as East Tennessee University, has full courses in the sciences relating to agriculture and the mechanic arts. The catalogue for 1878 reports 56 students engaged in scientific studies. For statistics of the other scientific schools reporting, see Table X of the ap- Ijendix, and a summary of it in the report of the Commissioner preceding. PROFESSIONAL. In theology, the University of the South, Sewanee, offers an extended course of stud¬ ies preparatory for the ministry. Its theological department was in 1878 established in St. Luke’s Memorial Hall, a handsome new edifice designed for it. Vanderbilt University, Nashville, and the Southwestern Presbyterian University, Clarksville, have departments of biblical instruction. Cumberland University, Lebanon, has a course of theological studies occupying 2 years. Central Tennessee College, Nashville, and Fisk University, Nashville, have departments of theology in 3 years’ courses. These last two colleges are principally for colored students. East Tennessee Wesleyan Uni¬ versity, Athens, ofl'ers facilities for preiiaratory theological training, though it had not in 1878 any department of theology. There is a department of law in Vanderbilt University, with a course-of study com- TENNESSEE. 231 pletcd in 9 months. The degree of bachelor of laws was conferred upon 8 graduates in 1878. Cumberland University has a law department with a course of 10 months. By return for 1878 it reported 43 students and 28 graduates. Its law school recently occupied a new building, known as Caruthers Hall, in honor of the chief donor of ^e fund by which it was erected. These colleges still require no examination for ad¬ mission. Medicine was taught at the Nashville Medical College^ in 1878. A return gives 125 students and 82 graduates. The medical department of the University of Nashville, with 110 students and 45 graduates in 1878, and that of Vanderbilt University, with 226 students and 96 graduates, have full faculties and the requirements for graduation established by the Association of Medical Colleges in 1877, but neither reports any examination for admission or any requirement of laboratory practice during the course or of a knowledge of medical botany before graduation. The Meharry Medical De¬ partment of Central Tennessee College, Nashville, reported 22 students and 7 graduates in 1878. This school was especially designed for the education of colored physicians. The dental department of Nashville Medical College^ reported 22 students and 7 graduates for 1878. It offers a 2 years’ course of dental studies and all privileges of medical students. From the Tennessee College of Pharmacy no information has been received for 1878. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Tennessee Deaf and Dumb School, Knoxville, reports 108 pupils in 1878, of whom 68 were males and 40 females. The average attendance was 100 during the last term. Pupils are graded with reference to their capacity and attainments, without reference to their time of instruction. Instruction in articulation is given, although not regularly. In the work rooms of the institution the boys are trained to various branches of mechanical labor, principally printing and shoemaking, although it is the aim of the institution to educate boys as farmers. The expenditures of the school for the year 1878 were |24,560. — (Catalogue.) EDUCATION OF THE BLIND. The Tennessee School for the Blind, Nashville, is reported in a return for 1878 as hav¬ ing 52 pupils, who were instructed in all the elementary and many higher English studies and Latin. Music, including x^iano, violin, guitar, organ, and brass instru¬ ments, was taught. The boys were trained in the industries of mattress and broom making, chair making, and piano tuning, and the girls were taught sewing and fancy work. Its expenditures for 1878 were $15,641. — (Return.) EDUCATIONAL CONVENTION. STATE ASSOCIATION. The annual meeting of the State Teachers’ Association was held at Murfreesboro’, December 26 and 27, 1878. During the three sessions of each day many addresses were delivered by gentlemen prominent in the institutions and educational associations of the State on matters of educational interest. Among others were addresses or papers from W. F. Shropshire, of Obion County, on “Public schools in Tennessee;” from J. E. Bailey, of Nashville, on “Vocal music in schools;” from J. C. Redman, of the Nash¬ ville High School, on “The languages in education;” from Dr. Edward S. Joynes, of the University of Tennessee, on “The study of language;” from W. E. Howard, of the Shelbyville Normal and High School, on “Normal schools;” and from Dr. O. P. Fitzgerald, of the Nashville Christian Advocate, formerly State superintendent in California, on “The press as an educator.” — (Programme and letter from State Super¬ intendent Trousdale.) OBITUARY RECORD. EEV. W. MACK, D. D. Rev. William Mack, d. d., well known in Tennessee as a friend of popular education, was born at Flushing, N. Y.,in 1807, graduated at Union College in 1831 and at Prince¬ ton Theological Seminary in 1834. As a clergyman of the Presbyterian Chuch he offi¬ ciated during 24 years as pastor in Rochester, N. Y., Knoxville, Tenn., and Columbia, Tenn. For the last 20 years of his life he labored as an evangelist. In 1843, he accepted the presidency of Jackson College, Tennessee, retaining the position 6 years. In 1859 he was elected to the chair of history in Stewart College, which college * The Nashville Medical College and its dental department have become parts of the University of Tennessee at KnoxviEe, though continuing their sessions at Nashville. A college of pharmacy \vith both coi;aplete and partial courses has been established in Nashville. 232 KEPORT OF THE COMMISSIONER OF EDUCATION, bestowed upon him tbe degree of d. d. In 1869-70 be was requested by tbe State superintendent of education to take charge of tbe establishment of free schools in Maury County, and to his wisdom the success of the school system of that county is in a great degree attributed. Being compelled by failing health to seek a warmer climate, he went to Columbia, S. C., where, at the residence of his son, Rev, J. B. Mack, D. D., he died January 10, 1879, aged 62 years. CHIEF STATE SCHOOL OFFICER. Hon. Leon. T^OXiSDAiJE., State superintendent of pvljlic schools, Na$hvilU« [Third term, 187^1881.] TEXAS. 233 TEXAS. STATISTICAL SUMMAEY. 1876-77. 1877-78. Increase. Decrease. POPULATION AND ATTENDANCE. Number of counties reported _ _ _ _ 135 Youth of school a^'e (8—14) ........... Whites of school age enrolled in pub¬ lic schools. Colored enrolled in public schools .... Whole enrolment in public schools . . . White youth (8-14) not in school . Colored youth (8-14) not in school _ Total of non-attendants . . 102, 9«1 30, 587 133, 568 13, 807 7,155 20, 962 Whites of school age that cannot read. Colored of school ago that cannot read. Whole number of illiterates of school age. 137 2 al94,353 . 111,048 8,067 35, 898 146, 946 16,213 7,750 23, 963 30, 521 30, 602 61, 123 5,311 13, 378 2, 406 595 3,001 SCHOOLS AND SCHOOL-HOUSES. Number of schools reported organized Number of these for colored pupils... Average time of school, in days . School-houses built within the year.. Valuation of these . 3,901 678 66 159 $34, 913 4,633 .905 88 243 $54,267 732 227 22 ■ 84 $19, 354 TEACHERS AND THEIR PAY. While male teachers in public schools . White female teachers in public schools. Colored male teachers in public schools. Colored female teachers in public schools. Whole number reported . Average monthly pay of white males. . Average monthly xiay of white females . Average monthly pay of coloredmales. Average monthly pay of colored females. 2, 439 697 370 77 3, 583 $43 00 35 00 42 00 hl8 00 2, 895 760 562 113 456 63 192 36 4,330 $42 00 33 00 42 00 33 00 $1 00 2 00 INCOME AND EXPENDITURE. Whole income for x)ublic schools Whole expenditure for them .... $631, 830 501, 691 $859, 484 747, 534 $227, 654 245, 843 STATE SCHOOL FUND. Amount of permanent fund reported .. $3, 256, 970 $3, 385, 571 $128, 601 a Elsewhere in the report this number appears as 168,294 and 164,294. b The amount given in the printed report, hut probably a misprint. (From the report of the State board of education and of its secretary, Hon. O. N. Hallingsworth, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. A State board of education, composed of the governor, comptroller, and secretary of state, has general charge of the interests of public schools. The board is author- izecLto appoint a secretary to act as its executive officer. 234 EEPORT OF THE COMMISSIONER OF EDUCATION. The county school officers are the county judge for each county and a hoard of 3 examiners. The county judge attends to the establishment of school communities and appoints the county board of examiners. He must also appoint 3 school trustees for each community school. — (Amended school law.) OTHER FEATURES OF THE SYSTE3I. Public schools are sustained by the interest of the permanent school fund and by the proceeds of sales of land heretofore set apart for that fund ; by a poll tax of $1 on each male citizen from 21 to 60 years of age, and by such amount (not to exceed one- fourth) of the general revenue as the legislature may from time to time appropriate. These funds are apportioned to each county according to the children of scholastic age in the organized school communities, and are for the education alike of white and colored children, each race to ^’receive its just pro rata as far as practicable.” The coeducation of white and colored children in any schools aided by public funds is forbidden by the law, as also is the teaching of “ sectarian religion.” Pupils within the scholastic age may attend the public schools free of tuition when they study only orthography, reading, writing, English grammar, composition, geog¬ raphy, and arithmetic ; those not of scholastic age and apparently all studying^ the higher branches must pay tuition fees. Teachers cannot make legal contracts to teach public free schools without having first been examined by the county board of school examiners and having received a certificate from the county judge. Trustees contract with teachers, fixing their pay on the basis of scholastic population, or, at their discretion, on that of actual daily attendance. Teachers holding first class certificates are allowed a maximum of $2 per capita, holders of second grade $1.50, and of third grade $1, provided that not more than $G0 a month may be paid to teachers holding first class certificates, not more than $40 to those with second grade, and $25 to those with third. But no teacher is entitled to full pay unless the average daily attendance is at least 75 per cent, of the scholastic population ; if it be less than this, but as much as 50 per cent., he is en¬ titled to 75 per cent, of his pay. If the average daily attendance be less than 50 per cent, the school may be discontinued at the discretion of the trustees. The law j)rovides that when a school community has no school-house the available public school fund for one year to the credit of that community may be used for the purjiose of erecting a house, provided a suitable piece of land shall be donated as a site and the members of the community shall contribute of their labor and means an amount equal to the school fund so used. — (Amended school law.) GENERAE CONDITION. The comparative summary of statistics shows an increase during 1878 in the num¬ ber of pupils attending public schools as well as in the number not attending any school ; also, in that of schools organized, of houses built, and of teachers employed ; in the length of term,i and in the receipts and expenditures for school purposes. Mr. Hollingsworth, secretary of the State board, says that the history of the course of jiopular education in the State, so far as it can bo learned from official reports, while furnishing cause for congratulation, also discloses much to be deplored. Many children have received instruction in the public schools who, without this provision for tree education, would have remained out of school, while, on the other hand, numbers of parents have absolutely declined to second the efforts of the State to give their children an education. Not so much was accomplished during the two years as should have been under the circumstances, and yet, as the statistics show, a gratifying advance was made in 1878 beyond 1877. He also repeats the opinion heretofore expressed, that the school law is, in the main, well adapted to the educational necessities of the people. The two features which distinguish it from similar laws in most other States, namely, the community instead of the district system ^ and the iilan of general appro¬ priation instead of local taxation, are favorably regarded by the people. The com¬ munity plan gives parents the privilege of securing for their children the most con¬ venient and desirable schools ; and by the abandonment of local taxation the clamor against free schools, which used to be heard when the taxgatherer made his call, has been greatly allayed. — (Report of Secretary Hollingsworth for 1877 and 1878.) AID FROM THE PEAJBODY FUND. Dr. Burleson, the Texas agent of the fund, in a report covering four years’ service, refers to the interest expressed by Mr. Peabody and the trustees of the fund in the furthering of education in this State. He regrets the lack of a clear statement as to what has been done in this vast teiritory, and then shows the results attained during iTlie average term for 1877-’78 is given as 4 months (of 22 days each), hut the county reports show that in many instances it extended only to 50, GO, and 70 days of even that year, which was better, than the preceding one. . , n . 2 The community system — not unknown in other States, though differently designated there — is one which allows of a voluntary association of contiguous families for the support of a school or schools and the education of their children without regard to the customary district lines. TEXAS. 235 tlio four years. Eiglit million acres of land were saved for school purposes ; the lead¬ ing journals and ijoliticians of both parties declared themselves in favor of public schools in some form ; of the two j)owerful rehgious denominations which have estab¬ lished church schools in every part of the State, one became convinced that a State system of education is needed, while the Catholics still prefer the old system. He adds that the brilliant success of the schools in Houston, Brenham, Denison, and to some extent San Antonio, has been worth $20,000 to Texas. The secretary of the board of education, referring to the aid received from the fund, says (July 1, 1878) that the effect upon public sentiment produced by these schools is very marked and encouraging to the friends of popular education ; the graded schools in Houston not only astonished but gratified both the government and its people ; so jnany cities will in future apply for aid from this fund that $25,000 or more would be needed to supply the calls. He then suggests that education would be advanced more by appropriating $10,000 for a normal school than by aiding a few cities. In 1877- 78 Texas received $8,550 from the fund, divided among the cities and towns mentioned above, including $.350 to New Braunfels and $1,500 to the State agency. — (Eeport of trustees of Pea¬ body education fund for October, 1878.) CITY SCHOOL SYSTEMS. OFFICERS. In cities that have assumed the control of their public schools through a vote of the majority of the taxpayers to that effect, the councils or boards of aldermen are un¬ der the law invested with exclusive power to maintain, regulate, control, and govern all the public free schools. Such cities are to receive their pro rata of the distributa¬ ble State school moneys according to their scholastic population as ascertained by an annual census, and may on a two-thirds vote of the taxpayers raise by taxation a sum not to exceed one-half of 1 per cent, additional, to enable them to sustain the schools for 10 months in the year. STATISTICS, a Cities, Estimated population. Youth of school age. Enrolment in public schools. No. of pub¬ lic schools. Number of teachers. Expendi¬ ture. Dallas . 15, 000 27, 000 22, 000 1, 352 2, 214 878 6 16 $5, 445 13, 178 20, 747 Houston . . 1, 846 934 14 31 San Antonio . 1, 511 9 17 a The statistics of Dallas and San Antonio, except for population, are from the tables in the State report; those of Houston are from a written return. The numbers given for schools appear to refer to school buildings. ADDITIONAL PARTICULARS. Brenham, not large enongh for admission to the table, deserves mention as the only town in the State that has thus far made a full printed report of its schools. The report shows regularly graded schools, classed as primary, grammar, and high, each having 3 grades, requiring as many years, making a 9 years’ course. The principal of the high school has the supervision of all the schools, which appear to be well attended and skilfully arranged, with an excellent course of study. — (Third annual report by Superintendent W. C. Eote.) Dallas gives no other infoimation respecting its schools than the figures in the table from the State report. Houston, in a written return, makes the whole enrolment for 1878 in its public schools 229 more than that given in the State report, with an average attendance of 1,420 (the only place besides Brenham reporting this item) ; while in private and church schools there was an estimated attendance of 425. The schools were classed as primary, grammar, and high, the last apparently serving somewhat the purposes of a normal school for the city system. The city schools received $2,000 from the Pear body fund. From other cities of the State there are only fragmentary statistics and an almost entire absence of specific information as to the general condition of the schools. TEAINING OF TEACHEES. NORMAL DEPARTMENTS AND TEACHERS’ INSTITUTES. No provision was made by the State in 1878 for the instruction of teachers, either by means of normal schools or institutes and the only opportnnitiesfor their training 1 Steps were, however, taken in that year towards securing State authority for the establishment of institutions meant to aid in preparing teachers for work in the State schools, and it is hoped that the tor 1879 may contain information of the opening of such institutions. 236 REPOET OF THE COMMISSIONER OF EDUCATION. appear to have been in the departments of Mansfield Male and Female College and in tbe Tillotson Normal Institute, a.t Austin, whicb is under the care of the American Missionary Association. From tbe annual report of tbis association it appears that there were 146 students attending Tillotson Institute during 1878 under 2 teachers. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No estimate can be given as to tbe number of public schools making provision for instruction in tbe higher branches, but it would appear that such facilities are offered in most of the larger and in some of the smaller cities. Houston reports an enrolment of 99 in the high school there ; Brenham, of 48 ; Denison, through the Eclectic Teacher, reports a high school class of 10 connected with her system of graded schools. The high school at Brenham provides two courses of study, a classical and a scientific, each covering 3 years. OTHER SECONDARY SCHOOLS. For the names, location, and statistics of business colleges, private academies, pre¬ paratory schools and departments, where such have reported, see Tables IV, VI, and VII of the appendix, and for summaries of their statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The collegiate institutions reporting for 1878 are Baylor, Southwestern, Trinity, and Waco Universities, Austin, Mansfield, Marvin, and Salado Colleges, and the Texas Military Institute. Intelligence from an authoritative source informs us that St. Mary’s University, Galveston, closed for several years, has been reopened, and that statistics of attendance and arrangement of course will be forthcoming for 1879-80. For the reported statistics of the others, see Table IX of the appendix following, and for a summary of these statistics, a corresponding table in the report of the Commis¬ sioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. In 5 of the above mentioned colleges and universities young women are admitted on equal terms v^ith men. There are also in the State a number of institutions for higher instruction devoted exclusively to young women. For statistics of these, see Table VIII of the appendix, and summary of the same in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State Agricultnral and Mechanical College, College Statioi^ Brazos County, established in 1876, is the only institution for scientific instruction in the State that has been fully organized. It would ajipear that advanced work has not yet been fairly commenced here, owing to a lack of preparation on the part of pupils. Four general courses of study have been arranged, including (1) agriculture, (2) mechanics and engineering, (3) languages and literature, and (4) military tactics. These are divided into 8 departments, each under a professor. — (Catalogue, 1877-78.) Information is at hand to the effect that arrangements have been begun to establish an agricultural and mechanical college for colored people near Hempstead. Accord¬ ing to a statement of Dr. Rufus C. Burleson, of Waco, the State has purchased a farm of 2,000 acres for the purpose, PROFESSIONAL. The Theological Department of Baylor University, Independence (Baptist), which has a 2 years’ course of study and reports an attendance of 12 students in 1877-’78, is the only school of theology reporting. It does not appear that any examination is required for admission. The Law Department of Trinity University has graduated 22 students during the 4 years of its existence. Besides a comprehensive course in the common law, instruc¬ tion is also given in the civil law of Spain and Mexico. No specifie literary prepara¬ tion is required for admission. — (University catalogue, 1877-78.) The Law Department of Baylor University has been suspended. The Texas Medical College and Hospital, Galveston, presents an annual course of lect¬ ures covering 4 months and said to embrace all the essential branches of medical science. To graduate, the student must have attended 2 fuU courses of lectures and must have studied medicine 3 years, inclusive of attendance on lectures, under some TEXAS. 237 regular practitioner. He must also have dissected during 2 courses and liave passed a satisfactory examination. Facilities are offered for the study of disease at the bed¬ side and for dissection. — (Circular.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. In the Texas Institution for the Deaf and Dumb, Austin, the State provides for this class, free of charge, equal advantages to those offered the blind. The age of admis¬ sion to the institution is between 10 and 20 years. Pupils are instructed in the common school branches, in farm work, shoemaking, and the work of a printing office ; also, in domestic labor and sewing. Two hours every day are regularly devoted to manual labor. — (Report of institution, 1878.) EDUCATION OF THE BLIND. The Texas Institution of Learning for the Blind, Austin, not an asylum, although sometimes so called, is for the education of blind persons of sound mind and good health under 24 years of age. The State provides board, schooling, washing, and medical attendance for pupils in this school, the only expense to parents being for clothing and travelling. In addition to the usual literary branches, including music, pupils are taught broom, pillow, and mattress making, the caning of chairs, sewing, fancy work, &c. — (Report, 1878.) EDUCATIONAL CONVENTION. STATE ASSOCIATION. The great territorial extent of Texas, the scantiness of facilities for travel, and the very small pay of many teachers where the average annual session of the schools has been only from 3 to 4 months have hindered thus far the formation of a State teachers’ association. One is said, however, to have been formed with a view to a meeting in 1879. CHIEF STATE SCHOOL OFFICER. Hon. O. N. Hollixgswoeth secretary of State hoard of education and its executive officer, Austin, 238 EEPORT OF THE COMMISSIONER OF EDUCATION, VERMONT. STATISTICAL SUMMARY. 1876-’77. 1877-’78. Increase. Decrease. POPULATION AND ATTENDANCE. Youth 5 to 20 years of age . Y’’outh 5 to 20 in common schools . Youth of any age in common schools.. Average daily attendance . Youth 5 to 20 in other than common schools. SCHOOL DISTRICTS AND SCHOOLS. Number of districts . 92, 425 69, 708 73,353 45, 318 6, 183 2, 373 397 7 2, 545 122 720 3, 606 4,326 $8 63 5 39 $548, 253 537, 153 $669, 087 92, 831 71, 366 73, 081 48, 638 4, 796 406 1, 658 3, 320 272 1,387 Fractional districts _ _ _ _ Tovtis using the town system .... _ Common schools . . Average time of school, in days . TEACHERS AND THEIR PAY. Men teaching . . . . . . 124 2 Women teaching . . . . Whole number of teachers _ Average weekly pay of men a . Average weekly pay of women a . RECEIPTS AND DISBURSEMENTS. Total receipts for public schools . Total expenditure for public schools.. SCHOOL FUND. Amount of available school funrl . $7 61 5 00 $516, 893 511, 101 $1 02 39 $31, 360 26, 052 a Including board. (Biennial report for 1877 and 1878 of Hon. Edward Conant, State superintendent of education, and returns for tlie same years.) STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of education, elected by the joint assembly at each biennial session of the legislature, has general charge of public school interests. For each county there is an examining board chosen at the annual meeting of town STfperintendents, whose duty it is to examine teachers and grant certificates. For the town there is a superintendent of common schools; also a board of school directors, comprising either 3 or 6 members, elected by the people. For the school district there are elected annually a moderator, a clerk, a collector of taxes, a treasurer, one or three auditors, and a jirudential committee of three persons, one to be elected each year and to hold office for three years, OTHER FEATURES OF THE SYSTEM. Schools are sustained by a tax on the grand list of the districts, by the income of toiwn school funds, and by interest on the United States deposit funds. One-half the amount from the two first mentioned sources is divided among the school districts without regard to the number of children of school age therein, the other half in pro¬ portion to the aggregate attendance on public schools in each district. An amend¬ ment to the law in 1876 provides that when the amount shall be $1,200 or more, only a VERMONT. 239 thirO. of it shall be divided among the districts without regard to the number of pupils, the remaining two-thirds being apportioned on the basis of attendance. The interest on the United States deposit fund is apportioned to the several towns, organized and unorganized, and to the gores of land in x>roportion to the number of inhabitants in each, according to the United States census of 1860. Teachers of district schools are required to obtain certificates of qualification, but principals of graded and union schools are not. The law requires every child of good health and sound mind, between 8 and 14 years of age, to attend public school at least 3 months in the year unless the education of such child has been otherwise adequately provided for. The employment in facto¬ ries of children who have not received this amount of instruction is forbidden ; and a fine of not less than $10 nor more than $20 is imposed on parents or guardians who permit a violation of this law, as well as on employers of children who disobey its !> re¬ visions. — (School law, 1875, and Laws of Vermont, 1876.) GENERAL CONDITION. The statistics show a small increase in the number of youth of school age, a much larger one in the attendance of such youth on public schools, and a very encomaging advance in the average daily attendance, with a slight addition to the average length of school term. There was, on the other hand, a slight decrease in the total number of all ages attending common schools, with a much greater decrease in those attending other than common schools ; also a decrease in the pay of teachers and in receipts and expenditures for school purposes. The superintendent says that the figures indicate that the common school is growing in power to hold the pupils who once enter it ; that the length of the school term is slowly increasing, and, further, that reliance is coming to be placed more on public schools in the education of children. The expenditures for school purposes in 1877-’78 fell $26,000 below those of the previous year ; but it is believed that the schools, far from having diminished in value, “increased in teaching power and governing force,’’ and that the reduction in wages of teachers did not more than keep pace with the greater purchasing power of money. It is, however, acknowledged that the essential weakness of the imblio school system in Vermont is the insufficiency of teachers’ pay; that many of the best teachers leave their schools as soon as they become qualified to do really good work ; and that what is most necessary to the permanent elevation of the schools is the em]iloy- ment of many more teachers, who shall be worth all they cost at a higher rate of wages, for longer terms. — (Report, 1878.) AMENDMENTS TO THE LAW RECOMMENDED. Superintendent Conant repeats his recommendation as to the desirability of a State school tax, to be paid into the State treasury and from it distributed to the towns. The statistical tables he gives for 1877 show a continuance of the unequal taxation men¬ tioned in previous reports, and also that there is no just ratio between the money paid and the quantity or quality of teaching secured, but that in a majority of cases the higher taxes are paid for the shorter and poorer schools. The suxierintendent recommends further changes in the school law, as follows : that town committees to select and recommend school text books be provided for, with a view to the introduction of a uniform series ; that towns which decide to do so be authorized to purchase text books ; that a portion of the x^roposed State school tax be set apart to support high schools; that the superintendent in his judgment be permitted to substitute educational meetings of a day and evening for teachers’ institutes ; that teachers attending an institute held during term time in the county in which they are teaching be allowed to draw full pay for the time spent at the institute ; that the time of continuance of the normal schools be extended for not less than 20 years, and that farther direct approxiriations be made to them. — (State report, 1878.) CITY SCHOOL SYSTEMS. OFFICERS. In Burlington there is a board of school commissioners, composed of one member from each ward, with the city superintendent of schools as president ; in Rutland, a board of trustees of 9 members, the president of which is ex officio sux>erintendent of schools. — (Report, 1878.) STATISTICS. City and town. Estimated population. Youth of school age. Enrolment in public schools. Average attendance. Teachers. Expendi¬ ture. Burlington . 18, 000 10, 000 (a) cl, 800 61, 580 1, 080 917 33 17 $21, 059 9,566 Rutland . 510 a Census not taken in 1878. h Includes duplicate enrolment. c Estimated. 240 EEPOET OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. The schools of Burlington are classed as high, grammar, intermediate, primary, and mixed or ungraded, the latter including both day and evening schools. The work of the schools is said to be well done. The statistics for 1878 show a considerable in¬ crease in the average daily attendance. The teachers have been selected with care, and as a rule are continued as long as they prove efficient ; half of them have been in their places 4 years or more. The high school had an enrohnent of 96 in the fall term and graduated a class of 23. — (Burlington report, 1878.) The Rutland system comprises primary, secondary, intermediate, grammar, and high schools. In the last the course of study covers 3 years, and includes Latin and Greek. Connected with the school is a well selected library of 1,000 volumes, which is open to the general public, as well as to all the pupils in the public schools. — (Cata¬ logue of Rutland schools, 1878.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. During the two years covered by the State report, there were 173 pupils graduated by the three State normal schools, 136 from the first course and 37 from the second. The work done by the schools was useful and such as to encourage the expectation of more and better in the future, provided they be proi)erly supported. The great needs of these institutions are more funds and the adoption of a settled policy in regard to them. They were first established for 5 years ; then the time was extended 3 and again 5 years longer, a time which reaches to 1880, when some further action in regard to them must be taken. The question of uniting all the funds in the support of one of the schools has been widely agitated ; but educators are not yet united either for or against this plan. The views of town superintendents, as ascertained from replies to inquiries addressed them, are about evenly divided, standing 371 in favor of having only one school and 380 for more than one. The superintendent’s own opinion is not given, but he affords space for full expression of that of another who is decidedly in favor of having^ one large strong school, ably taught, rather than three weak ones. A law of 1876 allows each town in the State one free scholarship in each of the three schools, the candidates to be recommended by the town superintendents. Normal school officers may draw upon the State treasurer for |24 a year for each scholarship thus filled. Under this xnovision, 733 such scholarships have been granted, and the measure, as far as rex)orted, has worked well. At Johnson it has resulted in giving the school a wider j)atronage, as well as in securing, through the cooperation of the town superintendents, a better class of scholars. The school at Castleton during the two years covered by the report has been strictly a normal school, the preparatory department having been discontinued. The result has been a growth in strength and influence. There was an attendance here in 1877-’78 of 70 x)ux)ils, 15 of whom were graduated from the first course and 6 from the second. At Johnson, the courses of study were enlarged by the addition of botany to the first and general history to the second. The total attendance for the four quarters of 1877-78 was 304, the average of each quarter, 76, and 19 pupils were graduated from the first course and 2 from the second. At the Randolph school political economy was added to the first course, moral philos- ox)hy was made obligatory in the second, and general history added to the list of optional studies. There was in 1877-78 an aggregate attendance here of 620 pupils, making an average of 155 for each quarter, of whom 46 were in preparatory studies and 49 in primary. Sixteen students graduated from the first course and 4 from the second. — (State report, 1877-78.) , TRAINING DEPARTMENT. Under the provisions of a law passed in 1876 by the general assembly of the State, permitting the establishment of training departments in graded schools, a department for the training of teachers was organized in 1877 in connection with the Bennington graded school, from which a class of 7 young women was graduated in June, 1878, receiving licenses to teach in the common schools of the State for five years. — (§^te rejiort. ) teachers’ institutes. Institutes were held in 14 counties during the year 1877-78, the aggregate number of teachers present being 819. As the object of the institutes is not only to instruct and inspire the teachers, but also to awaken an educational interest among the people, they have been held not ahvays in large towns or towns situated on railroads, but where it was thought they would most advance educational interests. VERMONT. 241 A number of teachers’ meetings lasting a day and evening were also held and were generally well attended, the number present al some of them being large and the in¬ terest taken very great. Town superintendents and the people of the towns made most of the preparation for them and did most of the work. The State superintend¬ ent believes that the substitution of such meetings for teachers’ institutes in some of the counties would bo sometimes beneficial, and, as already mentioned, recommends that authority bo given him to use the institute money for the expenses of such meet¬ ings when he shall judge that course to be most useful to the people of a county. — (Re¬ port. ) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The number of public high schools in operation is not given in the suxierintendent’s report. A list of graded schools as well as of academies for 1876-77 is presented, but the returus from such schools for the year 1878 had not been received in time to bo incorporated in the report.^ OTHER SECONDARY SCHOOLS. For statistics of private academic schools, x>reparatory schools, and x>reparatory department of a college, see Tables VI, VII, and IX of the appendix following, and summaries of these in the report of the Commissioner preceding.^ SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The TJniversihj of Vermont and State Agricultural College, Burlington, provides depart¬ ments of instruction in arts, applied science, and medicine. In the department of arts, which has 8 professors, the studies imrsued are divided into 5 sections : (1) rhet¬ oric and English literature ; (2) languages, including Latin, Greek, French, and Ger¬ man; (3) mathematics; (4) natural lienee; and (5) xiolitical, moral, and intellectual X)hilosox)hy. The last includes a course in the line arts, for which facilities are afforded by well selected v/orks on art in the library and by the choice collection of casts, models, &c., in the Park Gallery pf Art. Both sexes are admitted. The other collegiate institutions reporting are Norwich University, Northtield (Prot¬ estant Eiiiscopal), and Middlebury College, Middlebury (Congregational). The former appears to have no distinctively classical course and to provide no professional schools, but seems to be purely a military and scientific institution of high grade. The degrees conferred are bachelor of science, master of science, and civil engineer. — (Catalogues.) For statistics, see Table IX of the appendix, and summary of this in the rexiort of the Commissioner preceding. SUPERIOR INSTRUCTION OF YOUNG WOMEN. Young women are admitted to the State university on equal terms with meii. Fur¬ ther opportunities for instruction in higher branches are afforded by the Vermont Methodist Seminary and Female College, at Montpelier, which is authorized by law to confer collegiate degrees. The collegiate course extends over 4 years and em¬ braces, besides classical studies, French and German. Music, painting, and drawing are also taught. For statistics, see Table VIII of the axipendix, and summary of this in the rexiort of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Opportunities for scientific study are provided in the University of Vermont, which includes the State Agricultural College, and in Norwich LMversity. The Department of Applied Science of the University of Vermont embraces 4 courses of study : (1) in agriculture and related branches, (2) in theoretical and applied chemistry, (3) in civil engineering, and (4) in metallurgy and mining engineering. In addition to these, a literary-scientific course has been arranged, which coincides sub¬ stantially with the regular academic course, save that Greek is omitted and its place supplied by scientific studies. There has been also a special winter course on agri¬ cultural subjects provided for the benefit of young men who cannot leave the farm during the summer. It was proxiosed in 1878 to hold a series of farmers’ institutes in the different counties of the State, at which the various departments of agricultural ^In 1877 there were 137 pupils in the course preparatory to college, anti 20 graduates from that course, ■with 46 graduates from other courses. The precise number of high school pupils is not stated. 2 Twenty incorporated academies in 187G-’77 reported to the State superintendent 109 teachers, with 2,355 pupils; of these, 329 were in a college preparatory course, from which 60 graduated. 16 E 242 REPORT OF THE COMMISSIONER OF EDUCATION. science sliould be rex)resente(i, and later information siiows that some efficient work was done in this direction. — (University catalogue.) In Nonvicli Universitif, Northheld (Protestant Episcopal), the course of instruction embraces the usual studies of a good scientitic education, while the charter requires civil engineering and military science to be distinguishing features. There is a col¬ legiate course of 4 years, and also a preparatory and business one of 3. — (Circular of university. ) rnorESSiONAL. The medical department of the University of Vermont provides a course of instruc¬ tion embracing lectures on the seven principal branches of medical science. Candi¬ dates for graduation must have studied medicine 3 years uuder a regular practi¬ tioner, must have attended 2 courses of lectures, one of them here, and must pass an examination before the medical faculty, and a board of examiners appointed by the State Medical Society. There are no literary requisites for admission. — (University catalogue.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The State has no institutions for the instruction of these classes, but makes provi¬ sion for them at institutions in other States. Twenty-three such apxiear in the Amer¬ ican Asylum for Deaf-Mutes, at Hartford, Conn., 3 in the Clarke Institution for Deaf- Mutes, at Northampton, Mass., and some, it is not said how many, at the Perkins Institution for the Blind, at Boston. What ]iroportion of these are State pupils docs not apxiear. EEFORMATORY TRAINING. The Vermont Reform School, Vergennes, opened in 1866, has since that date had 067 boys and girls under training. They are committed by parents and guandians or by the courts, no children under 16 being received. . In 1877-78, there Avere 173 children under training here, 150 boys and 23 girls. Reading, writing, spelling, geograiphy, arithmetic, history, and geometry were taught, besides a number of emxiloyments, including housework, sewing, seating chairs, shoemaking, and farming. Six hours each day are deAmted by the children to labor and 4 to study. The institution is sup¬ ported by the State treasury, aided by the earnings of the boys. The earnings in 1877-78 amounted to $3,625.68, a large increase OAmr the amount earned in 1876-77. — (Vermont State officer’s report, 1877-78.) EDUCATIONAL CONVENTION. STATE ASSOCIATION. The twenty-eighth annual meeting of the State Teachers’ Association, held at Barre, August 13, 14, and 15, was fully attended. Many prominent teachers of the State were present, as well as others from abroad, including Rev. Dr. McCosh, of Princeton. The first address, by Rev. M. H. Buckham, president of the University of Vermont and president also of the association, vras on ‘‘The office and qualifications of the teacher.” Among other subjects discussed were “ Text books versus object teach¬ ing,” “The teacher’s work,” “The moral and religious training of the young,” and “ The legislation needed for our schools,” the last being by Hon. Edward Conant, State suiierintendent of education. Dr. McCosh delivered an interesting address in Avhioh he compared the American system of schools with various European systems. Other papers of interest were presented, and there were discussions of various sub¬ jects. All things considered, the meeting, it is stated, v/as one of the most successful, useful, and interesting ever held by the association. — (New-Eugland Journal of Edu¬ cation, August 29, 1878.) CHIEF STATE SCHOOL OFFICER. Hon. Edwakd C0XA^w, State superintendent of education, Randolph. [Third term, 1878-1880.] VIRGINIA. 243 VIRCIIIVIA. STATISTICAL SUMMARY. 1876-’77. 1 1 1877-78. 1 rOPULATIOX AND ATTENDANCE. 1 1 1 AVbite Youtb 5 to 21 . | «280, 149 a280, 149 Colored youth 5 to 21 . fl202, 640 a202, 640 V/hole number of school age . I «482, 789 ■ rt482, 789 140, 472 Whites in public schools . 139,931 Colored in public schools . | 65, 043 61, 772 Whole reiiorted enrolment . ! 204, 974 202, 244 White punils over the school age . . . . . 432 326 Colored pupils over the school aae - - - . 228 209 Whites in average daily attendance.. 82, 029 82, 164 Colored in average daily attendance . . 35, 814 34, 300 Whole average daily attendance . 117, 843 .116,464 Per cent, of school population enrolled. 42.5 41.8 Per cent, in average daily attendance. 24.4 24. 1 Per cent, of white attendance on av- 75.2 74. 08 erage enrolment. Percent, of colored attendance on av¬ 75. 5 75. 04 erage enrolment. SCHOOLS AND SCHOOL-HOUSES. Schools for white pupils . . . 3, 442 3, 399 Schools for colored pupils . 1, 230 1,146 Whole number of public schools 5 4,672 164 4,545 Number of them graded . 177 Average time of school, in days . 112. 4 106.6 School-houses used . . 4, 144 Number owned bv districts . 1,977 250 Number built in the year . . Valuation of all school property . $969, 317 $1, 012, 503 TEACHERS AND THEIR PAY. White teachers in public schools . 4,069 3,930 Colored teachers in public schools .... 671 673 Whole number employed . 4,740 4, 603 2,853 Number of men teaching . 2,967 Number of women teaching . 1,773 1, 750 Average monthly pay of men . $33 10 $32 19 Average monthly pay of wmuen . 27 37 1 27 14 INCOME AND EXPENDITURE. j Whole income for public schools . $1, 102, 113 C$938, 381 Whole expenditure for them . 1, 050, 347 983 895 ST.VTE SCHOOL FUND. Amount of permanent fund . $1, 430, 645 $1,430, 645 Increase. 541 Decrease. 135 13 |43, 186 3, 271 2,730 106 19 1,514 1,379 .7 .3 .4 .1 43 84 127 5.8 139 137 114 23 |0 91 23 $163, 732 86, 452 a School census of 1875. ft Each grade of one teacher in a graded school is counted as a school, c Including balance on hand at beginning of the year. (From reports of Hon. W. H. Ruffner, State superintendent of public instruction, for tbe two years indicated, except the figures for receipts, expenditures, and scbool fund, wbicb are from written returns.) 244 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. The State officers are a l)oard of education and a superintendent of public instruc¬ tion, the latter elected by joint vote of the general assembly every 4 years. The board is composed of the governor, the superintendent of xmblic instruction, and the attor¬ ney general. For counties there are superintendents of schools appointed by the State hoard, vrith school boards composed of county superintendents and district school trustees; also, school trustee electoral boards,’^ composed of the county school superintend¬ ent, the county judge, and the attorney for the Commonwealth in each county. District school trustees, 3 members in each district, are aiipointed by the school trustee electoral boards for terms of 3 years, Avith provision for yearly change of one member. — (School laAvs.) OTHER FEATURES OF THE SYSTEM. The schools are sustained by State, county, and district funds. State funds com¬ prise the annual interest on the literary fund, a cax)itation tax not to exceed $1 a year on male citizens 21 years of age, and such tax on property as the general assembly shall order to be leA’ied, but not less than one mill nor more than five mills on the dollar. County funds embrace such tax as shall be levied by the board of supervi¬ sors and all tines, penalties, and donations, or the income arising therefrom. Dis¬ trict funds are obtained from taxes levied by the board of supervisors of the county for the purposes of the district, and from fines, penalties, and donations. County and district taxes are limited to ten cents on the ^100 of taxable property. School funds are apportioned on the basis of the number of youth between 5 and 21 years of age. To receive public funds, schools must be hej;)! in operation 5 months during the year. They are free to residents between 5 and 21 years of age ; but white and colored chil¬ dren must not be^taught in the same school. Until July 1, 1880, persons between 21 and 25 years old ’may be taught in the public free schools on the payment of a fixed tuition fee. The branches to be taught are orthography, reading, writing, arithmetic, grammar, and geography ; and no others may be introduced except as allowed by spe¬ cial regulations of the board of education. Instruction in the higher branches may be permitted at the will of county and district boards ; but in such cases pupils must pay tuition fees. Teachers cannot receive pay from public funds unless they hold certificates of quali¬ fication in full force given by county or city superintendents. Teachers’ certificates are good for one year, teachers’ professional certificates for two years. The difterence in these grades is not based on any difierence in the subjects taught, but on different degrees of ability, experience, attainment, and success. — (School laws.) GENERAE CONDITIOiy. There was a large decrease in receipts and expenditures for school purposes in 1877-’78 and a corresponding diminution in enrolment, average attendance, number of teachers employed and of schools sustained. The superintendent nevertheless re¬ ports an increasing interest in education among the white people of the State. This is shown by the fact that although 43 of their schools had to be closed there was a gain of 541 pupils attending. The colored lost 84 schools and 3,271 pupils. A summary of reports from county and city superintendents shows the following facts as to the condition of education throughout the State. In 46 counties and cities there is reported a gain in public school sentiment ; in 44, no change in this respect since the previous year, while 19 reported unfavorable results from the diversion of school funds, and 1 did not report. Ninety-one counties and cities reported im¬ provement or a prospect of improvement in school-houses, while in 19 there Avas no such encouraging condition, and from 1 there Avas no report. All the teachers in 10 counties and.cities used improved methods of teaching ; in 16 counties and cities the majority used such methods; in 9, one-half used them; in 7, two-thirds; in 11, one- third ; in 2, one-fourth ; in 7, one-fifth ; in 3, one-sixth ; and in 1 county, one-tenth. In 30 counties and cities such methods were used by a few” teachers; in 7, they were used by none ; and from 7 other counties and cities no repiort was received. — (Report.) LOSS OF SCHOOL REVENUE AND ITS CONSEQUENCES. The superintendent states that the diversion of school funds complained of in his report for 1877 has since then greatly increased. Up to that time the loss of the school fund had been about eighty thousand dollars annually, but in 1878 there Avere used $250,000 of the school money for other jiurposes, or about one-half the proceeds of tax¬ ation for schools. The result must be a continuance of the shrinkage which has been going on for some time past in x)ublic school work. It is expected that only about half as many schools can bo opened in 1879 as Avere in oi^eration in 1878, and that some¬ thing like 100,000 more children will be excluded from the schools."* A majority of the people are firm in their determination to sustain the school system VIRGINIA. 245 and are greatly dissatisfied with the existing state of atfairs, knowing, as they do, that the taxes whicii the State constitution requires to he levied, collected, and applied every year for the support of schools are levied and collected, hut not applied, the State failing to keep its faith with them in itespect to this. As long. as the schools Avere generally ke])t in operation and the suffering was chielly among the unpaid teachers, the full efiect was not appreciated ; hut now that many of the schools are closed and the children left to grow up in ignorance, the mischief is brought home to the people in such a way as to excite immeasurahle discontent. The origin of tins diversion of the school money, or “misapplication,” as the supreme court calls it, is traced to the larv which authorized the issue of State bonds whose coupons should he receivable for taxes. The revenues proving insufficient for the Avants of the State gOA'crnment, school moneys Avere used for other purposes than that for which they AA-ere set aj)art, and the courts have sustained the law out of Avhose practical operation the troubles arose. — (State report, 1877-78.) THE PUBLIC SCHOOL SYSTEM OH HOTIIING. Superintendent Roffner devotes some space in his report to the discussion of an idea, which he says seems to exist in some minds, that the curtailment of school reve¬ nues may possibly liaA’e the effect of restoring the old system by which the tuition of poor children only Avas provnded for by the State. He regards such a result as not only undesirable but impossible, eAmn Avere constitutional difficulties removed. The condition and circumstances of the people are different from what they Avere. The number of jmblic spiritedmen who used to tax themseHes heaAuly to maintain a school for the neighborhood has been greatly reduced, while the mass of the people are un¬ able to pay xiriAmte teachers. Privmto education costs about double that of public. Under the system once in A’ogue only 60,000 children went to primary schools in what is now Virginia; with the same territory and with about the same xiopulation, 140,000 white children and 60,000 colored now attend. The 60,000 pupils under the old system moreover included both x>rivate and State puxiils, the latter being in the majority. In the oxnnion of the superintendent, there is no hoxie in any system but that of the public free schools ; and after a trial of 8 years and a study of school systems eAmrywhere, he believes the general system of this State to be the "best xiossible. — (Rexiort.) AMOUNT DUE THE SCHOOLS EROAI THE STATE. In resxiect to the amount due the schools from the State, a difference of opinion has for some time existed between the State suxierintendeut of xmblic instruction and the State auditor. According to the estimate of the superintendent, the total indebt¬ edness to school funds amounts to |1, 113,052.26, while a statement from the auditor places the amount at only about one-half that sum. This discrexiancy, it Avould ax^x^ear, has arisen xiartially from a difference in the intei’xiretation of the laAv which Xirovides for the support of schools. Inasmuch as the rev^enues from taxation come into the treasury in money and cou¬ pons and in the proxiortion of nearly half and half, the auditor of public accounts, soon after the establishment of the school system, suggested a doubt as to whether he was bound to xiay oAmr the amount of school rcAnnues all in money, instead of in money and couxions ; or, if in money, whether the calculation should be made on the basis of the money receiAnd or on that of the AAdiole revenue, both coupons and money. In order to silence these doubts, the general assembly in 1873 xiassetl an act x^rovid- ingthat “ It shall be the duty of the auditor of x)ublic accounts annually to x^ay over in money, according to the usual forms and general xiro visions of law, all that x^ortion of the annual reA^enue of the State which is set apart for public free school purposes.” This command, hoAveA'er, has not xiroved sufficiently authoritative and unmistaka¬ ble, for the auditor continues to estimate the amount due the schools on the basis of money xiaid in for taxes, exclusiA^e of couxions, apxdying all the latter to general State purposes. Superintendent Ruffner estimates the amount of funds from taxation thus withheld from the schools to be $850,000. The other item ( f arrearages consists of interest overdue the literary fund, amount¬ ing, the superintendent states, to $283,052.23. This fund includes all fines, forfeitures, escheats, xienalties, and confiscations. It is set aqiart by the State constitution lor the maintenance of the xiublic school system, and its annual interest is by law required to be ax)X>lied to this purxiose. The x^i’incixial, amounting to $1,543,669.05, Avas in 1873 funcled by laAV at 6 xier cent, interest, with the exeexffion of $319,000 of it, which Avas in State stock bearing 7 xier cent., and Avhich, from an informality in the law, could not be funded at 6 xiei’ cent. By general consent, hoAveAmr, this $319,000 has been treated as if funded, and the interest on the entire sum computed at 6 per cent. The auditor finds a reason for diAurtii. g all the income of this fund from the schools in the fact that $319,000 of it Avas not funded at 6 per cent., Avhile, as the su¬ perintendent says, if this sum be not considered as so funded, it is still entitled to 7 per cent. But, apart from this, there can be no justice in throwing out the entire interest on $1,543,669.05 because $319,000 of it is not in regular form. — (State report.) 246 REPOET OF THE COMHISSIONEE OF EDUCATION. AID FROM THE PEABODY FUND. Aid to the amount of $15,350 was received by the State in 1877- 7S. Of this sum $1,000 went to teachers’ institutes and $200 to the Journal of Education, the other donations being distributed where they “have exerted educational power tenfold greater than is ordinarily effected by the same amount of money.” — (Superintendent’s statement and Peabody fund report.) CITY SCHOOL SYSTEMS. I OFFICERS. Under a general State law all cities and towns have public school boards consisting of not more than 3 trustees from eiich ward, or, in the absence of wards, 3 for each school district. In cities with 10,000 or more inhabitants there is also a superin¬ tendent of schools, who is appointed by the State board of education. STATISTICS, a Cities. Estimated popuiation. Youth of school age. Enrolment in public schools. 1 Daily a.ver- age attend¬ ance. Teachers. Expendi¬ ture. Alexandria . 14, 000 4,447 1,189 871 18 $10, 278 Danville . 10, 200 1, 233 1,155 534 15 7,260 Lynchburg . 15, 000 4, 093 1, 539 840 23 13, 409 Norfolk . 24, 000 6, 244 1, 501 1, 078 26 18, 919 Petersburg . 23, 000 7, 417 2,075 1, 427 30 16. 913 Portsmouth . 12, 000 3, 399 982 592 14 8; 919 Richmond . . 79, 000 20, 754 6, 271 5, 324 127 74, 598 a The statistics given are from the State report, except as respects population, which is estimated, and youth of school age, which is from the State school census of 1875 and consequently considerably below the real figure at present. The piirticulars following are from printed reports, the State tables, and W'ritten returns. ADDITIONAL PARTICULARS. In Alexandria the public schools, 12 of them for whites and 8 for colored, comprise primary and grammar grades. Besides the enrolment in these there was an estimated attendance of 800 in private and parochial schools during the year 1877- 78. — (Return and State report.) Danville had 14 schools, 7 for each race ; the enrolment in the Avhite schools reached 61 x)er cent, of the school xioimlation. — (State report.) Lyncliburf/ had 15 schools for white and 7 for colored pupils, the former enrolling 46 per cent, of the white youth of school age ; the latter, 29 per cent, of the colored youth of that age. The schools were classed as primary, grammar, and high, the enrolment in the last being 95 in 1877-’78. Considerable op^position was manifested during the year to instruction in the higher branches at public expense, which towards the close assumed formidable i3rox>orcions; but a special canvass of the white taxj)ayers, with a view to sustain the system intact and to secure larger api)ro];)riations therefor, revealed deeper interest in the xuiblic schools, especially x)rimary, than the superintendent had believed to exist. With 250 children in x)rivate and church schpols, the whole enrol¬ ment was 1,789. Norfolk had 18 schools for white and 8 for colored youths, 26 in all. The white schools had in them 27 x)er cent, of the white school pox)ulation ; those for colored pux)ils, 20 per cent, of those entitled to attend. In the Petersburg sbhools, 19 of which were for white and 16 for colored pupils, there was an increase during 1878 of 519 pupils enrolled, of whom 181 were white and 338 colored, making an increase of 6 per cent, on the white school population and 8 per cent, on the colored X)oj)ulation. This is ascribed x>artly to the fact that schools are growing in public favor and partly to the repeal of the law requiring x^ayment of poll tax by parents before their children can be admitted to school privileges. During the ybar 1878 the grades comprised 5 x^rimary and 4 grammar, each covering a year, with a high school course of three years. A recent rearrangement of the studies, if adox)ted by the board, will limit the entire course to 10 years, giving only 4 years in X^rimary and 3 in grammar grades. Besides the public scliool enrolment, there was an estimated attendance of 1,200 in x^rivate and parochial schools, making a total of 3,275 attending all schools. — (Rex^ort of school board, 1877-78.) Portsmouth enrolled in her 10 schools for whites 28 per cent, of the white school pox)- ulation and in her 4 schools for colored youth 30 per cent, of those entitled to enter, more seeking admission than there were accommodations for. Tlie Richmond x^ublic schools show an increase during the year 1877-’78 of 669 x>upils enrolled and of 627 in average daily attendance. Owing to the stringency of the times, there have been calls for great economy in expenditure, and the average cost of tuition x^er capita was considerably lessened during the year; but this was not Hr'rT>n)i)lish(Hl without a reduction in the pay of teachers, who before received too little VIRGINIA. 247 for their services. For the past two years the school accommodations have been wholly insufficient, and large numbers of applicants have been refused admissioii for w’ant of seats. In consequence of this, the system of half day schools was resorted to. Twenty-two such schools were taught in 1878 with very satisfactory results and with an additional cost of only about 25 per cent, of the expense necessary for conducting a school of 50 pupils. The schools are classed as primary, grammar, and high, the primary grades covering 4 years, the others 3 each. They remain in session 9 months of the year. There was also, in 1878, a normal school for colored pupils, the building for which, valued at $25,000, was given to the city in 1876.^ The enrolment in the high school numbered 255, of whom 75 were boys and 180 girls. Twenty were gradu¬ ated at the close of the session in 1878, of whom nineteen were girls. There was an estimated enrolment of 3,400 in private and parochial schools during the year, making, with those in public schools, a total of 9,671 youth attending school. — (Rich¬ mond school report, 1877-’78.) TRAINING OF TEACHERS. [normal schools and normal departments. The normal schools in this State in 1878 were the Valley Normal School, Bridge- water, opened in 1873, which in 1878 had 10 normal students and 116 other students, and received aid from the county to the amount of $373,20 5 the Shenandoah Valley Normal School, Strasburg, also opened in 1873, had 168 pupils in 1878, none reported as normal, though it had an appropriation from the State of $225 and from the county the same amount for normal training ; the Hampton Normal and Agricultural Institute, which receives one-third of the agricultural land grant fund for Virginia, undertakes to train colored youth for the work of teaching as well as for industrial i}ursuit8, and had 246 normal with 86 other students in 1878; St. Stephen; s Normal School, Petersburg, under charge of the Protestant EpiscoiJal Church, which in 1878 had 30 normal stu¬ dents, all colored; a Normal School for Colored Students, Richmond, connected with the public school system, which had 175 pupils enrolled, of whom 86 were normal students; Fiichmond Institute, Richmond, one of tho institutions sustained by the Baptist Home Mission Society, for the training of colored preachers and teachers, with 104 students. The Normal Department of Boanolce College appears no longer in the catalogue of that college, but it is hoped that arrangements for summer normal work may be made at the University of Virginia. teachers’ institutes. From a statement in the official deiiartment of the Educational Journal of Virginia , it appears that 3 teachers’ institutes of 6 to 8 weeks in duration have been held for a number of years past at Hale’s Ford, Franklin County; Railroad Academy, Bote¬ tourt County; and Bridgewater, Rockingham County. EDUCATIONAL JOURNAL. The Edi^cational Journal of Virginia, a monthly issued at Richmond, is under the joint editorship of the State superintendent and an experienced teacher appointed by the State Educational Association. By the number of its articles on improved methods of teaching it formed in 1878, as previously, an important aid in that elevation of the standard of instruction which the school officers have been endeavoring to secure, besides serving as a medium of official communication from the central State office to all employed in school work. SECONEAEY INSTRUCTION. PUELIC HIGH AND GRADED SCHOOLS. Notwithstanding the large decrease in number of schools sustained, an increase of 13 appears in that of graded schools, there being reported 177 of these last in 1878, against 164 in 1877. Precisely what proportion have high school departments con¬ nected with them is not stated, but 7,714 prqDils are reported as studying the higher branches. The grades reported range from 2 to 14, this highest number being at Lynchburg. OTHER SECONDARY SCHOOLS, For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges, see Tables IV, VI, and VII of the appendix following, anti summa¬ ries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN. The Univeo'sity of Virginia received in 1878 from the State legislature the sum of $30,000 and from Mr. W. W. Corcoran, in addition to his former liberal donations, ^This, from some unexplained cause, has since ceased to he used for normal school training. 248 EEPORT OF THE COMMISSIONER OF EDUCATION. $50,000 to endow a professorship of geology and natural history. Under a late law of the legislature, students from Virginia over 18 years of age are on examination to he admitted free of tuition. It has been decided, also, to offer 11 scholarships to students from other States, 5 of them in the academic department, the others in the professional and scientific. The arrangement of studies continues to bo that of inde¬ pendent schools from which students may select the courses they i^refer. Each student, however, unless excused for special reasons, must attend at least 3 schools. The degrees conferred in the academic department are b. a., b. s., b. l., m. a., graduate in a school, and proficient. In addition to its regular classes, the university provides private summer courses in i)ure and applied mathematics and in law. Of 6 other colleges and universities reporting, Randolph Macon and Richmond Colleges and Washington and Lee University have a plan of independent elective schools similar to the above. The others, Emory and Henry, Hampden Sidney, and Roanoke Colleges have an established curriculum, extending over the usual 4 collegiate years. Two of them provide preparatory departments, all have classical departments covering 4 years, and Emory and Henry also a scientific of 3 and a Latin-scientific of 4 years. Emory and Henry and Roanoke have commercial courses and the latter and Hampden Sidney provide instruction in German and French. Washington and Lee also has schools of natural science and civil engineering. For the location, prevailing influences, anti statistics of colleges and universities, see Table IX of the appendix, and the summary of it in the report of the Commis¬ sioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistical and other information of institutions for the superior instruction of young women reporting in 1878, see Table VIII of the appendix, and for a summary of them, the rexJort of the Commissioner x)receding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Instruction in scientific branches is given in the following institutions : The Virginia Agricultural and Mechanical College, Blacksburg, which receives two-thirds of the Xn-oceeds of the congressional fund for agricultural and mechanical purposes and has a 3 years’ course of study besides the preparatory ; the Hampton Normal and Agricult¬ ural Institute, at Hampton, which has the remaining third of the fund, its work being the training of colored young men and women for teaching and for industrial em- X^loyments ; the agricultural department of the University of Virginia, Albemarle County, which has 4 professors ; the Virginia Military Institute at Lexington, a State military and scientific school, with a 4 years’ course of instruction ; and the New Mar¬ ket Polytechnic Institute, in Shenandoah County, which, besides having a classical course of 3 years, provides instruction in such scientific studies as engineering, chem¬ istry, and telegraiihy. Further x^rovisiou for scientific study is made in Emory and Henry College, which presents, besides its classical, a scientific course of 3 years and a Latin-scientific one of 4. For statistics of institutions for scientific instruction, see Table X of the ax)I>endix, and summary of this in the rex^ort of the Commissioner preceding. PROFESSIONAL. The following theological institutions report statistics for 1878 : Union Theological Seminary of the Presbyterian Church in the LTnitcd States, Hampden Sidney ; Rich¬ mond Institute, Richmond (Baptist); Theological Seminary of the Evangelical Lu¬ theran General Synod South, Salem (Lutheran) ; and the Protestant Ex^iscoioal Theolog¬ ical Seminary in Fairfax County, Theological Seminary Post Office. All these schools report a 3 years’ course of theological study, except Richmond Institute, Avhich, begin¬ ning at a considerably lower x)oint, has a 6 years’ course, including x^reparatory and academic studies. All require an examination for admission, the first named demand¬ ing a collegiate training or its equivalent. — (Catalogues and returns, 1878.) For sta¬ tistics, see Table XI of the ax^x^endix, and a summary of this in the report of the Commissioner xweceding. Instruction in law is given in dexiartments connected with the University of Vir¬ ginia, Washington and Lee University, and Richmond College. The course of study in all is intended to cover 2 years, but, as graduation depends on the results of exam¬ ination, students who are able to do so are permitted to take the studies of both years . in one. There is no examination for admission in any of them. In the University of Virginia, besides the regular session, there is a summer course of lectures extending over 2 months. For statistics, see Table XII of the appendix, and a summary of it in the rex^ort of the Commissioner preceding. The schools of medicine reporting are the Medical College of Virginia, Richmond, and the medical dex^artment of the University of Virginia. In the first there is the usual VIRGINIA. 249 course of medical study ; the last is organized on tlie same general plan as the other departments of the University of Virginia. Students are graduated on satisfactory evidence of attainments only, without regard to the length of time they may have at¬ tended lectures. For statistics, see Table XIII of the appendix, and a summary of this in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. In the Virginia Institution for the Education of the Deaf and Dumb and the Blind, Staunton, the studies in the department for deaf-mutes are language, arithmetic, geog¬ raphy, history, grammar, natural science, scripture lessons, penmanship, composition and letter writing, drawing, and painting. A class in articulation has been taught with success. In the department for the blind are taught reading in embossed characters, orthogra]ihy, arithmetic, English grammar, history, geography, algebra, geometry, nat¬ ural science, French, and vocal and instrumental music. In addition to the foregoing literary branches, training is given the boys in the emxiloyments of cabinet, shoe, mat¬ tress, broom, and mat making, tailoring, cane seating, type setting and printing, book binding, and printing in raised type ; while the girls are taught to make all articles of clothing, to do knitting, netting, crochet, bead, and worsted work. The attendance for 1877-’78 was 108 mutes, under 8 teachers, and 50 blind, under 5 teachers, besides the principal, physician, steward, matron and assi.stant ma.tron, gov¬ erness, and 8 foremen of shops. — (Annual report of institution, 1878.) SCHOOL FOR ORPHAN AND OUTCAST CHILDREN. A manual labor school for the orphan and outcast children of Albemarle County was opened August 7, 1878. It was endowed by Samuel Miller, esq., late of Virginia, who left $850,000 for the jmrpose. One hundred poor children are to be educated here free of expense, their instruction to embrace the sciences, languages, and manual labor. — (New-England Journal of Education and Educational Journal of Virginia.) EDUCATIONAL CONVENTION. EDUCATIONAL ASSOCIATION OF VIRGINIA. The thirteenth annual meeting of the State Educational Association was hold at Hampton, July 9-12, 1878. The attendance of teachers was larger than for several years past; yet a number of colleges in the State and a still greater number of sec¬ ondary schools were not represented, while the proportion of teachers of elementary schools was very small. A larger number of jiapers than usual was presented, but the discussions on them were much more limited. Following the address of the president of the association. Prof. Thomas R. Price, were reports, essays, and addresses. Most of the papers were by college professors of the State, though one of great interest was read by Maj. Robert Bingham, of the Bingham School, North Carolina, on “The English speaking man.’’ Among the toxiics considered in the papers and reiiorts read were “The higher education of girls” and “ The spelling reform.” A committee of three was ap^iointed to consider the latter question, and to report at the next meeting of the association. “The higher education of girls” was discussed in a jiaper by Rev. R. M. Saunders, of the Norfolk Female Collegiate Institute, in which statistics were given, showing the very limited facilities for higher education that are afforded girls, compared with those for boys, closing with a strong jilea for ox>eniug colleges and uuiversities alike to both sexes. An essay was read by Prof. John R. Page, of the University of Virginia, on “ Text books and methods of instruction in natural history,” in which was traced the progress that has been made in teaching this branch. An address was also delivered by Dr. W. K. Brooks, of the Johns Hoi^kins University, in which he exjilained the method of teaching Idology in that institution, mentioning the exceiitional circum¬ stances which enabled the university to organize classes already w^ell advanced in the study. One of the most interesting addresses delivered was by Gen. S. C. Armstrong, of the Hampton Institute, in which he gave an account of the Avork of his school, its difficulties, and successes. His estimate of the course of instruction best adaxited to the wants of the colored race met the hearty axiproval of the association. CHIEF STATE SCHOOL OFFICER. lion. Wm. H. Euffner, State superintendent of publie instruction, Richmond. [Third term, March 15, 1878, to March 15, 1882.] 250 REPORT OF THE COMMISSIONER OF EDUCATION. WEST YIUOI^IA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. / WMte youth of school age (6-21) . Colored youth of school age (6-21) _ Whole number of school age . . . . . Whites enrolled in public schools . Colored enrolled in public schools . Whole public school enrolment . Average daily attendance, white . Average daily attendance, colored .... Whole average daily attendance . SCHOOL DISTEICTS AND SCHOOLS. Number of school districts . Number of subdistricts . Number of public high schools . Number of public graded schools . Number of public ungraded schools.. . Whole number of public schools . Average time of school, in days . Public school-houses . Number of these frame or log . Number brick or stone . Number built during the year . Valuation of sites, buildings, fui-ni- ture, and apiparatus. Visits to schools by suxierintendents and parents. TEACHERS AND THEIR PAY. White men teaching in public schools . White women teaching . Colored men teaching . Colored women teaching . Whole number white and colored . Average monthly pay of white men.. . Average monthly jiay of white women. Average monthly pay of colored men . Average monthly pay of colored women General average for whole number. . . . RECEIPTS AND EXPENDITURES. Whole receipts for jiublic schools . Whole expenditure for them . STATE SCHOOL FUND. Whole iiermanent fund rejiorted . 1876-77. 1877-78. Increase. Decrease. 185, 683 201,237 15, 554 6,923 8,295 1,372 192, 606 209, 532 16, 926 121, 810 126, 233 4, 423 3, 522 3,951 429 125, 332 130,184 4,852 81, 092 83, 356 2, 264 2, 377 2, 628 251 83, 469 «85, 984 2,515 347 352 5 3, 144 3,227 83 5 9 4 65 82 17 3, 320 3,419 99 3, 390 3,510 120 90.86 96.36 5.50 3, 216 3, 297 81 3, 125 3, 197 72 91 100 9 123 81 45 ^1,714,600 |1, 688, 349 $26, 251 15, 359 20, 995 5, 636 2, 735 2, 733 2 946 902 44 83 89 6 25 23 2 3, 789 3, 747 42 $37 70 $29 54 $8 16 29 22 26 19 3 03 30 00 26 85 3 15 28 51 23 36 5 15 31 36 28 97 2 39 I860, 644 $835, 175 $25, 469 793, 272 687, 275 105, 997 $354, 811 $392, 232 $37, 421 a In a written return tlie whole average daily attendance is reported as 86,768. (From biennial report of Hon. W. K. Pendleton, State superintendent of free schools, for the two years indicated, with receipts and exjienditures from returns.) WEST VIRGINIA. 251 STATE SCHOOL SYSTEM. OFFICEES. A State siiperiuteudent of free schools is elected at the same time ''.Tith the- governor for a term of two years. He is to make annual report to the governor, and through him to the legislature, which report is puhhshed biennially. A State hoard of the school fund, composed of the governor, State superintendent, auditor, and treasurer, controls the investment and management of the permanent State fund for the encouragement and aid of free schools. A State hoard of examiners, comprising the State superintendent and two professional teachers appointed hy the governor, examines api)licants for xJrofessional teachers’ cer¬ tificates, good throughout the State, and grants such certificates to all who x^ass suc¬ cessfully. A county hoard of examiners to provide teachers for county schools is formed in each county of the county sux^erintendent and two experienced teachers, chosen hy the x^i'esidents of the district hoards of education in the county, at a meeting held annually for that x^urpose. A county superintendent of free schools in each county is elected hy the voters thereof in each alternate year, counting from 1877. It is required that both he and the State superintendent shall he of good moral character, temperate habits, literary acquirements, and skill and experience in the art of teaching, though no sx>ecific stand¬ ard of either acquirement or experience is set. In each district of a county — a district answering to the territorial division formerly called a townshix) — a hoard of education consisting of a president and two commis¬ sioners is chosen by the xieople at the same time v^^ith tlfe county superintendent, and for the same term of two years, to sux^ervise and control the schools and school inter¬ ests of their district. For the suhdistricts into which the districts may he divided the district hoards of education choose in each case a hoard of trustees of 3 members, 1 of whom is liable to change each year. The exceptions to this are indexrendent districts created hy special law within the hounds of an ordinary district, which have such ofiicers as the acts creating them ma^y x^rescrihe. For a high school established hy the action of one or more hoards of education a hoard of directors is ax^xrointed hy the district hoard or hoards concerned. — (School laws of 1877.) OTHER FEATURES OF THE SYSTEM. The means for the maintenance of public schools are mainly derived from the inter¬ est on a State school fund, from State taxes, and from district levies, with the x)roceeds of fines, forfeitures, and confiscations that have accrued in the year preceding the dis¬ tribution. Some aid is received also from the Peabody fund, this going to teachers’ institutes and to towns with graded schools. The State school taxes are 10 cents on the $100 and a capitation tax of $1 on each male citizen annually, all to go towards the x^ay of teachers. The district taxes are not to exceed 40 cents on the flOO for build¬ ings, furniture, &c. ; 50 cents on the |100 for teachers’ x)ay in primary schools ; 15 cents for graded schools beyond the x^rimary in towns, villages, and densely populated dis¬ tricts, or 30 cents for a high school; all these last subject to the apx)roval of the peox)le before they can he levied. The State funds are distributed to the counties and districts on the basis of the number of jmuth of school age in each. The distribution to districts, however, cannot be made till the county sux)erintendent is informed by the secretary of the board of education in each district that a levy sufficient to main¬ tain XM’imary instruction for at least 4 months has been authorized. Teachers must have lawful certificates of qualification before they can be emxtloyed to teach in the Xtublic schools, and must have presented a duly kept register to the secretary of the district board of education before they can draw the final payment for their services. The certificates required may be either from the State normal schools, the State board of examiners, or the board of the county in which the applicant prox)oses to teach. Separate schools for white and colored children are required, as well as a separate annual enumeration of them, but no school may be maintained for either which has not an average daily attendance of 35 per cent, of the whole number entitled to attend. Both the primary studies to be x)RTSued and the text books to be used are fixed by State authority. Moral as well as intellectual training is required. GENERAL CONDITION. The State suxierintendent asserts that in view of the advance of school affairs iii every quality of excellence — the largely increased attendance, the additional num¬ ber and improved condition of school-houses, and the improvement in the qualifica¬ tion of teachers — school officers “ have just reason to be gratified with the result of their work.” An important advancement in the standard of qualifications demanded of teachers is attributed in great degree to frequency of examinations, the lawrequir- 252 REPORT OF THE COMMISSIONER OF EDUCATION. ing all teacliers -witliont normal diplomas or professional certificates to fie examined annually. The present State fioard of examiners fias adopted a method of conduct¬ ing examinations and a grade of sciiolarsliips for professional certificates, one for authority to teach a primary school and another for authority to teach a graded or high school. It is said that greater system and uniformity of method are everywhere ofiservafile in the organization and conduct of schools and that a constant progress in grading and extending the course of studies is apparent ; a class of competent school officers is growing up under the influence of frequent and protracted service. GRADUATION SYSTEM FOR COUNTRY SCHOOLS. A graduation system for country schools was introduced into the schools of Monon¬ galia County in 1876 fiy County Superintendent A. L. Wade. Its essential features are the classification of pupils according to grade of advancement in required branches, their examination each year in the prescribed course, and the granting of diplomas at the conclusion of the course. This system is said to exert a beneficial influence upon the interests of free public schools, and is much commended. The examinations are held in all the schools of one district at the same time, and catalogues are issued con¬ taining the names of all included in the graduating classes, and oratorical exercises and writing for the county press are also encouraged. AID FROM THE PEABODY FUND. The sum of $4,250 was given to the State from tbe Peabody fund for the benefif. of the schools of a higher grade, for the purpose of extending their time and enlarging and improving their courses of study. The sum stated was received by 16 schools in as many counties. • The board of education of Charlestown district, Jefferson County, received $200 from this fund for the benefit of the colored school at that place. Idiis was a well merited donation, and enabled the district to continue the school 10 months. CITY SCHOOL SYSTEM. W'HEELING. Officers. — The city schools of Y/Iieeling are controlled by a city school board and a superintendent of public schools, who must be qualified for his office by 3 years’ experience as a teacher in the graded schools. Statistics. — A report of the superintendent in the State report shows an average monthly- enrolment in all the city schools of 3,521, under 83 teachers. The number of graduates at the close of the last scholastic year was 17. The expenditure for pa.y of teachers was $33,735 ; other expenditures not given. Additional 'particulars. — The day schools were in operation ten months, each school being divided into 5 grades, viz, grammar room and 4 divisions. Each grade moiy be again subdivided. In the lowest division, teachers must pass an examination in all the branches required by the Slate law in primary schools. As they ascend the several grades, there must be examinations in the additional bramches required to be taught under the rules of the city board. Evening schools were maintained during the months of November, December, and January of 1877-78 at a cost of $1 a month for each pupil. TRAINING OF TEACHERS. NORMAL SCHOOLS. The normal schools are controlled by a board of regents, consisting of the executive officers of the State and 3 others appointed by the governor, the State superintend- •ent being ex officio president of the board. Prior to 1878 the State’s support of its six normal schools was inadequate, and they declined; but the legislature of that year provided that each of the normal schools should receive aid amounting to $3.50 a month for eacli normal student in actual attendance, no one of the schools to receive more than $2,000 in any year. They are allowed to charge tuition for all non-normal students qud a contingent fee for all matriculates. The noianal students avIio avail themselves of the free'tnitioii of these schools are pledged to teach in the free schools of the State one year, and many become professional teachers. The returns from the State Normal School, Marshall College, Huntington, from Fair¬ mont State In ormal School, the normal department of Shepherd College, Shepherds- town. West Libenty State Normal School, the State Normal School at'Glenville, and from the normal department of Storer College, Harper’s Ferry, give a total attend¬ ance of 576 students in normal studies, 329 males and 247 females, vdth 56 graduates from the same schools, for the scholastic jmar 1877-’78. The course of study occupies 3 years in each college and school except Shepherd College, which extends it to 4 years. The Yv^ est Yirgiuia University affords, when they may be desired, classes in the theory and practice of teaching, se veral members of its faculty delivering lectures before such classes. WEST VIRGINIA. 253 teachers’ institutes. Tlie law of 1877, requiring tlio attendance of all teacliers at either county or district institutes for two days of each school mouth, hut not longer than eight days in all,, was enforced as far as possible throughout the State. Detailed accounts from 29 out of the 54 counties showed an attendance of 1,703 out of 1,867 teachers, and indicated that the meetings were very successful. From 11 counties there were no special ac¬ counts of these meetings, while several others manifested a deplorable lack of interest. The greatest opxiosition came from the taxpayers, who object to being taxed for this j)urpose, and from the teachers, who, while forced to attend or to lose a jiortion of their salary, do not like the iuterrux)tion to school work. The State suxierintendent of free schools gives many valuable suggestions as to the holding of these institutes, and in¬ timates that each county superintendent should arrange for the best interests of the teachers, in an economical point of view, and yet bring together as large a number as possible. — (State and county reports for 1878). PEABODY INSTITUTES. During the scholastic year 1877-’78 the State sux)erintendent received $o50 from the. Peabody fund, to be exxjended in institutes. The object was to render these institute.s models for the county institutes, and localities for holding them were so chosen as to make them accessible to the largest x^ossible number of suxieriutendents and teachers.. Thirteen institutes of five days’ length each were organized in as many counties. The most skilful teachers were engaged to conduct them, and they were sustained by min¬ isters of the gosx^el and other friends of education. The agent of the Peabody fund was so well x>leased with the results of the sums expended in these institutes that he x>laced $1,000 in tte suxierinteudent’s hands to continue them another year. EDUCATIONAL JOURNAL. ' An allowance of $200 was ma,de from the Peabody fund in 1878 towards the estab¬ lishment of a West Virginia Journal of Education, to be x^nblished in 1879, and of which due notice will be taken in the report for that year. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No report concerning high schools has been received, but it would apx^ear from the rexiort of the State superintendent that there were 9 high schools, an increase of 4 since 1877 ; 401 pupils were studying algebra, 505 German, and 4,348 were engaged in. other than primary branches besides these. OTHER SECONDARY SCHOOLS. For statistics of business colleges, x)rivate academic schools, and preparatory schools or preparatory departments of colleges, see Tables IV, VI, VII, and IX of the appen¬ dix following, and the ^summaries of them in the report of the Commissioner pre¬ ceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. West Virginia JJpAversitij, Morgantown, reports as belonging to its five dexiartments, classical, scientific, agricultural, engineering, and military, 51 undergraduates, with. 85 x>i’ei>aTatory students. The board of regents at their session in June, 1878, voted to add a chair of law and equity and one of anatomy, x)hysiology, and hygiene. West Virginia College, Flemington, rexiorts for 1878, through its XR’esident, that the hard times had causetl him to resign and that the statistics were too meagre to be worth reporting. Shepherd College, Shex^herdstown, reports 93 undergraduates in its classical dexiart- meut for 1878-79, and in its normal dexiartmeut 86"undergraduates and graduates. Both sexes are admitted. Bethany College,^ Bethany, rexiorts 111 students for 1878 pursuing its 3 courses of study, classical, scientihe and ministerial. The studies of these courses are divided into schools; and, in addition to the full courses named, the college offers a xnepara- tory course of a year and a sxiecial course iu XR’actical chemistry, one in engineering, and a teachers’ course in natural x^hilosoxihy ; also, a graduate elective course. Storer College, Harxier’s Ferry, had not at the last accounts attained to full collegiate rank. 1 Since the reception of reports the eastern wing of Bethany College has been burned, the literary societies losing their libraries ; estimate of total loss, $25,000. 254 REPORT OF THE COMMISSIONER OF EDUCATION. SUPERIOR IXSTRUCTI02I OF YOUNG WOMEN. For tlie names, locations, and statistics of institutions specially devoted to this pur¬ pose, see Table VIII of the appendix following. For a summary of their statistics, ' see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. West Virginia University, Morgantown, offers, in addition to its full classical course, a 4 years’ scientific course and courses in civil engineering, military science, and agri¬ culture. The studies in the engineering department are for the first, second, and third years identical with those of the scientific course, those of the senior year com¬ prehending the engineering course. The agricultural course covers 2 years. PROFESSIONAL. Except some training for the ministry given at Bethany College in connection with the collegiate course, no professional instruction appears to have been given in any settled course or school of theology, law, or medicine in 1878 in this State, unless as it may have been commenced in the two last at the West Virginia University under the resolution before referred to. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUjMB AND THE BLIND. The West Virginia Institution for the Deaf and Dumb and the Bhnd, Romney, re¬ ported 105 inmates of both afiiicted classes and of hoth sexes for the year 1878. The educational branches taught are English language, arithmetic, geography, history, algebra, and drawing. The inmates are trained in the employments of carpentry, shoemaking, tailoring, and printing, and the blind are taught to make mattresses and brooms. Classes in visible speech, first formed in 1877-’78, have since been constantly exercised in that system. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The Educational Association of West Virginia met at Parkersburg August 27-29, 1878. An address of welcome by Ex-Governor Stevenson was responded to by"Hon. Will¬ iam K. Pendleton, president. The subject of the “Advisability of a law to compel attendance upon school, either private or public, and how to make it effective,” or¬ dered for special rex)ort at the last i)receding meetiug, was introduced and discussed. The principal subjects of addresses and of papers read and discussed were “Methods of conducting teachers’ institutes,” by Dr. Blair, of Fairmont Normal School; “The personal influence of the teacher,” by Prof. J. C. Hervey, of Wheeling ; “The duties and qualifications of county school officers,” by Prof. E. S. Cox, superintendent of Parkersburg schools; “On the grading of common schools and the conferring of diplomas,” by Prof. S. H. Patrick, of Charleston; on “Normal schools,” by Mrs. Mary R. McGuigan, of the State Normal School, Glenville; on “'Woman’s relation to the free school, and the advantages or disadvantages of making her eligible to the school offices,” by Prof. Joseph McMurran, of Shepherd College State Normal School; and on. “Technological training in public schools,” by Prof. H. N. Mertz, of Wheeling. An address of Rev. Dr. I. W. Andrews, president of Marietta College, on “The teach¬ er’s work,” was ordered to be published in pamphlet form. — (From printed report in Educational jMonthly and Home Magazine.) OBITUARY RECORD. DR. J. G. BLAIR. Dr. Blair, principal of the State Normal School at Fairmont, died at that place December 21, 1878. He wa^ born in Marcellus, N. Y., and graduated at Middletown, Conn., in 1841. Removing to Bleudon, Ohio, he conducted as principal the Blendon Young Men’s Seminary until 1844, at that time under the Methodists, but since merged in the Otterbein University, under the control of the United Brethren. He was soon after elected principal of the Greenfield Seminary, where he remained eight years. In 1852 he was elected to fill the chairs of professor of natural sciences and vice presi¬ dent of the Ohio University, which positions he occupied for twelve years. In 1864 he went to Parkersburg, W. Va., took charge of the old Gazette, at that time the lead¬ ing paper in the section, and was president of the first board of education after the ma-uguratiou of the free school system in Parkersburg. Retiring soon from editorial; WEST VIRGINIA. 255 life, lie spent about five years in Oliio engaged in edueational work. In 1870 or 1871 be was eleeted president of tbe State Normal Sebool at Fairmont, w'bere be remained till bis death. Under bis management that sebool grew to be one of tbe best and most effieient in tbe State. Dr. Blair was a superior sebolar, a fine speaker, and tborougb and energetie in whatever be undertook. It is believed that bis unremitting labors at Fairmont were the immediate eause of bis death. — (West Virginia State Journal.) CHIEF STATE SCHOOL OFFICER. Hon. TV. K. Pexdletox, general superintendent of free schools, Wheeling. [Term, 1877-1881.] [Mr. Pendleton in 1872-73 filled a vacancy in the ofBce of superintendent made by the resignation of Mr. C. S. Lewis ; Mr. Lewis filled the place of Superintendent Henry A. G. Ziegler, who was elected for the term 1SG9-1873, but died in 1870.] I 256 REPORT OF THE COMMISSIONER OF EDUCATION. WISCONSIMo STATISTICAL SUMMARY. 1876-77. 1877-78. Increase. Decrease. POPULATION AND ATTENDANCE. Yontb of school age (4-20) . 478, 388 289, 125 478, 692 295, 215 304 Youth of school age in public schools. 6, 090 Total pupils in public schools . 291,270 23, 624 1,699 «297, 502 25, 532 1,781 6, 232 1,908 82 In private schools only . Attending colleges and academies .... Instructed in benevolent institutions 1,175 1,287 112 (estimated). SCHOOL DISTPHCTS AND SCHOOLS. Districts exclusive of independent 5, 564 5,301 203 cities. Number of districts reporting . Districts that purchased text books. .. 5, 533 453 5, 299 1,104 651 234 Districts that lent books to impils.... 244 427 183 Districts that sold text books . 170 681 511 Schools with 2 departments . . 194 207 13 Schools with o or more deiiartments.. 211 225 14 Total graded schools . . 405 432 27 Average length of term in cities (days ) . 193 189 4 Average length of term in counties 149 161 12 (days). Public stdiool-houses . 5, 320 345, 944 790 5, 561 353, 119 809 241 7,175 19 Seats for pupils in these . School-houses of brick or stone . . With outhouses in good condition .... 3, 670 3,760 90 Value of xniblic school xirojperty . . $5, 183, 902 $5, 115, 556 $68, 346 TEACHERS AND THEIR PAY. N umber of different teachers employed . 9, 858 9, 808 50 Average monthly xiay of men in cities. $108 20 $100 27 $7 93 Average monthly x^iy of women in 35 93 34 70 1 23 cities. Average monthly x>ay of men in coun¬ 40 48 38 45 2 03 ties. Average monthly of women in 28 35 25 33 1 02 counties. INCOME AND EXPENDITURE. Total receipts for public schools . Total expenditures for xmblic schools. $2, 743, 344 2, 249, 638 &$2, 749, 956 &2, 148, 330 $6, 612 $101, 308'' EDUCATIONAL FUNDS. School fund . . . $2, 673, 056 224, 808 242, 768 1, 028, 238 189, 553 .70, 642 19, 238 $2, 680, 703 226, 934 $7, 647 2, 126 13, 834 9, 961 University fund . . . Agricultural college fund . 256, 602 1, 038, 199 185, 368 N ormal school fund . . . Income from school fund . $4, 185 6, 526 1,912 Income from university fund . 64, 116 Income from agricultural college fund 17, 326 Income from normal school fund . 85, 076 83, 365 1,711 aElsewhere in the report this number appears as somewhat higher than here given. & A return from Superintendent Whitfori for the same year,^hut of a later date than the printed report, gives a total of $1,731,828 for income and of $2,117,535 for expenditures. (Reiiort for 1877-78 of lion. W. C. Whitford, State superintendent of public instruc- tion.) WISCONSIN. 257 STATE SCHOOL SYSTEl^L OFFICERS. The officers having general charge of educational interests are a State superintend¬ ent of public instruction, elected by the people for 2 years ; a board of regents of the i State university, appointed by the governor ; a board of regents of normal schools, appointed by the governor and approved by the senate ; and a board of commissi oners for the sale of school and university lands, comprising the secretary of state. State treasurer, and attorney general. The local officers are county superintendents, elected biennially ; town boards of school directors, comprising the clerks of the several subdistricts in organized towns; and district school boards, elected by the people for 3 years. Women are eligible to election or appointment as directors, treasurers, or decks of school districts, directors or secretaries of town boards, members of city boards of education, or county superin- I tendents. — (School laws of 1877 and 1878 and State constitution.) OTHER FEATURES OF THE SYSTEM. The schools are sustained by local taxation, and by the income of public school funds, which is apportioned according to the number of children over 4 and under 20 years of age. To be entitled to share in the income from the public school fund, each town, incorporated village, and city must have raised by taxation the preceding year for school purposes, or have transferred from its general fund to the school fund, a sum equal to half of its share in the school fund income. Eeports of school statistics must also have been made by the proper officers to the State superintendent, and all cities must have had a census of the school population therein taken under the direction of the proper school officers. Each district, moreover, to receive its portion of the public funds, must maintain a common school taught by a qualified teacher for 5 months during the year, unless the State superintendent shall be satisfied that the school was so taught for 3 months and that the failure to maintain it for the full 5 months was occasioned by some extraordinary cause. Qualified electors of school districts may vote taxes for the purchase of sites and the erection of school buildings, not to exceed $600 annually in towns of less than 250 inhabitants; for maps, blackboards, and school apparatus, not to exceed $75 in any one year; and for a district library, $100 a year, provided that in districts having less than 200 children of school age not more than $50 shall be voted for such library in any year. Public schools are free to all residents of the district 4 to 20 years of age, and district boards have x)ower to admit persons between 20 and 30 free of tuition when their admis¬ sion will not interfere with pupils of school age. The branches to be taught are orthog¬ raphy, orthoepy, reading, writing, grammar, geography, arithmetic, the Constitution of the United States and of Wisconsin, with such other branches as the district board may determine. No sectarian instruction is allowed. Free high schools may be established in cities, towns, incoiqiorated villages, and school districts, if the qualified electors decide by ballot to have them ; and if such schools have been supported for not less than 3 months during the year by the district, they are entitled, under certain restric- I tions, to receive aid from the public funds during the first three years after their estab- ! lishment. All organized academies, seminaries, and incorx>orated literary or collegiate ] institutions are required to report statistics annually to the State superintendent, j Teachers, to be legally employed, must hold certificates of competency. The certifi- ( cates issued are State certificates, limited and unlimited, and county ones of first, sec- i ond, and third grades, with city certificates for teachers in cities not under county superintendence. The limited State certificate entitles the holder to teach in any public school of the State for 5 years without further examination and is evidence of the scholarship required for a first grade certificate, with the addition of acquirements in English literature and mental philosophy and proof of successful teaching for at least 3 school terms. The unlimited State certificate, good for life, entitles the holder to teach in any school in the State. The law of 1877 forbidding the employment in factories of children under 12 years of age during the time that the public schools are in session, was amended in 1878 so as to include children between 12 and 14, who are not to be employed more than 7 months in the year. GENERAL CONDITION. The statistics show an increase in school population ; in attendance on public and private schools ; in the number attending graded schools, colleges, academies, and be¬ nevolent institutions ; in the average length of school term in counties; in the number of public school-houses ; in receipts for public school purposes ; and in the principals of the State educational funds. There was, on the other hand, a decrease in the average pay of teachers, in expenditures for public school purposes, in the estimated value of I)ublic school property, and in income received from the educational funds. The increase in school population was only 304. There were 2,016 more children • 17 E 258 REPORT OF THE COMMISSIONER OF EDUCATION. living in districts that maintained school 5 months or more, while not half as many as in the previous year lived in districts in which school was taught less than 5 months. The gain in attendance on public schools was 6,232, and on private schools 1,908. Sixty-seven per cent, of the children of school age attended either the public or pri¬ vate schools, a gain for the year of nearly 2 per cent. Sixty-nine per cent, of the chil¬ dren between 4 and 15 years of age were in the public schools ; the number of this age in private schools was not ascertained. About 55.6 per cent, of the youths between 15 and 20 years of ago attended the public schools ; and it appears that a majority of these lived in the country, only 13.4 per cent, of this age having attended from the cities. The public school term was 12 days longer in the counties and 4 days shorter in the cities, giving an average of slightly over eight months for each school in the country and nine and a half in the cities. With an increase of 129 in the number of teachers necessary to supply the public schools, 50 fewer than the previous year were actually employed. There were, how¬ ever, 3,108 more employed than were necessary to supply the schools, showing that 3,108 schools changed their teachers during the year. This injurious practice of chang¬ ing teachers, Superintendent Whitford says, is defended largely on the ground that cheaper ones can be hired for the summer than for the winter. But the results too often are that persons not properly qualified are employed, wages largely reduced, and many of the best teachers leave the profession for more lucrative employments. In 1874 the wages of teachers reached their maximum ; in 1875 the monthly wages of men fell $4 and of women |5, and since then there has been a steady decline in the wages of teachers, averaging, in the country districts, each year |1.68 in the monthly pay of men and 60 cents in that of women. In cities the pay of men has declined since then an average of |39.82 annually, and that of women, since 1875, an average of $15.65 annually. The superintendent thinhs that the reduction in teachers’ wages has reached its limit. The tendency in the cities to engage a larger proportionate number of women in teaching has been growing for several years, the ratio employed in 1878 being nearly six to one. In the country districts, nearly one-third as many men as women were employed. Fewer third or lowest grade certificates were issued to teachers than in 1876-’77, while a larger number of second and first grade were granted, showing that the superintendents of counties and cities were using greater discrimination in licens¬ ing teachers and were encouraging them to seek higher attainments. Certificates were issued to 2,744 men and to 6,186 women, a total of 8,930, or more, by 2,230, than were required to teach the schools, although not so many by 878 as were actually em¬ ployed. — (Report of State superintendent, 1877-’78.) FREE TEXT BOOKS. The plan of purchasing text books by the districts and then furnishing them free of charge to the pupils has given satisfaction in most instances where it has been tried in this State. It is thought to have decided advantages over all other modes of sup¬ plying these books to the pupils, provided sufficient care is exercised by the school boards in the purchase, distribution, and preservation of books. — (Rex)ort.) DISTRICT AND TOWN LIBRARIES. Only 328 districts in the counties and 19 independent cities report school libraries, 8 counties and 9 cities apparently having no public libraries. The whole number of volumes in county and city libraries was 21,577 and the cash value of them $20,985.23. In 1878, there were $2,378.34 expended in purchasing 3,098 additional books. For eleven years the towns have had the privilege of establishing libraries, but only 26 ap¬ pear to have availed themselves of it. This result, it is stated, is not surprising, as the towns have not usually any organization which can proporly care for the books; and not until the township system of school government is adopted throughout the State can it be exiiected that town libraries will be extensively formed or any great efficiency exist in the school library system. — (Report, 1878.) KINDERGARTEN. For information as to a number of Kindergarten reporting, see Table V of the ap¬ pendix following, and for a summary of their statistics, see a corresponding table in the report of the Commissioner xireceding. CITY SCHOOL SYSTEMS. OFFICERS. Boards of education for cities comprise one or more members from each ward, with provision for partial annual change. Each board chooses its own president, clerk, and treasurer, and generally a city superintendent of schools. WISCONSIN. 259 STATISTICS, a Cities and large towns. Estimated population. Youth of school age. Enrolment in public schools. Per cent, of attendance on enrohn’t. Teachers. Expendi¬ tures. Appleton . 8, 000 2, 478 1, 580 70 28 $19, 592 Fond du Lac . 15, 000 5, 713 2, 778 86 47 27, 578 Green Bay . 8, 037 2, 0G8 1, 167 63 18 8, 694 Janesville . 11, 000 3, 610 1, 665 77 43 19, 710 La Crosse . 17, 000 3, 968 2, 199 96 37 47, 268 Madison . 18, 145 3, 951 1, 650 91 32 28, 272 Milwaukee . 120, 000 36, 054 16, 0.54 57 232 180, 165 Oshkosh . 18, 000 5, 409 2, 485 93 49 27, 867 Racine . 15, 000 5,287 2, 302 70 43 31, 352 Watertown . 9, 500 3, 672 1, 247 83 20 11, 987 a These statistics are taken from the State report for 1878. ADDITIONAL PARTICULARS. Appleton had 6 schools with 3 or more departments and 1 with 2 departments ; 4 teachers with first gi’ade certificates and 23 with third grade ; 1 private and 2 church schools, with 3 teachers and 200 impils, besides those taught in public schools; total enrolment, 1,780. The Fond du Lao public schools were taught in 19 buildings, with 47 rooms, by 4 men and 43 women, all with third grade certificates ; the former received an average of $800 a year and the latter $395.35. Seven private schools, all but 2 of them denomi¬ national, liad an attendance of 300 pupils, making a grand total of 3,078 in all classes of schools. — (State report.) Gh'een Bay had 6 school buildings with 15 rooms. All her 18 teachers held third grade certificates. Besides the public school enrolment, 500 pujiils attended 4 private or church schools, under 12 teachers, making a total of 1,667 pupils and 30 teachers in all schools. Janesville had 6 school buildings,- containing 32 rooms. All the schools had 3 or more departments. The buildings were all of brick or stone, and were reported to be in good condition. Four private or church schools had 250 pupils, under 8 teachers, so that, including these and the city schools, a total of 1,915 children were under in¬ struction for the year. Of the 35 teachers employed at the date of the report, 28 were trained in the city schools and 15 were graduates of the high school, which last had, during the year, 134 impils. La Crosse, with 9 school buildings and 37 rooms, was obliged to provide additional accommodations, and erected a new high school building at a cost of $23,500. A new and extended high school course, embracing bookkeeping and fundamental branches, is said to have vrorked well. In 6 church schools and 3 iirivate ones 700 pupils were instructed by 14 teachers, making, with the city schools, 2,899 youth, under 51 teachers. The city district schools all have a uniform course of study, which requires 7 years for its completion below the high school. In 2 schools, German is optional. Madison, the State capital, had 9 school buildings, 8 of them of stone or brick. Of the 29 teachers employed at the date of the report, 6 held first grade certificates and 23 second "rade. Adding the 600 xiupils and 14 teachers in private schools to those of the city schools, it aiipears that there were, in all, 2,250 impils out of 3,951 youth of school age enrolled in public or other schools, under 43 teachers. Mihvaulcee, with 25 school buildings, all said to be in good condition, and 21 of them of brick or stone, had 197 school rooms. Five new schools were organized during the year 1877-78, one of them a full graded school, 1 a branch, and 3 primary, enrolling 1,910 pupils, under 31 teachers. The whole enrolment in the 25 city schools in Octo¬ ber, 1878, was 16,054; average daily attendance, 10,267 ; teachers employed, 232. A high school department for the city schools is expressly provided for in the city charter. This high school has a normal department, in which special instruction is given in the mental and moral sciences, in the history of education, in school manage¬ ment, and in the art of teaching, with practice in a model school. The total enrol¬ ment in the high school for the year was 219 ; in the normal department, 14. Music, drawing, calisthenics, and German enter into the courses of the city schools. Fifty-five private and church schools, with 8,319 pupils and 222 teachers, made the whole enrol¬ ment in all schools for the year 24,373 pupils, under 454 teachers. — (State and city reports. ) Oslilcosh had in its 9 school buildings (valued, with their sites, at $115,000) a total of 59 school rooms. The private and church school enrolment reported was 800 pupils, under 15 teachers ; number in all schools, 3,285, with 64 teachers. Eacine reported 9 school buildings, with 42 rooms; 11 other schools, all but 3 under some church control, had 675 pupils, under 23 teachers, making the total enrolment in all schools 2,977, under 66 teachers. 260 EEPORT OF THE COMMISSIONER OF EDUCATION. Watertown, with 5 school buildings and 1 in process of erection, had 20 rooms for her city schools. Six private and church schools besides had 475 pupils and 9 teachers, bringing up the whole school attendance to 1,722, under 29 instructors. All the above named cities appear from the State report to have school libraries con¬ taining from 50 to 1,200 volumes, the library having the largest number of volumes belonging to Racine, while the highest cash valuation of a library is at Watertown. It may be added further that the statistics of city schools are given in the Wiscon¬ sin State report with an unusual fulness that is very gratifying. From them we learn that, of 45,924 children over 4 and under 20 years of age enrolled as pupils in the dif¬ ferent cities of the State (including some smaller ones not mentioned above), 42,286 were between 4 and 15 years of age, the remaining 3,638 being largely in city high schools. They also show that 15,926 pupils in the cities attended private or church schools only, against 42,983 different pupils in the public schools. — (State report.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The four State normal schools are reported to have been in a satisfactory condition in 1877-78. There was an enrolment during the year of 1,885 students in all depart¬ ments, normal, preparatory, aud model. The normal students numbered 873, of whom 212 belonged to the Platteville school, 270 to that at Whitewater, 291 to that at Osh¬ kosh, and 100 to the school at River Falls. Twenty-four pupils graduated from the full course and received diplomas, the Whitewater and Platteville schools each fur¬ nishing 11 of these and the Oshkosh school 2. There were also 77 certificates awarded for completion of the elementary course ; 24 of them at Oshkosh, 34 at Whitewater, and 19 at Platteville. No class in either course has yet graduated at River Falls. ■ A growing appreciation of the value of these schools is shown by the continued largo attendance and the increasing demand on them for teachers. Fifty of the 60 counties in the State were represented by the students in 1878. Each year’s experience shows more clearly the importance of supplementing theory by practice in normal school work. Accordingly, to provide the most favorable con¬ ditions for practice teaching, that branch in the several schools has been placed in the immediate charge of a director, under the general direction of the president of the board of regents. It is hoped thus to secure more careful, constant, and intelligent supervision and criticism. — (State report.) NORMAL TRAINING IN COLLEGES. Normal training is provided to some extent in Milton College, Milton ; in Gales- ville University, Galesville ; in the Northwestern University, Watertown; and in the State University, Madison. In the last a course of 35 lectures in didactics forms a part of the studies of the senior year. — (Catalogues.) teachers’ INSTITUTES. Institute work was vigorously Carried on through the year, and with good reason, this being, it is said, almost the only source of professional suggestion and help within the reach of a large number of the teachers. There were 66 institutes held during the year, of which 31 were each one week in duration and 35 each two weeks. They were attended by 4,944 teachers, nearly 400 more than the previous year. A large share of the instruction was given by 4 regu¬ lar institute conductors, professors in the State normal schools. The outline of in¬ struction to be given was prepared in the winter by the regular conductors, published, aud sent to the different county superintendents to be distributed among the teachers for use at the institutes. Superintendent Whitford says that a careful observation of the work done, excel¬ lent as it is, convinces him that in two respects, at least, marked improvement should bo made : First, a much larger number of teachers should attend (less than half the public school teachers of the State being present last year) ; and second, more teachers in attendance should take areally active part in the exercises. — (State report, 1878.) EDUCATIONAL JOURNALS. The Wisconsin Journal of Educotion, a monthly published at Madison under the joint editorship of the State superintendent and his assistant, furnished in 1878, as in preceding years, valuable aid to the teachers of the State by numerous articles on methods of teaching and information as to State school affairs. The New Education, a monthly devoted to Kindergarten training, published at Mil¬ waukee, continued during 1878. WISCONSIN. 261 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Eighty-fivo high schools reported in 1878. This is an increase of 27 schools in a year, 12 of them having been organized under the law of 1875 and 15 under the amend¬ ment of 1877. The whole number of pupils registered was 6,827 ; average daily attendance on each school, 54; number of teachers, 176. Of the 6,827 pupils, 2,114 studied the common branches only ; 2,987, algebra or geometry ; 3,293, natural sciences, including physiology and physical geography ; 1,001, modern languages, and 1,237, ancient languages. The high school system of the State, though tested only for a brief time, has been productive of such excellent results that the superintendent says it is regarded with approbation throughout the State. The law passed in 1878, however, makes several important changes in it, and some which in the opinion of the superintendent should be repealed. For instance, the benefits of the law are restricted to high schools which have been taught in buildings not used for other school purposes, thus excluding a large majority of the high schools in the State. Moreover, in the case of all schools assisted, the period of aid is limited to three years. Among other amendments which he lijiinks ought to be made to the law as it stands. Superintendent Whitford urges a restoration of the iiro vision which gave the State the privilege of exercising super¬ vision over the courses of study pursued in these schools and over the standard of qualifications for the admission of pupils to them. He thinks that the free high school year should be made the same as the common school year ; that opportunity should be given to districts to organize under the law when they are not situated in cities and incorporated villages, but still maintain graded schools with at least two departments and with a sufficient nnmber of pupils to form high school classes ; that the boards of education in the independent cities should exercise full control over the free high schools operating under their jurisdiction, and that this power should not be trans¬ ferred, as provided in the new law, to other boards in the same municipalities. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges, see Tables IV, VI, VII, and IX of the appendix following, and the summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Wisconsin, at Madison, found the year 1877-78 in many respects the most prosperous in its history. There was in all departments an enrolment of 449, an increase of 61 ; the total in collegiate branches, including special students, was 280, one-fourth of them women. Among other evidences of progress are the erection of a new assembly hall and library building; an astronomical observatory ; important ad¬ ditions to the library, which now numbers nearly 9,000 volumes ; the creation of a professorship of rhetoric and oratory; the establishment of a course of lectures in didactics; and the addition of 10 scholarships of $50 each, the enjoyment of which is limited to students of Scandinavian origin. The peculiar features of each course of study have been made more prominent and a freer option between studies and an easy substitution of them in the terms of graduation provided. President Bascom renews his statements as to the health of women at the university. The record, he says, con¬ tinues to show much lees interruption in work by sickness among them than among the men. The members of the board of visitors with one exception are in harmony with the president respecting coeducation at the university. We do not concur,” they say, “ in the criticisms made by some upon the system of coeducation, and we are on the whole not ill pleased with the evidence of physical strength on the part of the ladies; but we think there is much yet to desire in that respect.” The course includes subfreshman classes, substantially the preparatory department of the university ; but it is intended to discontinue all preparatory work as soon as possible. It is proposed to leave to the high school at Madison the task of preparing all students who desire to enter the university from that place, a course which it is hoped to pursue in other cases as the high schools improve. — (State report, 1878.) The other universities in the State are Lawrence, Galesville, and Northwestern ; the colleges, Ripou, Milton, Beloit, Racine, and St. John’s. Pio Nono College has here¬ tofore been included under institutions for superior instruction, but it appears to be substantially an academic school, its course of instruction comprising only the English, French, and German languages, mathematics, bookkeeping, and history. tJarroll Col¬ lege, Waukesha, still remains among the academies; Wayland University, Beaver Dam, among preparatory schools. All except those above excluded had in 1878 pre- 262 REPORT OF THE COMMISSIONER OF EDUCATION. paratory departments of 1 to 3 years and classical collegiate ones of 4 years ; and all except the Northwestern University had also scientific courses of 4 years ; Lawrence, an academic of 4 and a commercial of 2 years, and schools of music and art ; Ripon, a musical and literary course of 3 to 4 years. Milton College secured again in 1878 the services of Pr jfessor Searing, who, at the close of his term as State superintendent, returned to his old position as professor of Greek language and literature. — (Wisconsin Journal of Education.) At Bacine, the abolition of the daily marking system, which was accomplished two years ago, has resulted very beneficially, and neither professors nor students would be willing to return to the old plan. Students now rank according to the results of monthly and annual examinations, and no student who fails to pass the annual ex¬ amination creditably is allowed to join his class at the beginning of a new year until he has satisfactorily made up the work on which he failed. — (Wisconsin Journal of Education.) Bipon College has received a legacy of $5,000 from the late Rufus Dodge, of Beaver Dam, Wis., as a permanent fund to aid young women of limited means in obtaining an education. — (New-England Journal of Education.) For locations and statistics of the universities and colleges above mentioned, see Table IX of the appendix following ; for a summary of their statistics, see a corre¬ sponding table in the report of the Commissioner preceding. • INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OP YOUNG WOMEN. Six of the universities and colleges before mentioned admit young women as well as young men to their privileges. These are the State, Lawrence, Northwestern, and Galesville Universities and Ripon and Milton Colleges. For institutions specially devoted to the superior instruction of young women, see Table VIII of the appendix, and for a summary of their statistics, see a corresponding table in the report of the Commissioner preceding. Of two such institutions bearing collegiate names, the Milwaukee Female College and the Wisconsin Female College, at Fox Lake, State Superintendent Whitford reported in 1878 that, though doing effi¬ cient work, they were at that time giving instruction only in academic studies. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State university provides instruction in agriculture, civil engineering, mining and metallurgy, mechanical engineering, and military science. An important aid to scientific study has been supplied in an astronomical observatory, due to the liberality of ex-Goveruor C. C. Washburn. It has been placed in the hands of the well known astronomer. Prof. James C. Watson, of Michigan University. — (Catalogue, 1877-78.) As before said, Lawrence and Galesville Universities and Beloit, Milton, Racine, and Ripon Colleges had in 1878 scientific courses covering 4 years, and Lawrence also one in civil engineering, which is a modification of the scientific, including industrial and topographical drawing, descriptive geometry, and a variety of engineering studies. For statistics of scientific schools reporting, see Table X of the appendix following, and the summary in the report of the Commissioner preceding. PROFESSIONAL. Theological instruction is given in the seminary of St. Francis of Sales, St. Fran- eis Station (Roman Catholic), organized in 1856 and chartered in 1877. In 1878 tl ere were 250 students and 32 graduates. The full course of study ” covers 10 years, but how much of it is purely theological does not appear. — (Return.) The Nashotah Theological Seminary (Protestant Episcopal), with 5 professors, en¬ rolled 21 students and graduated 4 in 1878. A two years’ course in laiv is provided by the law department of the University of Wisconsin. The method of instruction is by lectures, reading under the direction of the professors, and weekly moot court practice. The university has announced that no student will hereafter be graduated who has not given two years to the study of law and passed a satisfactory examination, one of these years to be spent in the stud¬ ies of the law school and the examination to cover the whole field of study for both y6hysi- ology, English literature, mensuration, natural philosophy, and natural history. Pupils in the musical department are taught to perform on the piano, organ, and violin. They learn also the theory of music, orchestral music, and vocal music in classes. The in¬ dustrial department affords instruction in broom making, caning chair seats, bead- work, hand and machine knitting and sewing, crocheting, and other fancy work. A little has been done, too, in weaving carpets. Both boys and girls learn cane seat¬ ing. — (Report for 1878 of State board of charities and reform.) REFORMATORY AND INDUSTRIAL TRAINING. The Wisconsin Industrial School for Boys, at Waukesha, supplies to some extent the want of a truancy law for the State and is a valuable auxiliary to its educational work. There are more than 400 boys in its educational depiartment proper who if not here would nearly all be truants and many of them even worse. During 1878 there were 527 pupils under instruction, and at the date of the report 419. The buildings are over¬ crowded and the legislature is asked to make provision for their enlargement. Boys are committed to the school by the courts until the age of 21, but release may be obtained sooner by good conduct. Many of the children sent here have been guilty of no crime, but are simply dependent and homeless. Between 25 and 40 per cent, of the number now in school, according to the report of the State board of charities and reform, ought to be provided for elsewhere, and the establishment of a State public school for them similar to that in Michigan is recommended. The Wisconsin Industrial School for Girls, near Milwaukee, was organized in April, 1875. Though assisted by State and city, the institution is a private one, and is under the control of charitable women. The State legislature gave $15,000 for a building and the city of Milwaukee eight acres of land valued at $20,000. All the pupils re¬ ceive a good English education and instruction in household work. The aim is also to give each one who shows any adaptability for it some trade, such as dress making, millinery, tailoring, &c. There were at the date of the report 43 inmates, all girls but 5. Since the organization of the school 160 pupils have been received, of whom 25 were placed in homes. — (State report.) St. Bose Industrial School, Milwaukee, gives its inmates who have sufficiently ad¬ vanced in elementary studies a preparation for employments for which they show an aptitude ; those of dressmaking and of sales-clerks in stores are mentioned. The young people during their apprenticeship have a home at the institution ; when they begin to receive wages suitable boarding houses are found for them by the Sisters of St. Rose.-r (Letter.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The twenty-sixth annual meeting of the Wisconsin Teachers’ Association was held at Geneva Lake, commencing July 16, 1878. Among the topics considered were Kin¬ dergarten instruction, the high school question, the metric system, and spelling re¬ form. Miss S. A. Stewart, of the normal department of the Milwaukee public schools, read a paper on “The relations of the Kindergarten to the public schools,” which was followed l)y an animated discussion, the general drift of which was in favor of test- 264 report of the commissioner --of -education. ing the principles and methods of the Kindergarten in connection with the primary- departments of the public schools. A resolution was adopted urging the normal school board to consider ^e advisability of establishing a Kindergarten in connection with one or more of the normal schools. The high school question came before the association in a paper by Mr. A. F. North, of Pewaukee, on “ The just limitations and conditions of the control and support of education by the State ; " also in one by Pro¬ fessor Kerr on “Standards of admission to college.” The question of i)roviding a course of study for ungraded schools having been discussed by leading teachers and school officers of the State during the last nine years, and in a few sections a full curriculum for the district schools having been devised and successfully introduced, the associa¬ tion adopted a course of study for such schools recommended by a committee ap¬ pointed at the semi-annual session in December, 1877. — (State report, 1878; Wisconsin Journal of Education.) The semiannual session was held December 25-28, 1878, at Madison. Among the papers read were “ Educational exhibits at county fairs,” “Educational exhibits at the annual meetings of the association,” “ Relation of education to politics,” “ The function of geography in a course of study,” “ The relations of schools to public health,” and “ School work in Wisconsin as affected by recent legislation,” the last being by State Superintendent Whitford. It was followed by a discussion of the re¬ cent changes in the high school law of the State, and the association resolved that “ those changes are on the whole most injurious to the educational interests of the State and really destructive of the purposes for which the law was instituted.” A com¬ mittee was appointed, with the State superintendent as chairman, to secure such leg¬ islation concerning the free high school system as shall afford relief for 1878 to those schools which have suffered from the revision of the law. — (Wisconsin Journal of Education.) CONTENTION OF SUPERINTENDENTS. The annual session of county and city superintendents was held at Madison Decem¬ ber 26, 1878. It was attended by 32 superintendents, 25 from the counties and 7 from the cities. Two afternoons were filled with the reading of well written papers and with animated discussions. Three of the four women who hold the office of county superintendent in the State were present and took a prominent part in the exercises. Among the subjects discussed were a course of study for country schools, the study of the constitution in the common schools, and cooperation of school district boards and patrons with county superintendents. — (Wisconsin Journal of Education.) MEETING OF INSTITUTE CONDUCTORS. A meeting of institute conductors was held at Geneva Lake in connection with the Teachers’ Association, about 40 persons being present. Four sessions were held, and notwithstanding unfavorable weather the attendance and the interest were good. The subjects considered were “ Physiology in the district school,” by President Parker ; “Physical geography in the district school,” by President Albee; “Method of teaching drawing in the elementary schools,” by Prof. Charles F. Zimmerman, of Milwaukee; “The phonic chart,” by Prof. A. Salisbury ; and the course of study for district schools adopted by the State Teachers’ Association. — (Wisconsin Journal of Education.) OBITUARY RECORD. PROFESSOR STEPHEN H. CARPENTER, LL.D. This respected gentleman, born in 1831 at Little Falls, New York, died at Geneva, in the same State, December 7, 1878. Trained for his life work at Munro Academy, Ham¬ ilton College, and Rochester University, he graduated from the last named in 1852, and removed in the same year to Wisconsin. Serving there for two years as tutor at the State university and for two years more as assistant State superintendent, he then went to St. Paul’s College, Missouri, whore he spent two years in the chair of ancient languages. Returning to Wisconsin he first served as superintendent of schools in Dane County, and in 1866 was again connected with the university, in which from 1868 he was professor of logic, rhetoric, and English literature till his death in 1878. In the Wisconsin Journal of Education, from which this account of him is derived, he is said to have been preeminent in natural ability, varied and accurate in his attain¬ ments, clear and logical as a thinker, a teacher of singular skill and usefulness, and a man of high moral and religious purpose. PROF. WILLIAM J. L. NICODEMUS, C. E. Professor Nicodemus, of the University of Wisconsin, was bom in Virginia August 1, 1834, and graduated at West Point in 1858. Entering the Army he served in its minor offices till the outbreak of the civil war, when he was promoted to a first lieu¬ tenancy, and for gallant conduct in the battle of Valverde was brevetted major and subsequently made colonel of volunteers ; he then took charge of the Signal Corps of WISCONSIN. 265 the Army of the Potomac till the end of the war. In 1869 he was detailed from the Army with the rank of captain for service at the Western University of Pennsylvania, Pittsburgh ; chosen in 1870 to fill the chair of military science and civil engineering at the University of Wisconsin, he continued in it till his death. He is si)oken of in the Journal which announces his decease as one of the most beloved and useful of the pro¬ fessors at the university.— (Wisconsin Journal of Education.) CHIEF STATE SCHOOL OFFICERS. Hon. WmLiAM C. 'Whitford, State superintendent of public instruction, Madison. [Second term, 1S80-1882.] Eev. J. B. Pradt, assistant superintendent, Madison. 266 REPORT OF THE COMMISSIONER OF EDUCATION. AJLASKA. Little information lias reached the Office in regard to education in Alaska. The ab¬ sence of all law or provision for the protection of life and property or for the organiza¬ tion of society affords little encouragement to the friends of progress in that Territory. The Office has no direct information from the schools required to be taught by the contract of the Alaska Commercial Company. It has learned that the bishop of the Greek Church is hoping to reopen schools among the children of the members of that church in the near future. The following interesting statement has been received from Dr. Sheldon Jackson : Office of the Rocky Mountain Presbyterian and Presbyterian Home Missions for the Territories, Denver, Colo., December 30, 1878. Dear Sir: The school work of the Presbyterian Church has had a xirosperous year in Alaska. Early in the spring, Rev. John G. Brady, of New York City, and Miss Kellogg, of Northern New York, reached Sitka, and at once opened a school in one of the Government buildings. The attendance reached 80. This school continued through the year, without vacation. The progress of the pupils was very gratifying to the teachers. Mr. Brady made two extensive canoe trips among the islands of the Alexander Ai’chipelago to ascertain the condition of the native population. He was surprised and gratified to find that the inhabitants of the several villages visited knew of his school at Sitka. In some of the villages he was waited ujwn by a delegation of the principal men, with the earnest request that teachers might also be sent to them. At Fort Wrangell Mrs. A. R. McFarland was reenforced by the arrival, in August, of Rev. S. Hall Young, of Parkersburg, W. Va. Early in October Mrs. McFarland felt compelled to open a boarding school, in order to give shelter and protection to several girls whose own mothers were about to sell them for a few blankets to white men for base jiurxKises. The practice of selling their daughters has been a great hindrance to the school work. The brightest and most promising pupils were in the greatest danger. As a girl made x)rogress in the school it manifested itself in her outward deportment and Xiersonal appearance. Her dress was kept more tidy, her hair combed more smoothly, her face and hands better washed, and intelligence lighted up her countenance in the jilace of the former dull stolidity. This made them more attractive to the white men who offered correspondingly more for their possession. We hope, however, that through the Industrial Home we can not only save them from lives of shame but also train them ux) to be the future Christian teachers, wives, and mothers of their x^eople. Another great hindrance to our school work has been the practice of witch¬ craft. One morning Mrs. McFarland found that two of her adult women pupils had been seized the night before for witchcraft. The women were taken down to the beach and held under the waves until they were nearly dead. Dragged by the hair over the rocks on the beach until the clothes were torn from their persons and their bodies badly bruised and lacerated, they were then taken to one of the native houses, bound hand and foot, and tortured by their captors until one of them died ; the other one was finally rescued. As several such scenes occurred during the year, the attendance on the school was interfered with. A few weeks ago Rev. Mr. Young held a five days’ convention with the leading men of the tribe to learn what could be done toward the prevention of these practices. The results of the convention remain to be seen. Another great hindrance has been the absence of all law and recognized forms of government. This has been partially remedied by the enactment of a few simple rules by the Christian natives and the appointment of an unpaid police from among them¬ selves. In the earlier part of the season there were a thousand men from the Cassiar mines wintering at Fort Wrangell. In the absence of all law, gambling, drunkenness, licen¬ tiousness, and debauchery were rife. On every hand were raving drunkards and groan¬ ing victims. Crime became so prevalent that at length some of the Christian Indian chiefs requested Mrs. McFarland to call a convention of the natives. This was done. Mrs McFarland was chosen the presiding officer. This constitutional convention lasted three days ; a few simple laws were adopted and a native police force was ap¬ pointed. During the excited discussions in the convention a prominent heathen chief, shaking his fist in an excited manner at Mrs. McFarland, said in substance : “Madam, you think you are safe. But I tell you that if you continue to s!;ir up divisions among ALASKA. 267 us, you are not safe. I atlvise you to send down to San Francisco for a gunboat, for we will kill you.’’ But notwithstanding the hindrances arising from the sale of girls, fi’om witchcraft, and from want of law, the school made steady and gratifying progress. It has also established a reputation among the tribes up and down the coast, so that in some in¬ stances chiefs have left their people and come and asked to be allowed to enter her school as A B C scholars, stating that when they had learned what they could they would re¬ turn and teach their people. One prominent chief that had come many miles in his canoe to attend school said to her : “ You come and teach all the Stickeeus, and all the Hydalis, and Tongas about God. Nobody come and teach my people. My people all dark heart. By and by all my people die. Then they go down, dowu, all dark ! ” Surely the American people, when their attention is called to the condition of affairs in Alaska, will not deny these people the opportunity of getting an education. We have recently issued an appeal to our church for funds to erect buildings for the school and Girls’ Industrial Home at Fort Wrangell. When these funds are secured we hope to enlai’ge our work in that section. An accomplished teacher. Miss Maggie J. Dunbar, of Steubenville, Ohio, has been placed in commission and will go out this coming spring. It is also proposed that next summer Rev. Henry Kendall, d. d., one of the corresponding secretaries of our Board of Home Missions, and myself visit our work in Alaska. Very truly yours, Hon. John Eaton, • Bureau of Education, Washington, D. G, SHELDON JACKSON. 268 REPORT OF THE COMMISSIONER OF EDUCATION. ARIZONA. STATISTICAL SUMMARY. 1876-’77. 1877-’78. Increase. • Decrease. POPULATION AND ATTENDANCE. Youth of school age (6-21) . 3, 089 Enrolled in public schools _ _ _ _ 903 2, 740 1^837 Average dailv attendance . . . 580 890 310 SCHOOLS. School rooms for study. _ _ ... _ 28 Average duration of school in days . 190 124 66 Estimated value of school property . $44, 436 $47, 479 $3,043 TEACHERS. Men teaching . 6 19 13 Women teaching- . 25 18 7 Whole number . . . . . 31 37 6 Average monthly pay of men . $100 $91 $9 Average monthly pay of women . 50 74 $24 INCOxME AND EXPENDITURE. Total receipts for public schools . $20, 708 $21, 396 $688 Total expenditures . . . 18, 407 21, 396 2, 989 \ (Report of the Commissioner of Education for 1877 and return for 1878 from Suj)er- intendent M. H. Sherman.) TERRITORIAL SCHOOL SYSTEM. # OFFICERS. These consist of a territorial superintendent of public instruction ; a territorial hoard of education ; county superintendents, the probate judges acting as such; county ex¬ aminers, 3 for each county, appointed by the superintendent of public instruction; and district trustees, 3 for each school district, elected by the people. The board of education is composed of the governor, the superintendent of public instruction, and the treasurer of the Territory, the governor being chairman and the superintendent of public instruction secretary of the board. OTHER FEATURES OF THE SYSTEM, The law requires that school funds shall be raised by a territorial tax of 15 cents on the $100, a county tax of 50 to 80 cents on the $100, and where these prove insufficient for maintaining school three months, a special district tax to be voted by the people. This money is apportioned to each county in proportion to the number of children v/ho have attended school three months previously. To receive it the schools must be entirely undenominational and unsectarian, be taught by regularly licensed teachers, and have the uniform series of text books prescribed by the territorial board. The school officers are to send in annual reports to those appointed by law to receive them. The teachers receive a license to teach after being examined and approved by the county examiners or by the territorial board. The minimum school term consists of 60 days. The law requires the attendance in public schools of all children 3 to 14 years old not otherwise taught for at least 16 weeks where the school term is suffi¬ cient. A census of children of this ago, and also of all between 6 and 21 years old, is required to be annually taken in each school district. — (Latest school law.) ARIZONA. 269 GENERAI. CONDITION. Even the few statistics received show the advantage of having a superintendent who can give his whole attention to school work, as was the case for the first time in 1878. The figures present an increase of 1,837 pupils in the public schools and of 310 in average attendance ; 13 more men were teaching, against 7 fewer women, making a total increase of 6 ; the wages of men fell somewhat and those of women advanced considerably as compared with the figures reported last year ; receipts and expendi¬ tures for schools both show advance ; and the only important falling otf is in the length of school term, possibly from lack of the provision since, made for a local district tax to lengthen the annual session. As to the physical conditions likely to affect the educational future of the Territory, Governor Frdmont said in his message to the legislature, January, 1879 : “There are peculiarities in Arizona that make the subject of education of special interest and worthy of special fostering. The climate is favorable to animal life. Children born or growing up here will be of unusually healthy bodies and sound minds; for, joined to advantages of situation and climate, the probabilities are that the parents who have the will to come here to live have also, more than the average energy and capacity. This was indisputably the case in California, and doubtless will be so here. We shall therefore have good material in the children, and every possible means should be employed in preparing it for use. And we have a peculiar advantage in the fact that there is here a great unworked field in which to employ this good ma¬ terial when it has received the proper training. The region is new and has besides fields of labor not common to the older States. The great variety and a,bundance of minerals diffused over the Territory make mining a distinct branch of industry which will require trained mining engineers. The unimproved surface of the country will give abundant employment to civil engineers in the building of roads, aqueducts, and canals. Mining schools and colleges and great educational institutions will grow up. A single mining district in Saxony was suflicient to build up and maintain the city of Freiberg with a population of 30,000 and a mining academy which has been famous the world over for more than a century. The prosperity of the city and its great academy rose or fell with the mines, which in late years justified an enormous expenditure in mining works — and all from a yearly product not equal to the present ascertained annual yield of Pinal County. The singular purity and clearness of the atmosphere, which Humboldt says is peculiar in its composition on this coast, specially fit it for astronomical observations. The brilliancy and apparent contiguity of the heavens are not surpassed in any part of the world where I have been. The cloudless skies in the higher parts of tl;ie country, free from mists or moisture, where fixed periods of uninterruptedly clear weather may be relied on, would make this a chosen spot for observations of the great astronomical phenomena, and an observatory may grow up here to become famous in the history of that science. The intensity of its thunder storms^ the highly charged electric condition of its atmosphere, and its pecul¬ iar effects in certain localities will bring the Territory into large communion with the great weather posts which are being planted about over the earth, and it will con¬ tribute its valuable quota to the increasing knowledge in this progressive and useful study.” SUPERIOR INSTRUCTION. A TERRITORIAL UNIVERSITY. A law exists for the establishment of a University of Arizona, to be under the control of a board of regents composed of the governor, the judges of the supreme court, and three resident property holders of the Territory; it is to be sustained by the proceeds of the university lands granted by the United States, by individual gifts and terri¬ torial appropriations, and to be set on foot as soon as the accruing funds shall be suffi¬ cient. Its departments are to be, first, one of literature, science, and the arts; second, one of natural history, including a history of the Territory; third, such others as the regents shall deem necessary and the condition of the university fund allow. — (New edition of school law. ) CHIEF TERRITORIAL SCHOOL OFFICER. Hon. Moses H. Shehman, territorial superintendent of public instruction, Prescott. [Term, February, 1879, to January 11, 1881.] 270 REPORT OF THE COMMISSIONER OF EDUCATION. DAKOTA. STATISTICAL SUMMARY.^ 1876-’77. 1877-’78. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5 to 21) . 11, 046 6, 431 1,404 369 12, 201 7, 150 1, 155 719 Enrolled in public schools . Average attendance . 1,342 401 62 SCHOOL DISTRICTS AND SCHOOLS. School districts . 32 School-houses . 135 174 39 Ungraded schools . 235 273 38 Graded schools . . . . . 5 14 9 Value of school iiroperty . $37, 037 $60, 319 $23,282 TEACHERS AND THEIR PAY. Men teaching . . . 100 141 41 Women teaching . 154 189 35 Whole number of teachers . 254 330 76 Average monthly pay of men . $33 03 29 50 $37 16 26 .54 $4 10 Average monthly pay of women . . . INCO]ME AND EXPENDITURE. $2 96 Total receipts for public schools.... . Total disbursements for public schools .... $37, 669 27, 362 - $72,950 59, 793 $35, 281 32, 431 1 In a letter from the new superintendent, Mr. Beadle, lie says that not over half of the counties re¬ ported their statistics, so that many of the figures here given should be doubled. (From report of Hon. W, E. Caton, territorial superintendent of public instruction for 1877 and 1878.) TERRITORIAL SCHOOL SYSTEM. OFFICERS. These consist of a superintendent of public instruction, nominated by the governor and confirmed by the conncil at each biennial session of the legislative assembly; county superintendents, with 2 years’ terms, elected like other county officers ; a di¬ rector, clerk, and treasurer for each school district, chosen at the annual school meet¬ ing for three years, with change of one each year. — (School law.) OTHER FEATURES OF THE SYSTEM. The law requires that at the time of the annual assessments a poll tax of $1 be levied on each elector in the county for the support of district schools ; also 3 mills on a dollar upon all taxable property. Besides the revenue from these sources, each dis¬ trict is by law to receive for the benefit of the schools a portion of the money from fines, forfeitures, sale of estrays, and payments for exemption from military duty. The qualified voters in each school district may also vote an annual tax of not over 2 per cent, towards buying sites and building, hiring, or repairing school-houses ; of not over 2 per cent, for teachers’ wages and incidentals ; of not over 1 per cent, for the furnishing of school buildings : and of $25 a year for a district library. The school fund is apportioned to each school district in proportion to the number of children between 5 and 21 years of age residing in the district, provided the district schools were main¬ tained 3 months in the year, the annual school meeting was held within 30 days of the time appointed by law, and the annual report sent in within the forty days speci- DAKOTA. 271 fied by law.^ A public examination, to decide upon the learning, ability, and moral character of persons offering themselves as teachers, is held twice a year by each county superintendent, and certificates to such as are qualified are granted for not less than 3 months nor more than one year. A territorial teachers’ institute, not continu¬ ing more than 10 nor less than 4 days, is to be held each year, and $100 of the terri¬ torial fund is allowed for expenses. County institutes, of not less than one nor more than four weeks in length, are also to be held when 11 or more teachers in the county desire the same, $50 of the territorial fund to be used to defray expenses. — (School law.) GENERAL CONDITION. Superintendent Caton states that the very extensive immigration into the Territory during 1877-’78 was not met by a corresponding increase in the facilities for the edu¬ cation of children. This was owing partly to the lack of interest in school matters always found in new countries, and partly to the fact that the settlements were not made in organized territory. Several counties did not report at all in relation to school matters, yet the statistics received present an increase in youth of school age and in enrolment. There were 32 new school districts, 47 more schools (9 of them graded), and 39 new school-houses ; the extra schools necessitating the employment of 76 additional teachers. Of the 174 school-houses reported in the Territory 130 were frame, 38 log, 4 brick, and 2 stone. The value of school property rose more than $23,000. Notwithstanding the lack of interest in school matters referred to by Mr. Caton, marked improvement was made at certain points. In the city of Bismarck the public schools, comprising 2 departments, made most satisfactory progress under the charge of earnest and experienced teachers, and a substantial brick school-house, cost¬ ing $5,000 and containing two commodious rooms, was built during the year. There was also a private school, called St. Mary’s Academy, in the same city, with 4 teachers and 82 pupils. Excellent reports were received from the Indian mission schools at Standing Eock Agency, the pupils of which have adopted citizens’ clothes and pre¬ sent a marked change for the better in both deportment and appearance. — (Territorial report.) CITY SCHOOL SYSTEM. YANKTON. Officers. — These consist of a board of education numbering 8 members, who are elected for terms of four years, with change of one-fourth each year. The secretary of the board is ex officio superintendent of the city schools. Statistics. — Population in 1878, 3,161; youth of school age, 970; enrolment in public schools, 752; average attendance, 474; number of teachers, 11 ; expenditure, $10,924. Additional i^ariicidars. — The curriculum embraces a course of 4 years each in the primary and grammar grades, with a high school course of 3 years. The district pur¬ chases the books used in the schools and sells them to the pupils at cost. The com¬ mon school branches are taught as well as those which belong to a high school course. The 8 school rooms owned by the city, with 10 leased by the board in 1877-78, held 531 sittings ; but the lowest primary grades were so crowded that the half day system was commenced in the winter term and continued throughout the school year. TRAINING OF TEACHERS. NORMAL TRAINING. The superintendent of Yankton County public schools deplores the lack of normal schools and says that only three or four teachers in the county have had normal school training. He thinks that the great need of Dakota is such a school, and to make up this lack in a slight degree he urges teachers to attend the teachers’ insti¬ tutes. — (Report of territorial superintendent.) teachers’ INSTITUTES. Most of the counties in Southern Dakota held successful teachers’ institutes in 1877-78. The institute in Clay County was in every way a success, being held for one week with an enrolment of 50 teachers and a daily attendance of 35. The one at the county seat of Union County was reported successful both on account of the character of the work and the attendance of teachers and school officers. SECONDARY AND SUPERIOR INSTRUCTION. PUBLIC HIGH SCHOOL. The high school at Yankton had sittings for .36 pupils, and was taught by 2 teachers, including the superintendent a part of the year. The school in 1877-’78 received *New districts, however, receive one year’s apportionment, iiTespective of the length of school term. 272 REPORT OF THE COMMISSIONER OF EDUCATION. 1 bigli school pupils only. Raising the standard of admission diminished the number of scholars, hut enhanced the value of the work done in the school. The 2 graduates received diplomas indicating a creditable completion of the 3 years’ academic course. — (City report for 1877-’78.) COLLEGES. So far as is known to this Bureau, no institutions for either classical or scientific collegiate instruction had been organized in this Territory up to the close of 1878. EDUCATIONAL CONVENTION. TERRITORIAL INSTITUTE. The seventh annual session of the Territorial Teachers’ Institute was held at Sioux Falls September 24-28, 1878, and although the attendance was not very large the good done the schools of that part of Dakota is said to have more than repaid the time and money expended. Hon. W. E. Caton addressed the teachers on the necessity of both territorial and county institutes and on the need teachers and superintendents have of more thorough preparation for their work. The first four days were devoted almost entirely to the views of different educators on the best methods of teaching the ordi¬ nary branches. Changes in school laws, teaching and how to teach, the Kindergarten system, chemistry in the public schools, school supervision, duties of parents and teachers, the examination of teachers, and the necessity of establishing county high schools were discussed at the evening sessions, the exercises being interspersed with music and recitations. A resolution was passed petitioning the legislature for uni¬ formity of text books throughout the Territory. In an essay sent by Mrs. Linda W. Slaughter, superintendent of Burleigh County, the need of a course of training for teachers was advocated. Superintendent C. C. Bridgman thought it advisable that each county superintendent should visit the schools under his jurisdiction at least twice during the school year, minutely recording and publishing his observations. The last day of the institute was devoted to a general discussion and investigation of the principles of school policy and government. The exercises are said to have been very interesting. — (Report of territorial superintendent.) CHIEF TERRITORIAL SCHOOL OFFICER. Hon. TVii. H. Beadle, territorial superintendent of public instruction, Yankton. [Term, 1879-1881.] o \ / REPORT OF THE COMMISSIONER OF EDUCATION FOR THE YE^R 1878. 2. WASHINGTON: GOVERNMENT PRINTING OFFICE. 1880. DISTRICT OF COLUMBIA. 273 DISTRICT OF COLUMBIA. STATISTICAL SUMMARY. 1876-77. j 1877-78. Increase. POPULATION AND ATTENDANCE. 1 Population . fll31, 700 5160, 051 28, 351 School population (6-17) . 0.31,671 538, 800 512, 374 7, 129 Colored school population . . fllO, 494 1,880 Enrolled in public schools . 21,264 22, 842 1,578 Colored children enrolled . 5, 954 7, 786 1, 832 Total average daily attendance . 16, 318 18, 133 1,815 Average daily attendance of colored I 4,749 5, 525 776 pupils. Estimated number in private schools. 7, 692 5,719 SCHOOLS. Number of school rooms for study.... 293 322 29 Number of seats provided . . 17, 587 19, 006 1,419 Average duration of schools in days . . 188 187 Value of public school property...-. $1,169, 614 $1,181,664 $12, 050 TEACHERS. Men teaching in public schools . 31 31 Women teaching in public schools... . 299 339 40 Whole number of teachers . 330 370 40 Average monthlv pay of men . . $96 17 $86 55 Average monthly pay of women . 71 21 64 08 INCOME AND EXPENDITURE. Total receipts for public schools . . $370, 996 $373, 606 $2, 610 Total expenditure for public schools.. 370, 996 373, 606 2, 610 1,973 $9 62 7 13 a United States census of 1870. & School census of 1878. (From report of Superintendent J. O. Wilson for 1877-78 for the District of Colum¬ bia and of Superintendent G. F. T. Cook for schools for colored children.) SCHOOL SYSTEM OF THE DISTRICT. OFFICERS. The public schools of the District are governed by a board of trustees composed of 19 members, 14 white and 5 colored, 14 from the cities and 5 from the county. Their chief executive officers are two superintendents, one of the white schools of the cities and of both classes of schools in the county ; the other of the colored schools of tbe cities. The board and superintendents are appointed by the commissioners of the District, who also determine the duration of their service. The executive officers of the board are subboards, superintendents, supervising principals, principals, and teachers, rank¬ ing in the order named. The authority of the superintendents extends over all divis¬ ions, and it is their duty to enforce the rules and report to the board the condition and requirements of the schools. The subboards act as courts of apxjeal in the divisions, being subject only to the board. OTHER FEATURES OF THE SYSTEM. Separate schools for white and colored children are required by existing laws. The whole are arranged in seven divisions, the first, second, third, and fourth comprising the public schools for whites in Washington ; the fifth, the public schools for whites in 18 E 274 REPORT OF THE COMMISSIOJvER OF EDUCATION. Georgetown ; the sixth, those of the county ; the seventh, the public schools for colored children in Washington and Georgetown. The term “ school” under the system of the District signifies GO pupils under one teacher in a single room in the cities, an ungraded school in the county numbering bat 45. The schools of the cities are all graded and divided by a system which makes a grade equivalent to a year’s work. Gidinarily there are in one building schools from 6 to 20 in number, and in all such cases one of the teachers is designated as principal who exerts authority over the pupils when not within their respective rooms. Super¬ vising principals are teachers employed as such one-half the time. They issue tickets of admission to pupils, make and receive reports, and assist in the examinations of schools. Schools of the District are partly mixed as to sex, the school-houses being so constructed as to accommodate either sex or both sexes. Half day schools are permit¬ ted in schools of the first and second grades, composed chiefly of children six to eight years old. GENERAL CONDITION. The practical working of the system is reported as generally satisfactory. Superin¬ tendent Wilson suggests one important improvement : he urges a modification of the present graded system which will admit of elective studies, individual instruction when necessary, and division of labor among teachers. The present method retards the ambi¬ tious student and injudiciously crowds studies on the dull one. The Washington Nor¬ mal School is mentioned as being well established and exerting a beneficial influence on the primary schools. The greatest need of the public schools is at present new school-houses, 104 new school rooms being necessary for the comfortable accommoda¬ tion of pupils. There are no separate rooms for 18 of the schools, and 86 are in un¬ wholesome and unsound buildings. The board transmitted to Congress in 1878 a statement of the needs of the schools with estimates, but no action was taken. Con¬ gress, however, did appropriate $75,000 to continue the schools till the close of that year, the sum of $290,000 appropriated for them at the year’s commencement having been exhausted in April. The use of Johnson’s Cyclopaedia as a book of reference was sanctioned. The county contains one-ninth of the school population of the District, and its schools are similar to ordinary country schools, those nearest the city bound¬ aries being partly graded and those more remote ungraded. No new buildings have been erected since 1877, but notable improvement was made in many of the school rooms and houses. CITY SCHOOLS FOR WHITE CHILDREN. The enrolment of white children in Washington and Georgetown in 1878 was 13,997 and the average attendance was 11,082 in 225 schools, 82 for boys, 84 for girls, and 59 for both sexes. These figures represent an increase of 892 in tbe year’s enrolment, of 688 in daily attendance, and prove the increase in the number of schools to be among those admitting both sexes. Of the 239 teachers, 225 were women and 14 men ,* 167 were educated in the public schools of Washington and Georgetown and 94 were grad¬ uates of normal schools. In the private and parochial schools, as far as could be ascertained, the pupils numbered 1,973 less than in 1877. The course of study and the system of gradation in the public schools were essentially the same as those pre¬ viously reported. The two advanced grammar schools, one for boys and one for girls, have been consolidated into a high school with course of study extended to three years, including the highest branches of study and aucient and modern languages. The school comprises all the best scholars from all the grammar schools. A system has been established by which one or more of the public schools may be designated by the committee on teachers as a training school, in which the pupil teachers of the normal school for white pupils may learn by observation and practice methods of instruction and government of children. Drawing with a view to industrial pursuits was suc¬ cessfully pursued in the public schools under the direction of the ordinary teachers, with the aid of a special teacher. CITY SCHOOLS FOR COLORED CHILDREN. The colored children of Washington and Georgetown enrolled in the public schools in 1878 numbered 6,515, and their average daily attendance was 5,525, an increase for the year of 561 in enrolment and of 776 in attendance. The largest number of schools during the year was 96, and of the 20 half day schools 15 were of the first grade and the remain¬ der of the second grade. The use of the term seventh division was adopted to signify and include the schools for colored children in both cities, and the original classification of the schools into grammar and primary was changed to the prevailing system by the application of the rules of eight years’ gradation. The percentages of attendance, tar¬ diness, and punishment increased in 1878, and the abolition of corporal punishment is deprecated by the superintendent as resulting in a frequency of its alternative, dismis¬ sal. Oral examinations were held twice during the year with improving results, and the much needed instruction in -pennianship was obtained, a class which included all the teachers of the division having been formed under the tuition of Prof. H. C. Spen- DISTRICT OF COLUMBIA. 275 cer. Two special teachers were employed to teach music in the schools of higher grades, while in those of lower grades instruction in music was a part of the teachers’ regular work. A feature of the year’s progress in drawing among these schools was industrial drawing, in which two classes were formed, one for boys and one for girls. There w'ere 109 teachers employed, of whom only 13 were graduates of normal schools. The expenditures were .|i9Gb less than those of 1877, and the year was considered by the superintendent one of the most successful in the history of these schools. COUNTY SCHOOLS. The whole number of pupils enrolled in the public schools of the county in 1878 was 2,330, an increase of 125, the number of teachers was 41, and the amount ex¬ pended on the schools was $42,324. The schools were governed by the system which controls the city schools, with special direction from their own subboard. Most of the schools included several grades and none formed a single grade. The results of the examinations of 1878 were reported as gratifying and creditable to both teachers and pupils. The display of the material furnished by these schools at the annual ex¬ hibition of drawing, map drawing, and penmanship in May, 1878, was reported by the superintendent as most eucouragiug. TRAINING OF TEACHERS. NORMAL SCHOOL FOR WHITES. The Washington Normal School, for white students, receives each year 20 girls who have finished the high school course and desire to become teachers, giving them one year’s training. Any graduate of the advanced grammar school for girls over 17 may be admitted to the competitive examination for admission to this school. Since its establishment it has graduated 96 teachers, of whom 83 have been and are in the schools of the District. The training school, instituted by and in charge of the com¬ mittee on teachers, admits the pupil teachers of the normal school and afiords them opportunity to learn methods of instruction by observation and practice, the princi¬ pal of the normal school acting as principal of the training school. A rule of the board provides that graduates of the normal school having satisfactorily taught in the public schools shall receive dij)lomas equivalent to third class certificates. It is expected that the normal school will in the future furnish nearly all the teachers required for the schools for whites. MINER NORMAL SCHOOL. This school, organized in 1876, is not definitely a part of the public school system : it is utilized as such for the benefit of the colored schools and sustained by the proceeds of a trust fund. It had 14 pupils in its 2 years’ course in 1878. The normal class of the high school for colored youth was in 1878 transferred to this school, and female graduates of the high school are admitted to the normal school on recommendation of the high school principal and of the superintendent. It is anticipated that this nor¬ mal school, having in its classes the best talent of the colored schools, will be able to furnish teachers for all the schools for colored children. teachers’ association. The normal association, composed of graduates of the normal school employed in the public schools, during the year 1878 met once a month for the x>urpo8e of compar¬ ing experiences in the instruction and government of the schools in their charge. SECONDARY INSTRUCTION. PUBLIC high schools. As before stated, the two advanced grammar schools, one for boys and one for girls, for the first six divisions (which include all the white pupils) were in 1878 consolidated into one high school, with a course of study extended to 3 years, including all the higher English branches and ancient and modern languages. The enrolment in it was 142 ; the average attendance, 117, under 3 teachers, HIGH school for COLORED CHILDREN. The enrolment in this school iu 1878 was 154, and of this number 50 pursuing the studies of the eighth year were transferred to the schools of the eighth grade, confirming its title of “ preparatory high school ” by leaving in its classes only pupils pursuing high school studies. The average enrolment of the school during the year was 88, its average attendance 86, and percentage of attendance 97.3. Of its 3 teachers the principal was also principal of the Miner school. The superintendent thinks the teaching force in¬ sufficient and the situation of the school inconveniently remote. 276 REPORT OF THE COMMISSIONER OF EDUCATION. OTHER SECONDARY INSTRUCTION. For statistics of business colleges, private academic scbools, preparatory schools, or departments of colleges, see Tables IV, VI, VII, and IX of the aj)pendix following, and the summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. In the collegiate departments of Columbian University, Georgetown University, How¬ ard University, and the National Deaf-Mute College, few changes appear to have been made in 1878. All have preparatory departments, with courses of 2 to 4 years, and all present substantially the usual 4 years’ collegiate course, though Columbian University, instead of arranging its students in classes, divides them into schools, according to the studies i)ursued. Georgetown University in 1878 laid the foundations of a fine building for its collegi¬ ate department, which, as this report goes to press, is approaching completion. Columbian University confei's the degree of bachelor of letters on students who obtain diplomas in the schools of English, Greek, Latin, modern languages, and philosophy and who receive a certificate of proficiency in the school of mathematics or of natural science. It also confers b. s. on students who obtain diplomas in the schools of Eng¬ lish, modern languages, mathematics, natural science, and philosophy. Howard University announces the liquidation of its debt of $100,000, which leaves it unembarrassed. Besides its classical collegiate course it has a literary course which includes all the studies of the preparatory and collegiate years except th e Greek of the former and the Latin and Greek of the latter. The National Deaf-Mute CoZIe^e, the collegiate department of the Columbian Institu¬ tion for the Instruction of the Deaf and Dumb, reported 51 students in the 4 years’ classes of its college course and in its advanced and lower preparatory classes, and 1 graduate student. Students satisfactorily sustaining examination in the college course receive the degree of b. a., and those not desiring to complete the full collegiate course are permitted to select a course of study of at least 2 years, the satisfactory comple¬ tion of which entitles them to the degree of b. s. The history of this college affords satisfactory proof of the ability of deaf-mutes to master the arts and sciences. The completion and opening of the new college buildings were celebrated on the twenty- first birthday of the institution, February 16, 1378. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. As before stated, both the Columbian University and the National Deaf-Mute College include in their collegiate courses a limited course of scientific studies and confer the degree of b. s. THEOLOGICAL. Theological instruction forms one of the priuci]jal departments of Howard University,, the department being under the joint supervision of the Presbytery of Washington and of the American Missionary Association, New York City, while its professors rep¬ resent four religious denominations. Students of any creed presenting satisfactory testimonials of character and preparation are admitted if found qualified upon ex¬ amination. The class of 1878 contained 42 students. JVayland Seminary, an institution for the education of colored preachers and teach¬ ers supported by the American Baptist Home Mission Society, had in its theological department in 1878 a class of 32. LEGAL. Legal training in Columbian University is divided into two classes, senior and junior, of one year each. A student attending the school two years, or spending one year in this school and another in some other reirutable law school, who passes satisfactory examinations on the work of both years, receives the degree of bachelor of laws. A graduate course of nine months’ duration affording instruction in common law practice and in equity pleadings and practice is provided. The classes of 1878 comprised in the aggregate 155. For the lower course there was no preliminary examination in 1878. The Law School of Georgetown University has a two years’ course, with a graduate course of one year for advanced branches and j)ractice open to holders of diplomas from any approved law school. A satisfactory examination at the close of the course entitles the student to the degree of master of laws. Only beneficiary students were subjected to examination preparatory to admission for the session of 1877-’78. The Law Department of Howard University is open to all applicants possessing proper qualifications, proven by i^reliminary examination, and grants the degree of bachelor of laws to all who pass "the final examination. DISTRICT OF COLUMBIA. 277 The Xational University had in 1878 in its school of law 4 professors and the usual course. It examines all candidates for admission who do not produce evidence of col¬ legiate or equivalent training. MEDICAL. Medical instruction in the National Medical College, a department of Columbian University, comprises the customary two courses, with extended opportunities tor clinical instruction in the hospitals. All who have satisfactorily passed the examina¬ tions in the studies of the 2 courses may attend succeeding lectures free of charge. There were 53 matriculates and a graduating class of 6 reported for 1878. The Medical Department of Georgetown University presents a change in its curriculum. While requiring of the students at least 3 years of continuous study, the lectures have been so extended as to offer 3 consecutive courses, of 7 months each, of didactic ^ and clinical instruction. This course is so graded that the student will advance to higher branches of study only after satisfactory examinations ; there are also weekly recitations in the separate branches. There were 42 medical students in 1878, 36 of them undergraduates. The Medical Department of Howard University reported 50 students in its class of 1877-78. The lectures are free, and its course of study includes the customary 2 years, both sexes being admitted. There is a preliminary examination for admission. The National College of Pharmacy. Washington, had in 1878 a class of 22 students. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Columbian Institution for the Deaf and Diimh, near Washington, reported for 1878, by catalogue and return, 117 pupils (lOG males and 11 females), under 11 professors, 4 of whom are semi-mute. Its course of instruction is divided into primary, academic, and collegiate, the pupils being also trained in various employments. Professor Bell’s method of “ visible speech ” has been taught and used with advantage in the institution. The collegiate dei:)artment, known as the National Deaf-Mute College, is referred to under the head of Superior Instruction, page 276. REFORMATORY AND INDUSTRIAL TRAINING. The report of the Reform School of the District of Columbia for the year 1878 shows that during the year the institution sheltered and instructed 225 boys, of which number 39 were discharged and 13 removed in other ways, leaving 173 in school at the year’s close. All the inmates were taught the elementary branches of common school studies, the caning of chairs, and manufacture of garments and shoes, as well as the work of farm, garden, and shop. A library was added to the means of improvement in the institution and all its departments of industry were made satisfactorily productive. WORK OF OTHER INSTITUTIONS. The Children’s Hospital was established in its new building in 1878, and its beds con¬ tained duringthe year 125 children, both white and colored, while 1,145 children received the benefits of its dispensary. From the Washington City Orphan Asylum no report has been received for 1878. The National Association for the Relief of Destitute Colored Women and Children had, at the beginning of 1878, 102 children and 2 aged women under its care. OBITUARY RECORD. PROFESSOR JOSEPH HENRY, LL. D. This much respected man and illustrious scientist, born at Albany, N. Y., December 17, 1799,1 died in Washington City, D. C., May 13, 1878. He received his preliminary education in the schools of his native city, and evinced there such ability as led the trustees of the Albany Academy to make him first assistant teacher and then instructor in mathematics in 1828. While in this position he began those experiments in elec¬ tricity which, by their increase of the power of electro-magnets and their eventual demonstration of the possibility of electro-magnetic telegraphy, laid the foundation of his great fame as ^ scientist and opened the way to one of the most useful dis¬ coveries of our age. The reputation thus acquired led to a call to the professorship of natural philosophy in the College of New Jersey, Princeton, where his earliest lect¬ ures in the autumn of 18.32 showed, as those of the preceding year at the Albany Academy had shown, ^ the feasibility of an electro-magnetic telegraph, to the possibility •Professor Asa Gray believes the year 1797. vhich is commonly given, to be incorrect; he says that there is little doubt that Professor Henry was born in 1799. 2 It was in the session of 1831-’32 that the young scientist had exhibited in the Albany Academy the memorable experiment of transmitting electric signals through more than a mile of wire, these signaLi being given by means of a bell rung at that distance from the machine in use. 278 REPORT OF THE COMMISSIONER OF EDUCATION. of which he had called attention in the American Jonrnal of Science in 1831. Visiting Europe in 1837, he had interesting interviews in England with Professor Wheatstone, the inventor of the needle magnetic telegraph, and communicated to him his own plans for producing not only intelligible signals but also large mechanical effects at great distances by means of electro-magnetism. When the time came for organizing the Smithsonian Institution at Washington, in 1846, Professor Henry, then in the full vigor of his powers, was called to the secretaryship of its board of regents, and with their approval moulded it into the form which it still retains as an institution for advancing knowl¬ edge, not by class instruction, but by stimulating research in various directions and by publishing the results of such researches to the world. In this position he passed the remainder of his days, honored by all and honoring the post he held. Recogni¬ tions of the place he had" in men’s esteem came often to him and in various ways. As early as 1829 he received from Union College the degree of doctor of laws, in honor of his discoveries in electricity, a compliment repeated by Harvard in 1851. In 1849 he was made president of the American Association for the Advancement of Science, and in 1868 president of the National Academy of Sciences, the United States Government in 1871 complimenting him still further by giving him the chairmanship of its Light¬ house Board. In this important post he rendered most efficient service by exerting all the powers of his natural and practical intelligence on the best means of lighting our long coast and reducing as far as possible the dangers of navigation. By his investi¬ gations in this direction he is said to have saved more than $1,000,000 in the expense of lighting while greatly increasing the efficiency of the work. With characteristic unselfishness, he gave the Government the full benefit of his discoveries in illumi¬ nating media, as he had before freely given to the world those discoveries in elec¬ trical communication out of which most men would have made themselves immensely rich. The Signal Service of the country also owes him much, he having instituted more than thirty years ago that system of meteorological observation and communi¬ cation by which the condition of the weather and the progress of all storms could be daily ascertained at the institution of which he was the head. A thoroughly good man, he left behind him a name universally respected and on which no shadow of a stain was ever cast. CHIEF SCHOOL OFFICERS OF THE DISTRICT. Hon. J. Ormond Wilson, superintendent of schools for white children in Washington and Oeorgetown and of the county schools, Washington. Hon. G-eorge F. T. Cook, superintendent of schools for colored children in Washington and George^ town, Washington. IDAHO. 279 IBAHO. STATISTICAL SUMMARY. 187G-'77. 1877-78. Increase. Decrease. POPULATION AND ATTENDiVNCE. Youth of school age (5-13) ct . . . . 4,028 4, 942 914 Number of scholars 5—18 enrolled _ _ _ _ _ _ 2, 031 3, 432 801 ‘ DISTRICTS AND SCHOOLS. Number of school districts ...... . . . 96 106 10 Number of school-houses . . 1)73 &84 11 Number of schools . . . . ..... e74 &81 7 INCOME AND EXPENDITURE. R.p.r.oipts for public schools . . . f7|23, 306 18, 764 f7$33, 347 , 23, 083 $9, 981 4, 319 Expenditure for teachers’ salaries . . a The school age has since been changed to 5-21. o ISTine counties reporting. b Eight counties reporting, ci Including balance on hand at beginning of school year. (Report of Hon. Josepli Perranlt, territorial superinitendent of public instruction, for the two years indicated.) TERRITORIAL SCHOOL SYSTEM. OFFICEKS. These consist of the territorial controller, who is ex officio territorial superintendent of public instruction ; the auditor of each county, ex officio county school superin¬ tendent (except in Alturas and Bear Lake Counties, where the probate judges act as such); the county school examiner, one for each county, appointed by the board of county commissioners and holding office subject to the will of the board, the superin¬ tendent and examiner for each county constituting a county board of school examiners; and three trustees for each district, who are elected for a one year’s term by the voters of the district. — (School law.) OTHER FEATURES OF THE SYSTEM. The schools are sustained by an apportionment from the interest of the territorial general school fund ; by a tax of not less than two mills and not more than eight mills on the dollar in each county ; by the money airising from fines and forfeitures for breaches of any of the penal laws ; and by the $3 received from each person passing the exam¬ ination for a teacher’s position. For repairs to school property not exceeding in cost $25. trustees may levy a rate bill on parents or guardians having pupils in school, though pupils are not to be denied school privileges through inability on the part of their parents or guardians to pay the rate. The basis of distribution of the school fund to each county is according to the number of children between 5 and 18 years of age, when full returns of school matters have been sent in. Each county, however, constitutes at least one school district irrespective of the number of children of school age in it, and one- half of the county and territorial fund is to be divided equally among the several dis¬ tricts complying with the requirements of the law ; the other half, in proportion to the number of children of school age enumerated, except in two counties, where there is a slightly different arrangement. When a new school district is formed it receives its proportion of school money per capita out of the school funds of the old districts from which it was formed, but if the schools are taught less than three mouths the money must be returned to the old districts. To enjoy the benefits of the school fund there must be at least 10 children reported by the census marshal in each school district, and no political, sectarian, or denominational doctrine can be taught in the schools or any similar papers, tracts, or documents distributed. Widows or unmarried women of the 280 REPORT OF THE COMMISSIONER OF EDUCATION. age of 21 years who hold property subject to district taxation for the maintenance of the schools are allowed to vote upon the levying of such tax. Teachers are examined by the board of school examiners, and certificates naming the branches that the applicants are qualified to teach are granted for two years to those found competent. Provision is also made for the establishment of a university or other high school from the moneys accruing from the sale of lands given or to be given by Congress for school purposes and from monejs apjDropriated by Congress for schools.— (School law.) GENERAL CONDITION. According to the statistics received in 1877-78 from the different counties in Idaho Territory, it is estimated that there was an increase, since 1876-’77, of 914 children of school age, of 801 attending school,^ of 10 school districts, 11 school-houses, and 7 schools. In Nez Percd County the Indian troubles broke up the schools in 1876-’77, consequently in the following school year there was marked improvement in attend¬ ance of pupils and in length of school term. Of the average daily attendance in the public schools the reports are too imperfect to make it worth while to present results. Indeed, school matters generally appear to be still in need of much amendment throughout the greater portion of the Territory, the first and greatest amendment needed being a territorial superintendent able to devote his whole time to school work. There is no indication in the report of the superintendent of any provision for nor¬ mal, secondary, or special instruction. The provisions of the school law relative to higher education are as yet inoperative. . CHIEF TERRITORIAL SCHOOL OFFICER. Hon. Joseph Perrault, territorial controller and. ex offi,cio superintendent of public instruction^ Boise City. *Only 8 counties out of 10, however, reported the school attendance, and in 3 of these the reports were imperfect. INDIAN TERRITORY. 281 IMBIAN TEKMITOKA. (As in past years, the information under this head covers all Indian education in the United States, as well as that among the five civilized nations in the Indian Territory.] STATISTICAL SUMMARY. 1877. 1878. Increase. Decrease. POPULATION AND ATTENDANCE. Number of Indians in the United States, exclusive of Alaska. Number of mixed blood . . Number of school age in the five nations a. Number of school age in other tribes . . Pupils of the five civilized nations enrolled . Pupils of other tribes enrolled . Average attendance of these last. . 250, 809 27, 749 5,49G 6, 019 3, 598 SCHOOLS. Boarding schools of the five nations . . , Day schools of the five nations . Boarding schools of other tribes . Day schools of these last . . Whole number of boarding schools ... Whole number of day schools . Number the schools will accommodate TEACHERS. Teachers among the five nations . Teachers among other tribes, . Whole number of teachers . . Missionaries not classed as teachers .. 12 I 168 48 111 60 279 196 ! 241 I 437 I 126 INCOME AND EXPENDITURE. Receipts for education of Indians c . $337, 379 Expenditures for the same . . . 337, 379 RESULTS OF INDIAN EDUCATION. Number of Indians who can read . . Number who can read in two languages.. Number taught to read within the year, exclusive of the five civilized tribes. 40, 397 8, 806 1,203 250, 864 55 17, 000 h'S2, 213 5,993 6, 229 4, 142 497 210 544 22, 37 11 187 49 119 60 308 371 190 221 417 226 20 20 $3.53, 125 $15, 743 41,309 912 *i^532 326 a The five civilized tribes or five uatioua of the Indian Territory are the Cherokees, Chickasaws, Choctaws, Creeks, and Seminoles. b The Commissioner of Indian Affairs says that this number is too small, several tribes not having been reported, and thinks that 50,000 would be nearer the truth. cOf the receipts for 1877 there were $81,989 from tribal funds, $209,337 from the United States Gov¬ ernment, $8,916 from New York State, and $37,137 from other sources. (From the reports of Hon. E. A. Hayt, Commissioner of Indian Affairs, for 1877 and 1878.) SCHOOL ORGANIZATION. OFFICERS. The schools of the Indian Territory, except among the Cherokees, are under the con¬ trol of superintendents, one being appointed for each trihe. A board of examiners is also chosen, before whom all applicants for positions as teachers must pass satisfac¬ tory examination and from whom certificates of qualification must be obtained. 282 REPORT OF THE COMMISSIONER OF EDUCATION. The Cberokee8 have a board of education exercising general supervision over the schools. Three school commissioners preside over and inspect the schools of the three districts into rrhich for educational purposes the nation is divided. PARTICULARS OP THE SYSTEM. The schools of the tribes other than the five civilized tribes (except remnants of tribes in New York, Pennsylvania, and Rhode Island) are sustained by the Gov¬ ernment of the United States, by which the school buildings are furnished and by which contracts are made with teachers. The religious control of the several tribes is assigned to the different religious denominations, and large sums are expended by them in employing teachers and extending educational privileges among the Indians. The five sivilized tribes are independent of the Government in the internal control of their schools, the schools being mainly sustained by funds held in trust for these tribes by the United States. GENERAL CONDITION. EXTENSION OF EDUCATION AMONG THE INDIANS. The Commissioner of Indian Affairs, in his report for 1878, refers to the statistics of the year as proof of the “ steady increase of the number of Indians engaged in civil¬ ized pursuits, the number brought under religious infiuence, and the number of Indian children attending the schools.” He however deprecates the failure on the part of the Government to extend the means of instruction among the Indians and its negli¬ gence in not fulfilling agreements relating to education included in its treaties with certain tribes. He also says that the entire number of Indian children who could be accommodated in the boarding schools at the several agencies was only 2,530, while the number who could find room in the day schools was 5,082, making a total of 7,671 of the tribes distinct from the 5 civilized tribes who could be accommodated in the schools. Among the 5 civilized tribes there is accommodation in the schools for 14,700 children. The r6X)orts from the several agencies show that in most cases the schools have been satisfactorily maintained and well attended. The Pawnees have a new building for the uses of a manual labor school, the speedy opening of which and of another day school is asked for by the chief and head men of the tribe. This tribe has manifested great interest in the education of its children, who, although compelled to walk many miles to school, have given full attendance. An appropriation of $200,000 by Congress is estimated by the Commissioner as necessary for the establish¬ ment of the schools needed and the maintenance of those already opened. SCHOOLS OF THE FIVE CIVILIZED TRIBES. The statistics of the five civilized Indian nations, comprising the Cherokees, the Choctaws, Creeks, Seminoles, and Chickasaws, afford an estimate of 31,000 who can read out of a population of 56,715. The Cherokees had 3,000 children in 1878 in their 80 common schools, 4 boarding schools, 2 seminaries (1 for each sex), and the school for manual labor and training of orphans. The Choctaws had 1,200 children in 50 day schools, 3 boarding schools, and a school of manual labor. The Creeks had 716 in 32 day schools, 2 boarding schools, 2 schools of manual labor, and 2 church mission schools. The Seminoles had 180 children in 5 day schools and an academy or boarding school. The Chickasaws had 400 in 20 day schools, 2 boarding schools, and 4 high schools, man¬ aged by contract, the contractor securing the teachers and providing all necessary appliances. The Choctaws have a new female seminary, called New Hope, situated on the eastern part of their reserve, which is well sustained and the expenses of which in excess of the $5,000 annually devoted to it by the council are j)aid by the Method¬ ist Board of Missions. EDUCATION OF INDIANS AT THE EAST. Besides the schools for remnants of Indian tribes in New York, Pennsylvania, and Rhode Island, an interesting experiment as to the benefit of educating western Indians at the East was undertaken in 1878 under the auspices of the Bureau of Indian Af¬ fairs. Of 62 Cheyennes, Arapahoes, and Kiowas who had been held for some time as prisoners of war at St. Augustine, Fla., 22 of educable age were proposed by Caj^t. R. H. Pratt, u. s. a., as subjects for training of elementary English studies and some useful industries, this training to be tried amid the stimulating and civilizing influences of eastern surroundings and away from the degrading associations of their own tribes. The proposal met with favor, and the friends of Indian improvement contrib¬ uted the necessary funds for carrying it into practice. With the consent of Commis¬ sioner Hayt, arrangements were made for placing 18 of these youths at the Hampton Institute, Virginia, to be educated with the colored youth in school studies and various industrial occupations. Four others were sent into Central New York to be trained in like manner in specially selected families, under the general oversight of Bishop Fred- INDIAN TEEKITORY. erick D. Huntington. Favorable reports as to the effects in both cases of the educa¬ tion thus begun were received a few months later, and in September Captain Pratt was authorized by Commissioner Hayt to proceed to the Indian agencies from Yankton to Fort Berthold, on the Missouri River, and gather other Indian youth for a like train¬ ing at the East. Forty boys and 9 girls were easily obtained and placed with the pre¬ vious 18 at Hampton. Their education there has since gone forward with such satis¬ factory results that one addition after another has been made by Government authority to the number of pupils under training, and plans have been entertained for the open¬ ing of a separate school especially for Indians at Carlisle Barracks, Pa., under the superintendence of Captain Pratt. SPECIAL TEAINING OF INDIANS AT THEIR HOMES. Agent James H. Wilbur, of the Yakama Agency, Washington Terrritory, reports for 1878 a system pursued by himself approximating that at Hampton as nearly as may be, where the Indian youth are trained near their own homes. Collecting the larger chil¬ dren of his agency for boarding school instruction, he taught the older boys to yoke oxen, to attach them to the plow, and to cultivate and sow the land ; while his wife taught the girls to sew, spin, knit, and cut and make up clothing for themselves and for the boys. The matron instructed them also in cooking, washing dishes, washing their clothes, and keeping their rooms in order ; her husband, the teacher, training the boys to like orderliness in the school room. From the oldest to the youngest, all were required to do all that could be done to help in the department to which they belonged. The boys after a year or two of training in the school and on the farm were put into the different shops" at the agoncy for further training in industrial occupations, such as carpentry, blackSmithing, plough and wagon work, harness, saddle, boot and shoe making, and x>ainting. The usefulness of all this soon appeared, not only in its quickening and educational influence on the youth, but also in its effect on the parents. Interested in the practical education of their children and seeing its results in the productiveness of the school farm, they sought and received help in breaking new land, seeding it for crops, and fencing it against intrusion. Thus 15,000 acres of land have been put in fence by Ind¬ ian hands with some guidance from their children and some white supervision and direction. At the same time 5,000 acres have been brought under cultivation, and the Indians had at the date of the report 3,500 head of cattle and about 16,000 head of horses. By means of the instruction of the children and some kindred training of the men, all the work in the shops and mills and on the farm connected with the agengy school could be done by Indian hands independently of any other white assistance. Many of the families are said to be living in good houses painted within and without and furnished with chairs, tables, bedsteads, cook stoves, sewing machines, mirrors,, clocks, &c. The barns contain wagons, harness, ploughs, and other machinery for farming. The x^eople thus make their own clothing, grow their own crops, and pro¬ duce almost everything necessary for their subsistence. Except in the case of the sick, no rations are issued : work for wages is the rule. In this combined training of children and parents, and of parents through their children, some fair prospect appears to be presented of solving the difficulty of Indian civilization, if Indians can once have lands secured to them in severalty and be put fully under the protection and control of law. CHIEF SCHOOL OFFICERS. In January, 1878, Dr. Marston, United States Indian agent at Muscogee, furnished the following as the names of the chief school officers of the five nations in the Indian Territory. No subsequent alteration has been reported : J. F. Thompson, president of Cherokee hoard of education,'^ Tahlequah. E. McCustain, superintendent of Choctaw public schools, Bed Oak. William McCoiiB, superintendent of public instruction among the Creeks, Eufaula. Joshua Hightower, superintendent of Chickasaw public schools, Oak Lodge. John Chupco, superintendent of Seminole public schools, Wewoka. *A statement in the American Jonmal of Education of about the same date as Dr.. Marston’ s letter mentions also three commissioners for the inspection of the three districts into which for educational purposes the nation is divided. 284 REPORT OF THE COMMISSIONER OF EDUCATION. MONTAIVA. STATISTICAL SUMMARY. 1876-’77. 1877-78. Increase. Decrease. POPULATION AND ATTENDANCE. Children of school age (4-21) . Enrolled in public schools . . . Average daily attendance . Number attending private schools . Not attending any school . DISTRICTS AND SCHOOLS. Number of school districts . . Number of school-houses . Number of schools taught during the year. Average length of school term in days .... Schools teaching all branches . . Number using prescribed text books . . Number of graded schools . 1 Number of ungraded schools . Number of private schools taught . . . Value of school houses . . . ...... TEACHERS AND THEIR PAY. Number of male teachers . . . Number of female teachers . . Total number of teachers . Average monthly pay of teachers . INCOME AND EXPENDITURE. V/hole reported receipts for public schools Total expenditures for public schools . . . - 4,561 5, 315 754 2, 625 3,277 652 1,699 2, 384 ■ 685 268 170 98 1, 534 1,754 220 103 105 2 87 88 1 98 107 9 a81. 75 1)34. 12 2. 37 55 78 23 58 65 7 7 5 2 93 98 5 12 12 ^.55, 485 $88, 285 $32, 800 50 57 7 60 59 1 110 116 6 $64 32 $59 71 $4 61 $40, 516 $66, 941 $26, 425 54, 104 65, 505 11,401 a Six counties out of nine reporting. h Eight out of nine counties reporting. (From report for 1877 and 1878 of Hon. Clark Wright, territorial superintendent of public instruction, with return for 1878 from Superintendent W. Egbert Smith.) TERRITORIAL SCHOOL SYSTEM. OFFICERS. These consist of a superintendent of public instruction, appointed for 2 years by the governor, with consent of council ; copnty superintendents, one for each organized county, elected for 2 years by the people: and school trustees and district clerks, elected annually by the people. In all organized districts one trustee is elected for 3 years, while in new districts 3 trustees are elected for one, two, and three years re¬ spectively. OTHER FEATURES OF THE SYSTEM. The sections of land numbered 16 and 36 in each township form a reserve for the future support of schools, and the proceeds of these and any other lands donated by Congress for that purpose are to form an irreducible fund, the interest of which is to be annually divided among the school districts for the support of common schools. At present the schools are maintained by a general tax of 3 to 5 mills on the dollar, by fines imposed for breaches of penal laws, and by such district taxes as the boards of trustees and qualified electors in each district may order to furnish better school facil¬ ities, such as new school-houses, appliances, and apparatus. Moneys, arising from the MONTANA. 285 sale of town lots, under the laws of the Territory relating to town sites, may he devoted to the same purpose unless the majority of qualified voters request the use of the fund for other school purposes. The basis of distribution of the school fund is according to the number of children between 4 and 21 years of age in each dis¬ trict, ascertained by an annual census, provided that Indian children not under the guardianship of white persons be not included in the apportionment. No school dis¬ trict is to receive aid from the fund unless the teachers employed hold legal certifi¬ cates of fitness for their occupation. If books or papers of a sectarian character are used, or if any political or sectarian teachings are given in the schools, or if a free public school is not held 3 or more months in the year, there is a forfeiture of the amount apportioned ; and no new district is to receive any moneys unless a school has actually been commenced in the district. Persons desiring to be teachers pass an ex¬ amination before the county superintendent and offer evidence of good moral charac¬ ter. Certificates showing the relative standing in each study are granted them for 2 years unless revoked by the superintendent. Children of African descent receive the same instruction as the white youth, but in separate schools. The law provides that district high schools may be formed whenever the board of trustees consider that the interests of the district require them. Teachers’ institutes may be held annually in any county containing ten or more organized school districts. When such insti¬ tutes are held, attendance on them is imperative on all certified teachers, and those attending who have the charge of schools are not to lose their pay for the period of such attendance when certified to by the county superintendent. The school day of the Territory is ordinarily of 6 hours, but it may be lessened to 4 for primary schools by a vote of the school board, and any teacher in an incorporated village, town, or city may dismiss pupils under 8 years of age after an attendance of 4 hours. The school month consists of 20 school days. GENERAL CONDITION. The superintendent of public instruction reports for 1877-78 a marked growth in the value of school property, $32,800 over the previous year ; an improvement in the character of school buildings ; an increased attendance, and an unusual degree of pros¬ perity in all matters pertaining to educational interests. In comparing the statistics of 1877-78 with those of 1876-77, an increase of 754 children of school age is noted of 652 in enrolment ; of 685 in average attendance ; of 220 children not attending any school ; of 2 school districts ; of 9 schools, 5 of them ungraded ; of 23 schools in which all branches are taught ; of 6 teachers ; of 10 first grade and 14 second grade certificates. The receipts for public schools were increased $26,425, while the total expenditures were only $11,401 more than in 1876-77. There was a decrease of 2 in the number of graded schools ; of 1 in that of female teachers ; and of 1 in certificates of the third grade issued. There were 98 fewer pupils in the 12 private schools, which are of a parochial or sectarian character, with a curriculum and appliances for the comfort of the pupils much inferior to those of the public schools. The common school branches are taught in all the public schools ; and more than this, the law requires attention to manners, morals, health, and such physical exercises as are conducive to vigor of mind and body. — (Report of superintendent for 1877 and 1878.) TRAINING OF TEACHERS. teachers’ institutes. Under a new law, approved February 16, 1877, authorizing the holding of county institutes in counties having ten or more school districts, 2 institutes were held during 1877-78. They are said to have been of great benefit to the teachers as afibrding an opportunity for interchange of views on the best methods of instruction, and they also promoted educational matters generally. The territorial superintendent suggests that, in order to allow counties of less than ten districts to enjoy the benefits of such meetings, two or more adjoining counties might unite for the purpose of holding such institutes whenever the territorial and county superintendents considered it ad¬ visable for the best interests of the schools. — (Report of superintendent.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No note is made in the report of the existence of any high schools in 1873, though the law provides for the establishment of them at the discretion of school boards. MONTANA COLLEGIATE INSTITUTE. In Deer Lodge County, which ranks first in the Territory in educational matters, the need of a higher grade of school was felt to such a degree that early in 1878 the above institute was organized. Its course is preparatory to college. The new building,. 286 REPORT OF THE COMMISSIONER OF EDUCATION. erected at a coat of about $15,000, is to accommodate 175 pupils; but this not being ready iu 1878, the autumn term was begun, with an enrolment of 24 students, in a building hired for the purpose. Over $1,000 were invested in physical and astronomical apparatus, and it is intended to give the students the advantages to be found in older communities. — (Report of superintendent of public instruction, 1877 and 1878.) * SUPERIOR INSTRUCTION. PROVISIO^t FOR COLLEGES IN THE FUTURE. Besides the provision usually made by Congress of two townships of land for uni¬ versity purposes, there is ground for hope that under an existing territorial law pro¬ vision may be also made for future colleges. The superintendent of public instruction, in his report for 1877 and 1878, calls attention to the fact that, under the “ town site act,” 20 acres may be set apart in each town site for college purposes. He says “ many towns have not availed themselves of this provision of the law,” apparently implying that some have done so. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. W. Egbebt Smith, territorial superintendent of public instruction, Butte Oity. [Term, 1879-1881.1 Mr. Smith succeeds Mr. Clark Wright, who was superintendent from 1877 to 1879. NEW MEXICO. 287 NEW MEXSCO. TERRITORIAL SCHOOL SYSTEM. OFFICERS. From the rexiort of Territorial Secretary Ritch, xiublished in that of the Commis¬ sioner of Education for 1875, and from other sources, it appears that in 1861 an attempt was made by the authorities to establish a system of public instruction for the Terri¬ tory and sustain it by general taxation ; but that the law was so opposed to the then prevailing sentiment, because of its provision for taxation, as to be quickly repealed by the legislature. That this law x)rovided for its administration any territorial or subordinate officers is not stated, but may be supposed. An examination of subsequent laws shows that in 1863 provision was made for a territorial board of education, to consist of the governor, secretary, judges of the su¬ preme court, and the bishop of New Mexico. ^ This board was authorized to make all necessary laws, rules, and regulations for the education of all children within the limits of the Territory, as well as to establish schools, employ teachers, determine their compensation, and x>rovide, as far a.- the funds at their command would permit, school- houses and other facilities for insi:'a.-tion. No subsequent law in the possession of the Library of Congress at the tim» A the examination mentioned indicated the abrogation of this board, though the lai of reference to it in the laws of later years raised a doubt as to its continuance, whur 'he powers originally given it were plainly in a great measure put into other hands. Under the same law of 1863, a territorial superintendent of schools was to be ap¬ pointed by the governor, with consent of council, to take office March 1, 1863, and to hold for 2 years or during good behavior, subject, in failure of such good behavior, to removal by the board of education. It was made his duty to visit all the schools and to render to the board a full rejiort of them at its annual meeting in November, to¬ gether with an account of all the funds which had come into his hands for disburse¬ ment. The board was to make like rexiort to the governor. By a law of January 9, 1874, the suxierintendent of schools is made to be the terri¬ torial librarian and to derive his salary from that office.^ He is required now to make his report of the schools to the governor (the law being silent as to the board of edu¬ cation), and is to include in that report (1) the number of schools in each county and the number of pupils taught, (2) the number of teachers and their salaries, (3) the number of pupils in each precinct and the average attendance of these, and (4) the branches taught in the schools. The jjersons from whom these x>articular8 are to be derived are evidently the county boards of supervisors and directors of public schools, created by a law of February 1, 1872, and intrusted with “the sole and entire management, supervision, and control of the x^nblic schools within their resxiective counties.’^ These boards, which appear to be still continued, consist of the probate judge in each county, with 3 other compe¬ tent persons, who should be heads of families, owners of real estate, citizens of the United States, and resident in the county and Territory not less than five years. In- the act creating these county boards there is no limitation of their term of office, but it is believed to be two years. OTHER FEATURES OF THE SYSTEM. A law of January 31, 1872, just preceding that which gave the public schools into the hands of county school boards, ax^x^ropriated for school purposes a x^oll tax of on each male citizen above the age of 21 years, one-fourth of a tax of 1 per cent, to be annually levied on all taxable property throughout the Territory, and any surplus of more than ^500 remaining in any county treasury after x^ayment of the current ex¬ penses of the county. Subsequent laws have recognized this as the standard sum for public schools, and have repeated the apxiropriation of the law of 1872, as far as the schools were concerned, while modifying it as to the respective shares of the county and territorial authorities. The schools thus sustained have no course of study and no series of text books pre¬ scribed for them. It is not even said that certain studies shall be taught. Sectarian influence in them is not prohibited. Teachers for them are not required to be exam¬ ined or licensed, nor is there any statement as to what prox^ortion of the school moneys is to go toward the payment of teachers’ wages and what toward school-houses and incidental exx^enses. In short, everything seems to be left to the discretion of the county 1 Tlie biahop, Rt. Rev. John Baptist Lamy, n. D., consecrated in 1850, was made arcbbislioi) of Santa F6 in 1875, and in 1h78 still occupied the see. 2 As the salary of the librarian was fixed about that time at|150 annually, with f30 additional for incidental expenses, no large visitorial duties could have been looked for from him in connection with hi.s oflace of school superintendent. ' 288 REPORT OF THE COMMISSIONER OF EDUCATION. boards, witb only tbe restriction that they must publish annually in the nearest news¬ paper wbat funds were received for school purposes, for what they have been expended, how many schools were taught in their counties, and how many pupils attendetl. GENERAL CONDITION. No official statistical information was received at this Bureau as to the public schools of New Mexico in 1378, but from various accounts it appears that school matters in general were much as they were in 1876, when 8 of the 12 counties reported 138 schools with 5,151 pupils and 147 teachers who received from $16 to $40 a month. Instruction was given almost entirely in the Spanish language. There were also 26 private and parochial schools in which the common and higher branches were taught and in many cases both French and German. Yet many large and populous villages are said to have been wholly destitute of facilities for education. Comm;^nities of even 1,000 persons had only a two months’ school, attended by about a score, of boys, while there are supposed to have been some 25,000 youth of school age in the Territory needing in¬ struction. In many of the public schools, too, there are said to be few or no school books, and these of the most elementary character. The masters teach the alphabet and reading from stray leaves of old books or scraps of old newspapers, and these in Spanish. Two- thirds of the voting population can neither read nor write, and the pro¬ portion who cannot read English is even greater. Many of the most enlightened people and best newspapers of the Territory are earnestly advocating free schools with all sec¬ tarian influences banished — not only schools for training youth, but also for providing competent teachers, since there are few really good ones and many of those emj)loyed are scarcely able to read and write. The former governor, Mr. Axtell, in recommending a more efficient school system, urged that the county boards of school commissioners should be abolished and their duties imposed upon the county commissioners, and that county superintendents of education should then be appointed who should report to a general superintendent of schools ; that a complete census of school children should be taken and Congress memorialized to establish a ststem of public education in the Ter¬ ritory and to assist in its support by aid from the National Treasury. On these recom¬ mendations, however, the legislature did not act. Other persons, interested in educa¬ tional matters, desire that the speaking and writing of the English language should be a qualification for serving as jurors and magistrates, and they urge that if English were used in the courts and records it would materially aid in producing a better sys¬ tem of education. — (Report of Governor Wallace for 1878; Barnes’s Educational Monthly, March, 1878 ; Circular of Colorado Coliege; The New West; Education in New Mexico.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. So far as is known to this Bureau, no schools in the public system of the Territory have yet reached high school rank, most of them being very elementary in character. OTHER SECONDARY SCHOOLS. Two schools of this class report their statistics for 1878 — one, the Academy of Our Lady of Light (Roman Catholic), at Santa F^, with 10 teachers and 243 pupils;^ the other, the Santa Ffi Academy, under Congregational auspices, with a 3 years’ course, 3 teachers, and 64 i^upils. The latter, incorporated in 1878, is for both sexes, 26 of its 64 pupils being girls. It is stated in the catalogue of Colorado College that this is the only graded school in the Territory which will bear comparison with eastern institu¬ tions, and that applications to establish kindred schools in other parts of New Mexico had been elicited by the good work done in the school. The school of Rev. Mr. Forrester, mentioned in the report for 1877, is believed to have been removed from Santa ¥6 to Las Vegas. SUPERIOR AND SCIENTIFIC INSTRUCTION. COLLEGES. Two institutions called colleges, and probably chartered as such, but said by some to be hardly yet of collegiate rank in the instruction given, are maintained under two of the religious orders of the Roman Catholic Church in the Territory — one, the College of San Miguel, at Santa F4, with 10 instructors and 300 students ; the other, Las Vegas College, with 4 instructors, number of students not given. — (Sadlier’s Directory.) The industrial college of the Territory, provided for by a law of 1863 and intended to be established on the basis of the agricultural college land grant of 1862, does not appear to have yet gone into operation. * Iq 4 other schools for girls, at Bernalillo, Las Vegas, Mora, and Taos, the Homan Catholic Church- had at the last advices about 360 pupils; and in 4 schools for hoys, at Albuquerque, Bernalillo, Mora, and Santa F6, 570 pupils. All these schools are of unknown rank and all under the control and instruc tion of the religious orders of the church, although the one at Santa F6 is termed a public school.— (Sadlier’s Directory.) UTAH. 28^ UTAH. STATISTICAL SUMMARY. 1876-77. 1877-78. Increase. Decrease, POPULATION? AND ATTENDANCE. Youtli of school age (6-16) . Enrolled in district schools . Average daily attendance . . Pupils in schools other than public 30, 792 19,779 13, 420 4, 360 33, 604 21,710 14,949 2, 812 1,931 1, 529 SCHOOLS. Number of schools . . Average time of school in days _ Estimated value of school property, 327 146 346 137 $382, 112 9 TEACHERS. Men teaching in public schools . . Women teaching in public schools . Whole number of public school teachers.. Monthly pay of men. . . . Monthly pay of women . Teachers in schools other than public . 232 238 470 $45 00 22 50 92 254 235 489 $35 00 22 00 $10 00 50 INCOME AND EXPENDITURE. Total income for school purposes Total expenditure . $160, 064 $113, 413 160, 064 113, 193 $46, 651 46, 871 (From special return of Hon. John Taylor, territorial superintendent of district schools, for 1878 and biennial report of the same for 1876 and 1877.) TERRITORIAL SCHOOL SYSTEM. OFFICERS. These consist of a territorial superintendent of district schools, county superintend¬ ents, and 3 trustees for each school district. Each of these officers is elected by the people for 2 years. There is also a board of examination of 3 persons in each county, whose duty it is to judge of the qualifications of teachers. OTHER FEATURES OF THE SYSTEM. The schools are maintained by a tax of 3 mills on the dollar on all taxable property in the Territory,^ by an annual tax on all railroads, by the proceeds arising from the sale of estrays, and by fines. The apportionment of school moneys is made on the basis of children of school age (6 to 16) annually reported in each district. The territorial and county superintendents and the president of the University of Deseret, in convention, determine what text books shall be used in the schools, and the county superintendents, with the trustees in their respective districts, regulate the school terms. Teachers are to make quarterly reports of their schools to the trustees of their districts ; the trustees make annual reports respecting the schools to the county superintendents, and take a school census in October; county superintendents report annually to the territorial superintendent in November.® this is EOfc sufficient for repairing^, building, and furnishing school-houses the tax may be raised to any sum decided upon by a two-thirds majority of the q ualified voters of the district, provided it does not exceed 3 per cent, a year, non-residents, hpwever, not to be taxed for teachers’ wages beyond,,the amount mentioned in the text. ' * School law of 1876, amended by act of Febrtlary 22, 1878. 19 E 290 REPORT OF THE COMMISSIONER OF EDUCATION. GENERAL CONDITION. As only biennial reports are issued in Utah, educational information as to 1877-78 is limited. However, the statistical summary shows an increase of 2,812 of school age, of 1,931 enrolled, of 1,529 in average daily attendance in district schools, and of 19 teachers. The expenditures for the year were $46,871 less than in 1876-77, but this was owing to the absence of reports of moneys expended for fuel, light, rent or repairs, libraries, and apparatus. Mr. Dexter A. Hawkins, of New Fork, contributes to the Christian Advocate an article on education in Utah in 1877, »in which he says that the Mormon assembly rooms, used for school purposes, are a mere apology for institu¬ tions of learning ; the furniture and apparatus meagre and of low grade ; the exaction of a tuition fee excludes the great mass of the children of the poor ; while the mission schools, supported by funds drawn from abroad and taught by skilled and efficient teachers, are, he thinks, doing much good.^ ELEMENTARY INSTRUCTION. PRIVATE SCHOOLS. The missionary work undertaken four years previous by the Presbyterian Church was reported so successful in 1877- 78 as to include 11 schools, with 370 pupils and 16 teachers. The Saints, notwithstanding the opposition of Brigham Young to these schools, raised their proportion of money needed. Reports from San Pete County indicate a crowded state of the schools there and much progress made by the scholars. (Daily Tribune, Salt Lake.) The elementary schools of the Protestant Episcopal Church included one at Ogden, one at Logan, and one at Plain City, besides two important secondary schools with primary departments at Salt Lake City. Statistics of the elementary schools are lacking. Of the elementary school work of other denominations there is little or no informa¬ tion. PUBLIC LIBRARY. A report of the public library of Salt Lake City indicated that frequent donations •of books, minerals, and curiosities were received in 1878. As the library was on the free list at Washington it constantly added valuable Government works. In Novem¬ ber, 1878, it had 2,462 books, and 317 were added later, making a total of 2,779 volumes. CITY SCHOOLS. The superintendent of the Salt Lake County district schools writes that there is no city organization of schools. The schools are confined to county organizations, and Salt Lake City is divided into 21 districts, under the supervision of the county super- ?li\tendent. The expediency of organizing city schools was receiving consideration, however. TRAINING OF TEACHERS. NORMAL DEPAR-EMENT. This department of the University of Deseret reported for 1873 the number of 44 students, 23 males and 21 females. There are 31 graduates, but it is not known how many of them are engaged in teaching. On the completion of the one year’s course a certificate of graduation is given the students. The Salt Lake Academy, a prepara¬ tory school for Colorado College, founded in the winter of 1877-78, reported a two years’ English and normal department with 31 students. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS AND OTHER SECONDARY SCHOOLS. No public high schools were reported in 1878, and it is believed that none such exists. The Salt Lake Academy, in Salt Lake City, was established in the winter of 1877-78 as a preparatory school to Colorado College, although it is hoped it will in time develop into a college. A school room costing $3,000 has already been built, and a valuable natural history cabinet added to the school. — (Colorado College report.) J For statistics of other academies and seminaries sending returns or reports to this Bureau, see Table VI of the appendix following, and the summary thereof in the report of the Commissioner preceding. ^ The News, organ of the Mormon church, says: “'We have a reli^on revealed direct from the Al- mighty. It is our duty to train our children in the true faith. While we desire to give them all the ®dacation our means will permit in secular knowledge— this being also a duty required of us by our Toligion — we are under the obligations of conscience and divine law to train them in the spirit and letter ©f the gospel revealed to us. Teachers opposed to oim faith are not competent to be instructors of our youth.” UTAH. 291 SUPERIOR INSTRUCTION. UNIVERSITY OF DESERET. This institution reported 136 students in the preparatory department, 70 males and 66 females, under 3 professors and instructors. There were apparently no students in either the classical or scientific course. The preparatory course is completed twice each year, beginning with the first and third terms and ending with the second and fourth. It thus appears to be substantially a secondary school for that year, only looking towards collegiate rank. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. John Taylor, territorial superintendent of district schools, Salt Lake City. [First term, 1877-1879; second, 1879-1881.] 292 EEPORT OF THE COMMISSIO^TER OF EDUCATION. WASHiWGTOx^ TEHMITOHY. STATISTICAL SUMMARY. • 1875-’76. 1876-’77. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school ago, 4-21 a . 11, 000 12, 997 1,997 Enrolled in pnblic schools . . 7, 500 5, 385 2, 115 SCHOOLS. School rooms for study . . . 219 262 43 Average duration of schools in days ...... 104 130 26 TEACHERS. Men teaching . . . 120 134 14 Women teach in . or _ _ _ 100 145 46 Total number of teachers _ _ _ _ _ _ 220 279 59 Average monthly pay of men _ _ _ ^38-150 ( $40 00 Average monthly pay of women _ _ 1 $30 00 INCOME AND EXPENDITURE. J / Receipts for school purposes . . . . $54, 557 $49, 765 $4,792 Expenditure for school purposes . 55, 520 aTTnder a new law, 5-21 is the age of admission to the public schools, though 4-21 is retained as the age which forms the basis of apportionment of public school funds. (Special return from Hon. J. P. Judson, territorial superintendent of public instruc¬ tion, and printed report from tbe same for 1876-77.) TERRITORIAL SCHOOL SYSTEM. OFFICERS. A territorial superintendent of public instruction, appointed by the governor bien¬ nially, with consent of council, has general supervision of county and district school officers and of the public schools. A territorial board of education is formed by the governor, who appoints also bien¬ nially, and with consent of council, one suitable person from each of the three judicial districts to be associated with him in the choice of text books for the schools, the pre¬ scription of rules for them, the examination of candidates for territorial teachers’ cer¬ tificates, and the preparation of questions for county examinations. A county superintendent of common schools is chosen in each county by the people at the general election for a term of two years. He forms a county board of examiners by calling two teachers holding the highest grade certificates in his county to aid him in examining semiannually persons who desire to teach in the county schools. The other officers are district boards of 3 directors, chosen by the people at the first annual district meeting for terms of one, two, and three years, and subsequently con¬ tinued by the choice of one new member or reelection of an old one at each annual meeting. A district clerk, chosen for 3 years, keeps record of these meetings, takes an annual census of the children for whom school funds are to be apportioned, keeps the school-house in repair, provides all needed supx3lies for it, and reports to the county superintendent, at the beginning of each term, the name of the teacher and the proposed length of the term. Women are eligible for any of these offices, and may vote for the officers in the dis¬ tricts where they reside and pay taxes. OTHER FEATURES OF THE SYSTEM. The means for maintaining pnblic schools come from the proceeds of a small terri¬ torial school fund, from county taxes of 3 to 6 mills on the dollar, and from penalties WASHINGTON TERRITORY. 293 for "breacli of penal laws. The fund tlnis accruing is divided among tlie districts in. the proportion of the number of children in each from 4 to 21 years old reported by the district clerk. Districts may also, on their own vote, levy a special district tax, not exceeding 10 mills on the dollar in any year, to lengthen the school term or secure additional school advantages. No district may receive its share of the distributable school fund unless its schools have been taught by regularly licensed teachers at least 3 months in the preceding year.^ The text books for the schools are fixed for terms of 5 years by the territorial board of education, and the methods of instruction and discipline are prescribed by the same board. The formation of graded school districts is encouraged and in towns or cities with more than 500 children of school age re¬ quired. For such graded school districts a course of study covering 10 years, and in¬ cluding primary, intermediate, grammar, and high school instruction, is established by the Stale board. The schools are open to all children 5 to 21 years old ; and those from 6 to 18 years of age living in towns or cities reporting over 400 inhabitants must be sent to school or taught otherwise at least for 6 months each year unless excused for cause. The full school day is 6 hours in length, but may be made 4 for primary schools and 5 for grammar and high schools. GENERAL CONDITION. The reports of the Territory being biennial, the statistics presented for 1877 must serve until 1879. The condition of affairs, meantime, is liable to be affected by the action of a board of education which came into existence in 1878, and held its first meeting April 1 of that year. It has established rules for the government of common schools and graded schools and for the examination of teachers, and has ordered a series of text books for the use of all public schools. Among its regulations are those causing all union or graded schools to be classified as primary, intermediate, grammar, and high, the primary schools to comprise 3 classes, the intermediate 3, the grammar 2, and the high 2. The school year, beginning the first Monday in September, is to continue 40 consecutive weeks, exclusive of vacations and the customary holidays. The daily session of the schools is to occupy 4 hours and 15 minutes in the primary, 5 hours and 40 minutes in the intermediate, and 4 hours and 45 minutes in the grammar and high schools. Drawing is to be taught throughout the schools of intermediate grades, and singing as far as practicable in all grades, at the discretion of the teachers. A letter from Dr. Judson, superintendent of public instruction, says that the uniform series of text books required by law has been introduced into the schools without ex¬ pense to the pupils; that the school population of Eastern Washington has nearly doubled since 1877, and that that of the western part of the Territory has greatly in- Ol'CSiS^cl TRAINING OF TEACHERS. WASHINGTON UNIVERSITY, NORMAL DEPARTMENT. The normal course of Washington University covers 2 years; instruction is given in the English branches, with some normal and pedagogical studies. INSTITUTES. Since the passage of the school law of 1877, teachers’ institutes have been organ¬ ized in every county containing over 10 school districts. All teachers are required to attend these institutes, and since the new law has established uniformity in the examination of teachers, rendering it impracticable for unqualified applicants to obtain teachers’ certificates, nearly all the teachers attend the institutes iu their counties, and in the opinion of the superintendent with benefit from the interchange of ideas and experiences which characterize these meetings. A territorial institute is held twice a year for teachers at large. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS AND OTHER SECONDARY SCHOOLS. High schools are contemplated in the school system, but no evidence of the existence of such schools in the Territory yet appears. h St. Paul’s School (for girls), Walla WaUa, under the guidance of the Episcopal Church, instituted in 1872, reports 6 instructors and 60 pupils in 1878, of whom 13 were study¬ ing Latin, 2 French, and 1 German. It has a library of 200 volumes, and its school year includes 40 weeks. ^ St. Josejph^s Academy, Steilacoom, is reported by Rev. J. Brondel as not having been in running order since 1875. A school in Cowlitz County, taught by a graduate of an English college, appears in the report from that county, but of its grade and number of pupils there is no infor¬ mation. ^Districts with less than 15 scholars aro exempted from the operation of this rule provided they ■organize, report, and make re^lar enumeration of their children. , 294 EEPORT OF THE COMMISSIONER OF EDUCATION. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Washington Territory, Seattle, a part of the public educational sys¬ tem of the Territory, is under the control of 5 regents appointed by the governor, and is suj)ported by legislative appropriations, interest on endowment funds, and tuition fees. In 1878 "the students in its various courses of study numbered 155, among whom, as among the 11 instructors and professors, both sexes were represented. During that year 4 courses of study were organized, classical, scientific, normal, and commercial, the two latter occupying 2 years each, the classical and scientific 4 and 5 years. The preparatory department contained 114 pupils, and a considerable number pursued studies outside of the regular courses. The legislature of 1877 gave to the university $1,500 to pay the salaries of professors and teachers, in consideration of which free tui¬ tion is granted to 30 pupils appointed by the members of the legislature. One thou¬ sand dollars of this sum were received by the authorities of the university and duly applied in 1878. 7 A library now containing about 200 volumes and a cabinet of specimens of natural science are constantly increasing.^ } Holy Angels' College, Vancouver, Wash. Ter., a Roman Catholic institution, reported by return for 1878, in its academic classes, 85 students and 4 resident professors. Its scholastic year includes 40 weeks, and it possesses a library containing 900 bound vol¬ umes and 370 pamphlets. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. J. S. Houchtox, territorial superintendent of public instruction, Olympia. [Term, 1880-1882.] Mr. Honcrliton sacceeds Dr. John P, Judson, who had previously occupied the superintendency hy successive appointments from 1874. 1 A letter from Dr. George H. Atkinson, dated December, 1879, states that the legislature of 1879i amended the appropriation hill abolishing the free scholarships, granting $1,000 per annum for payment of salaries of professors and teachers, and $500 for purchase of apparatus and reference hooks for the university. The number of pupils in the university since the amendment was 120. WYOMING. 295 WYOMING. STATISTICAL SUMMARY. 1875. 1876. Increase. Decrease. Number of pupils enrolled . Number of school-houses . Number of teachers emploved . Number of male teachers . Number of female teachers . 1,222 13 23 7 16 1,690 21 48 21 27 468 8 25 14 11 (From the reports of the Commissioner of Education for the years 1875 and 1877.) TERRITORIAL SCHOOL SYSTEM. OFFICERS. For the Territory the territorial librarian is ex officio superintendent of public in¬ struction. For each county a county superintendent of schools is chosen biennially by the people. For each school district the resident voters elect at their first regular district meeting 3 trustees for terms of 1, 2, and 3 years, and at each subsequent an¬ nual meeting elect one in place of the outgoing one. These trustees together consti¬ tute a board of directors for the district, controlling all school affairs, with the con¬ currence of the county superintendent in some cases. OTHER FEATURES OF THE SYSTEM. The district schools are free to all children 7 to 21 years of age residing in the dis¬ tricts where they are held ; and it is made the duty of parents and guardians to send such children to some school at least 3 months of every year, unless excused by th® district board on receipt of a certificate from a physician stating that confinement im a school room would be injurious. In the case of children between the ages of 7 and 16 this duty is made still more imperative, and special provision is made for the en¬ forcement of it. In each county a poll tax of $2 on each male citizen for county school purposes is required, and one on property not to exceed 2 mills on the dollar is left discretionary. Districts may vote additional taxes for buildings and certain specified miscellaneous expenses, including $100 annually for a district library. To receive their pay teachers must make full reports of the schools taught by them in a prescribed form. GENERAL CONDITION. No report having been received from the superintendent of instruction in Wyoming, the following facts relative to the condition of public schools in the Territory are taken from a report by the governor to the Secretary of the Interior for the year 1878. He expresses surprise and gratification at the instrumentalities and institutions of education in Wyoming, asserting the school system to be one of the best in the United States, resembling that of Michigan, under which all the grades are so related and correlated that each lower grade becomes a proper stepping-stone to one above it ; and the public graded schools at Cheyenne and Laramie are really among the best of their class in the country. The school buildings, he says, are also excellent, the new on® at Laramie City especially, a fact affording evidence that the people are willing to pay their money freely for the comfort and culture of their children. Attendance at school is made obligatory, teachers are liberally paid, men and women alike for the same service, and provision is made for county superintendence and for regular teach¬ ers’ institutes. At present the general superintendence is vested in the territorial librarian ; but when the field of labor shall have become enlarged, a superintendent will give his entire time to the work. There is as yet no institution of higher grad© than the high school department of the public schools, but there will soon be necessity for the establishment of a college. LIBRARIES. Mention is made in the same report lhat in addition to the territorial library there are in Cheyenne, in Laramie, and in Evanston excellent beginnings of libraries. The 296 EEPORT OF THE COMMISSIONER OF EDUCATION. places named also contain reading rooms of an attractive character connected with the libraries. SCHOOLS rOH INDIANS. From the report of the Indian agent in Wyoming it appears that, notwithstanding diligent efforts, it was late in the summer of 1878 when a teacher was obtained and a day school opened for the Indian youth. The agent expresses the opinion, however, that a day school cannot be made entirely successful as long as the Indians continue to live in lodges, yet he entertains no doubt as to obtaining full attendance at schools in case necessary aid should not be withheld. Preparations were in progress for the open¬ ing of a boarding and industrial school, and there were efforts made to secure an addi¬ tional school building, the agent being of opinion that no other kind of school would be effective. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND BLIND. Liberal provisions are made by which the deaf and dumb, the blind, and the insane are placed in the best institutions of the country, at the expense of the Territory. CHIEF TERRITORIAL SCHOOL OFFICER, Hon. Joseph Slaughter, territorial librarian and ex officio supenntendent of public instruction, Cheyenne, EDUCATIONAL ASSOCIATIONS. 297 EDUCATaOMAL ASSOCIATIONS. THE AMERICAN INSTITUTE OF INSTRUCTION. The directors of the institute met at Boston January 5, 1878, and made arrangements for the annual meeting, which was held July 9-12, at Fabyan’s, in the White Moun¬ tains. It was the great educational meeting of the year, from 3,000 to 5,000 persons being present. The members represented all grades and systems of teaching for twenty-eight States, and the exhibits displayed the improvements in apparatus, aids, and text books. The opening address was made by Hon. T. W. Bicknell, Boston, pres¬ ident of the institute, who stated that one of the meetings had been held in New York and 47 in New England, and that during the time represented by these meetings over 400 lectures and addresses had been delivered by the members on education in common and normal schools, as well as in universities and colleges. Discussing school officials, he said that every school official should be an expert in school affairs ; that he should hold office long enough to exert a controlling influence over such affairs ; and that appointment and removal should not be controlled by political or religious influences. Referring to the influence of superintendents, he said that school supervision should be in the hands of experienced educators and that the several grades of rank shfuild be reached by steady and deserved promotions. Establishing supervision upon a per¬ manent basis, he would place the electing power in the control of educated men, and make the term of office long enough to determine the most valuable results in pL-j us of the superintendents. In regard to teachers, he would cause the grades of salaries to recognize the grades of qualifications and experience, making the ultimate salary one to which the best talent might aspire, and conferring a life annuity after twenty- five or thirty years’ service. A paper by Dr. Sauveur on “ Reform in the teaching of languages,” containing arguments in favor of his new method, led to a discussion in which S. S. Greene, ll. d., of Rhode Island, Mr. M. Grant Daniell, of Boston, Professor Fay, of Tufts College, and H. C. Harden, principal of ghurtleff School, Boston, ex¬ pressed opinions unfavorable to the method advocated in the paper read by Dr. Sau¬ veur. Hon. J. W. Dickinson, secretary of the Massachusetts State board of educa¬ tion, delivered an address on “ School supervision,” in which he urged the advisability of intrusting superintendence of schools only to educated and experienced men. In the evening addresses were made by Governor Prescott, Superintendents Corthell of Maine, Downs of New Hampshire, Conant of Vermont, and Dickinson of Massachu¬ setts, United States Commissioner of Education Eaton, Hon. J. Hancock of Ohio, Messrs. White of Indiana, Newell of Maryland, Henkle of Ohio, and Tanetaro Megata, commissioner of education of Japan. The session of the second day was begun with reiDorts and resolutions and an address by Superintendent J. W. Corthell, of Maine, on “ The examination of teachers,” treating the subject in an able manner. He was followed by D. B. Hagar, a. m., of Massachusetts, in an exhaustive discourse on the same subject, including a plan for examination. Several delegates participated in the discussion of this subject, after which President W. F. Warren, of Boston University, read a paper on “ Joint and disjointed education in the public schools,” eliciting opin¬ ions on the subject from Rev. A. D. Mayo, of Springfield, Mass., and A. J. Rickoff, of Cleveland, Ohio. Two evening sessions were held, one on Mount Washington, the other at Fabyan’s, telegraphic communication being maintained between them. Professor Bicknell presided, with Miss West as secretary, over the meeting on Mount Washington, where recitations of poems and music by the Glee Club of student waiters from Bridgewater Normal School, with resolutions affirming the principles of American school systems, constituted the exercises. At Fabyan’s Professor Fay, of Tufts College, spoke of the topography of the White Mountains, and Professor Niles gave an able lecture on “ Mountain summits and scenery.” The third day’s session was opened by an address by Larkin Dunton, a. m., principal of Boston Normal School, on “Professional schools for teachers,” urging the establishment of normal schools of a much higher grade than any in operation ; and Professor Fletcher, of the Castine Normal School, spoke in favor of special courses for the training of teachers, to be introduced into colleges and universities. Professor Mowry, of Providence, R. I., presented the question of “ Political education in the schools,” recommending that the principles of our government and the duties imposed by them should be taught in grammar and high schools. General Eaton commended the ideas advanced by Pro¬ fessor Mowry, especially urging the benefit of political education in the territorial schools ; and the Subject was further discussed by Drs. Miner and White, Mr. Haine, and Professor Richards. Professor Butterfield, of Massachusetts, next read a paper on “ Visible speech,” treating of the relation of phonetic symbols to the organs of speech and the mechanism of the universal phonetic alphabet, and giving a history of the discovery of the phonetic basis of language and the perfection of the system of “ vis- 298 EEPORT OF THE COMMISSIONER OF EDUCATION. ible speech.’’ The evening exercises of the third day at Fahyan’s consisted of a con¬ cert and an address by Dr. Loring, of Salem, Mass., on “The methods and objects of American education.” The fourth day was occupied by reports of various com¬ mittees, election of new ohicers of the institute, resolutions of the committee on necrology, tributes to the memory of deceased members, and report of the auditing committee. A committee on spelling reform was chosen, and an address by Pres¬ ident White, on “ Education of labor,” evoked discussion by M. A. Newell, ll. d., of Baltimore. Professor Dolbear, of Tufts College, read an illustrated lecture on the telephone and inventions leading to it. Among the exercises of the last evening of the institute, mostly social, was the election of Professor Dolbear to honorary mem¬ bership. After adjournment a social reunion was held at the Fabyan House, number¬ ing at least 1,000 persons and made agreeable by music and addresses. The inaugu¬ ration of President Carletou, of Connecticut, com]3leted the proceedings of the institute. — (New-England Journal of Education.) INTERCOLLEGIATE LITERARY ASSOCIATION. The fourth annual convention was held in the Academy of Music, New York City, January 10, 1878, Rev. Dr. Taylor, of the Broadway Tabernacle, presicling, and the platform being occupied by several distinguished professors. In the oratorical contest, which was the principal exercise of the convention, twelve colleges and universities were represented, viz: Cornell, Princeton, Williams, St. John’s, Rutgers, La Fa¬ yette, Madison University, Wesleyan University, Northwestern University, University of the City of New York, the College of the City of New York, and the University of Syracuse. The judges in oratory, Messrs. E. L. Godkiu, D. H. Olmstead, and A. D. F. Randolph, awarded the first oratorical prize to Carlton P. Mills, of Williams College, for his able oration on the “ National life of Ireland,” and conferred the second prize on J. J. Grant, of La Fayette College, the subject of whose address was “ The convic¬ tions of labor.” The Greek prize was won by Louis Bevier, of Rutgers ; the first Latin prize was awarded to A. D. Bingham, of Madison University ; the first prize in mathematics, to Thomas K. Satterlee, of the College of the City of New York ; and the first prize in mental science, to A. F. Ormond, of Princeton. The first prize for excel¬ lence in essay writing was received by Charles W. Ames, of Cornell ; subject, “ The growth of political parties in the United States.” Several second prizes were given and several contestants rewarded by “ honorable mention” from the judges. On the even¬ ing of January 11 the trustees of the association held a meeting, followed by one of the council of regents. The finances of the association were first discussed and ways and means devised by which the desired endowment fund of $50,000 might be secured within a brief time, to be held as a permanent fund, toward which Mrs. Astor gave $500 and the colleges had been taxed $50 each annually. A committee was appointed to cause prize certificates to be printed and presented to the successful con¬ testants of the past four years, and the committee on finance was requested to obtain subscriptions for the payment of the prizes of the past and current years, to be dis¬ tributed by the trustees ; the dues of the colleges were defined at $25 each annually. A new by-iaw forbids any winner of a first prize to compete for a second prize. Eu¬ gene Frayer, of Cornell, was reelected president of the council of regents, and A. L. Allen, of Williams, vice president. A request for time for further consideration of a proposition to substitute fellowships for money prizes, presented by Colonel Higgin- son, was granted, and it was decided that the addresses delivered by Dr. McCosh and Colonel Higginson at Association Hall should be published in circulars. Dr. McCosh in his addresses favored debate rather than written orations in such a contest as that of the intercollegiate. The council adjourned till their next regular time of conven¬ tion in September, 1878. — (College journals and New York Tribune.) AMERICAN MEDICAL ASSOCIATION. At the twenty-ninth annual meeting of the American Medical Association, held at Buffalo, N. Y., June 4-7, 1878, a report by Dr. E. Seguin, of New York, on “ Tfie inter¬ vention of physicians in education,” was read by Dr. Hamilton before the section on state medicine and public hygiene, which section requested Dr. Hamilton to express the opinions of the association on the subject. Dr. Hamilton, indorsing the paper, urged the necessity for action in the matter. It was unanimously resolved that “in the opinion of the association medical men ought to have a voice in the construction and location of public school buildings, in the questions as to the age at which chil¬ dren should be admitted, the hours of study, and the general management of these in¬ stitutions, and to this end it is believed to be necessary that one or more intelligent physicians should be placed on boards of education, boards of trustees, and on other similar boards having the control of public education and schools.” — (Buffalo Medical and Surgical Journal.) NATIONAL EDUCATIONAL ASSOCIATION. The meeting of this important association, usually held during the summer vacation of each year, was not called for 1878. The execurive committee thought that it would EDUCATIONAL ASSOCIATIONS. 299 "bo impossible to secure a fair attendance, a great number of the most active and effi¬ cient members having made arrangements to visit the international exposition held in Paris in that year. The American Philological Association, a department of the national association which usually meets at the same time and place, also held no meet¬ ing in 1878. GERMAN-AMERIC4N TEACHERS’ ASSOCIATION. The ninth annual convention of the German- American Teachers’ Association was held at New York from the 29th of July to the 2d of August, 1878. A remarkable feature of this convention was the exhibition of school books and apparatus, about 60 German and American book firms being represented. The first general meeting, July 30, was presided over by President Keller; communications were received, one advocat¬ ing the metric system. Mr. Metzner,of the North American Union of Gymnastic Asso¬ ciations, recommended that statistical information should be obtained as to provisions for gymnastic exercises in German-American schools, and asked that measures should be begun to introduce such exercises. A paper was read by W. Muller, of Cincinnati, Ohio, on “ Routine work in the class room,” in which he deprecated rigid rules and enforced quiet. An elaborate essay on the “ History of education in America ” was read by Mr. Schuricht, including an account of ancient civilization and the present status of education in this country, and in which the Bureau of Education was com¬ plimented as a “ constant monitor, clearing the way for enlightened improvements and reforms.” The normal school committee reported arrangements for the opening of the seminary in September, 1878, in connection with the model school, $24,000 being ready for investment toward the endowment fund. Mrs. Kraus-Bdlte addressed the asso¬ ciation on the “ Kindergarten, the child’s first workshop,” and “ Seminaries for the education of Kindergartner,” insisting that by the method of these schools the moral and physical natures of children are equally developed, and in conclusion presenting illustrations of the theory. “ Schools on the Frobel plan ” were also discussed by Mr. Kraus, who advocated the Kindergarten system as giving to the common school a tendency to combine theoretical instruction and practical work. On the second day Mr. Schneck advocated a Material change in the organization of public schools,” and Messrs. Schuricht, Schneck, Eckoff, and Stahl were appointed a committee on a report calculated to prepare members for discussion the following year. “ Sex in education,” by Mr. Schoder, was an able effort in favor of coeducation and became the subject of general discussion, long continued, which resulted in resolutions offered and adopted in favor of the theory of Mr. Schoder. In the evening Professor Schem read an essay on the “ Mother tongue in the family,” in advocacy of the use of the German language in families whose elders are natives of Germany. At the meeting of August 1 resolutions advocating a modification of all severe rules in schools were read, discussed, and adopted. Mr. Schuricht offered resolutions favoring district associations and a com¬ mon schedule of studies in districts. Mr. Klemm reported for the committee on Ger¬ man in public schools that the German departments had been closed in several cities in the West by reason of inefficiency or for the sake of economy, and that in a few places they had been reopened. The committee, after discussion, determined that it is preferable to intrust instruction in the German language to class teachers rather than to special teachers. — (Report from Mr. L. R. Klemm, of Cleveland, Ohio.) SOUTHERN EDUCATIONAL ASSOCIATION. The first annual convention of this association, composed of a number of school superintendents and leading teachers from various Southern and Western States, was held August 6-8, 1878, in James’s Hall, Chattanooga, Tenn., in response to a call made by the friends of southern education. On the evening of the first day a temporary organization was effected by the election of Dr. G. A. Chase, of Louisville, Ky., as chairman, and W. B. Bonnell, of Atlanta, as secretary. Mayor Carlyle made the ad¬ dress of welcome, to which Professor Meek responded for the association. After the appointment of a committee to prepare a constitution and by-laws a paper was read by Mr. Mallon, superintendent of public schools in Atlanta, on ‘‘The educational situation of the South,” in which he deprecated the tardy improvement of the South in educational matters, and urged the necessity of advancement in education of both white and colored. On the second day a constitution was adopted and signed by persons from several States, after which thorough organization and enrolment of members were in order; all teachers, school officials, and friends of education present desiring to become members- being enrolled as such on payment of an annual fee of $2. Professor Meek read an essay on “The study of English,” in which liigher rank was asked for the studies of philology and a longer course in English and Anglo-Saxon was advised in the schools. Animated discussion was excited by this paper, after which the recitation of Long¬ fellow’s “Building of the Ship,” by Miss Mary Bowen, of New Jersey, closed the morning exercises. In the afternoon Prof. O. D. Smith, of the East Alabama Agricultural and Mechanical College, read an essay on “Industrial education as related to the material 300 REPORT OF THE COMMISSIONER OF EDUCATION. development of the South,” exhibiting its great resources and urgiug the need and advantage of industrial schools. In the evening Dr. Chase read an essay on “The teacher the chief factor in a good school.” On the third and last day the convention held a business meeting. An evening session finished the proceedings of the convention ; resolutions were adopted in which the measure then before Congress for the realization of an educational fund was in¬ dorsed, and the cooperation of all important educational associations in. the States, North and South, was invited. After a brief address by Hon. Le Roy F. Box, super¬ intendent of public education of Alabama, the association adjourned. — (Eclectic Teacher, Indiana School Journal, and Ohio Educational Monthly.) AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE. The twenty-seventh annual convention of the association was held at Washington University, St. Louis, Mo., August 21, 1878. Professor Newcomb, the retiring pres¬ ident, introduced the president for the ensuing year, Prof. O. C. Marsh, who addressed the association briefly. Mayor Overstolz made an address of welcome on behalf of the citizens of St. Louis. The secretary announced that sixty papers had been entered under the rules of the meeting, six new members were elected, and the names of many candidates for membership were presented. During the afternoon the four sections of the association organized and prepared for regular work. In the evening Vice Presi¬ dents Grote and Thurston addressed the general association, the former upon “ Edu¬ cation a succession of experiences,” the latter upon “ Philosophical methods of the advancement of science.” On the second day the committee appointed to memorialize the State legislature concerning the cultivation of timber and the preservation of forests made a report, which was read and adopted. In section A, Professor Clark, of Cincinnati, gave a lecture on chemistry, advocating the endowment of laboratories for research and the establishment of a chemical journal for the dissemination of American science and for the record of all new discoveries. Several papers were read in section B and thereafter both sections adjourned till evening, when an address by the retiring pres¬ ident was read before a large assemblage. A good audience listened to the proceed¬ ings of the third day. The committee to memorialize Congress in relation to me¬ teorological researches was continued and Mr. Osborne, of Washington, D. C., was added to it. The election of several new members then took place. Professor Loomis in the chair. Among the new members was Thomas A. Edison, whose name was pre¬ sented and received with applause. President Marsh welcomed him with congratula¬ tion upon the intelligence received that morning from the exposition at Paris that the grand prize for the most wonderful invention of the age' had been awarded to him. A committee was appointed for the arrangement of a eulogy upon Professor Henry, former president of the association. The association next met in sections. Mr. Edi¬ son presented before section A papers upon “The use of the tasimeter for measur¬ ing the heat of stars and of the sun’s cOrona,” “ On the application of the carbon button,” “ On the principle involved in the microphone and the telephone and a new voltameter.” Professor Barker thereafter read an interesting paper on the results of spectroscopic observations of the recent solar eclipse. Professor Reese, of St. Louis, gave an outline of the work accomplished by the Fort Worth solar eclipse party ; sev¬ eral other papers were read in this section, and a few in section B. On the fourth day, in the subsections of the association, a paper by J. Lawrence Smith, of Louisville, Ky., was read, announcing the discovery of the oxide of a new metallic element, which the professor proposed to call “ mossandrum.” This is the first element ever discov¬ ered by an American, and is found in the mineral smarskite, from North Carolina, and resembles the metals of the cerium groups. — (New-England Journal of Education.) ASSOCIATION OF NEW ENGLAND SCHOOL SUPERINTENDENTS. The twenty-first semiannual meeting of this association was held at the rooms of the school committee, Boston, October 25, Mr. Marble, president, in the chair. This meeting was attended by 35 superintendents of the principal cities of New England, and was of much interest. Samuel Eliot, ll. d,, superintendent of Boston schools, presented the first subject of discussion in an able address on “The public school and the public library,” ranking them as kindred institutions, and advocating the estab¬ lishment by large public libraries of branch libraries in different districts for school use, thus making the library and school assist each other in promoting wholesome reading and the ends to which good reading tends, thus making them correspondent in assistance. The second topic of discussion was “The method of teaching reading to beginners,” presented by F. W. Parker, superintendent of public schools, Quincy, Mass., in which he subjected the various systems to an exhaustive criticism. The nominating committee having reported, essays for discussion were taken u^^, among them the subject of schools and libraries being again much commented upon. — (New- England Journal of Education.) EDUCATIONAL ASSOCIATIONS. 301 AMERICAN PUBLIC HEALTH ASSOCIATION. This association held a convention at Richmond, Ya., Novemher 19-22, 1878. Among the resolutions relating to sanitary legislation adopted were the following, presented by Dr. Henry B. Baker, of Michigan, and intended to advance the interests of public health: “That this association approves of the proposition for the formation of a permanent ‘United States Public Health Commission,’ charged with the duty of collating and util¬ izing all such information directly or indirectly relating to the public health as shall be gathered in the several Departments of the General Government of the United States ; this commission to make to the President or to Congress an annual report, which shall embody such facts and information relating to public health as may be collected and be considered important to be included in such report, and otherwise to collect and dis¬ seminate useful information relating to public health in such manner as shall best advance the interests of the people of the United States — the amount of money appro¬ priated for such purposes being limited by Congress and the commission to be consti¬ tuted as follows : The Surgeon General of the Army, the Chief Signal Officer of the Army, the Surgeon General of the Navy, the Surgeon General of the Marine Hospital Service, the Commissioner of Education, the Superintendent of the Census, and a per¬ manent secretary and executive officer, this last to be a citizen of the United States, to be chosen by the commission, selected for his executive ability and especially for his expert ability in vital statistics and sanitary science, and to have charge of the office and the work of the commission at the capital. “ That the interest of public health and safety in these United States will be promoted by the establishment of State and national examining boards, not connected wi th med¬ ical schools or colleges, but under governmental direction, whose duty it shall be to ex¬ amine applicants for degrees in sanitary science and public hygiene, and to confer such degrees upon such only as on examination are found learned in such specialties ; that this will promote accuracy in these studies, will stimulate many to become proficient, will create a demand for increased efforts for the teaching of sanitary science and such ‘knowledge of most worth’ by schools and colleges, and finally that dt will make it possible for State and city officers to select health officers and members of boards of health from a class of persons whose proficiency in sanitary science has been ascer¬ tained by those competent to judge.” — (Transactions of the American Medical Associa¬ tion.) 302 EEPORT OF THE COMMISSIONER OF EDUCATION. EDUCATION IM SUNDAY S€fTOOI.S. STATISTICAL SUMMARY.^ States and Territories. .Alabama . Arkansas . California . Colorado . Connecticut . Delaware . Florida . Geor^a . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Ataine . Maryland , . Massachusetts ...... Michigan . ^^Minnesota . . 'Mississippi . Missouri . "Nebraska . . . Nevada . New Hampshire . New Jersey.. . New York . North Carolina . Ohio . Oregon . . . Pennsylvania ... _ Phode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . Alaska . Arizona . Dakota . District of Columbia Idaho . Indian Territory . Montana . ! . New Mexico . Htah . . Washington . Wyoming . Sunday schools. Increase or de¬ crease since 1875. Teachers and officers. Sunday school scholars. Total member¬ ship. Increase or de¬ crease siuce 1875. 1, 000 6, 300 77, 000 83, 300 '505 4, 542 33^ 312 37, 854 800 Inc. 167 3, 648 45, 600 49, 248 Inc. 8,208 67 Inc. 27 700 5, 200 5, 900 Inc, 3,916 1, 059 Inc. 115 18, 035 134, 640 152, 675 Inc. 19, 006 200 3 000 22, 003 25, 003 .500 Inc. 253 3, 423 25,’ 079 28, 502 2, 547 Inc. 224 22, 808 167, 254 190, 062 Inc. 15, 838 6, 244 Inc. 277 63, 955 465, 874 529, 829 Inc. 43, 518 4, 089 Inc. 928 40, 062 323, 650 363, 712 Inc. 79, 132 2, 659 25, 384 354 682 380, 066 i;605 Inc. 697 17, 655 106, 304 123, 959 Inc. 55, 835 2, 501 Inc, 125 29, 436 214, 121 243, 557 Inc. 5,920 1,377 13, 220 96 843 110, 063 1,200 Inc. 140 12, 000 80, 000 92, 000 Inc. 7,000 1,833 Inc. 177 18, 092 171, 198 189, 290 Inc. 8,127 1, 738 30, 011 270, 461 300, 472 2, 198 Inc. 200 19, 777 145, 028 164, 805 Inc. 14, 982 887 Inc. 82 8,115 55, 953 64, 068 Inc. 12, 160 1, 583 14, 244 104 4,52 118, 696 2, 087 Dec. 767 18, 010 121,’ ,578 139, 588 Dec. 72, 995 958 Inc. 229 6, 934 42, 260 49, 214 Inc. 14, 307 67 411 2, 928 3, 339 600 Dec. 103 12, 120 60, 403 72, 523 Inc. 9,190 1, 812 Inc." 98 29, 773 186, 842 216,615 Inc. 21, 281 5, 820 Dec. 180 99,524 803, 875 903, 399 Inc. 91, 399 1, 985 . 17, 667 131, 026 148, 893 6, 347 Inc. 802 77, 119 544, 583 621, 702 Inc.243, 957 100 926 6, 328 7, 254 7, 789 Inc. 129 105, 870 754, 420 860, 290 Inc. 58, 021 401 5, 998 43, 994 49, 992 1, 412 12, 704 93, 164 105, 868 2, 451 22, 055 161, 736 183, 791 2, 500 Inc. 2,180 10, 000 70, 000 80, 000 Inc. 64, 000 650 Dec. 58 6, 855 60, 145 67, 000 Inc. 10, 437 3,911 Inc. 1,488 35, 904 229, 213 265, 117 Inc. 22, 828 1,500 Inc. 479 . 12,500 75, 000 87, 500 Inc. 32, 150 2, 454 18, 094 165, 925 184, 019 1 Dec. 26 5 25 30 Dec. 1,310 5 Inc. 1 30 175 C05 Inc. 12 73 Inc. 25 .517 2, 873 3, 390 Inc. 1,475 60 1, 150 10, 350 li, 500 Inc. 11, 500 9 Inc. 3 54 391 445 Inc. 148 98 Inc. 64 319 2, 400 2, 719 Inc. 1,000 28 169 1, 243 1, 412 38 224 1. 646 1, 870 281 Inc. 263 3, 288 3li 197 34, 485 Inc. 33,110 25 Inc. 25 200 1, 000 1, 200 Inc. 1, 2G0 12 Inc. 8 73 660 733 Inc. 539 78, 046 853, 100 6, 504, 054 7, 357,154 ^In the Peport of the Commissioner of Education for 1875 a table similar to that above was given, its statistics, as then stated, being those reported to and published by a convention of Sunday school teachers and officers held at Baltimore, Md., May 11-13, of that year. The table now presented is from the report of a like convention held at Atlanta, Ga . April 17-19, 1878. The figures for increase in this table, although indicative of considerable progress, do not present the whole advance made in the three years from 1875 to 1878. There has been in those years not only a great growth in the number of the schools and of those connected with them, but also much improve¬ ment in the methods of preparing teachers for their work and of imparting instruction to the scholars, especially in the cities and large towns. Meetings of teachers for the study of the lessons in advance have become more frequent, and instruction from experienced instructors in these meetings has been much more full and systematic, with better help from maps of Bible lands and from information as to the manners and customs of the East. In the schools, also, such maps and illustrations have aided greatly in imparting instruction to the scholars The training, too, has become, it is believed, more practical and thus more efficient than it was, dealing less with mere feeling, more with great principles and duties, and tending to make the children actively benevolent and the schools hives of active workers for the temporal as well as for the eternal good of their suffering and impoverished fellows of the race. APPENDIX. STATISTICAL TABLES RELATING TO EDUCATION IN THE UNITED STATES. / 303 1 9 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION. BLE I. — Part 1. — Statistics of the school systems of llie States and Territorh Sta States and Territories. Report for the year — SCHOOL YEAR. 'school p Begins — Ends — Between what ages. 1 2 3 4 .5 Alabama . . 1877-’78 Oct. 1 Sept. 30 7-21 Arkansas . . 1878 July 1 June 30 6-21 California . 1878 July 1 June 30 5-17 Colorado . . . 1^78 Sept. 1 Aug. 31 6-21 Connecticut . 1878 ■ Sept. 1 Aug. 31 4-16 Delaware . 1877-’78 Apr. — Apr. 1 5-21 Elorida . 1877-78 Oct. 1 Sept. 30 4-21 Georgia . 1878 Jan. 1 Deo. 3 L 6-18 Dlinois . 1878 Oct. 1 Sept. 30 6-21 Indiana . 1878 July 1 June 30 6-21 Iowa . 1878 Sept. 16 Sept. 15 5-21 Kansas . 1878 Aug. 1 July 31 5-21 Kentucky . . . 1876-77 July 1 June 30 7i6-20 Louisiana . 1878 Jan. — Dec. — 6-21 Maine . 1877-78 Apr. 1 Mar. 31 4-21 Maryland . 1877-78 Sept. 1 June 30 5-20 Massachusetts . 1877-78 May — Apr. — 5-15 Michigan . 1878 Sept. 3 Sept. 2 5-20 Minnesota . 1878 Sept. 1 Aug. 31 5-21 Mississippi . 1878 Jan. 1 Dec. 31 5-21 Missouri . 1878 Apr. — Apr. — 6-20 Kobraska . 1878 Apr. 2 Apr. 1 5-21 Kevada . 1878 Sept. 1 Aug. 31 6-18 Kew Hampshire . 1878 Mar. — Mar. — 4-21 New Jersey . 1877-78 Sept. 1 Aug. 31 5-18 New York . 1877-78 Oct. 1 Sept. 30 5-21 North Carolina . 1878 Sept. — Sept. — 6-21 Ohio . 1878 Sept. 1 Aug. 31 6-21 Oregon . 1877-78 Sept. 1 June 20 4-20 Penns'vlvania . 1878 June — June — 6-21 r Rhode Island . 1877-78 May 1 Apr. 30 5-15 South Carolina . . . 1878 Nov. 1 Oct. 31 6-16 Tennessee . V 1878 Sept. 1 Aug. 31 6-18 Texas . 1878 Sept. 1 Aug. 31 8-14 Vermont . 1877-78 Apr. 1 Mar. 31 5-20 Virginia . 1878 Aug. 1 July 31 5-21 West Virginia . . 1877-78 Sept. 1 Aug. 31 6-21 Wisconsin . 1878 Sept. 1 Aug. 31 4-20 Arizona . 1878 Jan. 1 Dec. 31 6-21 Dakota . . 1878 Sept. 1 Aug. 31 5-21 District of Columbia . 1877-78 July 1 June 30 6-17 Idaho . 1878 Sept. 1 Aug. 31 5-18 Montana . 1878 Sept. 1 Aug. 31 4-21 New Mexico' . 1875 Jan. 1 Dec. SI 7-18 Utah . . . 1878 Nov. — 6-16 Washington . 1876-77 Sept. — .Aug. 4-21 W^yomino" . 1876 7-21 . Indian : Cherokees . 1876 Sept. — June 30 7-21 1 Chickasaws . . . 1876 Creeks . 1876 Ser»t. 1 June 30 10-18 Choctaws . 1876 Sept. 1 May 1 6-20 Seminnlps _ _ _ _ _ _ 1876 Sept. 1 May 31 . J a Average attendance. b Several counties made no report of sex. c Whole number taught. dlSTumber under 5 years of age. e Estimated. /In 1876. fifln 1877. /lEor colored population the school age is from 6 to 16. i A printed report of later date gives 227,607 as the enrolment. j Later than the abstract of the printed report given in the preceding pages. STATISTICAL TABLES. 305 the enrolment, attendance, duration of schools, ^'C.; from replies to inquiries hjj the United of Education. SCHOOL POPULATION. Sex. Number under 6 years of age. Number over 16 years of ago. Number between 6 and 16 years of ago. 6 0 i Ph 7 8 9 10 11 690, 859 101, 897 13, 636 680, 734 103, 578 12, 837 dSo, 061 e23, 068 • 0 cll5, 339 222, 150 511, 897 360, 208 294, 714 137, 402 211, 294 490, 524 338, 945 280, 760 129, 173 493, 913 e71, 833 36, 159 cl34, 994 63, 970 e368, 647 166, 446 jl42, 784 jl31,622 dl, 945 m, 404 183, 077 165, 274 i, 760 5, 055 50, 270 4, 867 216, 815 526, 831 6Z3, 057 205, 565 500, 417 621, 216 269, 808 757, 440 117, 514 110, 614 223, 128 249, 394 114, 028 243, 602 234, 307 95, 504 235, 090 43, 989 131, 970 307, 742 2>277, 047 p201, 645 6, 264 el8, 244 5, 937 e20, 556 i . 0 e2, 852 e35, 948 2, 804 2, 511 17, 095 16, 509 33, 604 PUBLIC SCHOOLS. I ’3 U O Ph’ log. Pi . o g fin 00 o s luration of n days. Schools correspond- ing to public schools below high schools. Schools correspond¬ ing to public high schools. rO SV tg'o a o M o o o CJ o Pupils. Pupils. a'o.g?' 3 M's 1 i s !2i ^ ^ < Male. Female. Male. Female. 1 15 16 17 IS 19 20 21 84| 144.2 456 91 1 2, 564 178. 47 (12, 000) 5157. 5 1 cl05. 8 d90 13, 552 12,537 3,042 /41 40(11 1 2, 181 . 154. 22 129 146 5, 145 81 113 4, 830 110 gso 118 Maine . . . . Maryland _ _ _ 182 Massaehn setts _ ;176 150 {jh23 (10, !, 670) 634) Michigan . . . Minnesota, _ 85 Mississippi _ . 79 Missonri _ 8, 092 2, 546 99 Nebraska . 27 102 Nevada, . . _ . . 161 ; . )61) New TTampshire 96. 65 _ J 1 New Jersey . 3, 182 194 m. 641 1 ns. 3761 New Mork . . 179 . 1 1 North Carolina . 46 (13, 9, 561 350) 285 Ohio . 15, 671 155 13, 560 259 Orevon _ _ 1,091 8 94 Pennsylr'ania . 145 Rhode Island . . c m ? C Z60 J . South Carolina . X 801 182 91 5 Tennessee . 77 (31,^ 730) Texas . Vermont . 124 Virginia . 107 m8, 778 m9, 855 m2, 111 m2, 541 West Virginia . 96. 36 Wisconsin . . 5 dl61 ] (25 (n3 ,532) 94) (8. !0) Arizona . X pl89 124 Dakota . District of Colnmhia. _ 322 10 187 Idaho . . Montana, 110 3 88 132 n7n) New Mexico . . (1,2 nl, 460 !59) n700 Utah . 137 nl, 400 71800 VVashinp'ton . 262 130 Wyoming . Inclian: Cherokees . 83 5 200 I Chickasaw s . Creeks . 28 1 . Choctaws . 59 168 180 1 Seminoles . 5 5 J Kuraber of males employed, in winter ; number of females employed in summer. For white schools only. Four counties not reporting. In the counties. Estimated. In cities; in towns, $61.80 for males and $36.20 for females ; in townships, $38 for males and $34 for ales. In rural Louisiana. Later than the abstract of the printed report given in the preceding pages. STATISTICAL TABLES. 307 sJioiving the enrolment, attendance, duration of schools, tfc. — Continued. SCHOOLS OTHER TUAN PUBLIC. Teachers in said schools in all {Trades. Teachers. Male. Female. Whole immher of teachers em¬ ployed in public schools during the year. Male. Female. Total. O ft C3 rS O ft +3 P< Average monthly salaiy of teachers in public schools. a Enft H CS O 0 CQ CD Male. Female. 27 28 \ 29 ($17 44) $50 00 $40 00 3, 293 83 95 68 24 466 49 90 46 95 2, 711 61 03 36 50 33 08 26 19 7, 000 54 07 30 87 /81 20 /45 80 20, 584 33 98 27 84 5, 674 33 68 27 10 4, 300 40 00 35 00 i40 00 t37 00 32 63 15 92 2, 776 j8, 508 40 43 40 43 i75 64 j33 04 41 41 26 16 4, 872. 37 52 28 12 5, 000 27 00 27 00 36 36 28 09 3, 074 34 65 25 75 106 00 84 00 37 12 24 26 3, 429 60 50 36 14 (43 44) (23 18) 16, 092 59 00 41 00 1, 000 45 00 35 00 35 58 31 32 1114. 11 47 (1 07 ( 877 75 00 45 85 5 28 22 25 42 (28 12) 23 23 24 25 26 692 (1, 017) 345 118 215 35 146 (1, 162) m487 m832 (874) 3, 278 710 1, 192 226 fl.752 6235 635 e3, 654 9, 475 8, 039 7, 561 2, 861 1, 600 589 2, 280 1, 295 jl, 118 3, 916 1, 757 2, 747 1, 522 165 2, 101 341 a2, 329 6278 336 el, 826 12, 817 5, 742 13, 023 3, 498 2, 700 1, 533 4, 540 1, 776 jl, 390 9, 467 3, 115 2,016 1, 609 45 600 993 7, 978 2, 719 11, 099 2, 121 124 3, 026 2, 436 22, 589 1,003 12, 292 9, 319 (83 217 1, 844 4, 057 11, 572 (115 897 1, 273 1,535 n720 2, 853 2, 822 u3, 608 1, 750 925 19 141 31 18 189 339 4, 800 875 3, 293 567 3, 081 6513 970 e5, 480 22, 292 13, 781 20, 584 6, 359 4, 300 62, 122 6, 820 3, 071 j8, 508 13, 383 4, 872 4, 763 11, 268 3, 730 169 3, 626 3, 429 30, 567 3, 722 23, 391 1, 068 20, 891 (198 1, 114 3, 117 5, 592 4, 330 ni, 328 4, 603 3, 747 9, 808 37 330 370 3, 747 6, 700 370 (m53 00) 30 44 32 19 29 54 o26 85 cZ38 45 pl05 55 91 00 37 16 86 55 20 00 27 14 26 19 o23 36 d25 33 p36 53 74 00 26 54 64 08 41 ndO 40 ?i62 57 132 254 134 21 15 235 145 27 116 147 279 48 120 (59 71) 35 00 40 00 I (71 56) 42 80 71196 40 00 26 00 50 00 22 00 30 00 42 80 40 00 26 00 50 00 I Exclusiveofthecity of New Orleans, in which the average salaries are: men, $76.72; women, $39.58. .? Published in the report of 1877 as for that year ; properly they are for the year ending April, 1878. k Average attendance. ^(^ For evening schools ; the average salaries of teachers given in columns 28 and 29 are for each even min 1875. n In 1877. . 0 For colored. p In the cities 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 c I c c e J 5 i j to REPORT OF THE COMMISSIONER OF BLE I. — Part 2. — Statistics of the school systems of the States and Territc >6 States and Territories. Alabama . Arkans as . California . Colorado . Connecticut . Delaware . Florida . Georgia . . . Illinois . Indiana . Iowa . . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts j . Michigan . Minnesota . Mississippi . Missouri . Kehraska . Kevada . Kew Hampshire . Kew Jersey . Kew York . Korth Carolina . Ohio . . Oregon . Pennsylvania . Khode Island . South Carolina . Tennessee . Texas . Yermont . Virginia . West Virginia . Wisconsin . Arizona . Dakota . District of Columbia. Idaho . Montana . Kew Mexico . Utah . Washington . Wyoming . Indian : Cherokees . Chickasaws . Creeks . Choctaws . Seminoles . AKl^fUAi INCOME. 30 a$239, 763 &168, 236 1, 389, 147 el28, 788 207, 712 /24, 798 (150, 300, 000 1, 000, 000 1, 494, 330 31 641) $77, 646 1, 393, 015 57, 371 1, 050, 493 191, 742 69, 428 1, 084, 575 305, 953 224, 481 533, 984 /41, 065 514, 774 e229, 216 247, 892 363, 276 66, 684 ^749, 670 1, 132, 502 2, 988, 208 293, 247 1, 531, 081 el25, 704 o83, 215 p75, 809 12, 271 c255, 457 232, 815 4, 065 gU, 767 e43, 118 ”63,’ 480 0 1, 522 111, 453 5, 345, 749 2, 272, 817 4, 004, 561 947,079 500, 000 235, 148 595, 173 752, 253 4, 191, 511 2, 176, 165 842, 610 378, 376 2, 446, 911 405, 158 141, 188 706, 824 7, 004, 303 0 5, 497, 867 73, 456 7, 180, 000 o550, 809 222, 530 469, 550 c650, 244 579, 590 17, 331 37, 076 369, 179 22, 780 11, 137 22, 470 33 $239, 763 2, 782, 162 386, 159 1, 258, 205 150, 641 411, 453 6, 345, 759 3, 767, 147 4, 004, 561 1,016, 507 1, 584, 575 541, 301 819, 654 1, 286, 237 4, 191, 511 2, 696, 939 1, 071, 826 626, 268 2, 810, 187 531, 842 535, 983 1, 839, 326 9, 942, 511 293, 247 7, 028, 948 199, 160 7, 180, 000 0634, 024 298, 339 (837, 481, 821 c905, 701 812, 405 1, 874, 821 21, 396 369, 179 22, 780 54, 255 85, 950 49, 765 24, 626 0 1, 522 mcludes $109,763 from poll tax. hate apportionment, t he greater part being in State scrip. This probably accounts fo] le total annual income here given and that in the printed report, ncludes balance on hand at the close of last year. Paid out of general fund of counties, and therefore not included in State expenditure bounty tax. itate appropriation. itate apportionment. lovers a period ok later date than the printed report used in preparing the abstract p: Ar Kew Orleans only,. ome of these statistics were published in the report of 1877 as for that year, le year ending April, 1878. STATISTICAL TABLES. 309 the income, expenditure, and permanent school fund; from replies to inquiries hy the United of Education. a]s’:nual income. ir| a 34 35 $6, 000 106. 621 43, 413 55, 952 $6, 473 . 19, 923 56, 527 3, 600 11, 108 78, 554 2, 673, 230 200, 727 552, 283 664, 423 18, 000 15 - 180,717 200, 758 68, 844 315, 070 37, 420 25, 000 4, 750 115, 115 93, 353 129, 892 440, 191 327 30, 295 19, 199 9, 595 31,416 324, 391 158, 460 242, 114 26, 389 37, 862 44, 749 0 340, 831 /I, 000, 000 10, 511 o55, 818 17, 858 266, 754 19, 907 32, 536 4, 250 205, 597 0 6, 958 804 0 3, 968 12, 686 27, 463 3, 000 0 36 Increase of permanent fund in the scliool year. ANNUAL EXPENDITURE. Permanent. Current. j §3® .3 3 fl cc ft . m a 124, 944 k . . $151, 400 $66, 461 d42, 100 0 7,643 30, 000 8, 300 11, 595 \ % 152, 442 /■ 424,304 695, 320 > 240,194 29, 660 76, 005 47, 885 31, 470 24, 867 5, 000 171, 543 0 0 60, 458 25, 000 32, 139 30, 339 28, 250 54, 985 i7, 898 92, 706 207, 662 0 4. 786 22, 470 632,868 77, 471 .-,9 . 456, 932 57, 420 7, 412 505, 161 . ^ \ 138, 775 27, 543 102,882 379,807 ^ 1, 363, 430 yl 12, 864 1, 015, 785 y? 80, 535 1, 118, 186 174,669 4,353 24, 460 46 14, 093 28, 180 k,129, 400 13, 495 185, 850 96, 975 25, 300 0 35, 310 2, 436 221, 553 0 72, 800 10, 201 2, 027 694 1, 950 55, 035 29, 648 ...u. . rl6, 074 12, 270 43, 268 14, 149 «46, 000 1, 100 \L 83, 433 55, 633 ■ s235,197 *5 2, 097 20, 187 M \ 29, 365 1, 064 2, 093 17, 454 1, 309 541 0 37, 420 7, 647 687 0 11, 435 io, 328 0 27, 463 .4^ . wl, 500 0 JsXi $377, 258, c3, 820, c281, 1, 509, 21G, 183, 411, 9, 634, 4, 591, 4, 840, 1, 803, 1, 827, /t546, 1, 140, 1, 540, M, 535, Z3, 240, m2, 524, 626, 3, 424, 665, c236, 583, 2, 004, ZIO, 646, 452, 7, 842, 258, 8, 180, o709, 316, 904, 859, 516, c938, 835, c2. 749, 21, c72, 373, c33, 66, 25, 113, 49, 24, 188 355 661 674 159 540 311 453 728 968 856 303 575 466 914 861 635 486 485 268 408 068 491 440 049 651 516 Oil 786 000 444 197 428 484 893 381 175 956 396 950 606 347 941 473 413 765 626 1, 500 72, 298 43, 000 13, 000 29, 022 4, 000 Total of items reported. ZDoes not include moneys brought over from preceding school year. mSo reported by the superintendent, though the items given above amount to but $1,452,650. n Amount paid by State only. 0 Includes income for evening schools, p From poll tax. 9 Includes city tax. r For district clerks. s Includes expenditure for repairs. fOf county superintendents only. •uFor territorial superintendent only. 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 EEPORT OF THE COMMISSIONER OF -EDUCATION. Table I. — Pabt 2. — Statistics of the school systems of the States and Territories, ANOTJAL EXPENDITURE. States and Territories. Current. 41 o id ® o aJ S o jrd -g ro « S-H i=X)S .2 « oa p< 43 43 n O « .a o, >1 .ri ftP4 III rS oj pa pi S « o g ag.p.2 M 44 i Alabama . . Arkansas . . California . . Colorado . . Connecticut . Delaware . . . . Dlorida . . . Georgia . . Illinois . . Indiana . . Iowa . . Kansas . . Kentucky . . Louisiana . . Maine . . . Maryland . . Massachusetts Z . . Michigan . Minnesota . Mississippi . . Missouri . Nebraska . Nevada . . New Hampshire . New Jersey . New York . North Carolina . Ohio . . . Oregon . Pennsylvania . . Ehode Island . South Carolina . . Tennessee . Texas . . Vermont . Virginia . . West Virginia . . Wisconsin . . Arizona . Dakota . District of Columbia. Idaho . Montana . $350, 633 121, 397 2, 272, 551 153, 089 1, 041, 041 125, 859 85, 361 $6, 788 426, 708 26, 184 302, 849 90, 681 5, 860 4, 445, 657 3, 065, 968 ft3. Oil, 230 980, 435 1, 000, 000 426, 839 830, 670 1, 122, 414 m871, 857 1, 920, 239 878, 980 585, 393 2, 320, 430 444, 500 106, 301 419, 258 1, 528, 986 7, 756, 844 292, 893 4, 956, 514 194, 571 4, 755, 620 r427, 445 291, 268 692, 198 656, 977 407, 835 714, 651 501, 705 1, 601, 252 14, 947 30, 489 237, 189 23, 082 1, 161,639 954, 518 235, 463 100, 000 91, 355 96, 994 234, 934 430, 255 540, 942 480, 814 pU2, 785 57, 473 60, 194 64, 640 1, 284, 678 5, 035 1, 836, 976 2, 241, 371 r66, 761 21, 459 30, 925 90, 996 121, 479 113, 695 217, 632 1, 943 8, 576 95, 617 New Mexico. Utah . Washington . Wyoming. ... Indian ; 15, 432 84, 230 ulQ, 400 3, 458 $358, 697 al48, 393 3, 155, 815 d243, 850 1, 506, 477 216, 540 el34, 880 /411, 453 gl, 526, 109 4, 651, 911 4, 692, 538 1, 541, 417 1, 130, 000 i558, 231 1, 050, 709 1, 593, 260 5, 166, 988 3. 116, 519 1, 494, 685 592, 805 2, 406, 133 750, 520 a205, 147 ^636, 655 2, 004, 049 10, 755, 905 324, 287 7, 995, 125 275, 106 8, 187, 977 r679, 770 319, 030 794, 232 747, 534 51], 101 963, 895 687, 275 2. 117, 535 21, 396 57, 703 373, 606 23, 082 65, 505 18, 890 113, 193 ul6, 400 $0 97 &13 74 10 14 10 71 95 b7 45 7 04 is 22 4 88 2 00 2 00 4 50 5 06 15 26 &6 05 5 50 1 70 7 21 5 10 767 6 85 5 146 rl2 53 &1 58 6 04 1 83 8 33 4 52 6 92 8 91 10 65 3 33 3 82 Cherokees . . Chickasaws Creeks . Choctaws - . . Seminoles .. 43, 075 4, 500 11, 200 12, 000 2, 250 673, 441 621, 000 613, 000 627, 534 62, 800 24 78 12 62 Items not reported in all the counties. In 1877. Per capita of population between 5 and 17. Includes $39,978, money previously borrowed, paid in 1878. So reported, though the items given amount to but $102,816. The funds for tuition and for building are largely supplemented by -patrons, -and it isJ;herefore im- hble to give them with exactness. Total annual expenditure from printed report. Items given in written return amount to $4,703,704> Includes salaries of superintendents. Estimated. Jovers a period of later date than the printed report used in the abstract preceding. In 1876. STATISTICAL TABLES. 311 showing the income, expenditure, and permanent school fund, (fc. — Continued. ANNUAL EXPENDITUUE. O .a o 'o o 2 P g g of ^ o ublic schools. (-( o . o O 9 Expeuditure in the year per capita of population between 6 and 16, including in¬ terest on the value of .all school i)roi)erty. 02 o 1 p O o a .... ac.S ® o P pH ill PHP.f3 c a P Bn Z 2 § o a* a <5 Estimated real value of buildings, and all i school proiierty. 45 46 47 48 1 49 50 51 $2 25 $3 64 $430, 855 11, 200 $430, 855 191, 097 &18 59 628 19 6c$13 74 6c$14 04 2, oil, 800 $6, 343, 370 474, 771 16 40 27 66 12 37 20 14 12 85 2, 000, 000 2, 000, 000 7 72 484, 361 243, 500 116, 934 1 96 3 15 &10 63 5, 337, 858 8, 974, 456 16, 105, 870 11, 536, 647 9, 356, 129 4, 527, 227 2, 300, 000 700, 000 9 60 15 57 8, 893, 524 3, 468, 799 2, 288, 391 1, 000, 000 *82, 921 ill 05 il8 43 il2 84 il4 37 7 32 4 00 12 18 5 00 7 82 10 54 10, 000, 000 1, 600, 000 6 72 6 18 8 80 6400, 500 906, 229 2, 067, 000 63, 151, 418 3, 859, 964 71815, 229 2, 909, 457 2, 120, 182 *274, 500 *494, 000 1, 365, 284 7, 270, 584 112, 000 *3, 742, 760 3, 063, 418 8 95 17 09 906, 229 14 62 19 85 610 80 613 52 64, 843, 662 15, 000, 000 8, 937, 091 3, 382, 352 8 90 2 93 3 46 o7, 278, 503 il8, 734, 848 8, 321, 399 1, 806,467 283, 338 2, 336, 547 6, 300, 398 30, 147, 589 157, 920 21, 329, 864 483, 060 11 95 67 34 614 40 *530, 000 1, 365, 284 8 12 14 47 1 42 2 445 9 51 15 10 9 29 10 98 6509, 000 7 61 11 81 24, 839, 820. 2, 634, 941 rsl7 10 rsl9 33 240, 376 261, 796 63 70 64 91 62, 512, 500 62,512,500 1, 051, 398 6 43 9 62 6669, 087 1, 430, 645 392, 232 2, 680, 703 4 37 5 23 7 59 5 78 2 87 3 07 1, 430, 645 392, 232 2, 680, 703 1, 012, 503 1, 688, 349 5, 115, 556 47, 478 7 24 tlO 69 il2 43 8 00 24 03 60, 319 1, 181, 664 15 13 19 08 9 62 11 59 0 0 14 22 88, 285 5 25 7 63 3 33 0 0 382, 112 9 24 35 76 62 76 1, 306, 961 165, 000 50, 000 200, 000 25 62 38 96 i 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 I Some of these statistics were published in the Eeport for 1877 as for that year. Properly they be¬ long to the year ending April, 1878. The total annual expenditure is from printed report for 1877-78. mOnly a partial report. n Chickasaw school fund, on which the State pays an annual interest of $75,218, which amount, being raised by taxation, is reported under that heading. 0 Includes county and township funds. p Includes expenditure for library and apparatus. q Includes amount paid for interest or to cancel debt, r Includes expenditure for evening schools. s In finding expenditure per capita, interest is reckoned at 6 per cent. t Per capita of the population between 4 and 15. u In 1875. Table II. — School statistics of cities containing 7,500 mhaUtants anil ovei’, for 1876; from replies to inquiries hy the United States Bureau of Education. 312 EEPORT OF THE COMMISSIONEE OF EDUCATION. spoqoe sil-ep jo Jtaqniti^ I tH CM • rH » • j-caA' aq^. UT eAup tooqos jo jaqninj^ OO-^OOOOtDt-MOOTj^O OOOrHOOi-IOCiCSOOOOO ll-lr-l(MC o o ■ o o . CO ■ CO O (M T 1 (M tH (M LO Tt I CO CO CO C5 O 1 COCOT^(MCOCOCOrHC5COCOCO(MCOTHCOCOTtit>COCO(M^ •oSu JO siuoiC 9X JOAO joqmiijq; •oSu JO 9 jax:)n:u joqmn^ •oStj xooqos x^Soq; r-ir-«t>t-l>rHCOCOCOCOOCOCOCOCOCOCOrHTHOOOOCOOOCOiHTH— ItHtHtHiH tiococoLOCOT^lrj^T^^4^4^T^^'ri^4^4'4^'*^^cocococococococococicocicoco •UOTJUt -ndod juosoid po|unnjsa; OOOiOOOOOO OOOi-^OOOOO OOOCQOOOOO iOOOCOCOLO'^iOCOO fH iH (M O tH CM (M iO OOOOOOOOOOOi COOC^Ot^OlOOOCOLOOOCM'^i^ ?-l^T-lTHCMrHr-iCOrHT-lCMCOrHrHrH •(OiSIJO eusTioo) uoijuxtidod COOC040C004CT*HOiO‘Oi-lOOCO'rjHCOT-IOC5Cii-l04C:iLOiOOtOCOOO COOOOOOOOCOTtHOOOCOCMOOT— i4i0i— fO'^OCOCOOOCOOCMOOt-OO 40COCMOOOCt>COi-l^'^OlOrHCOt>r-(COO!>CO'^CCCMCOOOOCOT-ilO'?f OCMCOOOrtii-^OOOOOC^iCMCOOCO^ iioi>ococcciTt^cor>ocM III rt cs q ,-tJO a « o cu'i o o fl g '.g 8VS o 2^^ ■w • O a . _.:a .Pi si .. • P o i“a||||“|| &' .^Jr— t'-'i O O cioo^ ^ ^ oo g a a- a a go^ ^p' iCMCO’^i^COI>COOOTH01CO'rt*OOOiOiHCMCOTiH40COI>CCCiOT-( THTHTHT-Hr-liHr-lrHrHrH(Mioioinu5ioio4 00 O O CO o o O O C-5 O CO •jBai! oqj HI silup [ooqos JO jcaqurrijj o o o o o o m c 00000000'd^ ■SXOOTJOS XBrqoojud pun ejHAijd ui‘ jaeraqojuo pojBniijea; OOIOCOLOOOOO ■ O O O Irt o o o >0000000 O CO o W CO o rl ^ CO •sjngiu -joana ojuDixdtip gnipnxoxa‘paxxo.1 -ua jaqaiuu aToqA\ ' (70 colics O < |iO00- .OC^Oir^^tOi 1(M'^lOCOr-iC'lCOCOC^OC5i •a§B JO SJBOi; 9X JOAO jaqoinj^ •aSt! JO saBOcC 9 japan jaqmn^ O 05 O CO •aSa xooqos jaSax JO jaqiuna I'bjo^^ o' lO Ca" CO* CO" tJT O iS^lO^^'rfci'cC CO O O O o o o O CO CO o'co r-T •a§B JO sJBai; 9X jaAO jaqninj*^ OOCOCOCOiOOOrHCO 'rf^rHCOOOlOt-f-HCO OOCOr-lOOCOCOCOrH 'oSb jo ejLuo^ 9 jopuu joqinn^ ■oSb xooqos x'eSo'j GNI (^3 03 C<1 C^l Cd Cd ^ C3 Cjl (Tjl (73 Cjl (Tjl Ofocio^iciociootiooooooo •UOTJBI -udod jttasej’d jDajBnnjea; OOOOOOOOOOO >0 0000000000000 0 00000 OOOOOOOOOOOOIOOOOOOOOOOOOOOOOOOO ooooooo>o>oooc3oooioooooiooooootcooioio O lo' o" rn" o'* CO''lO'cO*' CO*' o" od' CT < ^COOTt(OOiCOOO- •(om JO snsnoo) uoxxBxndod x^oj. o O C5 O O < C^rA'oS^C^CO'TSaScOCOC^C ) CO O o 05 CO 1 I t- O C3 CO C5 O r O*' CO o" O o'* r-T 03 CO iS I rH C3 (73 rH (73 rH CO CO O r-i o ,2 CO 3 o s ,o S cs t.a . .j ^ M dj h-5 ^ hH r,-* rS r/ /-V ■s ^ ^ STATISTICAL TABLES. 317 % Tablid II. — School statistics of cities containing 7,500 inhabitants and over, for 1878, ^'C.—~ Continued. 318 EEPORT OF THE COMMISSIONER OF EDUCATION. - 1 - Number of toacbors in— OQ §1 CQ •oxnniog; 59 W (M CQ CO CM cs CO iHtOiHiH ; CM •OX^K t-S M fM CM CM iH ^ CM i-KM-^ * CM 22 1 4 Grammar schools. •oxnuiog; M (M lO 00 Ci CM »(0 ICO t-H CM t> to o O O M r-l iH •OlHK M M tH CO t- CM iH CM to O tH I Primary schools. •oxnuiog; W CM CM O CO lO CM 00 CM M tH T— ( cri CO o ^cM O OvI o o CM Ci t^CM Ci tH rH »o •oXTJPt H CO o CO o o 1 i " CO O Number of sittings for study in — •oq.'BAud pnu OT^quct ‘e'xooqos xiy © eo 006 ‘89 1 •spoqos xriqo -ojBd pun ejuAiaj © 000 ‘os •exooqos oqqnd xxY 00 ei o (M lO 1, G93 1,615 4, 069 8, 735 1,800 3, 200 1,237 5, 728 740 2, 650 080 ‘l O O O CO o (M O M O o o o t-- ;o CM M CO tH M •efooqos SuruoAg; o to CO iH 1-1 CM rH tH CM rt1 i-l • •sxooqos anrauinJO 59 »0 uo tH to CO "" C^co O CM^ •sxooqos jfinunrg; LO H OTii CO o CM '•'cm lO CD ^ CO City. H r < > £ 1 b: P C il^ Pc !9 '►2 i !o r d ii ' ^ i % O 1 d o cc Eh a cc s riil O o ic > -4-9 ‘3 •iW o : d 3 ' u ' o > § 'p o'l o O tn O 'P (1) bj 3 Greenwich. Conn . P § ■U P g P P o; s s p p o o p ’S p New Haven, Conn . New London. Conn* . P -p o O d li .o p p o o o % 1 p p o O !-i .o "s 3 m p p o O _ > P 20 _p p Jachsoiiville, Pla . c3 0 . d 3 a 3P g o p o o ci

ci W Alton, Ill* . Belleville. Ill . M S "tl _P 3 o P Chicago, Ill . . . . . . Decatur, Ill* . . . 1 Nreeport, Ill* . 1 iHC^CO^l^iOl>COOO«H(MCOTtCOOOT-lC0050 r-lr-lrHr-H»HrHT-tr-lrHrH(NCq(M(NCQ aococi' la q.!M) O S (D ^ ■^1 2 § r .a y) h3 '“-n . p ® i Is ® to "o 9 S ' S-l a O O (M O'! O O O (M C5 lO >OrHOOCC5COiQC^»- CO crT i>* o (M (M CO S ^ ^ © O' •■C0OOOO^C5OOO(Mr>00I>T r2 o;::^ P-^ ^ 3:^ P icjo;2'o P ^ b ?cso^ppot>oPortOL5*i= CO 05 O 1 I lo o r> CO C5 < Table II. — School staUslics of cities containwg 7,000 inliahilants and over, for 1878, cfc. — Continued. 320 REPORT OF THE COMMISSIOJsSR OP EDUCATIOK 1 .fl i o o 1* O '•t’ « 00 o CO I (M • • CO CO CO 1 • (M CO T-l • CO ^ ^ oq iH t- rH tH 13 31 7 * t-co •9X13K « (M S • *3 : C tH Oa ' iH CO tH • • • i • I i ^ Primary schools. •oxuuia^ CO O 1 CO L- O • C4 CD I CO » • O lO lO • • CO lO CO . rH -rH CO iH C5 iH • CO O CD • 1 • CO rr ’H • 1 • i 1 ! S ^ •QPM 31 • o 1— 1 • o • 1 rH O j J r-l (M r-( • • Number of sittings for study in — •OJ'BAT.ld X)UU OTX. » 1 • i •exooqos oixqnd xiY (30 5, 461 7, 802 *G, 1B2 1, 950 ooooot- O O CO O iiO CD O O LO CO CO cq o CQCOOOCOO^OOOOrHiDO COCOOCCOiDlHCO'^T*HCOCOrH»C C^' CO rH {^i C^' Tii rH CO Csi tH r-i •S’XOoqos SoinaAg; e? I o I CO Ci ID CQ D I N • o • I •sxooqos x^niJOTi © 1 1 1 1 1 O > 1 •sxooqos qSxH Vi 250 371 300 O oq Ol ID Dl (M tJh CCI (M O ! C CO O CO . < iHiD • •exooqos juiuuib Jf) Si 1,000 3, 094 o I 1,349 2, 300 3, 000 1, 100 3, 423 560 • CO • rH 420 ID CO o § •SXOOqOS ijBUITJJ a Si 4, 211 3, 687 € : 2, 464 2, 000 2, 100 1,100 4, 958 860 086 ‘I . 1 906 rH O C- 00 Number of school buildings for — •oxuAT.id pun ojxqnd ‘syooqos XIY Si Si CO (M ID 00 ! CO CO 1 • CO • rH O i i •sxooqos x^R^> -OJUd pttB 9XUATJ,J Si 1 1 ■ CO CO • '• •sxooqos oxxqnd XXY © Si O Ci rH • (M CO CO » rH • r-1 • l>COCDOt-COCDrH i-i- I ' ^ I : : : o * • •sxooqos q§Tlx j 5 1 r— i r— 1 f— 1 • i" iH • : H rH (TQ rH ■ rH •sxooqos autuoi^if) j cq CO t- ■ i ^ O • LO O lO » o O Oq I • L- rH CO • • r- - CO 00 CO < CO i •sxooqos i!juniTJ^ | rt O CO • rH CO (M • I ^ ; o o *• (N tH * O ID ID • C 5 CD TtH •1 j * I ^ City. f»l Lawrence, Mass . Lowell, Mass . Lynn, Mass . Malden, Mass . Marblehead, Mass . mariuorougu, ivi ass . Milford, Mass* . New Bedford, Mass . V': ringfield, Mass . Ta.iintmi Mnsa ^Valtham, Mass . Weymouth, Mass . . . vvouurn, Mass . Worcester, Mass . Ann Arbor, Mich. . . Bay City, Mich'-' . Detroit. Mich _ East Saginaw, Mich . Grand Bapids, Alich . . I * I . d > • a • : ii i • ro ' : |3 ® 3 all ISsI Yicksbursi, Miss . . . 1 Hannibal, Mo . . . | O O rH CO ^ CO 00 CO CO CO OOCJOiHiCQCOTjHiriCOt^COOOTHC^JCO’^OCOl m rr\ 4, 200 STATISTICAL TABLES. 321 O CO O 00 O O 00 CO CO CO rH iH tH CO I O ^ O ^ CO t • t> tH (N 1 iiO CO CQ CcT o' OQ* r-T o' of o' Co" cf lO'^^OOOTjHOI lTH(M(M(Mr-lrHCOCa O (M 00 OOOiCr-^. (M oa CM CO OQ tH !>• o oa •HI ^ o CO rH CO tH lO CO (M CDrH •3RK 1 M o rH 2 11 i ^ CD CO < Number of sittings for study in — •9:^UATa:d pun onfind ‘epoqos xiY O w 2, 320 3, 310 rH • CO • I> I •exooqos XBtqo -oaBd a 300 O O 00 o • o • Cvl ■ •sxooqos orrqnd XXY Qt) 5, G27 2, 200 1, 962 O O 00 O O CM CO ^ O O o CO c5 1- o (M ci CM IH o' O O O rH O O rH 00 O O uo tH O 1, 874 2, 000 2, 780 CO tH to 1, 500 2, 130 000 ‘81 I rH • I> ‘ •STooqoa xlatuoAa; •sxooqas ^^10 Oi •sxooqos qStxi; o o o:) 170 o o oa 00 o o CO lO rH CQ CO o 00 o o o (M D3 O CO rH CnJ 1 • CD • •sxooqos aBurarra^ eK rH O o o o o Tji ^ o o t- lO o t- CO o o o (M O Oi O O iO t> 00 • CD • O » CO* * •exooqos Xibxuijj; M o 00 oq o o o o LO tH rH''(M o o iO o 05 O 890 ‘1 o CD iD O o ID iH" O CO rH C5 O 00 co' o to (M ID • O • co" ' Number of scbool buildings for — •aXBATjd pun Oxxqud ‘s'xooqos XIY 00 a CO CO o i CO » •exooqos x^R^^ -OJ-BCl pUB OXBATJJ CO CO o CO C<3 • •exooqos oixqnd xXY © ciiooocDcooocot>0'^cooou::>oot>coooTH rH T-( tH (M r-H r-l CD to rH ca •S[ooqo8 gaiU9AE[ © •exooqos xbuliou .£xTO (» •exooqos qSxn rH tH tH rH rH to tH •exooqos iBXuai-sj^ H rH rH lO ; CO CO •exooqos ifanuirij; v»i ^ rH C CO City. H i C C c c P _c ji 5 p; r-P s !c > a Jci: il ) >c )-p It; = ? il Portsmouth, Ohio . SnnrlnalrTr Ohin c F il j P 2c>: "c > •p ic ) p f p os ip: U ia Toledo, Ohio . Yon n (TO t own OXii n ) >•2 rc IN i a F ! P ! ) ^ iT i c IP- «13 >> is i b ! A iPh 1 <= fI IPh ; s II M C A- \c ' a. !§ ipp 1 1 \P- i <1- Sc 1 ^ s § i rt -c3 P-l c c; p- fe p A cc ' p c ! D ; "S ! C3 1 O ' S Ph O 1 ^2; Norristown. Pa . . 'Ph ci CE Pottsvillo. Pa . c? :P^ tj a c3 Scranton, Pa . 1 Shenandoah, Pa . »OOOOOOOOt^OOOI> T-HrHrHrHi—lrHr-lrHrHiHr-lT— It— I STATISTICAL TABLES. 323 Table II. — School siaiislica of oil ies coniahnnfi 7,500 InliaMlanfs and over, for 1878, f'c. — Contiiiucd. 324 REPORT OF THE COMMISSIONER OF EDUCATION. Number of scholars in — All public schools. •oounpua^ju ',e ;fpTjp3S!iI3AY j OOTHCOeOTt.OOCOlO •O'«!ti0p-< « CO’rfOcaJOC5Tt<:OMt--'*d rO rC fO . Tj< • •poiiojuaj ^ 2.142 COC^COI:-t-C10CQ^OOiOr-ICOCDI>OC00005'^(MC50?00(MOO OL-C5rHOLOCOOOC^r-(rHrHOOlOOr>Ot-SOlOT-fOOOO'«^'0^ OOOCOr-(iOOIXO*^OC5C^OrHC5l>lOO!MOOO^r-iT*<.-iOCO lC0C0r-lCc4'0fi-li-H'C9noiua; M O o lO CO (M • CO • Tji • « « • • » » • lO • « • 1 CO • 1 1 1 • CO lO o •ponoxua: a (M I • ' 00 rH 1 . . o • • • CO r-i • CO l> 05 BO » CO rH CO • CO rH If!) 05 CO o o 05 O BO CM rH Grammar schools. '90UT3pU9X.X'B ApBp9SBJ9AY QD ,-H CO 00 o' • ! • 00 o 1 I . o BO . . • 00 CO ' s * ' ' 05 • * . CO • • I O • rH O CO CM 05 oo O 00 ‘ 05 CO • t> CO I t-'' I •panojug; 00 CO 00 tJ< O rf< • • • o o . • « O . . • J 1 ; CM • CO • • • CO • • . Ti< . • * t>- I ^ BO o CO o BO 10,988 397 720 Primary schools. 'aonnpuaxx'B Apnp 9^Ba9AY ««l 1, 318 13, 575 1 1 1 i CO o • . « o CO • 1 • 05 • • • lo' • CO • * • l3 • • ■ BO CO O CO 05 CO CO ’CO o o CO CM rH CO rf cm" rH CM 30,115 1 817 1 . -panoaug 00 o T-- O CO c^erT • • • 05 » . 1 LO CO . I • CO CO I iO • ^ • CO ♦ • • ( rH ^ O CO BO CO CO CO CO CM CO CO O CO'^rH ^ <;5 ^ CM CO rH 42, 611 1,266 780 1 Number of teachers in — •O^^TJATjd puBoncind ‘s’poqoepY 1 44 CM BO ■ g| iH • •etooqos ICTqaojud puc 43 I I 1 I CO 00 O I BO . ri< 1 All public schools. •aXBuiag o COC5COCt^ T-i Oc^cot- CO CO O CO CO ^ rH rH (M rH lO i-H CO O O (M ^ ^ CO CV •9IBK 00 wOO lO CO O CO tH ^ 00 rH ^lO rHdOTftCOtOO^CQOr-IGOO^^ CO (M fH C e Evening schools. •oxcraag § (M • 1 i : i'® CO ^ ! i •9IBK 39 OC| I Mi"'! o ^ : i City normal schools. *9XTJUI9g § o j • •9XBK M o » '• City. i - c 1 if c ?l 5 ^ i ill ill 1 •c c*- c . w i c ;-^ !i Biidgeport, Conn* . Greenwich, Conn . Marttoru, Eonu . Meriden, Conn . New Britain, Conn . New Haven, Conn . . New London, Conn* . XNorwaiK, v^onii . Norwich, Conn c . Stamford, Conn . Waterhury, Conn . Wilmington, Bel . Jaehaonville. Fla . '4 1 ;e '$ H Columbus, Ga . Macon. Ga f . J 1 5 ; is a 3 1 Bloomington, Ill* . 1 Chicago, ill . Decatur, 111* . Freeport, Ill* . STATISTICAL TABLES. 325 T-Hr-ii— ICOC^rHfH *0^0 TsiiiiiisisISiiiSii : H 1— I t~ O O CO fO T-lO O r-l 00 i-TmJ'o' mTcM rHt-T O Tj< 00 lO W i-H IM IcTcOUO CO rH CQ- . Ci I ■ CO co" CO cot'-^-^t'COM'coocoom r-T r-T rH rH o' CO CO t-T CO- CO" C0lCC5C0a5OlC5t~irtC0t~00'>^C0THCC”^C0'^t>OO COCOir3P~OOOt~COOTtlC3C»^T^IOOOCOOO-^CO i-HCOCOOOOOTjJCOt' co' r o -pdllOJiia; COtH lo a CO Cvl s ^ si (>s® •9oni;pu;a!p),B ^pup OS'bJOAY 'P^nO'i^a: jxrepno'^^l'B !P a^-BaaAY •00- i^pnp aJ^-BaaAY •panoiaa; 1 •aotrepnaxx^J .^pBp aSBJaAy GC ■papo-raa: CO o co"co" I-l 05 Ttl CO CO c~ CO O CO iH CO e> O C- 05 00 t- CO cS o a? •90UBpTia:^^B .^pBp Ql^BJOAY •ponojug- •cP CO o 00 02 t' l-l co"co" lO 05 tJ< O rH CO 00 i-H CO •©(^BATjd ptre opqnd ‘s^oopos py •sxooqos pue ex'BAup All public schools. •oxnuia^ 43 O CO O iC m ^ »-H t- O lO Cv| CO r8 iH ':OOOCOOI>-tHOCIOI>iOOir:)ioccicooocO'^coococooa'^ooi>-io rH tH CQ •OIBK jH tH ^ O CO l>l>OTf'^COt>-COt^‘^t>li:il>-iACOi-ICOOCOTj^O^ iH tH CQ 1-1 iH iH O City normal schools. ‘oxnnio^ 38 • (M ' O •oppE w ! ^ * o :§| -a o rt ^ ® I .oE I ^ ^ o a t ^ i ^ ^ ml 11 ®'i l-l a i >5-52^ COOO^^OP^»e50^^«^tOO^COOO^'rH r4't-''o'fOr-rr-rci'r4' S 'S o1 lieiiiSiiiiiiim^iSiiiiiiisii r-^r4■TH^-0"|OC^r<^f,HC0~^■■T-ic-"M~J^»(^fr^~O~C0"2'(^rw^ CO t> i—i • CO r—i jr-r : : : ; i-^ • : jr-rrf^" jrf jr-T : jrfr-r is 1 cfwcf sis SS" is oof r4of il aTrn tH Co' o' S :* : :§ Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1878, ^'C. — Continued. 328 EEPOET OP THE COMMISSIONEE OF EDUCATION. •80trepn:3;!^B •poxiojua (N IS . CO 0> 00 O M (M c OCOCOTj<-'< l«OOOC-C5iHOCOlSLS. lOQlMirqiMt'OQCOC'IOlCONi-KMr-llM'^lOCOr-l^COCOOl^ •aotrepno:^:^^ ifn'sp aSBjaAy '5 § > o •panoma; S in o'! O •aotrispiia^^'B .^l|Bpa:^'Bj;aAY •panoma; •aouHpn;a!^5^i5 i!]T'Bp aSBJLaAY I CS (M C5 00 •panoma; •aaacpua^^^H j^]T^p asuaaAY a 2 0-0 • C- 05 3 • r- CO ^ ■ CO => (N 1-1 CO (M CO cr> ca •panojcaa; c« O as •aannpua^l.q.'B .^p«p aHBjaA Y i-H CO oq CO 05 o' co" cf •panojaa; •a^^'BATjd ptre OTxqnd ‘epoqas hy •siooqas X^Tnaoj-Bd puB ax'BATja; ^3 2 P.2 •axBuiaa; CO CqC.OOOOCvJOiOOI::-iOOOO t-o iCOUOCOGCrtCOrHCOCNCOC^OiOCvlCOt^ •aXBH CO Tt. Tj. O tH cocomi>ir5coi-icoTj.cO'>ji< ) 00 1-1 CO 05 - '3 o H M •axBuia^j •axBK ! CO _^g o P o ^ So •axBniaa; •axBK o P ^ ' o I d :.2-2*g.2lo :p iP:5o^r01.2'-^030..C-n P (S rS^O ^.-S'So P±e:S^ a ” fcc§ o S)t=' ^MS a p >p'S.apfe'e'p-pp®a2^^®®oP!s? i § § ^1^0 i S555 3 3 B 82.-5^ s - O H ^ 5 c. tc o ® 35 til rg a^m 5dtooo^‘>.P ■®37i S pl.2| § 111:211 o 00 C5 O iH c 00 o o 1 jr7 o o lO o o o o o o o o o o t 1 (M CO o I t> I I r-l 1-^ 1-ii.irt.rH i I O O r-( C ■ ■ S' ■ ' • 0 0 I 0 • • CO 0 C » to 0 1 lO * • to B » l> to i to ' • CO B t »0 • • I 1 1*1 :> • 0 to to « • ( 0 ' to T-i d • « i 0 ' ^ ^ * * » lO CO C5 00^ •OX13K M • 1 -6^ • • • . • • ^ 0 • • ' • % t 'O • • • • • 1 0 • • • • 1 • •€©■ • 1 I • • • 1 « 1 » 1 • 1 1 1 1 • I 1 t i 1 « 1 *111 i : Principals in grammar schools. •9XUUI0^ 4> loo • 0 • • • ,00 ' 0 • . » 1 10 • 0 • 1 f • 1 III 1 1 to • to • ' 0 Q • • 0 • 0 0 to to 0 • .to . 0 sO C'* 0 d 0 • ' ' 0 fO CO tr^ •oxuj^ H • c • c • c • ■€» :> 0 (M 0 • • • • > 0 T— 1 0 • • • • 0 Cl 0 • ' • * ^ ^ _r • ' * • Cl iH » • • • • 1 1 1 • 0 0 • 0 ' • • 0 c • 0 0 ' 0 * * • 0 c • to d 'to * • • E> ir 1 Cl rH • rH III T“ 1 rC) rO > III fC 1 1 III :> • to 0 0 0 0 5 I CM CO 0 0 i . I> CO TfiiO 05 -s . 3 1 S ■ 00 0 . CO 0 . to d Teachers in primary schools. •9xncu9^ © I C • ir 5 I 0 loo • • i * 0 • 0 Trii 1 . N » 10 • 0 i • ^ ^ ^ II • 0 to • 0 • • to 0 c 1 tfj d I to I 1 l>- r-H c 1 CO I tM • I CO d tc • III > 0 to 0 0 lO 0 5 Tj- 0 00 0 to to 5 ^ d CO CO CO > rO • CO • 0 05 • 00 CO '9FK © © l>. • 0 • • « » iO • 0 • • I 1 •ee* • i> • • • 1 ; : : : : iN N H 0 . ■ i • CO M • I I I ^ ^ S I • 1 > . 55 1 •:^ua -pn3!}.uTj9dus ^u:b:^8T8s Y OD © 1 0 1 • 1 * • • ^ .1 1 I I 1 0 » to • d i ;(}uopn8:^nT.iodne © • c • c • >00000 • * > 0 0 0 0 * • > 0 0 0 t>Cl • • J Cl ci ci » • y ! ! • 0 0 • 0 • ■ 0 • 0 • 0 0 • 0 1 1 0 I 0 » 0 I 0 • *00 . 0^ 'CO • d * • T-i • Cl • I II , ^ •000000000 •00 LO 000000 • ireooQooooiooo l;:Hi-4r-iClrHi-HrHCOCl Average daily attendance per teacher, excluding si>ecial teachers, in — •exooTios onqnd xiY © © I Cl • lO • l>» • I CO I I 1 1 to 1 CO • 'CO 1 • • 1 to « ■ i CO •rjH 1 0 I I 0 CO 0 CO 'CO • » ^ ^ Tf •sxooqos Suru9Aa; © * * I » • I 1 Cl » • » * • 1 to 1 1 Tjl 1 1 0 ' •sxooqoe x^maou © i : i : i i ! i i is 1 i 1 1 0 •sxooqos qSiH W © 1 lO * III I CO 1 10 I I I 1 CO J Cl • • • 1 d 1 1 • 1 ■ 1 I 0 I • 1 ^ Cl CO » • ' ^ to CO CO •sxooqos juuiurBJO © 1 ^ t ^ I 1 1 ' CO • • rH " ■ 1 CO » • • Cl CO • • • 0 ... to CO •Bxooqos .^juuitaj; H 1 0 • 0 • 1 1 • 10 'BO • 1 • > 1 Ilf 1 d 1 • 0 1 • 1 ^ 11*. • I I Oil'd ^ 1 • 1 Tjl 0 CO CO ISTumher of scholars in — All schools, pub¬ lic and private. 1 - : - ■oonupnoxx^ ifxrep oSeaoAY © © 0 CO 0 00'' to •poxxoaug; © 70, 789 Private and i^a- rochial schools. •90UUpU9XX.^ i^xrep 9§BJ9AY 00 0 0 0 oo' •paxxoiug i i i i : i i : : CO 00" City. Montgomery, Ala . Little Kock, Ark . bacramento. Cal . San Francisco, Cal . Stockton, Cal* . Denvei’, Colo. (| of city) . . . Bridgeport, Conn* . Greenwich, Conn . Hartford, Conn . Meriden. Conn _ Hew Britain, Conn . Hew Haven, Conn . Hew London, Conn* . Horwalk, Conn . Horwich, Conn c . Stamford, Conn . Waterbury, Conn . Wilmington, Del . J acksonville, Fla . 1 Atlanta, Ga . -a^ugusta, ij-a . Columbus, Ga . Macon, Gae . Savannah. Ga/ . Alton, HI* . Belleville, HI . Bloomington, Ill* . Chicago, Ill . ' Decatur, lU* . r-l0'-l(MC5'^mOb-OOC50i-l(MCiOTi*rH^ O O cq CO O ^ CO CO 0(MiOOKOOiOO lOCOt^Ot^tOtr^O lO-CiCOCOiOiOTtiuO » CO CO CO CO •pn9:|.ini9(ins ^uij^^ssy o o o o o o o •(jtrapuo^uuadns o o o < CSJ O CO o < S' 00 00 c •spot[os oTxqnd nY •etooqos SuiusAg; '^'13 2 •sxooqos XBouoa •8[ooqos q§TH •sxooqos XBniiiiuj£) •sxooqos iAHHqid P-2 ftp o ft o P •Qorrepuaxx'B 9§U*9AY •p9no.itta; CI 'r(< i-H O O (M eqeo C5 eg o> t~ rH ft o P'S ^ s •99Tn3piI9XX'B ilxiup 93uj;9ay •p9nojna; oc a: ® I fl- ^3 00 S _S -T-^ Pr* ^ O H n ^ P3 g ® I f W I § 1 1 'ft 3 m p_j Q ^ Q ^ islitl I Hill £ S| SB| s g-G o o o a 47.1 ' 2,300 STATISTICAL TABLES. 333 Table II. — School atatisUcs of cities containing 7,500 inhabitants and over, for 1878, ^c. — Continued. 334 REPORT OF THE COMMISSIONER OP EDUCATION. Average annual salariea of — Assistants in grammar schools. •0Xnui9^ $385 10 to 0 0 tH oq C4 0 to CD T--( 10 rf CO to I> CD CD 0 0 0 to to ^ 0 »0 rH t-- 0 0 ^ CD ^ to to 0 0 • • 0 to • • 0 lO * • e : : 550 1 •9XUK W 0 0 0 0 1H 0 (M 00 CO 0 (M CO CD 0 ^ 1 « 0 < • • 00 • » i 1 0 0 to t^- ^3 Principals in grammar schools. •9XCGI9^ lO i 000 CO »o 0 0 I> 0 921 1 1, oco 1 1,500 0 00000 to Q 0 to to to 0 0 to £>• 0 0 00 I> 0 0 tH 0 CD e •OX^K 000 ‘c$ 0 0 OD 0 1 0 0 CO J iH T— ( 0 0 0 lO 0 »o 0 0 0 0 CO 0 00 0 r-Tr-T I-T e e 0 0 381 513 610 ' 0 — * 0 C5 Teachers in primary schools. •9xnui9^ © 0 0 z 0 to oi 0 0 t- - - 0 t- it:) CO Tti e 0 rji rr 0 to 00 tO 0 to to to 0 0 0 CD t-- C l C- to 0 0 CO CO to CO ^ to COOOOlOTt^QiOtO C0O05r-iO5 05C0 CDtOr-tCO(MT?i^'^ « ?3 •QFK © © 0 • • 0 »0 * • kO 00 • • 00 -€©• • I 0 0 to 0 to to !3 gg 0 00 CO CD to • » 'TS • -pu9^).uiJodus :^iib:}^sissy 0 t> 0 • CO 0 • 0 0 • : rd 0 0 Ci « •!}.U9pU95.UIj:9du8 1^413 $2, 500 000000000000000000000000 000000000000000000000000 COOlOOOOOO(MODaDOOOCOOOlO(MOOOCOOCOO i-T cf i-T cf CO CO CO of i-T r-rr-rcX'r-Tl-rci'cf r-T r-t cC r-T r-t 0 0 '5 Average daily attendance per teacher, excluding special teachers, in — •spoqos or[qud hy © © CO OOC5»C 'lOi-lt^OO CO CO 0 • CD 0 CO • Tii to tr- CD Tjl Tjl ^ •S];ootios Suiuaxg; >•5 C3 oco r-t i 0 to 0^ I CO OQ CO • Dl •eponos XBUiiou © 0 ! 00 * 0 r-l rH • tH •eiootxoe qSig; © tH CD CO CD CO 00 CO (M a> ^ ^ CO 00 00 0 rjH 0 CD to 01 CO to o> CO I .g u "o rd o m «+-( o All schools, pub¬ lic and xuivate. •99UHpU944'5 jCpnp eSmaAY © 0 4, 392 • 00 1 0 • I to 0 CQ 0 0 to dT •p9noiua; © to 0 00 CO CD' 33, 256 to 0 0 CO dTco' lO CO c City. H i > t c: r > :> H E ll 3* H M H fC 5 35 ri y _c 3 « u 5 f-r 5 c M c It Cleveland, Ohio . Columbus, Ohio . Dayton, Ohio . TToTniU/.r. 5.2 u ir= 5 4= 5 ^ 3 c 1 ^ Portsmouth, Ohio . . Sandusky, Ohio . .cs-nT'iTitTfiAm nnm* ”0 33 ^ ®' c 3 >c i) J c 2CZ2r _c C > f ^ a > t > ic h ^cs 5 1 P 2 c: i1 3P- '1 II il TP Altoona, Pa . O.arhnndalft. P.a _ i i r c i 4 ) a il 1 Easton, Pa* . OOCiOiH(MCO^UOOt>OOOO^COOa>Oi-IC^CrO-^»0 0 T— (r-»rHr- Irrir-lr-irHr-lr^^r-lr-irMi— Ir-IrHr-lr-lTTirHrHr-lT-HrHr-iTHr-^rH STATISTICAL’ TABLES. 335 T’able 11.— School statisiics of cities contaMng 7,500 inhabitants and over, for 1878, Continned. 3^ EEPOET OF THE COMMISSIONEE OF EDUCATION. i ft 1 ft § u ■s. 1 06 o o o o o o . O O O O ri- O . O O C5 O O . o' r-T cT C^f O*' rfT I UO O C5 O » •69-r-l O i-H r-1 rH • i i: g (: t> • * i Otoo, 500 558, 700 87, 500 : 3 ; 265, 339 28, 000 96, 000 26, 500 23, 100 57, 500 75, 500 74, 200 230, 471 2, 378, 673 90, 600 67, 300 •sn^'BJuddY Ci OD o o o o o • o o o o o • O O O LO o . ^i-T-tT thoT • ill ;(N g : ii iiiiiliii ■ 1 rtuu value oi proiiercy \ poses. •9xni}iuxn^ QO (2D (M ..o o • o ic O O *0 o • o o*' o'* » cq' 000 ‘t 1 000 ‘L '^oo 25 o§ ci'sLt^ iiil ;-a| Ii i r ; •sSorp^mg; (20 ($45, 500) $35, 000 1 $144, 500 1, 630, 000 1 875, 000 (140, 000) (146, 540) > • > • \^Z- If § ; 1 . 894) I 17, 000 65, 000 17, 500 18, 000 5, 000 53, 000 170, 543 1, 250, 000 75, 000 000) 1 'sa^jTs JO epnnoa£) (» r ; 5 H ; : i I i S ; (246, 8,000 1 18, 000 3, 000 3, 000 50, 000 70, 000 16,000 36, 825 995, 673 ^ 12, 000 C57, Average annual salaries of — Special teachers. 'diqenumaoj kO (2D • O *00 t O • O LO • iH • CO ! ^ ; 1-8 1 i i if : : ir- » • 1 « 5 i ' •3niM.Bj; ». r : Principals in high schools. •apnia^ © t'. 1 I I I ! : :i : :,-H . . ft" I 1 ^ •QFM kO 4^ o o o o o O lO o o o O OQ o o o ill 1,200 1,200 el, 800 al25 ill : ^ ii ii • tH • r-^ 1, 200 , 1 1,000 City. H c3 g s & s Little liock. Ark . Sacramento, Cal . San Francisco, Cal . Stockton, Cal*. . . Denver, Colo. (| of city) . sa S X)» - \ o ' uarttoru, uoun . Meriden, Conn . To-^^ _ i§1^. 5lJ| 5 ^ ^ S 0 ffl o o * » « • * ■ « • - : c ss, Pi jit 1 i| Augusta, Ga . fi O if il^ jLAitUil, Aii ’ . . BoUeviUe, Ill . Bloomiugton, 111* . Chicajro. Ill . . Decatur, Ill* . 1 Freeport, Ill* . STATISTICAL TABLES. 337 Table II. — JScliool statistics of cities containing 7,500 inlidbiiants and over^for 1878, Continued. 338 EEPOET OF THE COMIIISSIONEE OP EDUCATION. O C'-J O O '.D O O O o o O O lO o o o o o I §2^ g3^ 0^1 s g iM MO '’rda ^ ^ SsU^rtO'OoS 20 STATISTICAL TABLES, 339 OOO (MOpOOO^OOOOtHOOOCVD * O X O O O O CO »-( CO u^ooo OOOOOOXOOOOOOOOOOOOOrHOOO C^JOOOl:^(MXOC^u0^OOOOOOOOOOOi:^O 00* cT o' o' o* o' cT irf o*' c'f o"' »-r o'* o' cTc^cT •^0'»:t'COCOCOC^4 0lOOOCOT^'*^OOC50'^t^»^COO^.'• CO iHrH i-JO i-lrHO o i|i^ll||i|||ig^l|ll .-o J 3^11 §>i^-s all 'XOOrHCMfO’^OOt^XOOrH • - - ■ li-ii-»rH.-Ht-H,-HC(Moooc : O O "o' CO dtT[6 nuranoj •gUIAlUId •OISTIJ^ O CO o o o o o o Tjl O O o o < o o < CO O I 1 O O 00 o O iO o o lO ^2 o o o o o o o o O to lO .3^ . CO 153 3 So "o S-3 c3 > o O CCOOT ^ Tt* xji LO to LO lO LO O lO O uo to O CT' O O O O O O O O t STATISTICAL ' TABLES.] 341 OiHOOlOOOOOQOOO oooooocooooSooo ciooooooot-o^ C t> X CC CO c ) X X X CO 00 *T'rom Heport of Commissionor of Education for 1877. h Tlieso are maximum salaries. tZ Monthly salaries. aEor German teacher. c Apparatus and hooks. e For French and G erman teachers. / These statistics are for white schools only; for statistics of colored schools, see Table I. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1878, ^’C.— Contiiraed. 342 EEPOET OP THE COMMISSIONEE OF EDUCATION. •89^1'BiqTT; © •enq-ujuddu puB •ssnipiraq pUB ' S95,TS . © o I O O I O (M I> O LO CO O -M . O ^ lO ■ I _r ICOOO CO O O OCi LO CO LO o 1-I(M O CO T-i O i-O LO iH CO LO tH tH O • O C5 ' • O 05 T • O CO < (05UOCOt>-^Ol>OCO'^( LOCOOI>»’rJiOi-HCqO •B; t> C5 C5 O 05 CO O CO" 00 CO CS*' C5 O ^ lO co'c^ 00 (M o' CO iCCCOOOOiCO"^ (MOOOOOCMOin iOOrjiOOOtMOTj^ OCOiH'^lOCQ’^liO o LO tH ^ 1.0 O O'! c2 ^'o S S3 •OnXBA P9SS98 -SB JO JBpop J9d © m (M !>■ CO rH I-! © CO •9T1XBA qsBO JO JBX[op aod e^TK (MO © (M O © O (M O o 4^ *U0TXi;ilXT?A P9S89S8Y o o < OOCOOOOOG^OCOC^C^Oa5C5 o' o' » o o c lO o < lO G^-f LO CO' r-T CO CO oo'' Ti^ cc o' o' o'' JOOOOOOt^t-OOO- o o o o l> o CO o CM O cc o O 00 o o o o o cc O O CO ^ o*' cc* c»^ o to o6 •onX'BA TiSTio p9^T3unxea; o o o o o C5 O o O CO o o o CM to O PI 3 S O ^ 'M . °| § Oooo all^l l| i ill if ■fl -r- STATISTICAL TABLES. 343 Tabj.e 11.— School statistics of cities containing 7,500 inliaUiants and over, for 1878, ^j'c.— Coniimiea. 344 EEPORT OF THE COMMISSIONER OF EDUCATION. Expenditures. Perruanent. •soTJBiqTT; 106 1 1 iliii . o o •snjBiBddB puB Gjnjioiux g H 1 t ii :§ : a ;p‘ i' § iis i i i ri isS il i«sr •sSuipxinq puB ‘sojig © H 003 ‘I 0 ZSZ ‘S8$ I ^ jic- i ” 001 ‘T I iii i cf 1 I O o • ^ • c: 1 i o ; r l^jT Kcceipta. •s:}dpo3i ppx © H $142, 645 37, 912 53, 452 29, 785 58, 448 139, 077 107, 208 20, 219 83, 600 26, 465 26, 893 579, 862 84, 092 85, 292 47, 158 32, 165 26, 783 141, 078 32, 215 38, 798 276, 074 •soojuos aoqp xTu uiojj paAtaooa^uuocuY § H ii M 811 580 293 25 230 72 0 357 70 1,710 1, 917 •S90J nopiu!}. tnojj paAiaoa ji).'unouiY H © PI 9 200 370 0 200 0 125 s-ili ■o' Amount received from taxation. •XBOOX I H $142, 372 37, 592 53, 032 27, 072 248) 1 124, 000 107,208 cT r~J 82, 795 1 25, 234 600) 77, 549 84, 456 85, 000 47, 070 31, 265 iiisi •OJBJS § $0 0 420 1 1 c i i ii| : : : .-r : 1 : : i O • o Ii co't-^ Amount received from interest on perma¬ nent fund. ’XBOOX 1 i » • < => o o a 156 0 285 • o o o i •jfjunoQ t i 1 i c o o I i o • I I o o o ^ o •9JBJS % : • * c D o o o i : j o o ri r mojj pauq no oouuxua; t-s Q : 2, 126 0 14, 902 0 j o O • j ri r-i ii "3 Tax for soliooi pur¬ poses. •ouxuA passos -SB JO jBX[op ued 6p[TJX[ t 2. 33 3.9 4.4 I O tH \ci^ tr¬ io M lO I W I < coco |(N b DO M N CO CO 2.8 3.1 6 cq r- . •9UXBA xiSBO JO JBXtop aad sxxxK « © I I iO • \ci \ M I lO I I CO ico j i I cq I 00 r-t C4 CO* CON Total taxable property iu the city. •UOTJBUXBA P98S9SSY 8 $42, 320, 730 9, 570, 997 9, 077, 744 10, 342, 954 9, C90, 557 40, 004, 120 22, 607, 542 10, 085, 890 3, 708, 700 3, 451, 305 20,133,297 7, 644, 984 25, 012, 930 7, 077, 300 7, 309, 274 25, 303, 800 25, 479, 400 29, 384, 175 15, 403, 207 9, 565, 900 5, 573, 851 8, 150, 730 41, 909, 748 1. 270. GOO ii If ■coW •onxBA TX8BO pajBunjea; © ig is is ii i ii i ;§• 1 25, 012, 930 7, 077, 300 7, 309, 274 26, 000, 000 000 ‘000 ‘OS 8, 150, 730 41, 909, 748 3, 811, 800 8, 800, 000 87, 865. 085 City. H Eall Eiver, Mass . xitciiburg, iilass . Gloucester, Mass .... - 1 3 o' =144 > ^ 1 1 il \i 1 IJ 1 1 ew 1 ip.d ford . M n,ss _ Newburyport, Mass . JNeAvton, Mass . Northampton, Mass . Pittsfield, Mass . 1 Salem, Mass . Somerville, Mass .... _ bprinqneid, mass . Taunton, Mass . Waltham, Mass . y Worcester, Mass . Ann Arbor. Mich . ' Bav City, Mich* . 1 Detroit,' Mich . STATISTICAL TABLES. 345 1,230 1,987 . ii;; ■2 • ■ :®| : 000 ‘T iis : ;ai-g ;§s|i22| ;s| : M- :,-r ^ : : co* : m- ccT : 1,234 2, 000 325 1,C49 500 89 1, 200 50G 12, 913 219 :i I 3, 443 ;ii3i§i^iia iSsii »sSiS : s : t:>- MM g ici- _ S' io S' 5, 000 7, 000 32, 530 9, 000 ;i :a 175, 903 1,804 8, 900 is : cti rH -kik ( ilSisiililii r^-o'^''o-o'o“o-cro'c (NCOr^^Nco'co'Mod'ccofkrr 15, 832, G73 8, 291, 704 8, 399, 48G CO, 404, 281 78, 523, G18 5, G38, 345 ii Si sa' ii i is : cTin 1 ill ill :“a 2, 535, 829 5, 50G, 905 6, 500, 000 4, 719, 034 9, 273, 035 1,292,942,859 *2, 248, 194 10,711,170 5, 505, 178 50, 200,.775 2, 400, 000 20, 000, 000 1 i ii 0“ 1 120, 808, 5G2 78, 523, G18 11, 276, 090 ii Si sa" 8S : iii a- i iii ill iaa iiiii “■“ssa 25, 000, 000 50, 200, 775 12, 000, 000 iiiigii s'iSilii k-'a^sis™" “3P~ sgSI|s||S32332S522|sagga|ss||ss||gggs|S2gg3;33g§|s * Fi’ora Heport of tto Commissioner of Education for 1877. a Erom county tax. h Includoa $45G used by city council. c West division. d Includes received from taxation. e Includes Adams County. / Including State tax. / Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1878, ^c. — Continued. 346 EEPOET OF THE COMMISSIONEE OF EDUCATION. •sSTi'cjcqiT; •sSorppnq pnu ’sa^TS a crt ao CO -O CC Tt< CO o o c4'r-r 1^0 CO O £> r-l (M CO o ^ 00 CO •s^dpoai XT?40X fOOi!OCOI>'COt>COLOi-l0 01'^Ot^l-OCOiOTtiCOUOr>*t^0 01C5C3 ILO^^-^TtHTjHi^OOOCOOOt^C^J^t-T-lCOCOtXMCOOsJOOC:! - - - - - - '1 o ^ O •OiOrJi^OOl>OC^OC5E>OOCOCMOO- ^OOOOOOOrHCl •e90.xnos aaqio ne uioxj paApD9x ^aaotny > 00 O Tf CC, ^ I rH O L-- l> cq CvJ » TjTTjTofin 00 oq O O ^ CO O rH t> •eaoj uori^m^ mojj paAiaoM (^nuouiY •fc s o fH ^ § a o o a cs s.a a ^ 9 a a.gfl ‘X^oot; •9XEXS 'XUOOt; •Xxtiaoo • CO O CO (M • lOOl>»Ti^OCOiO^'^OiOCOCOOTt< rH* CO 00*' oo" LO oo'" UO (Cf r-T cT of l>r cf t> iO' ^T}ic^cacoo^^T-i(M(MtMc^*^cqo C5 (Cq oq 00 CO C5 ^ I o cq rH CO CO o 1-i ( 'Ttt O I-H r-i CO CO 1 •OX^XS •lua^ xsEx Tno.g: pauq uo eoaux^g; » lO lO O I> T (O00t>00t:^i0C0Or-l'n^L'^O00O LO o ^ CO o oq 1 O CO oo ^ * t> CO O ^ CO LO 1-0 < coocoiot>- CO O CSI O rH t> CO 00 tH 2?^ CO ^ . iOOO Iio lO lO lO irf CO Tti in fo . in t' lii m •Nt'^itNOaT-ICOOOiJl . m m to I rH CO CO Pi S tA ® o rHOCqOOCOOOOqiOOOCON^OO •uoT^^npjA p9es9SSY <000000000 10 000000 - ooor-iooiHOooooiocqo o O O O o ' O CO < »-( t> io iO o < ) lO ^ O kO CO > o o ro'^co* > o I 00 o ro'o •etUBA qsBO p9;'Ban:j8g; O O t> O O O O 00^0000 o o o o o o o O O CO o o o o O O rH O O O O 0 0*^0000 O O O lO O LO O O CO o o O o o O O 00 O rH LT-J o O .s°oii|ili°-i2-|.s gojiss ^ ^ ^ ..w J. ^ S iJT O <>2 ^ ^ „ _ ^ o fl a .n rT^ ® - ®'r fl (B o f-<— ^ ■ «fl9o§a3d9^'a53Pay)gOtC>9j=4^o9a^ oS'r=i-U p i-S-S ® a ^,9 0^2 15 R MR 2 a-S w ^ Pw 0? p ®s-i| iil § 9 ^ Ti H 9 3Xi Rf^ ^ o ?33.2 ^ 'O ^ " r2 ^ ^ t H H c3 |>H^NPH<1<1 • i o i i i is i i is iiii iis 1 j : jgi j j j^-r jef (NO i i i i i i i i i i i i° i i is i i 1 1 ' 1 * ! t I t ! 1 ! 1*1^11 1° T-r iiisi i i is i-°§ i is ; : : :r-r : ; • !>. 1 1 • • • 1 i i i i ii is“5i«°iri’ ii ..... . (N (N r-T O" co” 0“ J C; )0 o r *. ^ I I I loo I CO M loooci • • 'o loOCOrH lorH ■ . . . ,H • >-i 1 O O I IcO'i^O I ^ o loco icooidrSTj? 1 Icii-Tco Icd^H^LOO I CO* CO i>» • CO : ! LA !'■!!> ! 1 ! ! ! 1 ! ! c4 > 1 1 • ■ • ■ LC ! ■ ! ■ ! i 1 ! ! ! 1 ! 1 ! o i i i ....O..OO.i,.. ,t-..(N I 1 ! I I I I I 1 rn -.it • • • (N t-* I CO 1 ill ills iiisiii ill s's¥ liSi ■lii¥gi ill S"'*' is'“‘f /'n ililiii ins insiilSs- ifii'lis iiil ifiliiiil roeo-nTo^o- j (N o co'^'o si if s IIS iiiiig i iis i i i si¥ iiiini i ill i i i a^'-' Igafs” 1 Is” 1 1 1 i iilii ii i i iiisiii ig i iilii il i i ilifiii ii 1 l'='aa»-' /■ 1 i la ii if '-■g f Lancaster, Pa . New Castle, Pa* . ^ Noii'istown, Pa . Philadelphia, Pa . Pittsburgh, Pa . Potts ville. Pa . Keading, Pa . Scranton, Pa . Shenandoah, Pa . Titusville, Pa . Wilkes-Barre, Pa., 3d dist Williamsport, Pa . York, Pa . Newport, K. 1 . Providence, 11. 1 . Warwick, K. I . iiililii ;6o :p« !|ll gssgSHssSSsigsSSsIsisiiiiliiliilagassSsS f From Kcport of the Commissioner of Educa tion . for 1877. d A loan ; not included in the total annual expenditures, h Includes amount received for building purposes, a From county tax. e $29,280 of this is a loan. i Includes ippaus. i -a t, i i .p *■ b State appropriation. /Includes balance on hand from last school year. j These statistics are for white schools only ; for sta- c In 1877. g Money borrowed. tiatics of colored schools, see Table L Table II. — School statistics of cities containing 7,500 inhalitants and over ^ for 1878, — Continued. Average expenses per capita. REPORT OF THI •90UT!pUc')'}'^n -^ITTJp qStj -JOAnuopaseq ‘sasuodxa :).U9.SUTq.UOO JO tB|U3ppuj : CO H H M3 dis (M (M SIOIs^EI tK . . 00 • 00 • ITS I O I 1 ( )I EDU( .H • • OS o • • o • I o '\y LTI ‘-3 CO ON CO t-* rH O CS • O 00 o cs t-K • IM iH 05 CiJ •oonupua^tn oSnjOAn uo posBq'uop -oujpat puB uoiatAjodng © H O rH O T— 1 -ce- CO 1 0*^1 tn * o t Q<\ •Oi • IR I OS lO «o • t- 00 Tj( I O T-l rH . SM to iH 00 Cl to rH i O O l>- to CO 00 * rH ca to to O O I O rH tH Cl • rH rH tH rH Expenditures. •ojn;ipu9dx9 © H OCOO'3iOCOOaMi— ICOCO-rfCOTjiOt^C'-l.Or-IOO'rtiOiOt^T— (Cno co(Moococc(McoroooiO'i(i-i'^ai-.jr-iicooroi6oo foooc2cot~c'i(idftcoc5t~coorHoo'tJ'ooirri— 1 Mt>COCOlCCOiH!MCOCOO ft M O O rH t> ^ (M CO C5 r-i rji 00 T-H O CO l< COrH O to O Hi (M O CD lo ca CO 05 t-* CO Cl O to to O CO OO-CO C5 COOOClOtOHt^ 00 CO CO HI ca L'- o r-1 CO CO O CO CO Cl iH Hi" CO •gXidnd JO 9gn joj i)9Txd -dng gqooq looqog N H H • (M t- rH • O O • C- ^ i to o Hi O to tH CO CO o to to" Hi i 00 i • ca rH *00 Id 'CO 00 • O 1 Hi 'CD • • 1 p-T 1 • t' •gjTBdaxi © tH rH 00 O CO CO CKl CO O ^ ©5 L-- CO i© CO O^-rHCO" ■€0- CO O to rH to Cl O C5 O O CJ CO rH O CO to Cl Cl CO Cl o ca Cl CO H o r^ *0 tH H C5 Cl O ca CO rH" r-i Cl" CO" •oouBjnsui ■pd • CO O • • tc o • • H* to • . .y> ; o to o t- CO r-T o (M (C4 CO Cl Cl o ca CO O rH 00 O 00 ca o ca o CO o rH ca ca rH •jnaa; H H CO *00 to • O tH tH* rH O O O rH CO Hi ca ca to Hi CO Hi Hi rH cT ca •gSnrppnq JO gjojiaBt JO H H fO ^ lO -eo- "O LO o o (M CO O O O rH to rH O CO (^i h-OO O TJ1 O 00 r-i rO C5 o o o o o o Hi CO ca ca i-i OtOtOCr5 0 0t>* 00 O t> rH O r-t ,tO rH pH C5 O Hi Cl Cr- iHrHCaCO CO •ocy ‘g.iaSuas -gani ‘g9T.rejajo9g ‘pjBoq jo gjooipo ¥=4 H H 00 o o o o o CO O O to O to Ct5 l> rH" o o to to t- ca o to o o • • l>* • 'to • ‘ 1 .Cl ■ t • • LO IS S 1 00 II • 1 .2 H •gniqoBOj JOj piBcl janoray © H H OCOCOOOOOC^T'rHOOOOOrHCiOOC^IO (MO'rT^C^10lOOCaoOOO'«rtOC^QOI>C©-©Ti^O ,-1 O CO C5 c^i O 00 Ci CO O O CO 00 <© o r-(iOOCQC- O Cl Cl o o o *o to to H rH o’ O O rH Hi rH d Cl CO Hi •not -gtAJOdug jo JgOQ © © o o o o o o O O O O'O to o o cic'cS |w i ^ 1;^ 'oHg §1^ • © © o « R P c5c ' -rnd .2,c ^ p o ^ iAxh i| ' > rg i| ift R ^.2 o 0^ • ^ o rS ^ ; c5 ' J R s4 '|g Columbus, Ga . Macon, Gae . Savannah, Ga/ . Alton, Dl* . . . Belleville, Ill . Bloomington, 111* . Chicago, 111 . THCCQ r-( iH iH i-l r-1 iH »-l 1-1 r-i i-H (M C^J (^3 to c Oi O £5 (M I C3 CO as iSSS 'SiS g3iiiiii2iii§iis§§iiigii§i3si rH sssiiiasgs 1 a°i s ill r4' lO . CD ID 7 73 24 87 11 05 20 21 18 40 16 50 15 69 (15 O t- (M O ^ »D (M ID Cl CD CM ID CM 1-H CO GO C 1 a © •OJTixipuadxa x'^^ox 119 $143, 271 37, 912 53, 452 33, 524 64, 704 127, 048 107, 208 o o o CDCOlXMiHlDCOO OT-4r-'OOOLD'«i< CDCOCiOOCDtr-i-lS'l CO O C5 o’ CO oocNj«Mi>ooco'^ca 26, 593 141, 678 32, 164 33, 072 189,770 Incidental or contingent expenses. •gasuad -X9 'xuajjna put? saixddns jaqx® HY GO tW $1, 857 1,304 3, 395 1, 179 3, 134 9, 017 1, 426 O •H LD co O CO »D »D CO i-H CD O O CO »0 D CO o O 00 CO ^ (M CO CO rH T-i Cl CO fcD 1,400 5, 430 1,050 1, 850 11, 232 •ocy ‘gjaSuag -gaui ‘eaiJBjajoas ‘pjBoq jo sjaapjo 1 111 $1, 605 0 722 O o 00 O ID o CD ci • d CM CO rH 1,800 2, 945 1,800 1, 800 Payment of indebt¬ edness. •(jsajajTTT SuT -pnxoui) SuijBoxx (2) © H o o • • ; • O » CD • CO I CM • \ O 1 ( o I • • • • • !o ; • o • •(jgajajuT Snrpnxoui) spuog; © o I I ^ 1 » : 000 ‘6 I i o • o • o . CD O O co"'CO CO o o id" City. H Pall Piver, Mass . Pitcliburg, Mass . Gloucester, Mass . Ilolyolco, Mass . Lawrence. Maas . Lowell, Mass . Lynn, Mass . Malden. Maas . T CC C2 IS r| iis 1 d Marlborough, Mass . Milford. Maas* . New EeAford. Maas . ' di ; 3 ! > 1 u r§ 1 c 1^ Newton, Mass . Northampton, Mass . Pittsfield, Mass . Salem. Maas . Somerville, Mass . Springfield, Mass .... _ Taunton, Mass . Waltham. Mass . 02 § O s o a: cc . c2 g 'o Worcester, Mass . . Ann Arbor, Mich . Bay City, Mich* . Detroit, Mich . . -rflLr50t>COC50r-(C'L^C^OOCOOOCOOOCSa3COOOWC5C5C5CJCJOC3C3C5C5e>0 STATISTICAL TABLES. 351 CO iq Ttf o I (M rq : o : M ?q : : CO CO (M lO CO CO : cq CO SS3 4 10 3 95 2 08 5 73 3 08 *7 G3 3 73 4 49 G 75 2 89 8 CO 11 48 12 07 13 G2 20 08 o TjH Ci to ^ --o 00 : : 3585^85 : ^888 SilSIiiiaiSilSssii i s g a 1 3 °”'a 3 3 s f g 1 a 3 a s i -r ;cqcq ^_C0 « cq ^ rH 1, 990 3, G58 1, 205 )79) isiiiliisSil i isiiiis liiiisiiiiisiiSiiKigs loq-O WCo'^rHr-r^OrtCO-'^-'^- Cq'g T-TcO-CNroO- ^-CO-^' : r-l • s is is i : i^i i S : iiiiiii=s is- “ ig g 'i»li Si :S i i S iiSS (M* i-Tfo'cT- ii iliisii S' : iigiiiiiii joo'co- r^cq'^-rH ii (Nr^ eii S T-r _co- Sisii T-r o' s i> sliii iliSI : : S iH o • ills i i ill i " i i is ill i r i iis* .'siiiSi is i 1^ 3 i ills •?: " i«ii : i of : : o * S : ill^i ill i i ^ i ii i“ii i : : °3iis iliii :cf (m'm iiiSii i CO i i ,-7 : iiiig|§ii5 : cq rtWr-Tg ii rHCsT iiSii rS iiSsi r-r.-rc-“ I CO- I 2, 720 1 3, 059 1, 190 3, 755 4, 478 iii§ig co" co" co" co" s cq i i iiiiSisSss : ;::[o --rr-rw (^rw•■^-r(^r g| r-TcO- iiSil tH r-Tc^ r-T iiisi CO-r-To' 1 o' ill ii ill is i i lO 8 : iiiiiisis jccTco- T-r -r si rH ii ii i iii i IrHCo" : I cq- ! 25, 045 i 44,330 12, G19 47, 785 4G, 790 J, 995) 11,000 12, 500 42, 000 34, 101 )7, 929) 28, 923 19, 943 19, G31 30, 207 20, 519 20, 952 ill! : 1 S S ^'£5 S g 5^8 1 3 8 S S S ,rHr^ 1 r S' o 5 a.- I Et I ii i§"i iii~i M ,-r jcQ-.-q Co" ii t-T ii iriiiii jco" (N-CO- •QOUTjpTia^^.'B QSB -jaAB uo paeuq ‘sasuadsa :).u3§a!;aoD jo xc^uopioux ■ fO .H O G1 rH CO I O O O O L- (M ■ CO CO ■■T^O^O '(MCq^Oi*^COOCOO • O lO rjK CSI lO ’ CO CO 1 CO CO lO X O CO CO O • X O O 1 •oxci^iptiodxa r0C0C0O0500r-l05C^- ■ 05 05 05 uo •sasuad -xa (xnaj.mo puB saixddus jaqxo XXY •exxdnd JO osn joj p^n^i -dne sqooq X^oqag •sjiBda^ •aouBineni •juaji •e-BUTpiTTiq JO BIOJIUBrjO J^BJ *0^ ‘sjaSnas ■sam ‘saiJBjajoas ‘X)JBoq jo sjaaqjo .it>t>r- O ^ X X rl 1-1 00 CM t> O X t>> iH X O x" o' cf csT tH LO O r-l X O O O C5 ^ X X X uo CM CO uo X uo t> tH O lO t>* o to !>• lO r-i r-i X O to O X o o o lO X lO CM O X o X uo CM C5 1 o o O CM X •gtnqoBaj joj piBd juaomY OOiOOlxS^OOIr^XlOTj^XT+^i-ICMCMO OXUOGOr^HOXC-t^CMO^CMXXtr^XX tooTHxuoxa5XOO'^iO'^xtOTt to X to X uo X •not ■StAJOduS JO JSOQ UOIOOCMXOOCMXXXOXC^C CMr^CQ'o'r^'iOCOCMiHr-Tr-rO^fT-rrHC O O O to uo o o X O CO X •(c^soiojin gut -pnxout) gati'BOi^ gtnpiixoai) spuog; o o O CM CO t- OXOXt^XXX'^X UOOOlOt>»XUOi-HTjiC^ OOCMXtHOXOUOX ( CO X t> X X X ^ t o • ^ so o ^ ^ ^ 4^ ♦s °Ooo-2So3j= -ij.2 gol'^ .? C? ^ V a g 55 a p p >H <] o o o o o P K 3 A^ cc M 02 EH N P^ <1 P a o-qo "S q "p ^ ^ oP I ca 03 q .q 'P o) b’S ® S E : <3 5 5 p I §•^3" ' M'S IJ •©isJ 3-S ^ q ^ pH ® 3 0m30 Note. — x indicates an afifirmative answer; 0 signifies no or none; - indicates no answer. STATISTICAL TABLES. 355 « 1 m o ,o i Other. •Gimuo^i s i 1 CC 'Xf •OOl>OlO • ‘00 'LTi CC 7^ 1 lO 'O CC *>-^.0 * ’«1 S> 0 rH X Tf 0 '.0 0 'X 0 -O C4 .H ^ 05 0 hM> ^ rH CM r-^ CM rH CM CO m 1> rH rH rH rH fC. CM rH 0 rH t> C> rH CM iH •STopna'jeai; jo Jdqmn^ S5 M 0 05 rH X rH («^ I> X 0 X 0 CM rH pC rH 0 X M Appropriation for the last year. pjua^ Xooqos /sci oqi ui popojua spdnd jo n+idua jod nor^nirdoaddu oiuis 3D i ' * I ! 0 : ! ^ : i 1 • 0 • X 0 0 0 0 X tr 0 (» 33 58 000 0 0 ••^ITO 0 0 ' - 0 0 0 0 0 000 “^f^anoQ ^ M 0 0 • S i 0 0 000 0 16, 000 0 •e^nig kS 0 ‘ 0 0 • 0 0 • 0 0 0 I * : d24, 500 12, 000 /8, 000 0 0 22, 790 0 © © •noiiBzinBSjo jo % <: a ri : -S s -S j 3 ' ® ^ ^ ^ ^ s 3 J ri! g ■ ^ ® P -r ~ .= -3 rfO*#Tt‘ > t~^h-L^t-t-t~t-C~-OO-.0t^CDl - oooo«3oooooooC30aoooocaoaD'»co • oooooo ■ a : 0 : a C> 43<1’g^O__;0 >■ -CJ £- e' ’ ^ cci^j Gl— 1,2 ■ gS ta> G G O/J'S'-'P a-2S a 3 0/j-G . f^G a ® a ^-2 S ^ S - J- ^ G ®,2 a ; >,2^ : |p|£ ap .t 4^' O c2 J2 ® - a^"" O 1 :« ! O G '-3 g 1 ^ s :a2;| ; b,-r :.5. < a o -a •g "to ro O £-i iS|1 ii ■ ■ » J H : :2^'' ja^’^oS® i|>= '.S^a 'Hi eg is . j ® »2 2 |«'iflio |ll.P?,S >r' ■ ■-"'''' - a a a a . j F- *l ^ ^ O ^ r- ^ g-52 ga^ oS-g ^ S4.'a;a2i-§^'--S G a,a,a jLi.Gr/^'G A' ! |G M G G o c -G ^ G '’s22??'2|i2 ® 4i J 3 SaP^i G S'a >51'-' a^-a :£g::g^2«-gl::l^5|?j5|3 i||||i|.S||g|||g|2|2 SGCogSp-ggGSgSP^ogoK ;z;o^ IGlG5'^OOt>QCC>0,-IGJCY5*tiif;o t-COO> * From Keport of the Commissioner of Education for 1877. 7> For all departments. e In model school. t Exclusive of appropriations for permanent objects. c For change of location, see memoranda at close of / Annual appropriation to the university, a See Table X; no special appropriation for tliis depart- table. (/County appropriation per capita, ment. d $24,000 for current expenses ; $500 for library. 356 CQ REPORT OF THE COMMISSIONER OF EDUCATION. Number of stmlenta. 0 0 •oi'cmod 14 00 rH 0 • CO 0 rH » • 05 ■ ® OOO • * I S I rH JCOIMrH j J S5 ; •0TO 13 00 0 • f-H CO » it^!o oir^Io(MO« • .0 ; (N |'M IH rH X ! T?! 1 •OTCJ^ H X c?t 0 0 rH X :rH-^rHXO f - C^i <0 rH t^rHOO 1 0 10 iH) 10 CO 0 CQ X CO 10 • C'lCsJ rH U • .... ’'Q : S ' :3 0 : : ^ : j : p : ^ : : 1 : ; g ^ ^ : : ^:2 sif-® « « : : i S'g.lPij ^ § rss'J x'-sp.g Kizj;;t5 P^§2g| =11 §31 =«t| ''.ago gipo^^ . |||^ o|^i Lizzie L. Homey . Kev-Charles R.Pomeroy, d.d . Jolin Wherrell . Eev. E. H. Fairchild, presi¬ dent, Rev. Brnce S. Hunt¬ ing, principal. G.C. Woodson . . . T. C. H. Vance . . . 1 W.H. Campbell . . •uoTjeznieSao jo oj'Cd 1878 1857 1868 1874 ^ .OCO OTt<(MXl>»nX m t- • t- t> !>• I> l>* 0 0 !>• ift X »XX XXXXXXX X rH 'T—lrH rHiHrHrHrHrHrH rH 1 1873 ^ fe g s t> M (tTA _ a s'S H C'-;^ H S-! S «! l5 ® ® o w-g n baS E^' fl 9 ? ? Jn ^ ^ fe cj 9 ^ >->^ « o3 cS O oou ;o 02 S .'w o2oi cq ® o ^ "o a - •Sp^g ce S g B ® . >^3 a®^i :a :§ 'S^ io Or- .00 o'! o I 3 AM o “ S :3 ^|i !'-h S 3 • ? o.'S ; J ® pg1sS = >9 '430 iAcb*^ oil a ^ •=i.|Sl|siig|l ||l3^l§g>|||n ^Sp,c^ q H^;2;va^ ; o '3 S 2 I rrf 'Sipsi :g g o Q3 <0 g3 .ra .g cs.-s ® mills' fee A ■0 u 2 A _ a o ^ 2 o c9 ^ fill, S t> ® 2 rS a J-l oM;25 IWC^C^ W NC^ (NC^ STATISTICAL TABLES. 357 35 11 o**'0» XOOOO ••O'O OC0L0 3^»O w« o*»o • r-.x J| J XCOCJXJCO-^J 11?^ I • t* * w 1 O X O'^'Ci* t>0-I*wO i.O'O 0 O iwO * • • o * 1 1 • {O • CO • • • ' C4 '5T' O ‘ O • * * 52 * Ix I ^ O !> UO X w o o w w 1.0 CO CC W ICO X O X O O d C5 X O E> d O C-T r-( rH d d lO X rtl O L-* COrrO'??' dClr-^dCi dO<35L-r7ir-l O t^Od O ^ ^ ^ ^ CO r-, cvq ^ t-h d C^J O X X X o o 0-1 O o CO CO CC CO X w . X O dO«Od^ uo oxx woxxxx X^'^CH?^ »W X d r- • dc O • w ».0 -rr C- X I-I X O O • 1 1 r-i X • d Cl O r-1 w 211 45 (MO WOt-COCOO Ot^OMX XOt^Ot^ XOCO£>WM OWOWOCOO (MWCI-M CO CO W O X O W O -H Cl O r-H X M w CO C5 CO — O O 0-1 X CO d Tt' o o d irodC5i>d cot-xwxcs oo-^oxoo x^xo o o o lo d o d d O X O O X O 0X0 'O ''OX' ‘XOOWO X«00»'o C5 O X ‘O I'l-^X* 't^OOd X'OOil iO • o ’ '-^ :w ::§ % O rA 1 .1©^ Im : s ""SSflS c4^.f2 20^ |©diH^ k'^ :;i! ® , M c> ^ rr !2 o o o wo O I> iO CO o o o o Sooo'^'ji "1^32 o o o o o o o o o o o CO o o o o of Ci oT ci^ ’Ss lO 3*0 *o I> c 3 ^ :-g P4 'I t> t^. iS-^^l W 3 O-tS dj'l w r-1 i-i ?-S .H P'2 <3/j^ J 2 cp o fijid P i> i> t> S2 ^ o o op:,d P ®:§2P® PI j=; ftp ■ 33 1" iga q2 p a ® 33 P. 5.0 P P.'^^ p. -■ «3r2 <^2b POO '^P>si o o o o \o o ^ d ^ ® " s ^'S *< j5 • P' 3 ®-9 .2 O © I H p^’S^ & ® O g ® o S ■*!'© Oi - S Jp^o s 'd^i-iOdi-i OoP^ d ooo) u)oocoooooa; ooccoooo&o cc ac cc X 00 MCCOOOCJ MOlOt-OOC- 1.P O’ O O O [> '!i' O O !>• ICi t» 00 X 00 00 00 00 CO CO CC OS OO CO §|g^o- 1 •S -fisl %s s|.s=sf i| ll 11115 in X X c5 S' S - . &-3 2 p § 'q p ® ? 2 !§ ^3 a 2 2 a '= Q£.S .£ .p o , W c3 c3 c3 O ® ' pqpqpqpqpq ;:j p 2 a ar-2 a o I -I ^2 o P p'r^o 5 2.bfcJ0 I Lo p g’P p 2 in^ >=a § i O O ® g 'i |3l I * p|^l2^® ■f .a’&fl'p^ do^pMOWM : :W . a r® c5 -I 3JZ O..J I'. d P o' S ° ° ^ fl ® ? O ■ FdP^i^ ^ c? rH ^ C3 g-SP“2 % ^ i S.pS o 'M 2 ^ © £ « s i-p o i 2 2 «s.p S ,2:2 ©P.2 w ro ®5 ^ ^ ^ Z/2 O *3 a.al'g a g® fills - Pp5 g< ® S' rn?®2'* ®.2 gr £ fl ^pp lii'lspl-- p*^ fe' a b ® v o ^ § a© g,jp o 3 !i“2 £2*^ Owt^coo* O l> X o o O lO o o 1 en fr% Table 111.— Statislms of normal schools for 1878, — Contimied. Kote.-~x tndicsilea aii aftirmativ© anawer; 0 aignilicB uo or nono; _ iuclicates no answer. 358 REPORT OF THE COMMISSIONER OF EDUCATION. Knmber of atudeuta. 1 O •GXBmaj; 3 •• 7-^0 'OO'^ ' • ^ ^ • Xt-*CO • • • rH • 1 • 1 . ^ I ’ S?i-.r \ I I ! 1 •9IBH • • 2-0 C:-^^ 'orH •OO’^'UJ ‘ao *0 • I’r-tlClCM •• l—'O ••OCCt^ 1 A •9TBin9^ Si CM S rjt T-'-^CMOifii^CNUMi Ot^C'TiCXXCO OO c; T— ^ CM Cl t~ C5 CM 1-i tfi O Ci tc i-( <£) CM CM c;3 ri ^CM .1 CM iH fi? X f-l r-l ^T-{ fO 3r rH" ^ •epTi Cl '3~C T-l .-i 23, I 50 CM Cl IC t- O <2-^ o o Icixict> O — X ^.OXr-lTTCMr-ft^ Cl .CCOIMt-I T- • 7-1 CM CM ; •F?0X © T? O O C; C'l O E> O TT Tji (M c; rH !> O C3 r-T •sio;ona:j,gTn jo reqninx; i—'t— . r-!r-i r-IO?— 5r-ir- 1 rHr-l CMi— ! Appropriation for last year. Xooqos ;sbx 9tij ni panoxaa strdnd jo ■B^Tdca J9a noTjuudoadds ’ 20 • 1^00 • O ‘rH I «rHOO # O ■’ lO 'OO i Io:t4-o I CQ lo . e r- o ^ • X 1 (M > • ^ • II o 0 Zf 1 1 <1*00* •o»**o 1 III t • O • I • o 0 20, 000 d7, GOO 5, GOO 0 500 0 •i4tmoo 1 j ; ; ! o o i ! o 1 • o o j 111 ^ 1 » I • o o o * o • i o o o o * 1*0 • • • •9J^g $20, 000 18, 000 2.3, 000 18, 000 .18, 000 18, 000 18, 000 0 <>62, 000 18, 000 2, 000 2, 000 o o • o • • o o o o 1 « ^ CSI Principal. R ^ : : a : : : : « : : J- - . S in . • s a • • 15 S.^^S i S ” s 3 J a' P . hH C. IrsL ) cS . ifi!= Eev. B. Craven . H. S. Lehr, A. M . »Tohn Mickle horough. . . . Elroy M. Avery . Miss tTane W. Blackwood. .. Jay P. Treat, A. M . Alfred Holbrook . J. Praise Hichard . Miss Delia Palmer . ’nOll^BZJTTBSjO JO u-t) » t - - c: X c: t> 1^ t3h :r' o o • c: t> o 'O i>- o r> r> t> i> 00 ‘XXXX xxxxxxxxx 7-J ir-ir-ii-HrH ^r-nT-«THr-!rHr-ir-ir-i ' . rH X c:^' X O X ' . t> o X 1 -xxxxxxxx 1 ‘I— irHi-Hr- IrHi— Ir-frH d e 1 , 4 Trenton, IST. -T . Albany, N. Y . Erockport, K. Y . Eiifialo, N. Y . . Cortlandville, N. Y. . . . Predonia, N. Y . Geneseo, JST. Y . . New York, N. Y . Oswoeo, N. Y . Potsdam, N. Y . Chapel Hill, N. C . Payetfceville, N. C . Greensboroush, N. C. . Lnmbertou, N. C . Ealei!?]!, N. C . Trinity College, N. C. . Ada, Ohio. . . Cincinufiti, Ohio . Cleveland, Ohio . Dayton, Ohio . Genciva, Ohio . . . Lebanon, Ohio . Mansfield, Ohio . Milan, Ohio . • 1 'A H New Jersey State Normal School . . Now York State Normal School* . State Normal School* . . . . . . State Noi-mal School* . . . State Nortoal and Training School . State Normal and Training School at Pre- donia. State Normal Scliool . Normal Collecre . . . . Oswom* State Normal and Training School. State Normal and Training School . University Normal School . State Colored Normal School . Bennett Seminarv _ _ _ _ Lumber ton Normal School . . Shaw Universitv* . Trinity College Normal School . Northwestern Ohio Normal School . Cincinnati Normal School . . . Cleveland City Normal School . Dayton Normal and Training School . Geneva Normal School . . National Normal School . Mrins field Normal College, . Western Eesorve Normal School . Tj- IJJ » 00 O O r-f CM 'i' i-'i- O !>• QC Ci O SOXOOCCOCOOCiOCiCiOOSCJOJOSCOOO ! X O O ^ l> X X X CO STATISTICAL TABLES, 359 llllllo’. 0 0 *0 OX i ^ ■ 0 5 0 1 0 0 ‘ 0 * 0 i 0 X 000 ^0 0 1 0 10 0 CM 'I'-sLO 0 : S t- *• • -c 0 :::::: : rH i-i ^r-l CO ; oa^ C> 00 t> 7^ O O CO rH < COt^O'lO rfi O CO • CO T-^' CO CO t- lO “C: rH CO -H rH O 0^ O S § ■ CO ^ CO CO c> O -J CO CO 04 CO I ^ ri lo lo o o o o i.o CO lo OQ :o ^ o o t-o C^ c;i rH 04 C J tH CM CO C^4 » lO CO O O ’ O CM O 'tJh CM ri X ^ O t> X O L--* . o o o o O O LO O O o 0 0X000 O O X o o c> : ^1 « ^ , o o o t> o o O O O CO o » a 1SHo| l| i^,'i W '-:s Ph t-5 fl <1 . J : r-,-« aOJ : J 3?-Jr2 ■<^ ®o d * A^'lgA : § ^ s ^ i a I § OHip(^<^5=; s o : :_d i : ft S 8 c ; ; ; a ; < : : 1 ^ : s : i ■

x3 !>A ®,2i-iH'-wr3g ^ Ui, wg ii ,22'® io d tJDjS ® 3P J P^a £ O !^ Hspq h>f 00 00 Xl CO 00 00 ^2 O loo lpl ^ d s A 3 d So® : sP ® .Pi . o ;0 • P 1.2 ■’3 Jt) 2 '§ ■ I 2p^5 oo : ob%=3 ; : : ; 3 d • =® ^ d ^3 P'S’?® fc/;3 ^ 3 d'''d ^ p" > '3' p^.go^^rO al^'p^® 2.0 I ^2a3^Ti Ii|:li illl-ai : i i : :3 •|| : i I : -M '^^Pl ® ! I - - p_- •_. . I iPJ p 2 2 : : ‘ o 'P-P2 os^ . !.f1 2023 ^oc?^ Vio 1|-5| il^lio .P^-Xa as-rPi^oS ^.2 23 ^3ap_3 ^il3 3l1'ii^ ilH! ill! ' “ ®:l g |3 3^5 p a ^^■a|s>28pgr^l :£2'3gS3-3‘2 2^2a>= ■gP^.O-ooo:3P3oz:4Pp •gg35p8^ssSp§§ ^xi rj^ ^ p_j :>Q ^ CMCO-^kOXt^XO 0-HCMXTi<»:5 00^00000 -Hr-'— TrH-HrH d 5 ® 2p Sp|Ii3.3^ Ph P^-72CQ Q oi _ to a a S ? 2 a3 Qr§ 8 a A A ..,.-i If a| O 3 f=q3 3 s^.a S 5 p,^ p £23 a 2 Pi ® ^.g-^ S A aS •3 S3-9 I 1a“M £ P,2 a a ®2;a -*H 'X S 'g®-a -S'^ P 02 ■^-OJ c P2 53 o p 2 2 a 8 >5 a p a ® a g 2 3 StS P^®|A pSapI ^ a-;: ^ o-^ 3 PSPS'*" d p £ a^A a 2 TO ®rd ^ M giS II © fi l§ ® » a o Ci"s p P5 ccS o p3 S a CO p 2'-rl ra o'3 a a . a a? >' .S^H 33 1'*'^ 11^ i|^ OH P p:*^ J a 'd^Q III III >0 a E ®p > >-.3 •p a a Ax-o ;l i £5 ^ PS S S a 32 3 SAg ^ P t*5 ® 2 I IS 'I il 3i 12 i 5 o a ?|^'3 Nil o 3 3 ® s p 8 a a o oA ppi ap^ M> ^ 2 S a SAgI ® c a 0.0 O C3 X 'H o o ^ rS it a o ;2i ®ai ^1 ^ G II O » >5® 72 S S 3 p p f-H ^ C« ^ I 05 ■iil'a "Sa - a I-.- ^ o'3s2? • £ p-11 1 Si §1 2 a ® o a;o 1p3h?0 3 I 10 11 7il-3 xoo -hcmx »oxc"*x a o -^cm co*^ — r-^ : ^ 04 CM CM CM CM CM C-4 cl CM CO CO CO CO CO r^r— itH tHtHtH rH THrHrirH rH rH T—irH rHrH * a S ®3? a.©^ a d ® > * te o ASAoPM g|1S3 d 3afS * H- e rO » Table III. — StaiisUcs of normal schools for 1878, — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. ;60 EEPOET OF THE COMMISSIONEE OF EDUCATION. Other. •9IBUI9j[ 1 LOt>03 0(MQO'^iC5rnOC0 ClP^COOOt- CCOTli.O iH •9IBk| S «r-IOt>OC5r^O coo C-JOOajJf^Or-i^ ^ Normal. •oXBoiaj O’rt'COXfO IcOO'«^iCiOL^ffOi-<(MO Ic5t^ COO^ ' CO C5 rH 0 1 r-l 0 ca 0 0 ro ^ 0 • O (M Cl j r-i j kfi 0 CO Oi iCOOTtOCOuOCOPOrH'-^LOO C4 r-j » rH r-i r-i d •I^^OX •sjopni^snr jo xooqos q.SBt 9ti:j nr panojua S[rdnd jo 'B^.id^o J9d uoi^nudoiddB ‘AlO •jf^nnoQ •uop).BZinBSjo JO o:^bq; O O 00 O O O I - - - , CO-MCJOTCOt^Ot^t^TCCiO^^OQOOi (Mr-i^CSIC^r-l (M rHrH ^ C~ o LO iCi 004AOOOOOOOCOOCO C A ci^ t> j> ^ ■gA « c3[> r- ^ dS O K l>>® a a>as „ ®';§.2' ■§ 5 o ® f? iWl Q a ® ®3 § o o^ tc'fr S 2‘^^.a.3'^ a3,oa!,oP a ^ a ain ; o IgS o^ § > i I 'S'si3'§j|'aa2 'I o S acc'7 g So q J'g W-'a'c-ff’a 5 -5 OrO^ - 05a: sis s-.§ o oas o O ©rt o M 2 S'2 Sill « w a Aom,© O I i g § g O'* « «,a-s-S,a Ort (>Ma2pczjc:>p7:a:3a!F»: illl-sl B : : I > . ® •rf • aj P :p ro ; «<-( |5| . lil o -M o 3 o § §P :cc go's 1 S PhO C ® ®r2 ;3 'C or'O ‘2 J g*9 0^0 * Erom Keport of tlie Commissioner of Education for 1877. 6 Income per capita fi'om concessional land fund. dPer^ month. t Exclusive of appropriations for permanent objects. c $3.50 per montli for each St.ato student in actual attend- e $5,238 of this for permanent objects. a See Table X, Part I. ance. Note. — x indicates an affirmative answer; 0 si, Glides no or none; _ indicates no answer. STATISTICAL TABLES. 361 362 REPORT OF THE COMMISSIONER OF EDUCATION. 1^ 'o 35 s ® .5 ^ e?) S ^ d © ^ , E-i '■^ . . . ^ • J ^ . ®+oc-f*3> cS ‘jfi H ■rSu'j . jcs OJjg C3T-ir-l '-'JJ.g s -3i-2HT> M j Tioi;'BtricaBX9 j3T|;|inj !;Tioq:}T.‘A spbqos uom -iiioD 9;B4g Tii’ r{OBO^. gaiBnpBjg ib ooe"®* 00®®®X03 X X o o o o o 1 QSJTiOD JO aoijgjdnioD no eBtnotdxp oATaooa ejnapn^jg W 1 1 ^ ox^x xx^xxxxx X X 3 ; ; X X 1 noi)nji}s -m oqj oj 9t[0B,^jB xooqos ppopj; g ! O xxxo xxo |ooxx X X 3 3 3 X 1 umiSBUOLCS B S9SS9SSod looqog w 1 o 30 lo 3 |3 13330 3 o 3333 ii!ioxs}q JO xunastiTTi b 'sossassod looqog o j o 3!|x oIxJIoxx 3 X 3 3 3 X ^enjBJBddB pns janiqBo XBoiqdosopqd Bsassossod tooqog Si « 1-0 3X ;x XXX ; loxx o X 333 X i ilaojBio •qBi XBOTOtaqo b sassassod looqag 00 5) o 3X lx OXX Ixoxx o X 333 X [ Is music taught? 'XBjuaniujjsni N 1 ^ 333X XX3X33XX X X X X330 •IBOOA § ! - XXXX XX3XOXXX X X X X 3 X X 1 gaT.viBip puBqaajj joj saxduiB -xa puB ‘snjBaBddB ‘ejsea ‘exa -pouijouoijaaxxoaBxooqosaqjsBxj ■ es C» o 033X 0X3 13333 o o 333 X i jqguBj SupiBJp 8 J X XXXX XXXXOXX I 3 X 3 3 X X ■UOTJTUJ JOJ juapnjs qoBa o j agjcqo xBunay « s< . rHrt cc^ -Cl ooooooii::. o £>• do d t> X MBai OTjSBxoqos UT eqaa^si jo aaqutnjq 00 H o CO COOO OCOOOdOOt- COCOO -^COCO T^CSOCO 0 0X0 Tti TjH 3 r-l 3 CO CO •iCpnjs JO psjnoa xi^xj ui eiB9^ jo aaqian^q H -<** CO^-^ m r}< iC fO CO' S c O 01 O r-i • • 1 1 CO r-l iH • J f9 3 C0333 ♦jaquinu axog.w rs 1 ^ o 00!> ^XOl>OCl *0 1-1 Cl r-i • •* 3t» CO O X o CO r-l r-> aa C M O ® cc 2 .2^ 01 fl s § <=> 9. Ct o_ rS'a. . . C3 « O 3 33 o rt ^ 3.2 O ^ ® O ^_f5 M "g 0^3-1 0^'J2 ff ® 5s rt ^ a « ® T. J.3 5 3 3.i5 » Ko • c3 : ^ ; «tH 'o ® ' ® Ss I ^ 'S ■^|•93 _|iS|| O o fcH ® ga2 § g'3 gl'IsSl ^ fe3!^ ® 2 >>9 s tfUM ‘43 : CO • c? o .9^ 2o 'a S ' 5P Or2 q O'S HiSSl '“-Ills 2 • 3 • "111' -m\ tD £^-^.2 -sSS-C- Ill-iS . .rrS S 2 1 122 1 W '.o ■ s cs =^23 :3 ial:§a||s||| 2i ®':3 q TJl , — _r- >--^-1 ScSOeScSrt'g'g- qc^slaigsill^ STATISTICAL TABLES. 363 ^ 3 Is rCj S H H • 2 « o " ® r:^ ^ r-t CT3 ^ ^ 1 I « a * - 1 4^ 2I S'2,^b-^3g =§§53 3 I I si ^ 43 a 2 2^ rt ,5 • • ^ 00 ’^_r-5 rH . CS I'it i'=|-|i^ 1^-5 '-s P’S X X 7. 0 0 ...'l..i ©© ;© x©©©©©©^©xxx©^ XXXXX XXXXXX XXX ;xxxxxxxxxx XXXXXXXXXXXX ;x XXXXXXXXXXX X 0 X Ixxx© Ix© I© xxxxxxx©x©xx©© XX xxxxxxxxx 0 0 0 1 X X ©X©©©© ©©X ;©©©©x©©©©© xoo ;o ;ooxxx © X 0 ; X X oxxxxx xoxxooxxxxooox xox Ixxxoxxx X X X 0 ; X X oxxxxx xxoxoxxx ;xoxox XXXXXXXXXXX X X X 0 ©XXXXX XXXX©XXX©X©©©X XOXXXXXXXXX 0 X X©XX©© ;©©©© ©©©©XXX©XXX ;xx X® X© X©©© X©© X X xxxxxoxxxxx xxxxxxxxxxxxx ; XOXXXXXXXXX X © X 0 XXXXXX ©©©X |©©©xx©x©x X © X ; X © X X X X xxxx '. xxxxxxxxx xxxxx©x Ixxxxxx XXXXXXXXXXX 0 (M ICIC 0 ^ 0 0 T 3 2 Sf T-< CO 0000 O^COOOOCOOCOOOOO *0 !oooooooo » » ^ 1 t lH !M j ■ © © r-l «00 I »n 0 ^ lO • . c^ • 0 03 • 0 0 0 * • r-l • rH • T^l .© 100 1 • 0 • 1 . ^ * 0 0 » 'O ‘OtOOCOOC-Of-llO 0 1 'O * i"C'3 .+ rtco^;Tj4kft.^©rt ro cq'i'i':^ ro's^TN'c^' rf irT ' to con co in ■ ' ’ !m“ cf ^d" rf ^ i ca CO ^ • ^ ; rH -CO ‘r-HC^ CC^CO'^f » *C0 *00 |CO |C0C^ OO^r-lr-1 • • • ^ 00 • f » t> >40 ‘ !> 0 03 I 1 CO <0 « 03 CO • 0 1- 0 • CO • TttT^Or^COr-l-JrOaOTtTji ©©©OOCC©M':74©'M ro © .<3'COO’*IJO ©C-( 0 0 03 • 0 03 » 03 C0C0rHL.OC0T#.T-H 0 rH CO CO 04 02 uO 00 00 CO ii ■ il" i5l :Sl §^1 1.9 02 3 1 1H' jhool for Colored Teachers Institute, normal dep’t .. lual School . nal Institute . »nl _ '0 0 5 1 . 1 . mal School . e Normal School at mal School . 1 at I^iankatn . 1 at St. Cloud . 1 at Winona. . mnal School . / and State Normal School State Nonnal School. .... iversity of Missouri . e Normal School . : :.1 1 I da I • 4;'=’ ■’2 2 !45 © ; ®.P ® ;i 2_®-5 ujal School . ,to Normal School* . ovmal School . i mal School* . ' i a I I '3 • . 0 ': i1 : ill • cc ® : i|.a ^'■=.9 il and Training School. . .1 ^ O© o .» rt ” ;'i|§ 3:3 -. ^ r^li Um IM -= -= ^ 0 C ©'^ Mia:v2 ® ^ '3 ’^'341^ a a 3«2 s I §32^ © O ® -g OD mil 00001^ ■4S'^ J55J5 3 5 a2 a: 02 CO y: 3 O ©22® =^32; P'S § ® 9< , ® '-*-< iM s&ilJ-sS s?“l-if += ->j •• P" © rt © r© 02 :3 2 ® +3 fH ..2 bjjq3;zj ip . ml p t£^2 a s« ®’a p I ©^ Hi 1 . © a 'H <0 o >5 ij i 03 o ^2 >> -p 5 p ^ ° o s o o S o ,3} ew 5-+^ 2 ® g M p § t> I Pl-H P a > © ■^ © .2 2 ©"S o •r! © ^ .1 "'P^ I 3 M ’ .ai^^g .a’ic 5 3fl!. I| S ■■41 ® © ©a, © o g.33+=> P.h22P 2o"7; *S':2 s g.j = 2? « -22 *2 Pp3 § 9 . P5 ^ .2 3-1 1.9 1 ©hP5© iS®©^*^ ?S5 ^§12.= I-.9 •ill i5'l’=i .2 © 3 ^r- S © 3 P®+3 >>:^©©3 iis ^=h;.©' p =-p.i § e©t>00C5O r-l-MfC irjiOo«®''.o - ^ ... ... .^ 1-3 c© t- 2C ©5 o — I ro .~5 -f* lit ^ t> cc s; o -< rj « ®:©;0»»!w<©O«t>C^t>C~t^C~t>L''C»C-0C00Xy5' ©22.33 o © a a oPNcSt Ph"2 c © 2 © ® p 2 rp tH 4 il p^4 £- » S .c Kote. — X indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 364 REPORT OF THE COi^THISSIONER OF EDUCATION, 0 O 2 fi . cc §3 § 9 § >-s<^ 1-5 hsi-s i noi;caicuBX9 joq^^xnj g.noi[;TW s[obT];DS nom -uioo orcig ni' qaes; sainupm-c) 4 M X XOOOO XOO X xoooo ; o ® X X X X ^.osaaoo JO noi^oydcnoo no ecnrojdip OApboo: e4.n9pn:^g § XX Jxox xxxxxxxo X XXX : 'Six ; ^ ^noijnji:^s -nt aqj o:^ paqonjjn'iooqas lopoj^; M Ix® ;®X®XXXX®®®® X o O X X X X ^ranresnniiS n S9SS9S3od looqog W 1 X ; ® X ® ® ® X ® « ® ® ® ® ® o X O X ^i!jo:^siq ^nxnjBn JO nmasnni n sassassod poqog § 1 ®x®®o®xx®®® lx :® X ^® ® X o i snjnacddB pne janiqno Xnoiqdosoxtqd n eassassod tooqog § 1 xx®®®®xxx®®xxxx X X X X X X i XiOJBJO -qnX TBOiniaqo n sassassod {ooqog ' (D j X X®® ®® X X®®® X X X X X X 3; X X ® X li a 1 M qBXuamnjjsni ®:®x®x®x®®:xxxx X o ; X X X X qnaoA ' 1 § 1 xxxxxxxxxxxxxxx X X 4^ X X X X i SniwBjp pneq aaaj joj sapituB -xa pne ‘snjGanddn ‘si^sna ‘s[a -pomjonoipanoaG tooqos aqjSBjj es X ;® ;®®®®xx |®x®® X X X O X X X o ^ jqgnnj SncAinap sj 1 1 1 x:x:;x®xxx®®xxx X X X ® X X X X •noT^in; joj jnapnjs qona bj aSasqa xennuY « 1 oo ® ® 55 ® C'l ® ' P O O ® ® CO o' ® (M r-l C5 O C-l r-f 55 55 J- M- ^ 1 « IC CM CM Ol O tH •naqn; saaizG^nni pus sxBnmof iGnoijnbnpa jo aaqnrnjsi; S? j CO ^70 ‘ CC CM 00 O Tj. CO tH O o O io 1-1 - Library, •Sq.IOAl xs3I^o:;g8p9d JO sauinxoA jo raqnmx 1 S o i i o • O CO O O C?5 O to O CM lO CO O GM HH o o • O o to « rH O t-i . o •jcaA xooqas JSBX aqx ui asnarouj © St o io 400 0 O 00 • o o o 1 * O . lO o o • . CO • r-i CM • « CO CM • O O t> .CM - i o * O CO 4*^ CO CO o o • f-1 to CM r-i O • CO • t> CM CO ; rH CM CM : ttj, § fl o,^ -geo .S.=3M n w _ C O o 'o 'm 1 ® a o -p pE £r=i c o; be p ® -c^ bJO • ceo ill ® p o H p g p S'o o p_ o p o beg § ■_oP'^_.-^pg>3a-fl.p; «' 73 a / "ci ■ 0 .2 o P 3^ 3 " " '■■"5 & Jill 11 0^1 ^ 'ofip 0.5 55:=55Pfs»W5...| 1 >. P ® p >• "3 S.t3..P«^^2sC) o s P br £p >,^ 2 i g P - «i?l4'^f5||5S,2l|Sa3| I'S 1 g §|l S|| §'gS||g 0-3 I CCPa2WHlCCH^OOfl^l^^pS(25h!H!/2 - . i-ia;: ■ s;-fd> ^ '.v. : - _ - -y i> co'o) oO-i (M ro’^ti iri'so t> oo cs o'S's'i’ m m 'SppaSlsroai^ a a a O aj'^ 3'2 ;?5A.gg si52'^^" “Isgcpg:^ d OD ^ ^ m ^ C ■3 CD *3 cJ ■J (M 55 Tfi U5 !0 t>’oO C5 o'P MM-^m^t-COOSOi-KN -->P>05CSSS®030SOO®C5®®OOOgrM^TH July 26. STATISTICAL TABLES. 365 % s ^ ^ fi a P ^ 25s 1 sis Iss5il . ill lill-li J line 24. August 1. Jan. arid June. May, last week. May. July 1. June 15. June 13. July 10. May 30. Juno, lastThuia. June. Juno, 3d Thurs. J line 27. J une 20. January 15. June 10. Juno. May 30. J une. June 1. * From Reportof the Commissioner of Education for 1877. / Incidental expenses. 1 Includes room rent. a Tuition is free for norpial students. g After two years of successful teaching. ni After one y(iar of successful teaching. b To nou»residents ; free for resiiients. h Optional with school committee. «.Free to those intending to teach in schools of (he State. c In schools of the city. i University library. 0 The territorial appropriation provides for the free in- d In normal department only. j See Table X, Part 1. struction of forty normal students annually in the t Have access to that of tlie college. If Also a summer terra of 10 weeks. iqjivcrsity. xxxxxooxx ^0 -0 0 0 S 0 0 X 0 Ixxxoooooxx xoxxxxxxoxooxo : II g XXXXXOXX Ixx X X X X X X ; 1 ; X X xox ;xx Ixxxxxxxxxxxx ; xxxxxooxxoo X X X 0 X 0 X I ! 0 X > xoxoo loooooxxxoxxxxo ;o ioxoo ;xox 000000 X ; 1 0 0 c >00X00 looxoooooxooooo Ixxxoooxx |o 0 ; X 0 X X 0 I ; 0 0 c iOOOOOOOOOOOXXXXXO ;xx xxxxxxoxxxx 0 0 X X X X X ;xxx Ixoxoo Ixooooxxxxxoxxx ;oxxxxoxxxo 0000 X X X Ixoxoxoxooooooooxox Ixoxox X X X X ; i X X ; X 0 0 X X X 0 X Ixxox ;x xooxxxxoxxooxooooo X X X X X ; X X X X X X X X X X X X I loxxxxxooxoxoo Ixxxxxxxxo ;oox XOOX X xo 0 0 0 0 0 X ; 1 1 ^00000 Jxooxxooxo xxxxxxxxxxx 0 ; X X 0 X X Ixxxxooooox Ixoooxxxxxxxxo 0 0 £1 0 0 0 ^ jooc SO'tO 'OlOOOC^OO 71 • 71 L" t-l tH ■ ® r : • ^ w -s* 0 -.r ^ 0 Ct 0 • ' i i 0 7^ U-: L- 7^ i Ttl i X 1-7 X ^ 1 fO fO 0 ■ iH ’-f 40 100 .H . 0 00 ^ t- is i 8g§il j i 0 800 400 0 100 ; i OCT 0 is is is^g i is i 2, 368 170 500 4, 000 088 .^'•00 i :iii • 1— ( i ""-o' : •..i r-i • ii§iii=l : ; i '-Iliieliigi ;ig i ! 500000^00 cf w i : j cl 0 0 11 : if? : :oo ; :oo jo^o ; : j^ooxxr-ooocioooojH Keystone State Normal School . Central State Normal School . Pennsylvania State Normal School, 5th tlist.. Pennsylvania State Normal School, 2(1 dist — Pliihuielphia Normal School for Girls . Eiverview Noiinal and Classical Institute ... Oiiyvi^i. \j\ji.LiAvy u.'i Vi LtxtAx J.AJ01/A VI*. w Cumherland Valley State Normal School . AVest Chester State Normal School . Rhode Island State Normal School . Avery Normal Institute .... . . . . iNoniiai comao ui uuivt^iaity . Freednicn’s Normal Institute . Maryville Normal and Preparatory School. .. Le Moyne Normal Institute . Central Touuessco College, normal departm’t Normal department of Fisk University . State Noimal College, University of Nashville McNairy County Normal School . VV^inchester Normal School . State Normal School . Johnson State Normal School* . . . State Normal School* . Valley JNOimai . Hampton Noimal and Agricultural Institute. St. Stephen’s Normal School . Richmond Normal School* . Shenandoah Valley Normal School . Concord State Normal School* . Fairmont State Normal School . State Normal School at Glenville . ■ Storer College . . . . . Marsliall College State iNormai scnooi . Shepherd College . West Liberty State Normal School . State Normal School . AVisconsiu State Normal School . State Normal School . . Catholic Normal School of the Holy Family*. State Normal School . Jrliner Normal School . Normal department of Howard University. . . AVashington Nonnal School . Normal department of University of Deseret. 2gSS3S2|gggS§§g|§gsgS3g|S||3Sg5|3|g??SSSS3gS Table III. — Memoranda. 366 EEPOHT 0? THE COJIJUSSIOS'EE OF EDUCATION. ^ "Z ^ -2 M P -2 2 m £ o . . >> >> ■ffl '3 '5 > ‘3 '2 '3 ' ’ ’ i ;; u '2 o c o a; a. c a t) 5; c> aaa^aaa asaaa coc-=ooc^cccco &11 ig£l';?gS£|Sg^|g w w 00 (D o o o o a, 04^ ® o - a=3 a-5^- 5aa;2 j ®.9^.9 I C..9.3.S a-3-S-S^-2-9 ®-9-9 3oo2oi2ooc.5ooo2ooooo 5 p ;zi 02 ^ o M !25 ^ ^ H ;z; cc izi iz; p ^ Izi p '3^1^ l.-IJ 111 ;o |2u . !z: 2 ® H ® g §p-§a 2^IpM5|5 1 1 i.-. -r^iP gj a +0 rS > =S S ;ir3|.si-sll'3liii|Si£ij to c 2'g op 31 3CC P'3' e3 .9 1 o 11 |o ...-il-p H I^q-^h 3 o 5 a o .■9 *=JD a o MO ro >rN >;iOrd fit ^ ®pl ^t)io o.a." - - 2m l|-3||S-|2||l|^2|i'^2 &|^|^|;|||!?|3||||«-3|| TAT5L15 IV. — StaUstics of commercial and husiness colleges for 1878; from replies to inquiries hy the United States Bureau of Education, STATISTICAL TABLES. 367 TO S rj 0 'qB 0 P OJ q 3 R In evening scliool. •ox-craoj CO 0 • :R 0 ^ la 0 X • i •91CH M H 0 rr 0 ^ CO UO l^ 1-i JO 0 CO 'M CO c^ iO io Cl CO d t- Xd In day school. •©XBOiax H H 0 ^ r> C^i M I t> 0 0X0 X X 0 CO 0 Cl Cl 'QItJK j © H 0 i> 00' o- CO 00 01 C5 CO 181 146 120 110 000 CO ox t> 0 0 CO l> 00 0 CO rH 181 163 120 330 la 3J s a> XX 000 10 Tj> a> i-t yj T-( IN 0 d •e^nanixoana o^cond -np SntpnxDSO ‘sjuop -n^s jo'joqninn pj^ox QC 0 T*’ 339 97 352 158 3 196 261 120 110 d T-i d -a* d Cl r-( 0 — * iH CO •BJO •jonjjsm oxBuiaj jo joqniii^ - 1 : Cl 0 CO CO i i i ® • ' rH M 0 d tH • *8 jo^onx^em a^Btujo a 13 eh S,- £ o >- aj fAPi i.-ldllii S«li OQ c o cS ^ ^ j'" 5 EH > > OU 1^.:^ • P 2 HspqtH a.S ® a I?? WH 3 Hid ;i-3 a :g 1 :1 al^ 3 . •UOt^TJZraBSjO JO 9JB(I CO o So ITS O O l>* CO 00 JO Q^tJQ ^^2 fccfeoS a^.a.sg — a s tj a a o FS,> 2 s od "S a 2 =c Sa^.a * 2 az, 2^ a.a a o a ®.a ill? b1|= Sd ® a ^ _. o « alRa i £ a ? § pi 52 ^ fi o o o Ro a -4 tL'Jl 3 oj ® 2 bJj'S a g 3F -3! - ^fil -e I •a '=J3 fi - a2 _ WM iiPi ... iiilifig aa^aSoj®? I gEa a cR £ & hg2a3'^o© 2a®a5-aog ccoWdo 2^ d a a 2 a a be jj) .* a 3 a a f3 ^d® 'o o §S a a So Rj 2e F be a -a ^£§^■3 a H a O o 3 -<2 b® E .0 o CO o a-SO a 3“e 02 a 82 += a a 2 5 ' a appg, * br, a a bj; aJ a = 2 O ® be a2 btF a o 330 Or-. O a ® a -22 a « ® O a 1.111 i do i2 2oF3‘rRR22 F-&g aF'a aS.-ti'-® S:rt2 £2 a o a;^--Q S a yjg -j 3 2 2 a y^-2 a Si ’^•^3 S .^R^23.33R5§§Cp £H dFMccR i » t- X CS » Tajble IV. — Statistics of commercial and business colleges /or 1878, <^'c. — Continued. i68 REPORT OF THE C0M:^IISSI0NER OF EDUCATION. Ill oveiiiijg school. •9X-3ra9J 3 CO !3UO • M 03 o 03 ^ • O O O \ ^ ■OPK H oi 'Tt' a 00 CO rH O CO o ^ 03 03 o C5 O I O US o o ■03 rH 1 O r-{ O lO •IGIOX O O rti CC TT 0» CO UO C- 03 03 O CO 03 1-0 O I O O O US CO rH 1 O T-i O I> 5 o d) ro •9X3ra9^ • O CO 3-. CO o oj o 0^ CC L-: OS I o o o o 1-1 03 03 . CQ O •9FIv ! o ir: CC oi CO o o 05 o cs C5 I 1— • o a irs O rt ro irz lO 03 * CO 1C? CO O CO 03 * 03 iH r-1 O o a CC — i O CC tO O O O 00 lO CO lO X 03 i — O O lO CO OCOCO t^O COr-iT-t* coo O OS 03 r-i .03 r-! iH o o 03 •S;XI3taXOXTI9 a^'BOTXCl -Tip gmpTipsa ‘e[jnbp -Ti:^s jb jaqninn 00 o-^ -^jOBX^STTrarciusjjo Taqnrnj^ O O T-j eio^}onj;snT9xi3mjoj9qninj^ j I OJ CO CO 03 00 ^03 03 03 ’ •nopBzni)?Sio jo 9y3(j ill i ^ ■ 1 s-tf ; : S : d 5^> 1*5 ^ ! 2 5 -o ® 5 3 1 a do •jgp^qo JO ojBcr 'h 3—'' 5'§ rod e3 ^ ,3 3 0 •id fcJD 353 -= S dd.d H - p cd id M 3 Jto 3 3 , ro --N cr MS?g|ys«§^ OCS^O-n HiCM 3;^ roi: $ 3'§ S § C? ^ Cw c’ o ' W'k8 ■ 3 ’.d o o bC^ o o » ^ O 3^ 3. a ro ^ ro § ro— cb I Mod £3: O -* S 2C2 3 ro «._, 5ii|§ 0 3-3 ** fc/O ® ro ZS ro o 3 0.3 -.M o 0 7= hr . T i S . bC . Sd 3 .2-3 3 0 3 2 o .SO l1 Ph'S S 3 bT-g 'O’-j o.S 2.g ro 3 P •3 £0 ^ ro Ci w H jv ro o ® iir““ o § xO; o u -I'ro-S ? S.'S •^■3 3^P 3 ■SO ro = d Sdpi-3 _ i/jdo H <10P 1=^.3® 15 3-.|j^-,0 O — I ro 3 2.2 33 3 ^ c 2 3 ^ ^ 3 S'2 3 3 P 0 P .2 ^IZd ^ ro 3 g 1 ® I S §11 -la 3^® c- 2 '^-3 III 3 >-..3 -.3 3 rP3s 2 3t>: =1^ sa ro 3 a o P O .3 _2 bCffl p 2 ®o o 2 ro O 3S I 3^^ S| 5|i|wS fC -.tlCO t- 0000 rM?J aorflfto t-CO O C<1 C0 -^CD (Mn^^ 0‘'«^(i00 CO M CD 5| r * “ o'© ga ^'1 bc :2 .g| 6^ : I ill. • • b © OO OQ ill 0-4 *^.0^11 Pi6> ^ a -4 ^ ; ; ci ”r:2J gR gR : ' O RH RFR w ^ r © rt 5 a ” b© ; rt m r© Ci § d ® o-^ ^?H R t; . o g o a "rt Std R p I 1^ ;- CD CO CO CO CO CO CO CD 00 CO CO 00 00 CO CO 2^ a^_ m d 0,2-15 rt|2'S2 O CO Si |i A Ho • d • o :R :^’ o o ti o d a g a rd d 1.7 Qj ' bC»c -d CO d i R R RR RR R RR R^S m rS 02^02 2 .a -di^ RRR iS 6 a .2 to -:.R 2 R d M M d - a d ’3 a d g 2 o R R o i^-rR 9oOd3o'22drt-dSR' RrR d d g 3 ^ ^ g J g, ,u;.u3“a'^R'*^®o2R2' MM o3R RRrHi © b-l ©^ © 'ro'^ 3 R R d m| rt R d j2m ^'a f-l >5 QJ SR ® R o R I & o ' O) 'S-ljg II § • 2® §dR ®o ..a ^ 03 _R d oR'“" -Sa CJ CO -+^ rd ,- o pqM IR -j ® ^ > 2 ^'o g.3 dRi 2 a ® p® d o .a .a ^ R 2 p^ id dr- 5 o ,/3 o,2| 8 ^d-d-a^li S'cR d^S s I'S “-S OR !^r o rM • o o fcc tJDffl ® R oR o fcJDdO ® o 022 g’g d «R a .'S^S |r o M B bcg^a M-a 2 O a d a^ rSm to o o .2 §0 2 ^ 2 o 15 o I •P r-l d‘d ® d.R So m 02rQ • ® :| :r *®+^ ^ © j3 6 © fcn fci r5 CO o O n; 2-9a .2 d I 2R.S dS^ d ® dl ®o bCr_< ffi d o ® R a •a a O dR So iSlija f^iidSg 3^-§P^g| © g ® R Q 15^ R o ® dR-9 § a d •SmR ® -iR» 3 ^ S >..2 RRR a&R 2®' to ®.22^r pR o Ro 2R^ § ” I g “ a CO 3 2 ® 44 2 o 8 d a|o.s-s M RRRf^ •yv^o CO ® d II a a o (-1 fi cJ O d RRORR S 'r ^ 24 E lO lOiD iD-iOiO 3: * From Keport of the Commissioner of Education for 1877. a Total for year, 712. b Graduates in commercial course in 1878. clu classical and commercial cotirse. d These are for evening school also. Table TV. -^Statistics of commercial and business colleges for 1878, ^’C. — Continued. 370 REPORT OF THE COMMISSIONER OF EDUCATION. •QX'Boia^ •9FK o CO m O CO OD M W 00 < •excina^ r-l O CQ irt CO »a co rH •0IT3K •I^^ox -rfi CO in Cl t- o CJ •sxu3in[OJU3 exBOiid ■up Satpnxosa ‘s^uap -n^s JO joqniuu xhjox CO O (M IMrJiln OCl (M OC- CO r-l t— O OOO'M tH toco lO fOOl H rt « J, R'S til ii 02= rt • O :h 03 1= H ◄ >1 .'p Qj Qu C3c3ro drtC3 HH M ^.SnH i-h- m M gSg 5 •S'- IS -s -9 g: <1d M N ^ wad hW f-. a ge OPh -(j © o ^ = = •S ll w •uoijuzttibSjo jo ojbq; (M Cl CO UO 00 CO 00 00 00 00 •J9JJBqO JO OJ'BQ H ;W 03' O cf „ CO 'T®W W'Sli "" o ^ sd IIIIhs 5 :d WW fH _ ^ ra ,§ ^-®fq©®0^©«S^OObL S+a ig pqHCi5 ww W W W W HP F ol y y y g •2l 05 5 R es O yp y . <1o o ® y sP o-f o .9 4iOa3 y. »2 ® ® = = g o ^.9 ° rt * ^ -t-a p y sa 3 §P^ si^l it OPH Wp a yp la § '^oP •y 3 ® o t>>_ 0.15 m “ i 9 9P' ' O :o * o :| ! y • p :a • cS :M aP 9 §cP S^p w ©3 2^ y y y^ao3 •2 ” 3 © 2^ .y ® © fe.8?' £ C® ^ 1® J® « 03 +3 cfrq +3 a 2 2 ,aa9a^y §^§ O P 4wf^ cv 0) p^c: § § g PPP HP CO CO 00 go 00 00 ( STATISTICAL TABLES. 371 O la tH • os ; OW j O • X * • 1 1 • iH ^ id‘0 • thoo' X'^doooqo Cl cq O O I ^ rH O t> rH X Oq»CqrHI>COi-t oq 35 Cl X IdOX I rHOldrH rHOXOCOld4}< rH OO rH rH THXt> • *^XL'-’^ rHrHrHXfdqOqX X CqX rH 1 a Id th Io»H(Moqr-i r-J X ^ rHrHoqxoqxo ^ cqid rH • ( CO Id Ld r« CO ^ cq M ^ OX O X (M rH X Id i O (Oq X O I O ! rH O tH o O Oq rH X (M •(MC^C^ • •rH'^rH t^rH(M cq o oJixooid»- t> rH X tH 1— I X Hji Id t;- cq Id ooi^ X oocqx ooooooth o idrH cq xoqrH CO (Mc^ox cqx'^oX’^oq cq xid X rH rH cq cq rH rH Cq rH Id Id rj^rHxoooidx idx X o oxoqoqxt-xid tr-t> rH X rH Oq rH X t-- Id o oot^ o cqocox ciOrHcooorH cq O'Hi ^ X XXX o idcqox xo^idcoxidcq o CO rHiHCqCq iH i-HrHCqrH rH O idr-lid4# • • • Cq * rH • • O • 'Oq • * O • 'rH • rH (M • i • • * rH O O rH O rH rH rH • xcq rH I i Ph a -g a S £ 0 3 .pr|-asg§i^ “•g P.t4 O (S'- o3 > n‘ P.-^m o .t-tr- ^.;3 • .«2 • o i^ ■HP • p’s sil a cSC/2 r K a 2 go a 0 ® c^ it S^.S^ S H p O :'2 I o • > :H opq o . H ^2* t^ o r> o i-o ^ X X X X X X LO lO 4h >0 CO O lO l> O lO X X XXX • O O rj< C5 O Sod : a 05 3 O g :® § ' o a o . -„ . o 5fl -13 -P '-a ^ o 0§o5.2ooo^gp:;p fp-= io §o|?9^'g ft Oft i s oc of.o-d 2'P ■9 c: "S *s 5 1) ^ ® "S ft ft o S b o , r ® fccH HN^O M^aiftft 3 03 S o ® 11 teg .tJ 0.0 .3 TO 'p p *’3= p ®ft 1^ o O gM 3 ft ®^ g CO a 4j ® sag a .93 ^ a Sft u o 3dft ft Ho© CO P 2§ 3 P 3 ® o a3 ©3 “•a 3 gt-S ®P 03 COQ fcc :-S a •S-g ; 0 CO g ; rt a o • t<, 2i®« 1 i ^ftft O' ® '• ^., I • g> :p • . rt eij § o ^ . O ‘§3ft©ft|§, o ® ©p © ®3 •3a5s*Jl|5i«“ © O aft » a a I 5agil=«g|=|.g fcflcB pft L,ftft ! 03 CD ® a a a tiiis?iiill|teill 'i?,B§gg,g5«a>.®3S»-ga -“■'ft COrK O-tJ a Op pa? ft CJ O'p-p-p rirn a ft ft M fti 23ft ft Ui ©i^la^.a fcf)0^ ap'~' g a ^ ” o © gaftftglfp^l^algft ooo j=d"©5ft.j;22aog9fto522 ^ppp PO£5t2;ftOft "A mm • X O O rH oq TO I I O Ci O O O O O c iH rH rH r4 iH t O iH (M CO ^ LO <0 (M 5° (M O 00 to N CO * (M O • O O O O CO CD O CO Volumes in library. JSBX eqj UI osBaionj w eo o • • ‘ o o 1 o o j cfo" o o to rjT o o o I 1 o • • Branches taught. •jfqclBjSoxoj^ w I I X X ; X X X * X I X X X •j^qduaSouoqj © M I 1 X X X X ; X 1 X •oouurneui oji-q © X I X I i i 1 ; •iCmouooo iBoiJTlOtl GC :x : : X X X X X X X 1 X •AinX X'BT9I9UIUI03 X X 1 x I X X X ; X X X I X ; X XXX •SuiquBg © X X X I X I 1 X I X •SuT^o.vans c< 1 X X J i : ; •sorjBuigqj'BUi roqSiiq X XX ; X X X I ; I X X X I X •SiiT(i993[qooa; IW X xxxxxjx XXXXX XXX X XX XXX •dpqsuBiuuoj; X XXXXXXX XXlxX XXX X XX 8 . e X X X •oouopuodsojjoo pttBqsix^na^ uoui am 3 X XXXXXXX ;;xxx XXX X XX X ; X •sjuopnjs JO 9Sb oSuaoAY © t> lO 00 00 o o »-l rH r-l rl CM (M o i-H to (M tH r-H iH ( • Oi oO • 1— 1 tH 1— 1 o a> 1— 1 Number of students. •qsiuudg uj o: H o o o o (M T-1 : : : o : ; •qouoj^ uj Q(D •M 00 O 1— 1 00 • o to 1 o o t Til •UBaiJ0£) UI 5 1 19 0 1 to to 1 1—1 o (M o • (M • O •ilqd'BiSoxoj uj H o CO ' rH CO CQ • (M CM j o o o O to O CO O to CM Tji •jfqdBiSouoqd ui o i • tH 00 o * CM • i ® »* CO I ^ 1 H Course in commerce in the State Agricultural and Mechanical College. TTownrd r!ollp,(Tpi Pinairifisa School - _ « Cl <£ c 1 ! fci !.£ ' p ' £ o5 1 ^ I'm > c li il Sacramento Business College . Commercial department of St. Mary’s College.. Heald's Business College . . . Garden City Commercial College . Commercial department of Pacific Methodist College. Evergreen City Business College . Commercial course of St. Viateiir’s College _ Commercial course of St. Ignatius College . The Bryant & Stratton Chicago Business Col¬ lege and English Training School. "Western Business Colleere . . . G 1 ' m a: :| 'W 'r2 V 1 h3 Joliet Business College aniT English Training School. Parish’s Business College and Telegraphic In¬ stitute. Gem City Business College . . . Becher’s Business College . D ' 00 •r)< m to STATISTICAL TABLES. 373 0 0 0 ^ 0 0 0 0 i>* 0 • »p Tl< • (M 73 ; 50 ellO 100-150 35 000 0 CQ CQ 0 lOO • OCQ OUOOlA UOOOOO 0 OOiO • lO CO CO CO CO T#< CO CO 0 • ^ cT • CQ CO t^to 0 00 0 <0 CS| iH T-i rH r-i 0 0 - C - 0 uo CO 0 lO coo to 0 IP t>o CQ 0 (M (M C<3 0 0 iC C-1 00 lo ^ tH CQ CQ 0 10 irt lO CO 0 CQ 0 CQ ! CQ 0 CQ 0 Cl iO ^ * T#< 10 UO 'Tjt lO 0 CQ CQ 0 CQ 0 uO T#i UO iO o« C 00 rH 0 CO CQ 0 0 0 10 lO iH <0 0 0 0 lO rH loo * • uo 0 • • • 0 00 t>* 0 10 rH UO UO 0 0 0 o'" CQ rCi X X X X X X X XX X X X ; X X X X X X ; X : : X i : X X X I X X XX X X I XXX XXXX XXX X X X X X XX X XX XX X xxxx; X X X X ! X X X X X I X X : : : i X ; : X 1 X X X X X X X : : X X X XXX X xxxx XXX XXX XX XXX X XX X XX xxxx xxxxx XXX X xxxx XXX X X X XX e e XXX X X>< X XX xxxx xxXxx e s XXX ; xxxx XXX XXX XX X X X x XX x XX xxxx xxxxx l> t- c» 0 rn:« s s S 0 0 CO 0 0 000 j « 0 to 0 IP <30 0 U5 0 CQ 0 00 ; : 0 0 0 0 0 rH • 0 : 0 • 0 CQ 0 c 3 of tho University of College and Institute <3 i)S 1 <3 u 03 Ph a. P «t-i 0 0 bD 0 P 0 s a a 3 0 3 :D 3 >5 '1 ® a fc a ^ ® 7 M c 0 1 03 « fcD C 23 '5 § ^ ^ C hI ) oB al^P 3'3rp 3q a 0^ p 5 .3 0 P fco i P 03 0 fc i 'c C. 'c s fl r, b 0 ^ 5 « autical College . ege* . ration Business Uni- College and Practical iphio department of a p Ph s fcD "o H u 1 of tho St. Louis Uni- ^ ®o| ^ o u -5^ a btrs'o o a 'o—i O y Sort g 2.^9 p •9 § a 2 P a s P al a O ll g5 g-| 9 «-g.2^ p p p o-s = rt-g «2WU H coPpqP “ S ^331 ■m •ia.aa ' a o ® So ^ ^ o ^ a fc> d ^ 2 i^onl l§- Sop o 0! O aa ■ a a o ;o^ P? 0::: ! 03 p ; ja ® 'CD rtO ald^S +=> p " pp PK P o5^o Sj» a S c p 5s ® a S ® p' f^o ao-s^ CUg^ JH {yj 9 C.” g “ ^ S'o'pP ® 3 1m §0 a rt-s's ap llgllllll “Sopppmop bo .-*^ 03 2 ^ '5 — *=C 03 a ® pq X .9 .g oj-^ p'o.g p §302^0 ropq iTi 3^ fcc.2 3 :5 o ^^p.agrt-§ ■S2-p-3|3g2 ^|iHiR|| 3P o hoM o a po 03.9 a ® .ap §.a P.SO § .cq-g ®pq ® w&ap- ^•9 a o p P 2 S^-3p• mPojPo IP O IP >A U3 IP * From Eeport of tlio Commissioner of Education for 1877. c For course of six months. / There are six students in Latin, a Drawing is also taught. d Scholarship, time unlimited. <7 Navigat ion is also taught. h Board and tuition. e For full course, time unlimited. h, University library. 374 ocT So REPORT OF THE COMMISSIONER OF EDUCATION. •Tioi'jm^j .loj '^uap •n^s qoBa o’:^ teuuuY « a$50, 80 50-70 o o O O l> OOOOOOOO ID oo CDOiO^OCOOiO w § 8 S ^8 h;:) 80-150 150 a50 40-100 75 qooqos Sot -U9A9 JO sqjuoin jo aaqrati^ 36 r>ooot> 1-H i-W rH tH rH t> 00 00 00 rH 3r Ci b- *-HrHrHrHC^rHrHrH l> t* O O O 0*05 rH (M (M rH 04 rH O CO • rH (M CO o • • o o rH • • •iCqdBoSoxaj uj 16 o ; ) a fc 3 ^ ’c 3 C 3 5 ll u Capital City Commercial College . TTnlQnm’a 'Rnaii'^fiaa r^nllAcrA Browne’s Business College* . . Claghorn’s Bryant & Striitton Business College. French’s Business and Telegraph College . Wright’s Business College . Bryant’s Buffalo Business College . Commercial department of St. Joseph’s College. The Elmwood Seminary, commercial depart¬ ment. TTnflaen Enairip.sa ConefTft* t a 'c C a 0 P > 'P fl 1 1 ts Ic Commercial department of the College of St. Francis Xavier. Packard’s Business College . . Paine’s Business College . Paine’s Tip-town Business College . ! Eastman National Business College* . Rochester Business University . 1 Bryant & Stratton Business Oollege and Tele- 1 graphic Institute. l>G©CO CCOOOOOOCOCO STATISTICAL TABLES. 375 75 75 60 35-60 00000000 LO 10 lO 0 ^ ^ ^ OS 0000000000 COCOuOiOMOOOO-^ p p p •.p 0 CO 0 0 10 0 10 0 0 lO t> PPr< 0 *0000 ifi lOO 10 coco « § • of • CO «D !0 0 CO 0 <£ieoi>oo CO IoCOCOL^COMCOt> 1 P P I CO M CO CO M 0 CO M • P p P CO CO 00 CCOl>0 CJ P 0 • 0 l> 10 » p p • lO 0 0 200 X X X X X X X X X I X X X X X X X 1 X : X X X X X I X : X I X X X X ; X X I X xxxxx xxxxxxxxx X X X X X X J XX xxxxxx X X X X XXX X X X X : i : I X X X X X X ; X X X XXXXXXXXXXXXXXXXXXXXX X X X X xxxxx XXXXXXX X XX xxxxxxxxxxx Ixxxxxxxxx X X X X X X X X X X X X X X X X xxxxxxxxxxxxxxxx xxxxx X X X X X X ;x ;xxxxxx X XX t- !> 18 coco l> 0 1— 1 iP rH ip OCCt-00 tP tP P iP t> M 0 CO PMPP 0 P CO 0 P M P (M 0 0 (M P 3 l> CO 0 Ip (O CO 00 0 Ip CO PPMPPPP P PP 0 j 0 0 ; 0 i i ^ 0 0 • 0 0 ic J 0 0 t> 0 • CO 0 0 0 J 0 0 0 0 0 0 CO 13 0 t- • M 0 0 00 p M CO 00 CO 0 0 0 • lO 0 M ■ 0 0 000 CO 00 p p 0 cx) 0 0 CO 0 00 p 0 (M MOO M M 0 M 0 00 ■ ^ * ® 5 . bcfc :^~ :oc ii| :.9 c : a^ i s 0 ’■1. ) :S > . ;> ) • c i :>< ) X) ) ) 1 i 1 3 5 ® fcc 3 ^ ) ^ c: t a 'c C c s ) c ) 1 ) ) 3 > 3 ) fi fc > JO ff I 2 ' J i’c :c; I *? 1 p • ? • a • c > ®.E <0 fl 5.9 "'2 = a 3 c3 * j 05 g « 7) b : a a. ) S) ■) * c fc 'c C d *5 > JO ) ) 5 b 3 c 3=^ d b. d 'c 1 ) 0 ) } ) > 1 ! S d II ) 0 > I •k College . itton Business Col- llege . Business College*. .. > c J > ) 1 ) i > ) 0 ) ) ) ll J i'9 ) c ) > d fc d > JO s a je and Institute of illego and Institute ) s -B ^ -w irt H;^6<1y;^0'cc3w0f>HN^0Nl^MMp5^::«l5^l pqO«§:rS;Sg O j2^ ^ a a bL- . •3.2^^^* .S ®.S o u d rt-'-i fl (dO 2 ® m S«OM Sc'>2^®gS2 e 2 o “ fl s g.g.g I oT^S.gg^C5*^S.90a§ ' '^o:gg^Oa=g^§ocqpq_ ! 2-®0 0)0 i ° a §7:! ^ ! -ca ®'-”'g §3®^ a'a'-'? 2 :?L|gal'^2.5Pt3.2^gS§ ) ®r3 ^g:r;3 rt22 >'rj P'9 ^ P SCj ® ® !h^.9 3 f-i=? O fi gH I HiOes^fHO^ S'?! d tn o: .g m ai 2 . ® ® M.s-.a.a r. a 3 a«?P ® a 0 o a a o o o o PLP. 3 mm )C50i-IMCOTtllOOt-OOC5: I (M CO 10 l» t- ( ■3 . eS ba f .9 « C4 bl« II tii 0)0^. ^ ^ bl) PI fcXirt la. 'a. 9^ ^ao a ® a - p ^ .2^1 o d ^ a P o g o> ^Sp 'Q '»'**» .2* la ai o I Is 3 “C a « 'I® 05 ® ^ c3 a 2 i a-.T3 !0 a; P P O C^H-^W Jill ils--§ P^I-3Pa)^ •is SrO V Table IV. — Memoranda. 376 EEPOET OF THE COMMLSSIONEE OP EDUCATION. tD 2 .9 § bc a o O a-s a ^ o oO be to os os g d § ® =3 =3 'T g g 23 35 cSld .®.“i— 5 as as as.®,® -S3® §3-33 S |bc> 2 o q Q. c3 d 'do-.,*®.., . lli^-sJg^ be d g ,5 t>i g ts g' „ .9^3 fe gididd >dcd®'d tnOOA ^qw^^^:q!2iC;<13 cc bCf-i .2<1 o'd o g I “11 '^.9 .a® M ® bC , ® ® tr • .2 ® d =c 3S AA :'d o'd .9^ OPP * 9 d ® ® a bC _ go| o gls § S ISo'sllJa &l§|^g§^§^ d....,w§ 'PQ 2' g§3 9® -2.3pq| c5 f3 ^ P p 2 ® ij ^ S S S ■9«|3a3|5g -III s a.9. ._Lds^ w;::j w^wSooo Commercial and business colleges from which no information has been received. STATISTICAL TABLES. 377 ^ ^ s ^ « 2. • . k! % 'zo o g H -g o •|3 i ^ 1 -2 § W 111^1115111^ ■g p'2^ S!a±2 c3,^oP®o2.':^c3rtp3ai'rt H w Hi P I2; u M PL, H !zi o O 02 to ® O • S' Sc 0 : ® : 2 t ® wf, • tD . bJO ® 0:5 U'S tc tc© ® fcC ^ o si ■si , p §i .2 I 3 S S 2-2;2 I ll^.g I pO S^^(§f5 Soars’® ^ § pq ®0,®^ oolrCxH-” P p.S p O ^‘o I 2 2 O i gS ifp^ i-§S S J.SrS fco Li'Ti :PP3;:;p5 u H ®p; ®-h b _ jPPhOPot^h PL, cc Pl< pq fi o pq M O P pp O £3 e3 -P'p P p'^ W-lSP $ P -Q C»-l 5 pSi'^ S'© p ‘S ^ O P kTi-h o' « ^ ---l2 © ® P©- I 2 ojlo^tbo g a oS lallisHls^ll br)>. ® ®'P §dP ® • §>2 S o |t®o 60®, 4P fD o SPO:-i'— 'O ©S' |B||36'S’ap; GiS-®®® p-sgp^ pS.Sspagpgg.Sfa 3 ” 3 CrS PM o S 3 1 gpq §-§^1 2 P p ®--ol-i p S'o.-s.g 2 ciM 20’S ® I 2 ® 2 o E: ^-p-S pS OPmPPhP^PPcc! / 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 REPORT OF THE COMMISSIONER OF EDUCATIOIS Table Y. — Statistics of Kindergarten for 1878; j Name of Kindergarten. Location. Name of conductor. Kindergarten* Kindergarten . Califoinia Model Kin¬ dergarten. Free Public Kinder¬ garten. Mrs. Colgate Baker’s Kindergarten. Zeitska’a Institute Kindergarten. Miss Bebee’s Kinder¬ garten.* Kindergarten . Misses Alcott & Sher¬ wood’s Kindergar¬ ten. Brooklyn, Cal. (East Oakland). Los Angeles, Cal . Oakland, Cal. (511 Sev¬ enteenth street). San Francisco, Cal. (Sil¬ ver street). San Francisco, Cal. (848 and 850 Yan Ness avenue). 1877 1878 Delia Augusta Curtis a Miss Emilie Kahle , . . . Emma Marwedel . 1878 1878 Miss Katharine D. Smith. Mrs. Colgate Baker San Francisco, Cal. Denver, Colo . Bridgeport, Conn. (287 Myrtle avenue). Stamford, Conn. (Pros¬ pect street). Elindergarten. Macon, Ga Private Kindergarten of the Belleville La¬ dies’ Association. Frobel School and Kindergarten. * Miss Nellie C. Alexan¬ der’s Kindergarten. Oakwood Kindergar¬ ten. Park Institute Kin¬ dergarten. Belleville, HI. (Jackson street). Chicago, Dl. (482 West Washington street). Chicago, HL (108 Lang¬ ley avenue). Chicago, IlL (34 Oak- wood boulevard). Chicago, Dl. (103 and 105 Ashland avenue) . 1877 1872 1879 1878 1875 1872 1877 1877 1873 Mrs. F. A. Collar Miss Hannah W. Terry Misses Alcott and Sher¬ wood. Anna E. Mills . Miss Clara MiUer , Miss Sara Eddy . Nellie C. Alexander . . . J osephine J arvis . Mrs. A. E. Bates. ^From Report of the Commissioner of Education for 1877. Number of assist¬ ants. STATISTICAL TABLES. 379 inquiries 'by the United States Bureau of Education. Occupations of pupils. Apparatus and appliances. IJ Vi 44 40 40 44 40 40 40 40 ■Weavina:, sewing, perforating, modelling, «fcc. All usual occupations; also, gymnastics, gardening, and excursions for instruction. All Frobel’s occupations ; sew¬ ing, weaving, drawing, per¬ forating, stick and slat lay¬ ing, modelling, peas work, paper folding, &c. All of Frobel’s gifts and oc¬ cupations, tbe writing books of J. Entbotfer, and tbe drawing materials of M. F. Benton. All Frbbel’s gifts of solids and planes. Drawin g, perforating, embroid¬ ery, weaving, folding, peas work, and modeUiag. Frobel’s gifts, ruled tables, cbairs, piano, pictures, plants, &-C. Frobel’s occuirations . Frobel’s 1st and 8d gifts, stick laying, drawing, mat weav¬ ing, paper folding, cutting and mounting, perforating, sewing, marcbing, calistben- ics, and gamqs. Construction with building blocks, drawing, pricking, paper folding, weaving, ring laying, modelling with clay, and peas work. Frdbel’s occupations . Frobel’s gifts Frobel’s gifts 1st, 2d, 3d, 8tb, 9tb, 10th, lltb, 12tb, 14th, 18tb, 19tb, and 20tb gifts; also various plants. Frobel’s occupations Frdbel’s occupations ; ment plays, games, songs. move- and Building with cubes, oblongs, triangles, prisms, and squares, stick and ring lay¬ ing, interlacing and weaving, drawing, i)aintmg, movement plays, &c. All usual occupations . Frdbel’s gifts, ruled tables, chairs, piano, plants, &c. All of Fidbel’s gifts, globe, plants, pictures, piano, and such ornaments as will im¬ prove the taste of the young observers and ren¬ der the room cheerful. Squared tables, cubes, cylin¬ ders, tablets, blocks, slates, drawing books, paints, clay, glass, &c. Liberally supplied with aU necessary material. a Succeeded in 1878 by Miss L. Keed. Effect of the system. 13 Happiness, comfort, and justice create a healthy atmosphere of kindness and love, strengthening mind and body in a natural and harmonious development of good habits and an independent and re¬ sponsible character, without injuring the individual pow¬ ers. The improvement in every di¬ rection is marvellous. Develops the physical, moral, and intellectual faculties in perfect health and beauty, and forms the groundwork of a thorough education. A marked improvement in the digestive and nervous devel¬ opment, and consequent quickening of the mental faculties. Satisfactory. Harmonious development. A marked development of the mental and physical powers. Very good; the pupils go to the public schools well prepared, and surpass others in every respect. Energy of will and a corre¬ sponding energy of body ; a power of concentration and a great aptitude for classifica¬ tion. Most happy and satisfactory; children . grow strong visibly and show wonderful "skill and dexterity, often marvellous acuteness and much original thought after a few months of training. Develops gradually and sym¬ metrically the whole nature ; educates eye and hand, ex¬ cites and trains powers of perception and conception, and fosters love, reverence, and other moral attributes. Excellent. 380 EEPOKT OP THE COMMISSIONEE OP EDUCATION. Table V. — Statistics of Kindergarten for 1878; from replies to ITame of Kindergarten. Location. i 1 "S j=i CJ $ Kame of conductor. Kumber of assist¬ ants. Pupils. Number of hours taught daily. Number of. Between the ages of— 1 3 3 4 5 6 7 8 16 Hyde Park, HI . 1878 Mrs. M. E. Mann . 3 50 3-8 Eorrestville Public School. 17 La Grange Kin dergar- La Grange, HI. (near 1877 Mrs. M. E. Mann, su¬ 3 40 3-8 2 ten. Chicago). perintendent. 18 Indianapolis Kinder- Indianapolis, Ind. (25 1875 Alice Chapin . 2 35 3-10 3-5 garten. E. St. Joseph street). 19 Cedar Eapids Kinder- Cedar Eapids, Iowa (GO 1877 Mrs. C. E. Madeira and 3 37 3-’-8 3 garten. Iowa avenue). Miss Bessie Madeira. 20 ten. 21 Kindergarten of Ger- Louisville, Ky. (comer 1871 Prances Wise . 0 28 4-7 5 man and English Second and Gray Academy.* streets). 22 1876 Miss Sara Puller . 20 3-7 3 isville Pemale Semi- Chestnut street). nary. 23 Miss Mary Barton’s Louisville, Ky. (205 1874 Miss Mary Barton .... Kindergarten. Sixth street). 24 Mrs. Graham’s Kin¬ Louisville, Ky. (66 1876 Mrs. M. W. Graham . . . 3 30 4-8 3 dergarten. Breckinridge street). 25 Kindergarten of Lo- Kew Orleans, La. (280 1877 Mrs. K. Cooper . 4-7 quet-Leroy Insti¬ Camp street). tute. 26 Kindergarten School. . Biddeford, Me . . Miss Thompson . 27 Kindergarten . Ellsworth, Mo . 28 Bates Street Kinder¬ Lewiston, Me. (94 Park 1875 Anna G. Morse . 0 25 4-6 5 garten. street). 29 Kindergarten . Lewiston, Me . Miss Sarah E. Sprague. 30 Miss Williams’ Kin¬ Baltimore, Md. (206 K. 1873 E. Otis Williams . 1 20 3|-9 3 dergarten. Howard street). 31 Mrs. Voigt- Hi ehle’s Baltimore, Md. (263 1875 Mrs. Louisa Voigt . 0 12 4-7 4 G e r m a n- American Lexington avenue). Kindergarten.* 32 Patterson Park Kin¬ Baltimore, Md. (322 E. 1877 Misses K S. Prench 5 24 3-8 4 dergarten. Baltimore street). and J. P. P. Ean dolph, principals. 33 Chauncy Hall School Boston, Mass. (259 1853 Misses Alice E. Balch 30 3J-7 3, 3i Kindergarten. Boylston street). and Laui-a E. Tiles- ton. 34 Cushman School Char¬ Boston, Mass. (Par- 1878 Ida A. Koyes . 1 40 3-5 3 ity Kindergarten. menter street). *rroni Keport of tlie Commissioner of Education for 1877. STATISTICAL TABLES. 381 inquiries hy the United States Bureau of Education — Continued. *0 ^ ■ S zj' a rl ® ^ ^ S c S3 S s.s 9 10 Occupations of pupils. 11 Apparatus and appliances. 13 Effect of the system. 13 Erobel’s occupations Favorable. ... 40 5 40 5 39 5 40 Frobel’s occupations . Working with beads, cards, planes, clay, &c., games, mu¬ sic, paper cutting and fold¬ ing, and books for the ad¬ vanced pupils. Gifts and occui^ations of the Frbbel system. Frobel’s occupations Squared tables, small chairs, piano, and slates. Usual Kindergarten gifts ; a house built expressly for the Kindergarten, a large yard, mineral cabinet, and piano. All necessary appliances for teaching the Frbbel sys¬ tem. Frbbel’s gifts Very beneficial. It gives added strength and health, makes the movements agile and graceful, and culti¬ vates mentally and morally. Perfectly satisfactory to both parents and teachers. Excellent. 5 40 Paper folding, cutting, and mounting, matting, pricking, sewing, drawing, gymnas¬ tics, singing, and memorizing. Frbbel’s Kindergarten gifts. Fibbel’s occupations Frbbel’ s gifts 5 40 Frbbel’s gifts and occupations . Frbbel’s occupations 5 39 5' '36 5 52 All of Frobel’s occupations ex¬ cept modelling. Frbbel’s Kindergarten occupa¬ tions, and reading and writ¬ ing for the more advanced pupils. Kindergarten occupations ; drawing, object lessons, &c. The usual Kindergarten ma¬ terial and blackboards. Frbbel’s gifts . . Tables, chairs, and all mate¬ rials for the occupations. Frbbel’s gifts Slats, blocks, pictures, books, paper, card board, &c. 5 40 All of Frbbel’s gifts and occu¬ pations, with movement songs, games, gymnastics, gardening, &c. Squared tables, low chairs, all of Frbbel’s gifts, plants, pictures, ornaments, piano. See. 5 5 36 40 Weaving, sewing, cutting, folding, drawing, building, claymodelling, singing, gym¬ nastics, painting, object les¬ sons in geography, &c. Second and third gifts, draw¬ ing, weaving, sewing, paper cutting, and ball playing and staff laying, to give "ideas of color, number, and form. Blocks, paper, balls, clay, slates, pencils, sewing ma¬ terials, cards, worsteds, splints, pictures. Sec. All usual Kindergarten ma¬ terial, with a piano, flow¬ ers, and pictui’es. It promotes healthy activity of body, awakens imagination, stimulates imitative and in¬ ventive faculties, and aids in the development of reason. Superior to any other method of instruction for children. Unsurpassed by any other method. It appeals to the whole nature of the child, reaching at once his intellect, his emotions, and his physical activities, and contributes to produce a bal¬ anced development not attain¬ able by any other system. An excellent means for thor¬ ough physical and mental de¬ velopment. Physical, mental, and moral development according to na¬ ture’s laws. Attaches children to school; engenders a love for books, for regularity and order, free¬ dom and Justice. Physical development is very rnarked, and the preparatory mental training for the ad¬ vanced departments of study is superior to that of any other system. Harmonious development of moral and intellectual facul¬ ties. The children attending this Kindergarten, coming from homes the poorest and most wretched, are made more truly children by the train¬ ing received, and are taught the proper use of their here¬ tofore utterly neglected senses. 382 REPORT OF THE COMMISSIONER OF EDUCATION. Table Y. — Statistics of Kindergarten for 1878 ; from replies to Name of Kindergarten. Location. When established. Name of conductor. .2 tn in Q oi .a a Pupils. m 3 . Number of. Between the ages of— o ^ -tJ (-.cj A 3 \Bs 1 3 3 4 5 6 r 8 35 1871 l^Iiss Nina Moore . 10 3-6 3 Vernon street). 36 Kindergarten . Boston, Mass. tei'Wor- 1878 Mary W. Mitchell - 1 15 3-8 SJ cester street). 37 1878 Mrs. R. R. Rnpps . - - . . 4 3-7 3 dergarten. bury street). 38 Public Kindergarten* . Boston, Mass. (Somer- 1870 LucyH. Symonds . 1 36 3-6 3 set, corner Allston street). S9 Rosbury Kindergarten Boston, Mass. (Hitrh- 1877 C. R. Sandford . 0 10 3-7 3 lands, 19 Rockville Place). 40 South End Kinder- Boston, Mass. (154 W. 1873 Mrs. A. E. Gardner . . . 3 18 3-7 4 garten.* Concord street). 41 Dunster street Kin- Cambridge, Mass. (12 1878 Lucy 0. Fessenden _ 0 25 3-6 3 dergarten. Dunster street). 42 Foster street Kinder¬ Cambridge, Mass. (17 1877 Mary Florence Taft. . . 0 22 2i-6 3 garten. Lowell street). 43 Free Kindergarten . . . Cambridge, Mass. (Con¬ 1877 Helen Willson . 1 40 3-7 3 cord avenue). 44 TTin fl pr ern rfiPTi * Cs-TQbridgG M^ass. (62 Misses Macy and Ban¬ Brattle street). croft. 45 TTi n f1 p.r ricking, clay modelling. All Kindergarten apparatus and appliances. The materials necessary for the occupations and such of Frbbel’s gifts as suit a child’s capacity. 5 43 5 40 5 40 5 40 5 43 5 40 5 48 Frobel’s first, second, third, fourth, fifth, sixth, and seventh gifts, sewing, weav¬ ing, drawing, painting, pa¬ per cutting and folding, mod¬ elling in clay, care of i^lants, &c. Building, sewing, weaving, drawing, painting, paper cut¬ ting, folding, &c. Sewing, weaving, building, modelling, drawing, stick and ring laying, prick¬ ing, paper folding, peas work, songs and games. Frdbel’s occupations, with gar¬ dening, and for the advanced class object lessons and books. Modelling in clay, weaving, card sewing, staff laying, drawing, paper folding and cutting, interlacing with slats, and all occupations of best German Kindergarten. Building with blocks, laying of sticks, tablets, drawing, painting, sewing, weaving, paper folding and cutting, leai-ning of poetry, care of plants, clay work, &c. Twenty gifts of Frdbel and five of others, active bodily exercises, singing, speaking, and object lessons. Low squared tables, and all materials necessary for the gifts and occupations. Frobel’s gifts, specimens in natural history, andjpianos. First, second, third, fourth, and fifth gifts, desks, tables, camp chairs, fold¬ ing slates, crayons, clay, peas, beads, &c. Frobel’s Kindergarten toys, squared tables, black¬ boards, low seats, plants, bii-ds, pictures, &c. An open sunny playground, two large well ventilated and well lighted rooms, piano, pictures, plants, and all material necessary for the gifts. Harmonious development, phy¬ sical, mental, and moral. Arouses and strengthens the talents and faculties, engen¬ ders love of work, of regu¬ larity and order, and is a true cultivation of the finer sen¬ sibilities. It is a natural development, checking propensity to evil, promoting healthy activity, and arousing the imagination to the influence of the good, the true, and the beautiful. Development of all members of the body, stimulus to inde¬ pendent thought, and culti¬ vation of the moral nature. A complete and uniform cult¬ ure of mind and body; an education in the true sense of the word. Children are notably healthy under Kindergarten influ¬ ence ; their j^owers of obser¬ vation, percejition, and un¬ derstanding are quickened and strengthened. Greatly superior to any other method of training the child’s mental powers, and an excel¬ lent xireparation for advanced instruction. Satisfactory. The children are healthy and active, and the training is superior to any other as a preparation for the more ad¬ vanced grades of study. f 384 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Staiistics of Kindergarten for 1878,* from replies to 'd is *S CQ Pupils. Number of hours | taught daily. j N ame of Kindergarten. Location. 3 cs ai 1 Name of conductor. Number of a ants. Number of. Between the ages of— 1 3 3 4 5 6 7 8 52 The Misses Bacon’s Grand Rapids, Micb. ( 54 J etferson avenue) . Minneapolis, Minn, (corner Third ave. south and Sixth st.). St. Paul, Minn. (36 Iglebart street). 1876 E. E. Bacon . 1 28 3-8 3 53 Kindergarten.* Mrs. Hunter . . 54 St. Paul Kindergarten* 1870 Mrs. M. W. Brown _ 6 50 4-7 4 55 Bates A. M. Kinder¬ garten. St. Louis, Mo. (comer Bates and Collins streets). 1876 Mollie A. Clark _ _ _ 2 69 4-6 3 50 St. Louis, Mo. (corner Carroll and Buell sts. ) . St. Louis, Mo. (comer Carroll and Buell sts.). 1875 Sallie A. Shawk . 5 90 6-8 3 57 garten. 1875 Sallie A. Shawk . 5 100 6-8 garten. 58 Clay A. M. Kindergar¬ ten. St. Louis, Mo. (comer Tenth and Farrar streets). Irene F. Wilson . 3 75 6-7 3 59 Clay P. M. Kindergar¬ ten. St. Louis, Mo. (comer Tenth and Farrar streets). 1877 Maggie Gormaai . 4 120 5-8 21 60 Divoll A. M. Kinder¬ garten. St. Louis, Mo. (Dayton street). 1874 Mary H. Watennan. .. 3 114 6-8 3 61 Eivoll P. M. Kinder¬ St. Louis, Mo. (3305, Morgan street). 1875 Kate Sayers . 3 90 4-7J garten. 62 Franlilin P. M. Kin- dei'garten.* St. Louis. Mo. (comer Eighteenth and Lu¬ cas avenue). 1875 Maggie H. Holland _ 3 40 3-7 3 63 64 Hamilton A. M. Kin¬ dergarten. Hamilton P. M. Kin¬ St. Louis, Mo. (2927 Lu¬ cas avenue). St. Louis, Mo. (3329 Washington ave.). 1876 1876 Susie M. Simmons . Ida R. Bates . 3 3 66 60 5-7 5-7 3 2h dergarten. 65 66 Peabody A.M. Kinder¬ garten.* Peabody P.M. Kinder¬ garten.* St. Louis, Mo. (comer Carroll and Second Carondelet avenue). St. Louis, Mo. (comer Carroll and Second Carondelet avenue). 1876 Laura Fisher . 5 60 5-7 3 1876 Lizzie J. Hart ........ 4 60 4-8 2 67 "Webster A.M. Kinder¬ garten.* St. Louis, Mo. (comer Eleventh and Jeffer¬ son streets). 1875 Kripn, TT. Dnm _ 3 75 4-7 3 to 90 68 Blo-w A. M. Kindergar¬ ten. South St. Louis, Mo. (corner Fifth and Pine streets). 1877 Mrs. Cornelia L. Maury 3 50 4-7 3 ■From Report of Commissioner of Education for 1877. STATISTICAL TABLES. 385 inquiries hy the United States Bureau of Education — Continued. 1 O « O J o ^ ■ u "a ® S “ 2 = Occupations of pupils. 9 10 11 5 j 40 Frobel’s occupations. 40 All of the Frbbel occupations, with object lessons from nature, and first lessons in geography taught with sand and water. First, second, third, fourth, fifth, sixth, seventh gifts, sewing, perforating, making mats, folding, cutting, draw¬ ing, stick and ring laying, peas work, modelling, &c. Those recommended and used by Fi-dbel. Those recommended and used bv Frobel. Apparatus and appliances. 13 Effect of the system. 13 All furnished by Steiger - Admirable. Fiobel’s gifts, ruled tables, globes, chairs, black¬ boards, a piano, birds, plants, &c. Those given by Frobel . Those given by Frobel. The physique is developed, the perceptive faculties are quick¬ ened, and mind and body both benefited. Good. Most excellent. Most excellent. 5 40 Perforating, sewing, drawing, j weaving mats, paper folding, j peas work, modelling, object j lessons, exercises in numbers j according to the Grube method. 5 40 ' Exercises with Frobel’s gifts j in buildin^ and number, weaving, drawing, sewing, I perforating, modelling, peas j i work, exercises in numbers ' according to the Grube ! method, obj ect lessons, sing- I ing, and games. 5 j 40 ' Those embraced in Frobel’s j system. 5 40 I Those embraced in Frobel’s j j system. 5 J 40 . Modelling, peas work, perfo- ] ; rating, "weaving, sewing, pa- I per cutting and folding, draw- i i ing, and gift lessons. 7 I 40 I Sewing, drawing, folding, weav- I ing. 5 40 ^ Pricking, sewing, drawing, j weaving, folding, and cut- I ting. 5 40 1 Thoserecommendedby Frobel, I weaving, sewing, folding, &c. The first seven Frobel gifts, pictures, &c. All of Fidbel’s gifts, squared tables and blackboards, chairs, &c. All necessary for Frobel’s occupations. AH necessary for Frobel’s occupations. Those necessary for the oc¬ cupations. Those used bj" Frobel. 5 o 40 40 Pricking, sewing, folding, ' Those used by Frobel . weaving, cutting, stick lay- | ing, gif'eexercises, modeUing, i and peas work. Pricking, sewing, drawing, I Paper, zephyr worsted, card- weaving, interlacing, fold- j bosR'd, neeflles, sticks, peas, in <^, cutting, peas work, mod- clay, &c. elling, &c. 5 40 i Pricking, sewing, weaving, j Smalltablesandchairs, plates j folding, cutting, peas work, and cups, fine specimens of clay modelling, singing,! peas work and modelling, a games, Ac. j collection of curiosities, &c. 25 E Good. It strengthens the muscles and makes the child observant and thoughtfxil. A harmonious development of the physical, mental, and moral faculties. A harmonious development of the physical, mental, and moral faculties. Excellent in every way, strengthening and highly de¬ veloping. It strengthens the body, exer¬ cises the senses, and develops all the faculties in a natural manner. The muscles are harmoniously developed and the child is brought into a sympathy with man and nature which early teaches him to think and act for himself. Tends to produce an erect car¬ riage, graceful movements, and muscular strength, de¬ velops habits of observation and attention, and quickens the perceptive faculties. 386 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1878; from relies to forating, scAving inter twin- j 1 ing, AveaAung, straAV chain- i ing, paper folding and cut- j ' ting, peas Avork, clay luodel- i ling, stick and ring laying, ! &c. I Ball playing, use of cylinder and cube, building, triangle, ring, and stick laying, draw- I ing, v/eaving, folding, em- 1 broidering, straw ifaper work, Avriting, &c. Object lessons, moA-ement plays, building, tablet, staff and ring laying, drawing, perforating, embroidering, weaving, interlacing, paper folding, peas work, model¬ ling, &c. Frbbel’s gifts . Usual Kindergarten furni¬ ture and apparatus. Frbbel’s gifts and materials, natural history charts, globe, blackboards, (fcc. Balls, sphere, cylinder and cube, building blocks, tri¬ angles, interlacing slats, sticks, Avire rings, pictures for ol^ject teaching, &c. Pictures, plants, minerals, tablets, staffs, rings, and any other material neces¬ sary for the occupations. Effect of the system. 13 Harmonious development; the child becomes graceful, po¬ lite, self-dependent, skilful, thoughtful, constructive, and eager for knowledge. An excellent development of the ijhysical, mental, and moral faculties, and a thor¬ ough preparation for element¬ ary classes. It is a development of mind, heart, and body, making the child intelligent, kind, and self-dependent. The awakening and expanding of t e perceptive and reflect¬ ive powers and the strength¬ ening and developing of the physical. Makes the child attentive, thoughtful, and kind, and ex¬ cellently prepares him for primary classes. Very satisfactory. Most excellent. Excellent. The children are interested and pleased with their AVork and study, and the system is con¬ ducive to their physical de¬ velopment. Excellent for physical andmen- tal deA^eloimient and thor¬ ough preparation for primary chisses. Ko better place can be found for the education of little children than the Kindergar¬ ten conducted after FrbbeTs system. A sui^erior x>reparatiou for more advanced school AA'ork. The mind is awakened and trained, the inventive powers are called into action, and the child learns to express his thoughts AAuth ease. 388 KEPOET OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1878 ; from replies to Name of Kindergarten. 1 Location. 1 When established. Name of conductor. i Number of assist¬ ants. Pupils. 1 Number of hours 1 taught daily. Number of. Between the ages of— 1 3 3 4 5 6 7 8 83 St. Peter’s Kindergar- Newark, N. J. (19 Liv- 1871 Sister Mary Magda¬ 2 85 3-7 5 ten. ingston street). lena. 84 Erobel’ 8 Kindergarten. Albany, N. Y. (Elk st.). 1876 Mary C. Peabody . 16 3-7 3 85 Brooklyn Erobel Kin- i Brooklyn, N. Y. (22 Eirst 1877 Mary and Elizabeth P. 1 22 3-8 3 dergarten. Place). Sharpe. 86 Columbian Kindergar- Brooklyn, N. Y. (209 1872 Mrs. A.W. Longfellow 2 30 3-7 3-4 ten.* Clinton avenue). 1 87 Erobel Kindergarten Brooklyn, N. Y. (115 1878 Anna 1. Beeves . ' o 15 3-7 On the Hill. South Oxford street). 1 88 Kindergarten . Brooklyn, N. Y. (360 1874 Miss E. Christiansen. . 2 20 3-7 3 State street). 89 Kindergarten . Brooklyn, N. Y. (27 Miss Lulu C. Prindle. . 90 Lafayette Avenue Strong Place). Brooklyn, N. Y. (246 1878 Lena Schroeder . 1 25 3-8 3^ Kindergarten. Lafayette avenue). 91 Miss Cora E. Mat- Buffalo, N. Y. (224 tice’s Kindergarten. Jersey street). 92 Kindergarten of the College Point, N. Y . . 1869 E. von Brieseu . 1 120 3-5 5 Poppenhusen Insti¬ tute. 93 Harlem Kindergarten . Harlem (New York), 1877 Mathilde Becker . 1 37 4-9 5 N. Y. (241 E. 119th street) 94 1 American Kindergar¬ New York, N. Y. (33 1860 Miss E. M. Coe . 5 40 3-10 4 ten.* "West 45th street). to 1 50 95 Eree Kindergarten of New York, N. Y. 1878 i 1 Mary L. Van Wagenen. 6 65 2-8 4 the Anthon Memo¬ (West 48th street. rial Church. between 6th and 7th avenues). 96 Kindergarten of Mrs. New York, N. Y. (28 1874 Miss Ida Stieglitz . 1 32 4-7 4 Eroehlich’s School.* East 50th street). 97 Kindergarten of Moel¬ New York, N. Y, (336 1872 Miss Caroline Hoff¬ .... 27 4-7 5 ler Institute.* 1 West 29th street). mann. *rrom Eeport of Commissioner of Education for 1877. STATISTICAL TABLES. 389 inquiries hy the United States Bureau of Education — Continued. O 4) A aJ '2 a ^ ® . OiS 1.a Occupations of pupils. Apparatus and appliances. Effect of the system. 10 11 12 13 Fi dbel’s occupations Frdbel’s gifts. Beneficial to mind and body. 5 3G 5 34 5 38 5 33 5 40 5 36 46 5 48 5 40 5 40 5 39 5 44 Sewing, drawing, pricking, ring"and stick laying, build¬ ing, clay work, weaving, in¬ terlacing of slats, &c. All of Fidbel’s gifts and occu¬ pations, singing, gymnastics, movement plays, and oral lessons in Frencii and Ger- | man. Frobel’s occupations . j Plays, witb Fidbel’s first and ; second gifts, stories and j recitations, building, gym- j nasties, weaving, drawing, juicking, and sewing, paper folding and cutting, inter¬ twining, peas work, model- ! ling, &c. I Singing, weaving, drawing, j stick laying, sewing on per¬ forated* cardboard, object j lessons, learning tbe alpha- 1 bet in German and English, &c. Mat weaving, j>aper folding, sewing, pricking, slat weav¬ ing, modelling, peas work, block building, tablet and stick laying, &c. Frohel’s occupations All occupations and gifts be¬ longing to the Frobel sys¬ tem. Block building, weaving, stick and ring laying, peas work, designing and draw¬ ing, making books without words, modelling, learning the alphabets of color and form, perforating, &c. All Frobel gifts and occupa¬ tions. Lessons and occupations of the Frobel system. The usual occupations . Thoseusually connected with a genuine Kindergarten. Frdbel’s gifts and materials, cabinet, and museum of ' natural history. j Frobel’s gifts and materials ' for occupations. Kinder¬ garten tables, chairs, and blackboards, pianos, show¬ case, drawing books, clay, mats, &c. Balls, blocks, tablets, rings, slats, &c. All usually found in a true Kindergarten. All the material necessary for the occupations. Tables, chairs, blackboards, slates, pencils, gifts, and all materials for the occu¬ pations. Frobel’s gifts, gymnastic apparatus, piano, plants, &c. The usual materials . . Inculcates generosity and obedi¬ ence, makes the child healthy and pleasant in disposition, and prepares him for a higher grade of study. Satisfactory; engenders habits of order, gentleness, and thoughtfulness. Healthy and natural develop¬ ment in all respects. Causes a natural growth of the muscles, develops the mental faculties, and culti¬ vates the senses. ! Develops the intellect, prepares the child for school, amuses and interests him at home, engenders in him a love of work, and makes him obedi¬ ent, forbearing, &c. A natural and easy develop¬ ment, both mentally and I)hysically. Arouses the interest, devel¬ ops accuracy in perception, thought, and expression, en¬ genders a love of knowledge, accustoms the child to do his little duties neatly and tho¬ roughly, undoubtedly fitting him to work well in ad¬ vanced grades. Favorable. Satisfactory in every respect. Beneficial, shown in the promptness of the children, their rapid thought and ready replies, and in their improved personal appear¬ ance. It strengthens the body, ex¬ ercises the senses, employs the mind, &c. Excellent. 390 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1878; fj'om replies to Name of Kindergarten. Location. When established. Name of conductor. Number of assist- ! ants. Pupils. Number of hours taught daily. j Number of. Between the ages of— 1 2 i 3 4 5 6 7 8 98 Kindergarten of the New York, N. Y. (244 1869 Peter Stahl, principal. 2 64 4-6 5 Geiman- Ameri can East 52d street). School of the Nine- teonth lYard. 99 Mrs. Smuller’s Kin- New York, N. Y. (5th 1873 Miss A. M. Smuller . . . 3 15 3-7 4 dergarten.* avenue, s. e. corner 126th street). i 100 Normal Training New York, N. Y. (7 1872 Prof. Joiin Kraus and 5 65 3-10 School for Kinder- East 22d street). Mrs. Maria Kraus- gaertener, and Boelte. Model Kindergar- ten and School Gar- den. * i 1 101 St. Barnabas Day New York, N. Y. (304 1878 Helen E. Hart . 1 20 5-8 3 Nursery Kinder- Mulberry street). garten. 102 The Twenty-second New York, N. Y. (44th 1878 Fanny Schwedler; Fe¬ 8 100 3-6 ' 5 Ward Free Kinder- street, between 8th lix Adler, supt. garten. and 9th avenues). 103 Kindergarten der Bochester, N. Y. (7 1873 Herman Pfaefflin . 1 i 25 4-7 j H lio Chester Keal- and 9 Mortimer st.). i schnle. 1 ! It)! The llochestcr Kin¬ Ivochester, N. Y. (27 1877 Miss Meta C. Brown.. 0 23 4-7 3^. dergarten. North St. Patti st.). 105 Kindergarten of the Sing Sing, N. Y. (Cro¬ 1878 Miss Sarah F. Hart¬ C 7 3-7 3 Ossining Institute. ton avenue). well. 106 Cottage School and Syracuse, N. Y. (77 1877 Mrs. M. C. Still . 1 21 3-7 3 1 Kindergarten. j (James street). 107 Frobel Kindergarten. . Syracuse, N. Y. (152 E. ' 1877 Mrs. M. A. Hollister.. 0 i 10 3-6 3 ' Jefferson street). 108 Kindergarten of the tYest New Brighton, Miss Ena Thompson . . 30 3-7 3 Home for Destitute N. Y. (Staten Isl¬ j 1874 Children of Seamen. and). 109 1 Nursery and Child’s West New Brighton, 1 1876 Miss Agnes F. Smith. . 16 4-8 4 ' Hospital Kindergar¬ N. Y. (Staten Isl¬ ten. and). no Kindergai’ten (Eng¬ Cincinnati, Ohio (250 1878 3-7 lish and Technical Kace street). 1 School). 1 111 Klindergarten of the Cincinnati, Ohio (Sum¬ 1879 Miss Mary N. Ballin¬ 2 34 3-7 31 Cincinnati Orphan mit avenue. Mount ger. Asylum. Atibnrn). i 112 Seventh Street Kin¬ Cincinnati, Ohio (87 W. 1876 Helene Goodman . 1 18 3-8 di dergarten. Seventh street). * From report of Commissioner of Education for 1877. STATISTICAL TABLES. 391 inquiries by the United States Bureau of Education — Continued. -5 <» ® Pi flj III'" 9 10 5 44 5 ! 40 5 ! 38 ! 6 ! 52 5 I 42 I I 5 j 50 I I 5 40 . i [ 5 ; 40 5 I 40 5 40 5 48 i 5 ! 47 6 44 5 36 Occupations of pupils. Apparatus and appliances. Effect of tlie system. 11 12 13 All of Erobel’s occupations. . . All of Frobel’s gifts Most excellently adapted for an introduction into the school room proper. Frobel’s occupations, with the more advanced occupa¬ tions, and reading, spelling, and writing for the older children. All the various occupations of Frobel, movement games, and songs. Block building tablet and stick laying, mat plaiting, sewing, pasting, &c. Usual Frobel occupations . Singing, object lessons, sew¬ ing, drawing, building, fold¬ ing, weaving, gymnastics, &c. Frobel’s occupations . . 1st, 2d, 3d, and 4th gifts, weav¬ ing, paper cutting and fold¬ ing, pasting, sewing, clay modelling, peas work, stick laying, interlacing slats, ring laying, &c. 1st, 2d, kl, 4th, and 5th gifts, ■ tablets, weaving, drawing, pricking and sewing, stick laying, paper folding and cutting, modelling, and peas work. 1st, 2d, 3d, 4th, and 5th gifts, drawing, weaving, pasting, perforating, sewing, paper cutting and folding, tablet, stick, and ring lajung, mod¬ elling, peas work, &c. Frobel’s occupations . Frdbel’s gifts, appliances for calisthenics, piano, or¬ gan, &c. All of Frobel’s gifts, seeds, plants, animals, and ap¬ paratus for teaching the metric system in the ele¬ mentary and advanced classes. Two tables, chairs, and the various gifts. Pictures, slates, blocks, &c. AU the usual apparatus and appliances of the German E!indergarten. Tables, chairs, and all mate¬ rial necessary for carrying on the Kindergarten. Squared tables, blackboards, slates and drawing paper, arm chairs, boxes of sand, &c. Blackboard and all necessary material. Materials and gifts necessary for the system. A healthy and harmonious de¬ development of both body and mind. Harmonious development. It teaches combination of know¬ ing with doing. Very encouraging. The pupils, children of the very poor, have been greatly benefited, physically, men¬ tally, and morally. Physical and mental develop¬ ment. Good ; all that is claimed by the most enthusiastic advo¬ cates of the system. It is beneficial to the physical, mental, and moral nature of a child, and is highly prized as the nursery of the institute. Strengthens the body, imparts grace of motion,"^ quickens powers of observation and comparison, and carefully nurtures the moral nature. It is a cultivation of the physi¬ cal, mental, and social nature. Most satisfactory. The study of color and form by the American method, object lessons, spelling, reading, writing, numbers, recita¬ tions, singing, modelling in clay, calisthenics, &c. Pricking, seAving, drawing, in¬ terlacing, weaving, folding, cutting, peas work, clay modelling.’ All of Frohel’s gifts and occu¬ pations. AU American Kindergarten material, color and form charts, boxes of surface and solid forms, rings, sticks, books, slates, identical. See Wesley Avenue Kindergar¬ ten; identical. See Seventh Street Kindergar¬ ten; identical. Closed. Name changed to Miss Ben¬ nett’s Kindergarten. See Pittsburgh Kindeigarten ; identical. Closed ; conductor removed to Stamford, Conn. Closed. Closed. Kindergarten from which no information has been received. Name and location. Name and location. Mt. Yernon Institute Kindergarten, Baltimore, Md. j Kindergarten of Mrs. Brooks’s School, Newton Cen- [ tre. Mass. I Kindergarten of ^Valthara New Church School, j AYaltham, Mass. i Kindergai'ten of Norwood Hall, St. Paul, Minn. j Bates P. M. Kindergarten, St. Louis, Mo. | Eads A. M. Kindergarten, St. Louis, Mo. j Eads P. M. Kindergarten, St. Louis, Mo. | Everett A. M. Kindergarten, St. Louis, Mo. Everett P. M. Kindergarten, St. Louis, Mo. Franklin A. M. Kindergarten, St. Louis, Mo. Humboldt A. M. Kindergarten, St. Louis, Mo. Humboldt P. M. Kindergarten, St. Louis, Mo. Pope A. M. Kindergarten, St. Louis, Mo. Pope P. M. Kindergarten, St. Louis, Mo. AVehster P. M. Kindergarten, St. Louis, Mo. Carondelet A. M. Kindergarten, South St. Louis, Mo. Carondelet P. M. Kindergarten, South St. Louis, Mo. Private Kindergarten, Nashua, N. H. Kindergarten of Miss Longwell’s Seminary, Mor¬ ristown, N. J. Miss Alston’s Kindergarten, Newark, N. J. Kindergarten of Lockwood’s New Academy, Brooklyn, N. Y. Kindergarten of Glen’s Falla Academy, Glen’s Falls, N. Y. Kindergarten of Mrs. Frederic Jonson’s School, New York, N. Y. Miss Jandon’s Kindergarten, New York, N. Y. Volks-Kindergarten, Cincinnati, Ohio. Kindergarten (Miss Dewing), Philadelphia, Pa. Mt. Yernon Kindergarten, Philadelphia, Pa. West Side Kindergarten, Milwaukee, Wis. Table VI. — Statistics of institutions for secondary instruction for 1878; from replies to inquiries hy the United States Bureau of Education. Note. — x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. STATISTICAL TABLES. 401 Number of students. •TBOi! OTUIOpBOT? JSBX JO 9S0X0 90UIS xobqoe ot;iju9ps joaajug; 2 1 . o 1 I o 1 • •jboA oiuiapBOTJ jeex JO 960X0 oouTS 9Sox[oo pajoxug; s ! cq rH ; Jh ^ o • • •9S9XX00 ni osjuoo opxinaios aoj'SurjBdojj H CO cq ; i ^ O • ' •ogaxxoo ui oemoo XBOiesup joj ‘SurjBdo.ijj 00 o • rH • 00 cq CO 1 O j Cl •soSbuSubx ujopoui uj i O CQ o cq o • cq lO uo • l> O • O ' 1 CO • 1 •osxnoo xBoiesBxo up O • 00 rH ' CO CO o • iO o O rH O CO t- O ‘CO cq 1 •osjuoo fiSixSug; up Oi o o O O lA CO rH CO cq O O lO CO O O CO O * lO o cq lo ‘CO •9XBU19^ H H rH O O lO CO r-* CO O O O O CO oq rH O O lO O CO o o o ' CO cq cq lo cm tjh •oicpp © 00 iTi O 00 rH O O • O uo liO • Tji (M oq lO O O CO rH O • O iO CO ' ZD rp * cq rH •IBJOX © O lO o CO 'sO Oi O 'H* O LO o CO o cq CO lO O O t> lO CO CO O lO uo , CM cq iO TjH CO ' rH r-H •sj;o:^onj^^sui otuuia^ 00 j cq rH r^rHOC-CO OCq rHCOCqiO rH'^CO_ •sj:o:^otu:)sui CO CQ M !> CO 00 rH r— J 1870 0 0 Location. et Andrews Institute, Ala. Camden, Ala . Greene Springs, Ala .... rT>iT,+<=trillA : 3.3 < a i o £ i « -e b ^ 1 ! i : 4 • ■ ■ C <5 5 cf J cf a i tpcfcjoj f.3.3.3 ? S’rt'rt'cS c knHHr Tuskegee, Ala . Greenwood, Ark . Searcy, Ark . Warren, Ark . . Bp.nif.i.a Fill Brooklyn, Cal . Gilroy,' Cal . Gilroy, Cal . 1 !z5 Andrews Institute* . Wilcox Female Institute* . Greene Springs School a . Lowery’s Industrial School . La Fayette Male and Female Col¬ lege. TTnTv,7.AV TTnll Germania Institute . Southwood Male High School . Talladega College . Ursuline Institute of St. John Baptist. Park High School . Greenwood Male and Female In¬ stitute.* Searcy District High School . Centennial Institute . Sf, ATnvp’n TT.oll Mills Seminary . . Convent of Mary Immaculate ... Gilroy Seminary . r-ieq cotjhioo r>oooi r~i r-l»-l tHtHiHi-H t— ii— Ir-i 26 E From Ileport of tlio Commissioner of Education for 1877. a Suspended diu’ing tlie scliolastic year 1877-’78. Table VI. — Statistics of institutions for secondary instruction for 1878, ^-c. — Coutiniied, Note. — x indicates an affirmative answer; 0 signilies no or none; - indicates no ansWeT. 402 EEPORT OF THE COMMISSIONER OF EDUCATION. •jcaA otuiapnon .;o osop oanp poqos opiijuops'poaapa; •jnoA oiuiopnoB JO 9Sop oouts eSanoo paaajug; •eSapoo ni asxnoaapijuaps aoj ’Saundajj; •anapoo nr as.inoa xnatsscp aoj Snijndajp; 'eaSnngani uaapoui nj •asanoa xnoissnio nj •asanoa pepSug; nj •ajeraa^ O O O O lO o o •apK I 00 00 O c\| o •saopnxjenx atnutax •Biopnjjsni apj^ •uoijcainiouap enoiSpap; ^ g§ 0-^0 §P,o g H ^ Ph' i>5 O r-.ri - W M Serf ^ CO L M d.a M PPh igsls^i I •UOIC^HZrarajO JO OJUQ t>COOt>C^lCOO I>- lOO I> CO o t- OO CO CO :0 CO CO 00 CO CO •aojjuqo JO ojuq; Ci O CO tr¬ ee CO .2 ^11 J rtQOOOOO n o ^Jrjf o' o o o 6"^ .2 l&gaaeaall r?cS'2®0®®0PP P bJO P) . 0 0)0 ip . . . O . O • g'S " a ^o 2-2 bQ ® s §jd«2 o ^ ® a g w rd a CO *-< 'bx O o5S ®o 2 irl PhP^ S -- ' ra — - rt •’p o ' d § -S O fta: g § P o ® S o) lillill&llll 3 O ^ ^ ^ O'o'o^vS O OPcoOcficdcc^>^PO ^ H g P f=^W§ tc pj N 1-1 c3 p P'S ^ wo® -a . i=i_ o t> ® ' c a ■g d -b ® ® rd iJ M o aP ” • 2'^ ® s STATISTICAL TABLES. 403 . o • • • * O »H • • • • 1 1 11 tilt o o • o o • j® j ■; j ® : : i I Oi • 1 1 1 ^ CM • rH ' ' 1 1 1 1 III 'ri^ O • O rH • CM • • * R . o • ‘ 1 lO • 1 • * O CO 1 I « tJ4 O 'CO ca • i i ! rH tH O j 1 20 • • CM • O T^ • CO • If 1^1 1 O O '03 CM • ^ i CO 00 • • • m . 05 . . 14 35 CM 00 CO • rH CM lO !>• O • O i-* *0 rH rH CM 'rHrP CMCOrH 'r-irH ‘tH ^ o • CO 1-4 « O CM T-l uO • O • *00 ‘CM • rH tH rH t14 « rH » • rH • rH 17 55 • i CM IcOOO COrJ<03CO • t*4 t>(M CO • • • rH rH iH iH • tji CM rSOO to UO 00 00 OO • to • rH CM 'O rH rH ^ • rH • CO ; CM o o CO r-l to • O toco O CM O O O Hh o O l> ^ I CO * CM t> CM rH rh CM CM CM 1— 1 • • rH CM O CO OOO^e* * to ‘too *0 thCMCOCO '^CO • rJH ‘CM^O rP O lOlO O 0»OOCO T-i ^ CM M t> CO CMlOCOiH rH rP r- • o o CO Tji r>C0'^tO CM to to O OOCM T-( CM CM CM CO CO CO rH tO CO Ci to •• O rH'tOO ‘COiOCM'C^OCOCO Tji O • • • r-( • COO • »-i r-i CM CM • CO 1 CO CM CO C3 O • • • to to 00 tO CO rH CO * • • *^rHTl1 O O OO O T-lOtOtH OCOOOOCiOOt> O O cm O TtHCO t^COCOOOOOCMCM'^ CM O CO rJH to to o th cm to to o to to o too tHOMCOCO coco CO CO -^tiCMO CO CM O 03 Or-iOrH CO OO CO CM rH j j iH CM rH ' CO CM COO lO O O CO CM CO 00 ^ j O CMiHT-iiH CMCQ-^rH rH ?H rH rH CM i-HrHrHrH CM j CM CMrHCM CO • • -IP) • o • o ^ OQ ® rt a d a PH= O o o O ♦Moopp 1 Cong. ... Non-sect Non-sect Cong.... +3+3 +3+3 ‘ ©a © o ; © © © © • CQ Cp to 05 y da a a M + MM MM M c Non-sect Cong.... Non-sect Baptist . Non-sect 1 Eev. James Matthews, d. D. . ISTathau “W. Moore . Mrs. L. Manson-Buchmaster Sister Hose Genevieve Phe¬ lan. Mother Elizabeth Hayden . . Mrs. Anna Palmer . Fredericks. Curtis, PH. b - Benjamin B. Penlield, M. A. . . liev. G. B. Day, A. M . Miss Emily Nelson . Mariana B. Slade . liev. W. L. Woodruff, B. A ... L. P. Bissell, A. M . . I . ^ i !.si :> . ph 3 1^-2 ^ H • ®H ©dl < sdlS*; BR a a a 2PrOPP 4 H C u a m d © M f Rd .gM ^ ^M t Mp i M2 ^ 3 tdd s g;a ^ = MM ^ 2 S.l \ ^ MM c 5 ; 4 ? M ^Mh y Hi ‘m3 w • c5 M pB M IM 1 1 og 'd ^ ii • p . > MM • 2^Q Mr 6 bt d ^-5 A ® ^ mmM mM 1 CS8T 18G4 18C4 18G2 18G4 1868 1875 1862 1850 1876 1848 1842 1868 1870 • I 1 CO CM • • CO CO • • rH rH • I I iO I I CO l> O ^ CO CO t- o L- CO 00 CO 00 00 00 rH rH rH rH rH 1870 1873 1873 1870 1873 1854 ' 1864 I CM I 00 • tH C3 II CM I r> t>- I I o I I ^ to 00 o t- 00 o loo • ' m * • • 00 1 ^ ® 00 OO • 1 CO I 1 00 t I ^ CO I ^ 00 rH . * rH • rH rH • 1 rH 1 • rH O 3-2 S cO .2 « o' ^ o 0+3 o ?”-3''^o2 gBgis| M CC C/3j^ d rt n a a . o ® o ooOO O rj O 9 2 S ^ o o o o-al S:X>fcJ3 a a a a a ' BBBg « IBB „ "tf 'S'-S O ® d A P^pH^SSao'oife^'fe 14^1^1^ ggggs ^^“lljcnojo©© ©» o a a a a a 3 6o o p pppp ppoPp43po55o rt d MS a a o §§H Po ® ■ a o P r3 O O ® r-H Op © © jgg^^ IMM33 §1 0,P ° Pra o ^ oo ® .- -4^ , - a a ® a a g i ^ a > -d a 05 d S p MKaHga III ill MM M M a ® rt a" a ^ §1 s MrO+iO ® a p „- |pfp| M ^ ^ 2 w © © o MMM a S a oo o o MM > P o d . a >-. ^ a ■ td : ® :p I a •'SP a® 9 a o.- ~g^.’'Sa’§.a |go^oj 2^ Mis aoS 05-P'p.© a 23 > a --2 O 3p 3 O OMMMmOOMMMM o 0) '’t p h?” :n ! a •2 PP ro a ®P gM.a p aM a P d ImI a _ M .dad d 2P P3 O Mg •X gP 0.0.2 3 a Me P 9 P pMa a a <» >2 dM.g o S'a © a a gppt=^ t>jfcc2 ig-il a^ed^'g o o.a^n a I® •d'aM ” S d.p d >2® ppzP3 -‘3a§^ a ^ arg; ® ; © O P R a M M H 1>2 Or+ P 2 ^2 o >2 o . tn P i?r— ^2 I rt c3 ©^ o'd add M-=X)Oia ^_; X ® d r« ® ® P d ^ P^P Pp I at' S o'Sh £o > a^pri^pq § |aog>:pqs|tg p S gW > g O cs •uot^uziubSio jo ojUQ; O lOCOiOiCTi^t^ -OOO OiCI>.iOiHCO(MC^€0 COCOrHTtiOC--OC^CO - - - ^ - 00 CO CO 00 CO cc GO 00 CO OO 00 GO 00 00 00 GO 00 00 •ja^j^qo JO ejBd Sgps . tfPpO^O^^JO § rt“.g M 'P -kT rp rp rf rp -pyj g •C “ g^cScS =2^3=2=211 i^llllllllll t a23Qa2a2a!aicccc^F "till nil l>5 |p I a ■ a O -J • p P o ; ® ■ni!a MB: iH g^S o o . o § !Xl° 2'^ ■ d*5 >> < M :c2 i| 'g.2t>.® :i asa-g :-2 ISl'lV” I ^ g^iS ® ® : : ■ : a bC;k^ g^8 f2 o § c3 . , ■S;a'- ^ be J^||- .o,® Jk g ' e3 g a ffl a.g a:g«2 § ^ aa|^|1^-^^| Mj^®o«'gaoa P cq ^q • • rH rH * m • 00 • X • H< cq cq • cq J ! 0 0 OOrifiaCvI 'TfO 'OO 0 • c cq 0 0 0 cq ' o> X cq rH m X • -f -ai • • © la c- 1- © CO . ; rH d 1-1 © 0 ' cq Cl LO 0 c- i 0 — ( a( Tjio 3 0 q iq 1—1 r-(lOCl ''SIOlOClL'-CllO dCl • T-( rH CJ rH 0 X X ^ rH ^ 0 (M X Tfl OMOiiHCMCslr-lr-lT^ xt>> ocTOcqooxo xmoo oir- m rHrH xcqcax'^ mcqcq ^ m m _ 0 — X cq ' m 00 1.0 0 0 > a 0 —1 0 Cl 0 • 0 LO q .^:®COC3a';HC«M .0 .nd 0 xoot-xooox * rH 0 r-i r-( X iH tH cq cirH om-!^*ocqcqi-4Tt<''^ omoomt^t^ rHrH o^cqcqxmcqox omcqtHcqcqo rH iH *H cq m tH r-IOd 7oCOda(O^T-i diH 0 i-( 0 X • l-l i-t • * • ocq 'rHjcqiHrHCqrH OiHrHO'j* 0 .-1 d CO 0 SI d Cl CO T-( • ■ a< 1 1-( rH iH X rH i-( (M tH iH tHCO r-f 'rlr-ir-t j tH r-1 d r-t j rH iH r-( d tH Rou-sect Epis .... Nou-scct Non-sect Bajitist . Non-sect M. E . . . . Cong.... R.C . R.C . Non-sect P.E . Non-sect , 4^ 4^ 00 * 0 0 ^ CO op s ^ ^ ^ Sh tH ►S 4^ 4^ 4H ' 4H 000 0 0 0 g \ 0 d d d ; d 000 0 : : : : : : 3 3 & 3. 3 • ■ • ^.2 aa® : : ; pqpq^ . ; ; Non-sect Meth - M.E .... N'on-sect Baptist.. Baptist.. Non-sect Non- sect Non-sect Robert W. Breerwood . J. L. McKiin, M. A . Charles B. Ridgway . Rev. Joseph L. Polk, A. M - Dr. Samuel W. Murphy, A. M Rev. M. Heath, A. M . Edwin P. Cater, A. M . Rev. S. B. Darnell, B. d . Mrs. Lucy E. Smith . Rev. Mother Sidonie . Mother Felicitas . Charles E. Bennett . Mrs. Mary G. Scott . Mathew Marshall . jy. n. jviroy . Alex. Brevard Brumby, A. M., M. D. Robert E. Bisbee . Charles T. Young . Charles E. Lambdin, A. M - J. S. McDowell . . Rev. James A. Smith . E. J. Holmes . 1 CQ :p ;p ■ 3 c3 Ip Hp B. S. Fitzpatrick . James T. White . Charles H. Richardson, jr . . . Miss Mary E. Hardaway - B. S Crane . AV. F. Brown, A. M . Ronald Johnston . L. B. Millicau . . Thomas C. Sheppard . R. Bigham . S. R. Sims . Miss Georgia Davis . Palemon J. King, A. M . H. J. Ambrose . James K. Dykes . Rev. M. N. McCall . J ames J. Slade . . I 0 C-5 0 CO . -tn C5 CO i.O O ^0 'O CQ O 'M . . tr- O 0 0 ‘O L'* 0 • 1^ 0 0 0 !>• • • 0 LO CO CO jO t>- X) CO • CO 30 DO CO CO 00 X DO CO XXX • tXX rH rHrH?H^rH rHiHiHr-H rHrHi-H • *THrH ; ; cq X tH I 0 m rH t'- r-- 0 1 HH 0 iH XX X I X X X rH iH tH • rH rH rH cqx cq-^cqxH^om ir^ tH 0 X 0 XX xxxxxxx 0 0 X t 1 0 * cr> X 1 • 1 1 X •.|>1|XX^^*«| • ^ • * i-H • T— i »— i III 1 I ^ S I I • I X ^ 1 rH > • • • rH ; 0 0 1875 1840 © ; © Ms : : i 0 ; ; i : I ! : c^» ■lltl*!* P lls c3 c3g oS , o : . « a : PP a , a a^ a d ® „ §P^§ a^ a ® go jfa a ^acs Sfe'3§ '^h.2o a j a"^ rt u-^ o^ rt a o rolo!^ c3 ^ O ^ ^ ^ ^ ^ c3 c3 S P-t ■m Fi-e^ oia o g gg-s a a^ a a c3 a a aOoOO • • rK*^ d td d d a"- .3 > j3 cO O do® '5^^artaa,SP +^aaa'oaHosaaaa >2aaaaaaa <1fqpqfqpqpq?qppp;^?qp^ P0:::)00000 ra S ai g ” 2 2 _a®poocDo H a 3 g'Stn'g'g r>2a a a a a cs a a a g I > a PL, p^ - a a g a -2 ® g g a'S-^ (-1 03 > t>-a a o a a a a,aa3 o QOOOQOO «(-< fa llo 3 a I® ar3 a 2 r-.BO 3 11^1 -H '^>1 3 13^ ^-^11 g I|ll|-|i3l ® a!^2 I S 2 ® ^ 2 ;>. o "3 r-i ’rsaJ a ^a 2 Ij-^^ Ml ^ a >jn 'o<|S_^ io > ^ s 15 §1- r— *.^45 p-a C3== Ip a3 0<13<1 o -3 a 1 73 fa • ■ "" ' ■ M a ^ • -ts ® a _ w : a §1-2 ^^30 1-*r2a:2 a gllSlIllilll; >5 ® ,^a“ &a-S.2 s o ^ 3 ‘ollii OT 3 a 03 o a 2 “ gSg .. ioS^- •3* tao H a HP ^ i|l| ^^a ptqccqVh S'S.a a 2 jl-a^d'a „:3^co,3.3 *^-3 « 2^1 g^a S 0-2 a o „ ^ M & 2 ^ „aa a a a a ^-a POPPC^OPH 1 3.3 §1 Tna o o Hm3^ ® o ® a - 2S § i 3 O O ft • ^ ft O lO lO Ci CM •eaSBuSuBj Tri9poni up 14 • rH o * * o o o • o ■ ; •9sinoo xBOTSSBjo up 13 tH O ft • C^ O • ft CM • CM lO CO •9XBUI9^ 11 35 coLOTi^oi>r>0(Mio • cq T-1 tH o th ci-i!>r>i>oo C^'^rHO'^iHOCO'^lO LOOOOOCOTjHfifl iOfil>COt>CMI>»-^0 •SaojOtUJSUT GJBUIO^ 1 ® (M ■ i-H (M O (n O rH sn O r-( i-l rH Cq O i-H O O CO H - •sJo:j.ona;^sat oinj^ O r-< rH 00 CQ tH ft ft ft Ol ft ft ft fi CM fl CM •noi^nuiurouap snoiSnsiE •o Non-sect ' 4.3 4.3 1 * 4.3 jJ O O jJ jJ o B ^ 1 .2.2 1 ft a a ft ft a rt O O rt c3 o pq;z;^pp^ Non-sect Bajitist.. Meth. .. . Non-sect Non-sect Non-sect o o cp o Principal. m CQ n r:! n ci >5 ® r a P O i .a" 5 o5 a:^ ^ p: ) 1 5 a \ P ) < John P. Cheney . M. A. McNulty, A. M . J. A. Holtzclaw . . . Thomas J. Beck . W. P. Bradford . W. T. Irvine . J. A. Arnold, A. M . Pv.P. Wright . TT. P. SiniH 1 B ! ^ i g : K : : d -4 ^ ' ® -r J ^ fe -S « ® § £ a ^ 9 “ a a> +3 © r3 © Ph J m ' i o * igl =4- i jP4^ James A. Carswell . •uoT^nziunSjo jo 9:).'C(j; 1870 CO d CO o o O ^ CO CO 00 CO oo ft ft ft tH rH 1849 1855 1870 CO O to O 1 o COL-TiiC-iOh- 00 00 00 00 CC CO ft tH ft ft iH ft O 00 •joijaGqo JO ojno; 1873 1 I 1 t 1 00 1 • • • ft 1 1 1 0 0 18C9 1858 187G o 00 O Conyers, Ga . PnriTitb fin _ i c se i.a I T ) c Crawford, Ga . Cuthbert, Ga . Dalton, Ga . Dauburg, Ga . Danburg, Ga.. . Dii't Town, Ga . Diit Town, Ga . Elberton, Ga . i c s 0 r a i 1 i s Euharlee, Ga . Pairbum, Ga . Port VaUey, Ga . Pranklin, Ga . Griffin, Ga . nn.wkiusville. On, _ ! ! iCs ll ij iM Name, H Conyers Pemale College* . . . Corinth School* . . "c c cx il s 1 3 |3 Crawford Academy . Grange Institute . Crawford nigh School . Danburg High School* . Delhi School . Decatur Hicrh School . Dirt Town Academy . Parmersville Academy* . Andrew Male nigh School . Elberton Pemale Collegiate In¬ stitute. a Moss Hill Academv . Mount Paran Academy . The Pairbum Academy . Port Valley Male Academy* . Pranklin High School . Oak Grove Academv* . . Samuel Bailey Male Institute*. . . . Hawkinsvillo Institute . 1 Hephzibah High School . ;ii Shoals, Ga . .1 0 I 1870 1 John A. Sa;; STATISTICAL TABLES. 407 • O O 10 Cl o o O O Ci CO o 00 • o o o O O O 10 lO (M CO • o 00 r> T O O O 10 I CO uo lO Ci O O O O O '(MO irHr-iCOOCMTHd 'lOO 00 ■ t- O O T >ciicr^oooo»oiocooc5ciuoocio 'CO(Mt^ClCOOt:^^CO- CO o o 1^0 ap^ =? OQ d 2l P-i3 «cc ; o • a • d o , o fl .d fl .s o d d o d d :-d o g. S > rt 2.S a Is ;2 s J g d-g3 g ^33 g M s -3 52'‘mX5 a^'i^5iaeH|^SBjg;^^a ?592jo,^> 'a-'d 3 S » ^ 1-5 P-i 3 >-s i-s H 1-5 fp O 3 d p^ tS ■ +3 d2 V • P d S, w;.g^ p: o ill ohSIS a d2 O dial o d'^ bJO.3^ o3 d .'^2 g : a teg Fi -fg %-’^^ §,<1 °M 2 Si5|||i|?rifi^ a||. > ffl f-1 i=i g 2 3 te « 0) 3o;fg CO 00 CO CO CO 00 o 10 !>• 00 CO 1 CO o c:> p uo ' 'O P t--. ' CO CO 00 CO uC CO CO CO 00 CO to CO ^ o d lO O tr* L'- C>- CO CO 00 00 CO CO 0 0 0^0 to »0 O 00 00 CO CO 00 c3 c^O;^ c3;20 o ^r-a 2 2f.g o ^ o Hp:iap1;s d o d « d d d d a o o o o 2 43 o o u d d d rt d d d d d ooooo s' d" d’'3'il 00033 xn -fi ^ 1^ (Q >-3 -p '-3 '3 cJ ^ ci cs c3 d Cs ■ d d ^ • •r^ gg ^ ^ cT Saiia^ d . - ESJ o j d Qj o 3 o S d s d d s d O O O s 2 - - • w , ,_ d cb d ‘(^2f^2"PKr2 d dC5 Cs- d'— ' rt , O d ct . o o-o 3 P.33 ^ ®"2?Q o §3 ^ o’" t>'333 S^dT :g 3 g a 2 'S ic (b' o' d S a 2“3 "m o s A h S 2 fe 3 3 33 Sf P 3 3 3 .3 -2 tc a d d too 0-3 o d d o'3.2 o o,^ § g 0.223 d O Ph P^ PP Ph O^Pp p^ p:? p^ p^ p:^ 2 a M cc 2 2 M M td®322 a'd 272M'' d 3 ^ do go- B O 33 1=^ |§o 3d3PP o ^ ^ g2 2 OT"d d, a d d 3 3 ^.g p;3)d2 fc|iii3|||j 3l1i1|ilf.-^ a m te to 2 3 r P P'd i d : d dj • ® 2 • ^ r-, 2 ■ p go 3 P'n • g o dl o m i 3 .P" do M * ifs3 o J dag 33^^02 B a“_a d^SdJeej .P33 1 r-i Mo .fH i3.p®di ^cc3 1 Ld -r O O a d a 4 ..^.- 4.) d d d 3.® §n®.22 0'S g -. -, ' d 33 ^ d _ ^ g|^ o3-i.d' 328^3 ^ H t> ~ K ^ t-4 a d c3 d :=i3 s g 3 b2 ® 3 t. § •2 Pia.2 d3 ® 2 :h 'r2 •I • i-S t^a d ^ o a d-d o ,_.3Sl 3 'd d B g S .a® 0^3? ■p 2 p !S ®: i-i ^ dj d ^da aa d 8 o 32 t>.«2 a'2 ® d d a Pr? . <1 ■ 4. . B 3l^^a^3a| 1|§2|§^| l^s^dgag^ -”||“gp'3^2 .33 a P'S;" N<1 •|l3i|^l 32“^tat2 r^i I H o2 32^ i'i^ ® a 2digQ^228>§^ p 1^3 g.gSdII’APigaa-p s'a3|a 'H M Ph O^m QOCio^ci co^oor^co r-t^cococo cooococoooco I^COMt^Or^-OOOOiHClCOMtOOt^CO >C505CiC5C5OC5CiOOOOOOOOO li-(rHrHi-|»Hr-lr-(r-iClClCJ(MClCIClCl(M From Keport of the Commissioner of Education for 1877. a School closed at present. Table VI. — Statistics of institutions for secondary instruction for 1878, — Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; . indicates no answer. 408 KEPOET OP THE COMMISSIONER OF EDUCATION. •JBO^ OTTUapBOn !),SBt JO osop ooiiisxoo’t[ogopi:^a3p8 para^nax 1 ® 1 1 0 0 •iBOA oinzapBOB pBx JO asoxo aouie aSapoa parajng; 17 0 0 0 0 Til cq (M "oo • cq cq T-i • .pq pq . o •aSaxpa nt esmoD opijaaias Joj'SatjBdai j 16 0 o' 0f0*‘0'00‘'0*>'* ■■ 10 •aSapoa ui asjnoa x^aiseBp joj SntiBdajp; 15 1 ^ 1 ° 0 10 Ti( tH tH rH lO 0 cao •Or-tOTi'i-l • O •gaSBnSuBx oiapotn uj 14 0 • Ot^»'OCOOCO'«*»*»CO 00 iO * * * . . CO •asxnoa x^otseuxa nj s 1 0 0 C0t:-Cq00Ti CO iHcq^ cqcq 'cqca c^co •rHcococqc^c- ^0 0 f 0 • •QI^JPC 1 ^ 1 00'^ OOOOlOOO-^LCOiOi^CCCr^OOTH 1 (M C^ CM r-l CO (M CO Cq C^l CO CO CO O CO • O •IBJOX 1 C5 1 O'ChlO COC* O 1 COIOO locococoooiouoo t-o ^ •erojanjjsui axBmax | K) j r-ICOCI T-IJ.ITHi-tiHCOj^C^iHlHr-l' •!>- d •ejoxoiujem axBj^ j j tHiHiH rHr-ICq j tH i-i r-l O Cq r-( t-( r-l tH rH Cq (M • lO •noT^Hinnionop snoxSrxajl o o o n', oQ zn ^ ^ 43 4^ +3 O O * O O O O * o o * o o o ^ o o o © o o ® o o o o •§3i .^hs .d <) d fl d d o o o o 'AV-.'A'A ■ oS p ' "s ,^8.S2Sibi " do w > od ^ ^ a d!S)'g^ fe P ^ 5 dC O M p ^ ’'^P OMPOP^H d a H ^ da ^1 3 ^1 i Pw •uot().bztxib3jo jo 9JBC[ (M O (Tq Tf< CO o to lo c^^ cq 00 CC CO 00 CO 00 00 'ja:p:Bqo jo ejBQ; -S|li'i|s.s.si§5||g| |i. ^•'222‘3rtrtc5C3C>rC3raOpi23 P t>; Pi ^ a ^ 3^ o o g ® l| :.S a ^ i 8 'o9«d3oS2®A o-dp d“^.SP-^'a ^'d S-'S ^rtOdgp7!ao^d-S '&■&.< ^ .S ■g S'd ^'S’S®®9f^3ddd^d’55 I > I ®P b'i^.d teP.2 -as i§ • O ^ 05 d a o-^ §:d ^ _2 c3 O _ 1^ d H d S'o'C S d d SP § NO CP h> t^oo iM o • g ^ p4 O o o O Si)® m .2 ra rti Pi "fta Pi 3 ^ ^ 1-=^ o ® : S Ip 2 ' • • fl PP OOO.g-Q p4p^p^f^3p^ cj II HO ll ^ d* • r/ ^ 0.2 I o£ ;S hj^ N i-sS S g « gH o > ® ® 3 > ®^p:j o ® lisil M 2 a pll • a • « ' 15- p.a t> o o ^ ” -b“ Ilf H o ^1 bui. §§ i-2 Sm2 Sc5 ja o 5.0^'^ ’a a Or=l pa q Hp-i ® o o Pi . 'r* O m ri. ^ ^ fcJD CO , ^ 'o^3'>'^ O ^' ® pp 5 O ft_:R art PiOl 23 tD -^11? s; t> O CO GO CO 00 00 00 00 cc 00 CO 00 > C^ uo ^ O O T *C/2 o' a t. C- 5 cc< p^ a t a 2i aai ' PQ ■rH ^ • _p:j a^^ _:,H 'a M rt . o - - a -- ■ O O e3 o o a2^'^ia3 OO OQ ^ |p: do* ^ 4 V.4 < *d ? tX) O 5 *3 ^ 1^13 g o o cf |l^a S‘"3o qp-; R >;§|0.g^ s- o R rS © a 2i 2 ? .2 a-g oR S 53 ^ S tn |».v Q -4J .-K Cg d H a a 3^ rt.2pa ® ® PC?oq3PPoRP © „ © i='-2 a bl| 2 0^3 rrR 'aJ'a s'© a artR r-P'-a ^ a'®'g a a ^ g g • ■a a '3. a icCMt>3 ■ S- r© ^ a o Mrt >=.3 a a © © 'Ctn «■» 33 V a 1^ o 3«2 a 3 a ®-s |aR^ q-| © §5 aa Q.pd a o d ^ q ® aS R PQ Ml ^ oH 03 a ® S ■33“ 2 art +3.2 a ® rt S.2^1^ Pa®© '3 1Z5 j fi Rp uim H p^.R _§ a Ob .'PJ j, o • a*.ta ■ a o-!^ . : g'a a .. ^ S 3i a ! q ‘-i-i +3 fcij'a ® a ®'g q « a g.5 rt 2 ® o a > ^ ^§3^3 go ^ .a a o T to rt aR_l oP a j ©p o-g gi.g to rt © =3 3 q P a ( a §& O ® -J qai q :- a w — tC O to _I o >..o-a a © g opaRaStH a o;ri ” ^ R q g © 33 P 3 o o o g -aH OR o tJO g ©.S-S coR'o a agp3 .^P ©rt pH ^ '3 ^ d 3 ;h' ^ C3 d C-M O fcJO d t>i II mS. RrtH c.a o o „ rtO o P ^ o ©M iziS. .o'© ^ t>i 9 d S“5|a§l1p^e "ozg I a Sf^s>'d d ® tjDi/^’d-^'da^oSiio 02 02 OJ Oi cc C/:5 <1 02 F<1 I cq c^ ^ o o 00 o o 1— » CO CO CO ^ ^ cq (M cq cq cq cvj cq cq I -M CO Tji o 00 o t 00 o 1 , _ Tj< o o uo o »o lo 0 10 o o o o o o o 00 cq cq cq cq cq cq cq cq cq cq cq cq cq cq cq cq cq cqcq From Report of the Commissioner of Education for 3877. Table VI. — Statistics of institutions for secondary instruction for 1878, ^-c. — Continued. Note. — x indicates an aflB.rniative answer ; 0 signifies no or none ; _ indicates no answer. 410 EEPORT OF THE COMMISSIONER OF EDUCATION. oiniop'Bon jo osop oonis xodqos opijnaps porojag; oimapBOB jsbi j JO 9S0X0 Qoms ofiapoo pa.iojna; | •asaxpa ut osxnoo opTjaaps joj’SuTjBdai(j •aBanoa nt asjnoa teoisssp joj 'SinjBda.ij •saSnngnBx u-iapora nj 'osjnoa xBOTssrp nj •asrnoa qsTxfing; nj •axBnia^ •apK •ppx C5 lO O O 00 •saojonrjsni axBnia^ qq ■ CO C5 (M •8,iojonjjsiii oxBpj; •noTjcTnuionap snoiStxaxi o t> 1 pl ■ .yo .0.0 K 33 t>-.U QJ t:.S P-i rK.S?a ® rt - . . Ph S d ^-o > t>’ ^ i ®.2 Ph sfrS^ f-t tn ^ ipcrl 'jiO §■” 2 ^ ' Cc„- PhS © S-pso PPM <-.3 g a o 1 §15 w 2 •noiXBZTaBSjo jo ojbq CO CO 00 GO CC CO 00 CO 00 00 CO 00 JO oyecL -J 1'^ 1-3 I a a. a (;;) p ^ r2 ^ o 0 fipflfipp I s d 1^ « ci <12 - a a'? ;co : (=1 ; o :n rS fcjO c3 n 03 >3 d 3 Pig a 3 § a SCO'S 2| oP Pip 3 3«2-r;^<1 P Pm . ■_- o . ^--a 23 ■ ® arS'S'S Is® rtMS P o .. P ®-j3 ® 2 op 2^ ® 2 ,03 2-d ®;SM tsiisi *S o PlT ^ S .3 o pj ^ S O 0^0 o HPPc/2t>Hpq CO o th oq CO 10 00 c- cM cq (M cq (M c<3 cq 4< 0 I 1 0 rH • • ' 0 » • • • 1 1 < 1 t « 0 0 0 tH X t- • • X X Til I CO • 'CO • 30 12 1 C5 • • • • ©(MO* i (M (M iO 0 • • t> Ti< r-i X trq X • 'X • X • • 1*1 20 rH • • C5 CO • • • X cq 0 • 1 » « 1 rH rH * I TiH tH 0 10 ‘CO » Ol • • Til • cOlOiO • COiHOrHOi-OO 0 Th Til 0 X rH 0 * X X 0 X cq cq Tji 0X0 - O O'ri^ OLOOlO X'^L'^ 0 ox OI>OCM 0 ■ •0 I 0 Ti< THXOlXrHXtOXOtOiOLOOiOX'^X XXOO^tOuOO *0 10 0 00 OuOO • rH 04 0 Tj-i X ' X X (M th X rH c p 2 F>y2?: s ;« : \ j .- • 0 • 2 p : fcc : 5 0 wr© a 4 ? 0 © i a ® >3-, 0 a © © ;-< '-' a®l 2H jP John E. White, n. s . llev. J. Q. Evans . liev. W. T. Currie, A. M . Elmore Chase, A. M . EcnJ. E. Stow . Darius Thomas, A. M . F.ev. Alva Bush, A. M . Mrs. Mary Squire . . - - - c u 3 f h2 . c i< h 4 ': i jlS ^HP Delbert M. Benner, A. 13 . G. W. Thompson . M. Bridget Hayden . Tij.10. X . X . Col. J. N. Current, M. A . H. M. Adams . H. J. Greeuwell, A. M . Mother Helena . Mrs. Maggie P. Cosby . Eev. J. T. Leonard . Eev. James P. McMillan - J. T. English, A. M . W. H. Campbell . Prof. C. H. Withrow and James L. Ford. tJ .LJ* -!■ m • m m m m •••• .... A. S. Pettie . Eev. James P. Hendrick ..... Ml'S. Mary T. Euuyan . J ames IV illiam Dodd, ll. d . . Brother Flavian . ? Sister Vincentia . 5 coccoc5'^^ococ" *>• O O to ^ ^ .. ^ ^ ^ ^ ^ OOCCCOCOCOCCOOCOCOCOCOOOGOCOOOOOCO ocooxoocooooocooococo o o oa o o o CO 00 CC 00 CO • CO *• 00 X o . o t- o • to X *00 00 18G8 1806 1870 1876 1865 1858 1829 1836 _ 1871 1860 1878 1875 c3 • ■ 3 • • I * M ^ : ;m ; : : ; ri" M • t» >5 ! >5 5 .S © 5 M bJ . !>4 M i C3 p I . _r - o , c3 C.I c3 c3 o o c3 a ^ ^ :' 1' 3 ® d o a ^ &■ : .'■^3'? o > Pi „0 c3 ^ laj o rt 'H oTM S?^ooa'C(^^£a^::S aT S ^ 3 o" a -3.2:3 ®C50 §3 ^ ^ c3.ai — oSaO a O ^ a ^ I Q 5 © ©. g33-Sc^^_^ o o 3 J g g 2 ^ ' 3 a a o i£)3 p a Ht>t>^^oo a ia >5 f 5 & 4 3 +i 4^- P §)33 3 S -HH .apd^ -2 3 a g rt o rt a a PH PPH, _, . o OJ III is gcc-g o a r2 - a 3 3- "^^3 ao 3 3 3a§ 3PH<1P. 3 a^Kl o o'^ a -g 33 a-ag O j; c3p3 3 aS^ a 23 S3 ^ 3=2 a3 2 Sa g-3 o a^ a^ >3 03 ® < 3 H P >4 a 5 a I ^ a ^ a © g g p.a=3 3 a © c! 3ccP ij5oP©'-a rtO < a o a IHHf H a ©y p.ap d 0333^ 3 2 p a g 22|gP so cj H o a HP tp . © cd © &=ao© 3 ^ ©‘3 fcfl© a^o>^.3^ *. g © M o ©rjO!^^ 3^ o B a^ a? ar 2 3i^23i©2.a “3 S'© a-.’S 'pi ttg I ©3I a 5 g|^ g a-agg .xc^OrH oi coT^1 p(:^;?-JX^^XC5C5aJ0c:5C^00C5C50 OOOOOOOOOrH-M ^ t~*i— I C-5>lCJC‘104Cvl01fMC^C^C^(MC^G^C X X X X X 00 tH Ol X ^ rH csi oi oi oa 01 XX XXX X 411 ■33P hoh ■a -a '» a a' P3 O p a a'te 3 a^-j .a p) ©I3 SP a^.a © © a Cd ^-C 0 a © a p > 3 Table VI. — Statistics of institutions for secondary instruction for 1878, ^-c. — Coiitmued. IfOTE. — X indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 412 EEPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •xnOif onnapuou jsni jo osop 90UIS too’qos opijuaios paiajug; 18 10 "*6 o • • « o o . c ^ . •jB9.f oiuiapnon jscx JO o8op oouTS oSopoD pojojug; 1 20 "o’ o 1 1 ao CQ O «0 > • iH CO *9391X09 UT oexnoo optvuaios Joj"SiiT,iud9.i 'CO CO I O • t- Tit 00 ID T-f 1 CO t*it CD CD * 10 r> loooicioo ‘lO • « o O CO Tit C5 Tit CNJ o I ; • lO 1 M 1>(M Tit r-l CO ^ ID ID ID •F-'rOS, Oi t>. loioioioioouoiot-o I-O O t> CO CM C5 00 CC) t- Ttl CO CD 00 O LD O Tit CD ID I> ID rH CO Ci tH rH ID tH rH •sao:joni:^sni ID O d *tHCOCOOCO *0CD (M T-t CM r-l 1 O cn CO * •sj;o;ona48ut o^UK - CO CO I CO (M CM CM lO T^t I tH (M (M iM th 1 cq (m m (M ■uoi^nuimonop snoiSixo^ O E.C . Non-sect Non-sect Non-sect Non-sect Non- sect Presb - . . Non-sect B.C . Presb . . . O OQ Q 0*0 O O oooooooo O0a3cOa3O5O2O5CQ OOOOOOOO _ Principal. Kt. Eev. B. M. Benedict, abbot. William J. Barbee . Hon. C. W. Tbrelkeld, sec’y. James E. Wightt . J. S. Reppert, a. h . G. vV. Dunlap, jr . B. E. Hudson . H. B. McClellan, A. M . T. B. Tbrelkeld, A. M . S. B. Barton, A. M . William Mueller . . . S. T- a. M S. A. Harris, A. M . . J. J. Nall and II. H. Adams . . C.M. William.s .0.11 : : : ■r3 rt >1 • 1 as k/ IP ® ® M fe o ^ rt rd cc a-d O PPh Pf§0 •uot?.'bziub3jo jo ojuq; 1-C O O CO I m iH (M Tit CD CD COt^TitCDTtt iiOt-r-tlO CD 00 00 00 00 00 00 lOOOOOOOO 00 ICCOOMOCOOO t^Ot-CMiOOiOCD ccoocooocooooot> rH?Hr-lrHrHrHrHrH •JOJJTJtXO JO 9 JUd 00 t- » O CUD I CD loco I CD Oi^CDritiUOiCOiO i 00 00 1^00 00 1 00 * 00 00 • CO O O I rH (DO <^CD^C0UDC0IDC3D ^oo^oooooo-oot- 1— t rH r-< i-H rH r-i Location. § =4-2.2' a d m -g^2?pO § ^-3 m ® dl d O d Lancaster, Hy . Lancaster, Ky . Lexington, Ky . Lexington, Ky . Louisville, Ky. (205 Ctb street). Louisville, Ky . Louisville, Ky. (113 Broadway). Manchester, Ky . Marion, Kv . . . Mavficld. Kv . . Ma’ysville, Ky . Minerva, Ky . Morganfield, Ky . New Castle, Kv . Nicholasvnie, Ky . Name. Preparatory and Select School of the Abbey of Getbsemani. Ghent College . Owen College . HodgenviUe Seminary . Christian College . firanklm Institute* . Lancaster Male Academy* . Sayre Female Institute . . Tbrelkeld Select School . Loretto Academv . Collegiate School for Young Ladies* German and English Academy. . . . Marvin Female Academv* . High School* . Marion Academy . Mayfield Seminarv . Maysville Seminary . Minerva Male and Female College* Morganfield Collegiate Institute*. Henry Male and Female College.. Bethel Academy . < CQ CO ITS O tr¬ io O CO < . _ _ _ . CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO COCSOrHOlCO'^lO COCOCOCOCOCOCOCO istitnte. STATISTICAL TABLES. 413 O ; ; rH y-i . . • 1 1 1 > . . • • o o o ■ ca T)< • O ; O d . o • o coo j Tj< lO 1 • » • • O • o O • 1 I O iH O CO d o 1 1- d • O CO rH o :o I tH • d ' 20 0 .1 O • ' o o • ' o CO (M tH • O fO ID CO • O O CO-.JI o ■ O CO o ^ • CO • • Tjl lO CO • o o • r-l • O d Tt< r-l CO CD ID iH CD ID d d l>* O O rHr-lr-ld d Cir-lrH 00 • O CO Tt< * 10 0 • • O O tr- * • d CO • O ' O CO Tj< CO • ID CO • Od • rH * rH rl tH • 1 d r-l • d • tH d»DdCOOOdO iDOb-iHOrH dtOrH-^ rHd d r-lr-1 dCOd 00 O O O 00 ?o ^ tH I>- tO tS» O O irOifOOCOiC OOLOiCCO O iO ^OlClCOr-H O'r^iCOCOd ' o *» ! ^ I O) d ^ C? CO O CD CD r*1 CO O r-l t> *0 OO'^CDCDCOr-IrHiDlD dCOOr>> rH rH • rH -WNOiMi-IOi-l O 00 lOlOlOOfO CO .ococo lOr-1-.*C~COCO;0 TJI if> (MCOlMO^lM O .COCOOJ CO O lO CO 00 t- COdOOOOO 'COCOCD IDO^ID 'OO • CDt-tDCOrH 'CDrHiD CO^DiDtJ^ • CO » 00 O O O O O • O O O O CO 00 ^10*^00 COiH* iO CO C'^COCOrHrH r-l O 00 00 C5 OlOCOrHt^OrHOCD iDdt-CO 'dO • O O iD Tji iH d O Tti ID d ^ r^1 ID • O O • ooaooir-ior-l O (M lOlOlOrOrH OlOj^COCO t^MOOC^Ot-CO 03 t- TfiCOlOfO^ OTjitgcolM O CO T}H CO tr- tH CO OOIr-dasiDOCOCOd OdCOOOOdO • (dL'-^dC^dCOOrH CDOOOCOC^rH i-HrHrHd rHrH rHrH* CO tH CO TJI r-l d r-1 d i-i tH T-l d • lO CO O 00 d O d rH rH rH r-t * rH rH CO rH rH CO • rH tH rH Cl tH d 1-i iHddr-lrH CO d r-t O O ^lO o CO CO 'ciH d rH d d rH d d rH d • rH iH d ' ISTon-sect Eon-sect Non-sect Non-sect Gliristian B.C _ Non-sect Baptist.. Non-sect Non-sect Meth ... Christian Baptist.. Non-sect M.E .... K.C . K.C . Non-sect Non-sect R.C . • • o ® ® o ® ' ' o ' ; ® ffi ® ® ® ; ® ' ® m ® OT 02 , J. to '^33333 . ^ 0 ;,_;ooooo ;§ ® : S f2i jz; [z; [z; -o ^ ■s • •® ® : : ® 3 : 3 o o : o :!2i John M. Davis . 11. W. Browder . D. C. Crowe . E. Lee Blanton . B. J. Pinkerton . E. A. Calvert . H. E. Jordan . Thomas M. Mourning . B. Lewis Hobson . . Eev. L. B. Piersel . n . jii. Ingram . . . James P. Thomley . Th. Smith . Arthur D. Bayles . . Miss M. B. McCalmont . Sister Mary Hyacinth . Sister M. Seraphina . HLric Bettison . Mrs. S. B. Loquet-Leroy . < Eev. A. Krabler . ? ( Sister Eose Genevieve. .. 5 D. T- Timberlake, A. B . Eev. George Forsyth, A. M .. Wyman B. Piper . David Blin Fuller . . A. H. Abbott . E. P. Sampson, A. B . John Stephenson . Eev. A. W. Burr, A. M . A. E. Eogers . . Marion Douglas, A. B . Frank Alvin Eogers, M. D . . . Edson E. Owen . G. M. Thurlow, A. M . G. A. Stuart, A. b . ^ 00 uo o LO o i:^ o iO 00 C» l> O d 00 d T*! CO CD O C5 in iH 1 CO COTjiOt-t- t^COOLOCO lOCOt^ • CO 00 COOOOOOOCO 00 CO 00 00 CO OO CC OO i CD t-H rH CO CD CO 00 O CO »D iD CD ID d CO t'- rH 00 00 00 00 X 00 00 00 00 CO rHrHrrrHrHrirHrHT— < rH ID t t> TiK CD • • C5 O LD • X I l> X CC • d I CO 'O o ».o • r> io uo 00 • 00 00 00 00 1-1 * r~{ 1875 0 1866 1848 0 1877 0 1870 1869 lO • CD I O 00 • 1836 1850 1851 L . O CO CD d d d tD • CO rH l>*dC0I:^ O CO 'OO COCOCOCO cococo *coco Nicholasvillo, Ky . Olmste.ad, Ky . Owenton, Ky . I’aris. Kv . Princeton, . Itichmond, Ky . St. John. Hardin Conn- ty, Ky. Sharpsburg, Ky . SimpsonvUle, Ky . . Somerset, Ky . Taylorsville, Ky . Vancebnrg, Ky . vv esr j^ioeriiy, j^y . West Liberty, Ky . Winchester, Ky . Bastrop, La . J ackson. La . Marksville, La. . . Monroe, La. (Washita Parish). • H • • O ' :e 1 1^ ^ eS a oT 2 oT a ! 0 g PI P 1 d a c. 1 ® ^ ® n loOs o 1 > ® ®th ® a i2i [2 Bethel, Me . . . Bucksport, Me . Corinna, Me . Cumberland Centre, Me. Farmington, Me . Foxcroft, Me . Freedom, Me . HallowelJ, Me . Hampden, Me . Lee, Me . Litchfield Comers, Me.. Monmouth, Me . New Castle, Me . Norridcrewock. Me . North Anson, Me . N a 2 : B o O c3, "S-S •2 a o . ^ fcJDo£ O ^ o a,=i ® ."O O-*^ 't £ h® 0) >5^1 fH o c3 m "a ®.a o I I ® o <1 fl ® O § rt a o”^ fe ® PI ;-i; s5l I «.2 S jn u >5 ^rS 2 rt ® ® H Pi d (d ^ H :.g ii :co • ® >-.»2 2 ■a''^flfl'o OrQCO w 0-2 Ha^-w®^®®a! fe'-a iali'l^'2 I s o :^o ® 2 — ' O ^ l-l c^ ^ o dcc^-^'w ro rt'^2d«®.a g -pj ^ :;3 cj c3 o ® rt"^ ®;.^lll§ r/^ Tf^ t-i O c3 O ^ O ^ 3 00 p> lO lO lO uo Lo CO CO CO CO CO O rH 00 OOiHC^CO'^iOCO CO Ol>>t>-t>-t>t>-l>»t^t'--l>- t^occoocoooooooo CO COCOCOCOCOCOCOCOCOCO COCOCOC.>COCOCOCO* From Keport of the Commissioner of Education for 1877. a Of these 14 are boys in primary classes. & Suspended. c Also one student preparing for medical course. 414 EEPORT OF THE COMMISSIONER OF EDUCATION. •J'B9:C OTraapBOB JO OSOp ooms xooTioe opijuaiospaaojc^ •jctjai! oiraopBOB JSBX JO osoxo oome oSoxio^^ pojojugx •0S9XX00 UT oeinoo opTjn9TOS J0j'§mjBd9i 00 O CO CO 00 CO CO t- X CO X X w © 'p p p O P«2 P o pa pH® O P i ^ i o Ci -- r—' O S -jj ©“Iz; ® © „ af o ©' tea” a a S as 2 O -43 a P -42 ® ^3 <5 P p pp p p t25 p pq o P N _ ^ ^CO p ^ tf ^2 P- i £ J ® 2 > o a ! B'B ce •ap p p p 1 :|h :p !P e-P S ^ © 'I a "a r-H » p'^aP M p g’rt o pp ^ ' rP H q3 o . o p ^ H CO .a a^a fcjo^ :P d PP' a--e p : E § rid UPPO P . o — c3 'a^ilp <1 ^ I © pg p S C3.P O © pip.a ^5^4. p CO CO CO CO coco CO CO CO CO CO STATISTICAL TABLES. 415 O CO O O O T O O (N O O I CO O O 00 1 CO 00 CO CO CO o I ^ O oo 05 O lOOOCoococo eg ic o lO CO c IC CO lO t- o rt cop S : '3 'S® lo IS PP -sl^ M^'-S g^l 2 ^ a ® ® 215 9-^.2 OHco ® g ® 1|3 M ^ .a C/2 W ■ • O ^=5 O ' ” |i“2 .H .S ^3 ^ fciP . © ;h • O <1 m • o CP S ^ o K ©,pn fp ■*-= coO^^ -©: ® - - - ■ ^ |g®CP-2S|d|||P i^PhP* Ph P PPP^ S" -I'S £ g <) ® £ P -25 • <. © ■ • «2 ® O ^ C ;;cri©coPifaj5o I^SlOfCg^s fnOr-O d,C 2^;= PPHF^Poid O c3 op Np coco o5 to CO 00 M ^ ^ a a rj i^- r CD © lE o, i2 a rS “3 ©^ a as a :2P‘p! dO „ -- -:'d'rtP’ci pq pqp pq pp pq 3ppP' §3 PO 3j1 |'S?« ^25 O oo « a 3 ^ +j -d |3g PPP ii^ a ^ I II I POO 3'Eplll •“* ® ^ cX) © ® adf=-5.2.1 ■ © (S © o :-Saa illlillllf J5^pnre2ooo- pppopp coP<1Prg o o : a il :o '^i co^ !>-.CO <1 t|- 1*13 o-g ^ ■33'3 3;21>, Odd op.g rd fcxg fl « 3 rt PCO * >-.3 o ffl nHrq PB .a a 33 3 S. CC o CD a p g aooC50^egcoT#«ir^ c^icgcgcgcocococococo From Report of the Commissioner of Education for 1877. a Temporarily suspended. b Suspended ; report is for 1877. Table VI. — Statistics of institutions for secondary instruction for 1878, Continued. [Note. — x indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. 416 EEPOET OF THE COMMISSIONER OF EDUCATION. OTinop'BO'B 4eui; jo osop ooiTts xporjog ogi^nops poio^^na; oitnapuou ^sux JO 9S0X0 aom's aSaxxoo pajajng; •asaxxoo tn asjnoa opijuaios aoj"SiiTa;Bdaj• O CO O O lO •IBXOX CO CO CO CO cci •ejoxoiu^xsnf ox^^iuax •ejo?.OTU^jein exb’j^ (M iO C.9 §81=11 J o S CJi^:r)frj o o « 05 r-i 05 i-i r-i 05 * ' CO 04 CO CO CO • 05 US CO r-i g| ' CO 05 iH 05 -I ■ ■ tsc • • fl rt o na o O o o . tzi g g^ ^ § i i i :!25lzi^ . o o o a a a p :§ 2 ro . OQ ® CD > 03 ro tfilll a .0 gM Or® P > p ya p r§.9^M|a.g >a g I a-s H 02 s p p lii aa 3 |“iill ^ a -9 ^ a fn P PCaS ® ‘i'a . - ^•?5 -2 kS M ® • t> 2 a^o2 . C5 :0 00 CO 05 I OO CO CO 00 CO CO 00 coco 00 05 O C5 t> O 00 CO CO ■5 • • 0 1 « 0 * » H • * C5 f— 1 ^ ’ s s « S I iS i ‘CO 03 * • CD CC » (O p p ■ : fl" ■ §33 03 »3 ® S W-rt - M i „ 3a'a'J k ^ hf fef-H ^ M P ro - fl rt'7!'^ =>aac§ « n ;h P p aacjdd S P 03 ^ Ok. «k.^ i^a 2+3 p p'^ 3 ^ P 03 p p ^ -a p a 2 ® o o s §f c« ^ ci ll i a : o |p q 5 S3 >-.f^^.c§2 ^ ^ Is S3-g| ®^rP § a aaaa comcc W3 • * CD CD ^ CD fp CD '§3 S3p'p‘p2:H^®3^a -P a^ p'^'^a'®- r"® -.2 a ^ « p i 2 g S Pif-e c-ed*^ ^ a a -2 8 o p ‘p o o a 'o ? "a pp - " :3 •1l 3p S s a-s >k 3 * 'p >•. p a §g il N pp : ; . 0^ ci . . • ‘ P i a ■ c2 I I'o I . . o , : -o • • • fee i •:§ • • o ■ 'o ' _; ' ■ m I ,o ’I : i| ' * ^ ■A • • • cc ! ‘J : 5 ■ :«2 : ; :3 • 2 • 2 ^ ■ ® :b ■ i§ ig- : :a :d ■+3 o CD^ s|p « p a ^ p.a ■P! P 2 ®.r a i^aH ^ bC :ia a ; ^' : I -P • P c fl a § 2 p a •p p; g ® «3 2^-om|| -P |r2 'gip- p^2^[^<)'yj3''o3 Po Prt® >■ 0-oPc2P! 9“ - - ® p £ m o » '3 P PI § gp*-* 25.2 a S.2 §c rt®.^ic3nSa-^P a ppMPaa ® I ^Pi g> ® ^ I ia^’^ ® 2^^.2rP c^pa w^^aP3M i PI C3 ® .2 O 2 ® P ® (H Ijll s «^3 .2 fee ^ S 3 9 p i:ja «|ai .9 p p gai s ^-11 1 55d *C fir-H ^ 2 P d 3o 9J9jua; | H i i i ID • • lO ®(MC «D • cq • • rH rH ‘ • o • • CO •saS'BuSaBx ujapoin uj 3 1 i • 1 • • (Tq • 1 OlCI>OlD 'COCO • -O o cq cq • • • Cq rH . 1 . o • • Cl •9Sin00 XBOISSBXO uj 13 CO cq o i> CO rH 00 • • . o • oo-H^ • • ID cq CO • Til o o CO • o O cq • • rH CO rH « CQ •9SXU00 qeijSug; uj 1 o ?H 1 « O 1-1 C cq rH O O o 'cqcqcD jocDcqoocD r> TjH o ID T*« •9XBai9^ 11 • O to CO O • CO-^ r-l 00 ^ O.LDOOO CDCOO— 'rHO ocqcqcoTii ocoW'^o CO rH ^ o •9IBK C CO O O rH O O ^ CO (N UO 00 C<3 O • ‘OID C5000 -O 'OCqt^O O • ‘TtiCO ‘CO ‘COrHiHTTi Ci CO o ic CO o CO CO CO CO I> CD THO cicqcqcdt:- cd co i> cq oo cd co lo Tj< •Biopai^^sui 9]uni9^ QO i lO iH cq iH iDcocqcqcD ocqcocqcqco • cq cq o tH • •sio;ouj^^8ui 9];bj^ CO O CO Tft rH Tii cq cq CO rH rH • rH rH rH Cq * Cq •uoi^Buiurouop suoiSnaa; Non-sect R.C _ E.C _ Ev. Luth P.E . P.E . K. 0* - - - « E.C . P.E . Ev. Lutb Wes. Me M.E. So, Non-sect Non-sect M.E .... « ' "o a '• s o ; c Principal. D. ,T. Cogan . Sister Snuerior . P. Schnitzler . Thorbiorn Nilson Mohn . Samuel H. Baker, a. n . Eev. George W. Watson - Valentine Strimmler . Eev. W. E. Powell, rector . . . Sister Celestine . Sisters of St. Josenh . Mrs. M. W. Brown . Eev. J. P. Nyquist . E. G. Paine, A. m . E. W. Tarrant, A. B . Sarab A. Dickey . J. E. Blankenship . . Eev. D. D. Moore . N. A. Flournoy, A. M . Miss Ellen Hamerton . F. C. Austin . . •aor^uzittBSao jo 9^'B(i t> OC CO to CO r-( CO t- t> CO CO CO CO 00 00 CO 1855 1871 1850 1872 1858 187G 1873 1875 187G 1875 ?D • * CO 1 . CO 1 • rH • « _ *J9!prBTlO JO ejUQ W • ^ I » i % t • CO 1 • 1 tH * « • • rH 1 CO 'CO • ID t t zot^ • 1^- 1 1^- • t>- • • 00 00 • GO 00 • 00 • CO • 1 rH r-l • tH rH » tH • rH CD 1 » CD • * 00 » • i Location. « Grove Lake, Minn . Hnlcab. Minn . Mankato, Minn . Northflcld, Minn . Owatonna, Minn . Eed Wing, Minn . St. Paul, Minn . . . St. Paul, Minn . St. Paul, Minn . St. Paul, Miun . St. Paul, Minn. (36 Igle- bart street). St. Peter, Minn . Wasioja, Minn . Black Hawk, Miss . Clinton, Miss . . . Fayette, Miss . Grenada, Miss . . . : . Hollv Snrine's. Miaa _ Inka, Miss . . McComh City, Miss . Pontotoc, Miss . Name. H Grove Lake Academy . Convent ef tbe Blessed Sacrament. School of the Holy Apostles ........ St. Olaf ’s School . Minnesota Academy . Christ Church Parish School . Eochester English and Classical School. Assumption School . . .! . Leighton Academy* . St. Joseph’s Academy* . St. Louis School _ 1 . . St. Paul Home School* . Gustavus Adolphus College . Wesleyan Methodist Seminary. . . . Yazoo District High School* . Mt. Herraon Female Seminary * . . . Grange High School . . Grenada Female College* . Chalmers Institute . Inka Female Institute . . McComh City Academy . Pontotoc Male Academy . O rH W CO • » • 00 • Cl ■ 10 • O • CQ » o • • C^ * » rH • • z_ OT 01 CO O • • O O O rH CO O 05 • • rH rH rH 05 ^ rH ‘ 0 C<1 00 • ! °° * O LO lO O O 05 to • O • CO * rH rH (M O O i-i • * !M O O O • t> • O CO 05 05 CO rH rH • ' • rH 0 00 t> tO; 0 0 CO Tj' 1-i • C^J to !M rH o o ccco»i:> o ooo ‘OotM rH rH lO • rH rH C^J Tj^rHO t^00i005 ‘i-O 't^COiCiOC^ ri rH • tH • CO (M CO r-i 0 !>► rH *0 • -H 0 IXM • 0 • OiO OrH • *00 • 00^ ‘OOO ' '^^3 * 3^^ *000500 Tf OLO CO ^o« 0 *0 ^ CO TjiO-^g'TfO 00 r-i C005* O 'Tt^ COCO'^t^ COOlO 005005 'tOOCO-^rHOCO CO iH rH 05 O rH *05^0 05 CO iO rO 0 lO CQ oq 00 0 0 CO 3^00 lO 00 cq -H'^O • 00'>:^^ t-oooqo CjOTji-.i^o Tt'OT}^ 000 ir^co -t^h CO 0 * ^ coiOlO 05 ^lO OrHOO 't-LOCOCOrHOTfH ^COrH 050^ 05 •CMCOrHOOQOlO OOtXMO OOCO^COCl O-H O .O'^.O O OOTtl oooo CeOCOP»CO(d 00 0 <000 0 (M-^ 005000 r-l r-t r-< rH S r-l rH rH rH iH ,-1 iH r-1 lOrHO OC0O05 • 05 lO rH tH 05 O t> t> CO CO CO • lO O 05 O lO tH r-O rH » rH tH rOC^'COCI 'COCOOrHCO (NCO ca coco* t- 'O CQi-H'O 05rHrH rH05O5 'OrHO^ 'Tt+3 -4^45) •45+3 ci ® o ■O'+o® 'o® ■®® ■ri ® ® 'o.^®® ®® ®® ® bc'? 2 : 23; 2 2 : 2 “ bi? ”? 3 ■ 3 ® 3 3 ' 3 3 S 3 3 ^ ;ofeoo ;coo^^ ; : : :3 ; : ; : p : i ® 3 - S ^1^- 1 i a o o S ®-=!t ; ®-arJC-l5 . ^ 2^^^ . ® oV ® a !oI-55>P > ^ L25 > J. 7d. McMurry and S. A. B. Pryor. Eev. J. A. Wainwiight, A. M., M. D. B. S. Newland, president . . . Eev. Charles Martin, M. d ... Mrs. Eugenia Cuthbert - Brother Nicholas . Sister Catharine . Daniel M. Conway . Eev. W. 0. H. Perry, A. M - Eev. Emerson Barber . Eev. Eobert Doherty . ; 1 < ; ! o I • w • ® ^ 3-3 hj S ® c3 uj . > .ciJ > Arthur J. Swain, A. M . D. M. McPherson . Eev. Charles Harden . . Herod Chase, secretary . Edmund E. Aiigell, A. M . John Scales, a. M . Prof. Charles A. Caldwell - .. Hervev S. Cowell, a. M . Eranli'M. McCiitchins, A. B. . Miss S. C. Merrill . Harry L. Brick ett, A. M . ^ t> 00 00 o 00 00 00 00 00 00 00 oocooooocoooooooooooo So; .00 00 ^ 00 00 00 I oooooooococooot^oo S3a||- -2 J ^ 0,5 3 !» o tttxlP^o .a .a c a-g o o ■ ^ I , O - O a i*- g’S 35.2 g-p55 ..c3 g g«2 oi o o «54al o 3 o § 2 “S5s:^2:jj5il|i;^p mxnm m mm mm!^Oi>-^H ii cS ®aSoa^^-.-C"3'2oM 'Sg'S^TiC’p^Spja®'^ . ^ g5 g g g g'S ooo6pflPS^b5S : a . o §1 n ^1 t>-.^ ■ a ® , ^ t-Q^ I i.if^| a s^ a ® i-< *3 io 2^ rtuT «# CO "tl ® >5 ■ : a in ' >=.2 fl ^ . ,§ o ®.5 O o 05-O a ® «H 3*^ 3 3 S ^ o ® 02>HO ■'3 Q -^O •+i o coco ^ a 0 '3.3.3 1^1. flli ^55! 5^3 IS F>:. I * • * G ' ' ^ Q ;.'o>5a®>^ ■■®b‘ :®§ d a a ®.§ a a >^5*'^ &o5l|5iiS-§a3g ^ _ o5 s ,05 g.a ®, a S > ®5 S' o o ®. oio»-ic. i ^ \ • CO 1 40 C5 40 OO O O * C5 05 O 05 CO O > •eXBmo^ H H 1 IOC0 40 40 i-JCKlCO*rHt> • 'rt 1 Cv|40 40 C^r3iC^«**^C0 • f-l T-ICO •opK ® I0t>-401> O 0l>040 lO^'^tO* CO 40 OQ (M CO CO ca • * 40 C'i r-i (M O rH rH CO » rH * • rH • •mox OOOCQ O COtOiO^ OOO '• ^OrHCOCO 40l>T}^r*iGC)CO 40 "^(MCOC; -rJiCOO « ‘sao;onj:^8ui oiBoia^ QC iMMr-lrJI (M(Mr-lrHt-(lO (M rHrH'fO r-ijicl •8io;onj!^sxn ©ibk b. r-nC^rHt-- COrH(MrHrHC^ CO rHOrHC^ i-Hr-C^ ) *■ ! 1 ’ •U0I!^BUTUI0U9p fiUOlSrXQJI O -us +2 +3 • ! -U! a, • o o Ore « 0) (D 0)1-^ Oi ; :||1^ Non-sect Cong .... Non-sect M.E .... Non-sect Principal. tfi A. H. Campbell, A. b . Tbomas Macomber, A. M . David Crosby, A. M . Eev. A. B. Meservey, A. M., PH. D. William A. Preston, A. in - Eev. S. Gii-ard Norcross . Rev. E. C. Cogswell . J. H. Hutebins, A. M . Isaac Walker, a. M . . Lewis E. Smith . Elliot Whipple . Louise H. RamsdeU . Herbert W. Grindal . Rev. Silas E. Quimby, A. m . . . William Goldthwaite, A. M . . Carl E. Knight . 1 Miss Rachel G. Hunt . •uopj.'Bzra'BSjo JO ojbq; 1819 1829 1841 1853 1789 1823 1866 1867 1819 1874 1874 1849 1853 1842 1845 1871 1848 1876 'iaji'Bqo JO ejBQ M 40 CO o CO cicor^t^co lOCQrHiO COOlCOCOi-H COCOCOCO tH-OOCOOOCO r-i rH rH iH rH rH rH i-i rH . 1 Oi CO • C o ® 4 Ph Iw : : : : iw OUJ^ cj +; fl 2-a <= g R.C3 c (S os s:;: . r-K‘4i9Aea; i 1 fzi Kingston Academy . Lancaster Academy . Nashua Literary Institution . N ew Hampton iiiterary Institution Appleton Academy . . North Conway Academy . Coe’s Northwood Academy* . Northwood Seminary . Pembroke Academy . jju.xc)a uxui^ixii. o Ahij^iiau, x^reuv/U, and German School for Young Ladies. Smith’s Academy and Commer¬ cial College. McGaw Normal Institute . . . . . Dearborn Academy* . Barnard Academy* . New Hampshire Conference Semi¬ nary and Female College. Simond’s Free High School . . Tubbs’ Union Academy* . ) > • iW ; >■- rl C<1 CO O O bO if) O kO T— I C^JCO^lO CDt>C SSSSicS o ooo^ . !^r2<4 S 2^ S ® O 2 2m 2 Pi .2 © M iO g^.2 ►-I CJ rt 52 k’x h- >• ® a ©f^ © ©-^ : Pi pipp © o Ora fcos: a p 9 w i^|i a ^d « 3 ^acc > J3 ^ S ci<0 s 1|9 9^1 ^i3 S «of4 ^ I'i t> ra pi p P'S 2 p M a 5 PW cs btP -2 ■£ P • P ® a ip>;2 .oap3 ^ MHoPH 3 MOP oo»oaioc t-Pc-t-CCt- OO -JS oc-io rH COlOt CC 00 00 00 00 00 00 000000000000 00 00 00 000000 00 ooooc p ^ T ^ ^-s ' p ^ OM o Pi, • O • aP^ "Ip .mI-s p R • R rt 2-s ® a ^ — '/J © i-a a^J_ © sqaaopp P ^phHPWW KH P Wpp ®‘'"=p KK ^-fgl a S fl a 3 ® 2 ® ^ S ;« ©.2.2 H c^ "S b H fe ^ O S w £ c^:;d o o o o ,aaa aaaa P P P 1^-2 ^1 1- ; P $ ® ^ ®.P (_, - s.b9i§,g|^ia-S l||^|sa|.|ii S-iLuS^. a'SP 'S*"’ P bc jlla ;|«^| R ^23 i? >, ©• >0 2 a ^-'© ■© ffl'^ N -. C^Ru^fwO O ••■^ ■-iPZ^aaai^iS ■' g s ® ®P PgaSapMp® 5:«®afli=C :2aSt^2^aPp flgaSo® :2p72ppp3 H PPPoNd p ®p.2 a d 03 P 2 bjD.9 a a3 o ®'^ a alga hip ® fl S a So ® ® a a {2iP^pH I c^ CO m o OOOOr-IClCO Tt4t-0 CO l>00Ci O iHOlCO r-t>coooooco coco co cococo o aoio lOOiOiOt-OO ICtO to tototo to lOiOtO S S o Fi-om Keport of the Commissioner of Education for 1877. a Not in session this year. & Average number. 422 EEPORT OF THE COMMISSIONER OF EDUCATION. 00 .s CO PI 1 •juo^ onnapuoB ijsbi jo osoxo 9oms xodqos opr^uaios poiojug; 1 s 03 • • O rH la O • O 1 • • O iH i-{ Number of students. •juai! oimapuou jsbx JO oeojo ooms oSanoo paiajug; 1 5 CO • ' o • • o • o O © 03 •aSapoa ui esxnoa opijuaias .loj'guu'Bdaot j 1 s ■ ■ • o • ■ o o o CC 03 O CO •aSaxxoa ui osjuoa x’aotssBp joj gutj'Bdajj H * O CO O 03 • O O O 1 2 125 •saSBuSuBx tuapora uj H O OO 003*000 03 03 • 03 ta lO ^ g . . ! •as-onoo xbotssuxo uj W ■ tM lO 03 • O l> • * X O 03 • • • >^10 0 tH CO 03 r-^ O O O 03 ^ 1— r-t •asjuoo qsxxSua; ui « H ur:> i-!rH OrHOOCC* l> 1003 rHC003 03CO' 03 r-f O 03 ,o •exBraa^ H H O O tH 00 O O OD ■ O 00 OTf T-Icq COrHi-lT-l -Cr IP CO • M .P • ■ OJ •aiBK © IP »PO t-OOTfilCi® ^t> tH rH • CO CO T-i rH ^ CO IP ' e cq ■ ■ ; '*** •Ftox © ifi iHth ooooco55cot> o t-I'^i coo oqip f l-0(M r-(- m §0 u i < 2.S § 2 e a ^ I ro'r— > o'" PI f4 ^ of3-2 c § p. C) c .OA 3d ill |5 ^ll d£ •uoi'jBzitreSjo JO oj'bce 03 O .OOOj-IOt> TfH •J9^TCqo JO ej^o; c5 •J o ?S ^ ^ .9 I- I 1 ! ! Pl^tPl sga-i l2i . . . "o ps«a «p! oA'a'p-2^ ? .9 §0.2 I p o •^-'-'papp- C3 '•'^ <1P r-H f-H pTS a ;3 H -r^ ► Ph PhPh pr„- i i g.e ? ;2a3 o Id 05 l> iH CO tH ^ 82 O O O OC5 t- O Tjf O O • O 'O 0(M lO CO CO CO to o t- ego Th iH rH 1 1 (M ^ CO (N C'Sp a 0^1-4^'-^^ I ^ I I N ffl « rC ® -ig a| :.-y ^ a . <5 ; aTS ' a . I 'o O • p:;H 00 CO CO GO I 00 *00 O cq (M CO CO CO 00 lO lO iftio rP O tr¬ io COO^C-CD C-tC 00 00 00 t- 00 00 00 00 00 00 00 00 00 t>^ '■§ jfg-g. ' O "ip?' ;3 * S, ry cc ^ A o o o o § § PPPr3GiO<3^Pt.( <1H^ ® 3'® I® w a ® ® o 1^ y • ^a) II .gPn t>H • g ^ L_ C? a;!^ > 3 CJ 33 y o oy5 a a^ PPW fl -g y o y a o 3 gS 2^ 2 a H M W 0 -is bp . C3 o3. ^ §>25 I 'SI a gm M ^ . y y : ;,• y . ®fe y. OKj y ^'y -1^(43 >;tE Pig d §-:■ ■g§i|.i|?a galls gSS-2g5g^l*giii pq pq pq pqpq pqooo esy ® y y o ft’y ® i? ® a 2 y y yco ! ® .' .y ® Ip! 'P© al : ®3 g|| y >. .||||i||||| I y o © CO - p p p .ry . o oH -.P '^«a A y mP I'S : 2 >>1 S © 3 a « y y 2 oj y ©.a ®,fc)D — Continued. Note. — x indicates au affirmative answer; 0 signifies no or none; _ indicates no answer. 424 REPORT OF THE COMMISSIONER OP EDUCATION. Number of students. •jcb^Jl oiuiepnoB jsbx jo 9soxo I 30 99Tns xoo’ijos opiju9ioe p9J9jua; 1 H 1 iii: 1 . 0 ^ : :®® : : ; : •aB9i£ OTUIOpBOB J8BX JO 980X0 9oni'B eSoxxoo pajojug; 17 I j lO • 1 0 i i ^ 1 0 1 : 1 I 0 lO Cl CO 01 ' 00 ^0 • r-t • d • •89®Bn“uBX Tuapora uj 14 I M CO • (M CO Tft CO (MO loM IcO • 0 1ft • t rH 1C CO C4 ^ 00 • CO CO • « * lO ■axBtuag; H I OOl-'fOO 00* ■ .HCMt^OOi-I'OO'CO'lM ri CO ■ W 1 . . . lO ■ T-l • • • •axBH 10 . . . . . ^ . . . ' 0 • « • • ^ C *C0 'lO • Ob • * * 'CO CQ ^ r#< tH 05 • (N CO ‘00 'CO . . » . . ,-H . . . Si 1 OCS-acOOCOO OOTlflOrH COt>OOOOOCOOl<0'#eOOt' ■^COOICDOOCM t~CO»(M C-^(MCOOO'#COCOCO'#r410 1 CO rH tH *H iH •saojonjjsut QO '<#t"#int-iO C’ '(M ; NOO ■COi--CO'#?cItJ(C *T-1 CQCOCQCC r-lOiH^ S-I s, ., ., ., . rt rt a a a a o o ® ® ® ® oooooo :>Ht>^W j!^^2 Na : ; ■ [>H ^ ^ ! ol g|-^> «•(>; il^l --sil^F |aaii2ig>|£-^wg»-2^lgs ssssgSgia^isl^fSSg •*^. oooO0c3®©c^c3ct}cO'^ c3 ® OOQQ • fcc : a . a ■ o k:i-I : « ' Sg^s ;>s 1 35s -1 gNf® g^c'^g 02 :2 C3 ® tS)^ ft ^ d d a t-,.d ft s g ® * >>■1 >= ^ a 'S (c 3 ^ .lllll.fi'lili '■+4tBag+3^jiecDa.G a3oa-/2 0^*^^® CD o o oPoooP PPPO - -a- a-= 9 , s-ag s.at;'3j ^CD g g 3 g 3 rS i^a 5:J0 a •2 ®;2 xall|-S.®||3| appp^p^p^^^ r-iC*OOCiOi"ie*^CO'^iCCO ^ OOOCO O CO t> l> l> t> CO lO irioocoT* CO • CO O ^ lO CO 01 00 O O (M t> CO O OC O I iC 01 ic 1-H ' Q] (M 01 CO ^ CO CO CQ -MOlClOlCOr-IOlrHC^ I -■ rt rtS g > . a > O O ^ OJkJ o 4J+0-U+i oooocSoooSaj oajoofHOCBiuS-H ajcoajooOaicoa! ” a 0 a s « O O O O 3 O O O ro o o 43 4=> 43 ^ 43 'P *43 O O O O O O O ^n; ; ^ Cv ^ c3 . ® f^ W4P^i 5P£!P^H » « i 5S PP C t> O t> d ^-H 1-t ID CO O CD 00 00 00 CO 00 00 00 CO THi-HrHr-(i-Hf--lrH r-{ 1797 -a't-OOCiHCOtOOSlM'^tOOO COr-IM COrt'OOO-j'COlOCOtOl^C^t- OJIOC- 00 00 00 CC 00 00 00 00 00 00 00 00 C~ 00 CO • I 30 lO !>■ Q CO CD CO ^ CO 00 00 00 00 00 00 1871 1828 1816 *1816 0 1807 0 1796 -j< t- o CC Cl r-i in o th :0'<7 t> CC CO ; L' d d : .H : i i • : >5 • -Hud- ; : : :h : : : : ' i i ; iid i 1 Sj • ' ^ ^ •s^-g-sSi^" 3 1 I liil-sil-§ I I -s x-s-aas'in'acs s ?i ^ :i,,th5Eh;?fhSd O O 3 . . . • ^ M L_! ‘ ^r: Ph S § 5 g ^ ^ i p'§ OOOOdHHWW W P -SA i'll :lzi g 9 s •g o g 2 ®-p-2‘gg d'i ■' Pi 0-9 S S «:2 •i’l9'2d>S K - 5 rt.cti ct.cs_<©,q,o3 .go •* a a c! p 'BBs h"^ g g -t^ p g o 'a t gp; 5 g g : 3'^2.'d^<1 ao 9 7} 34* O 7} g fcoS 1'^- « ^c^cdwPcQ^^ r-» S^gla.SsS M -i.aiP'a>t-ic5x ^ SoiPs^fiHPhPaai c/2 ll- -2-2 S ii c^ III 3 w I CO « ® : "'a - ' a oVI I o ‘ ^ a ^ 43 P illll'i.a.-slR,, ^ -H> a5 ® be W a rt ' 's a ■ a ''B :||| ^1 ' 3 9 a a^to^25 o § gjSxi a §<1!>^ 'a-_lHt>-arrpaHoBaj gllggssm j OOOOM^HWW a ^ ® O ^ IJ • rH .o a a S f: CO ^ a a 3 a oca 2 stS|5i CO hs ■siigj-s ® a a’a a i g S h|'S|§^^^<|os's| ^IImIiHI-SsII % ^ ' 'ap^ps a >58 *^.1.2 a=3 aCOOOlHClCO > ?C> O O ^ O O O « From Feport of the Commissioner of Education for 1877. aFrom the Qlst Regents’ Report; theinfoimation is for 1877, being the latest received. Z/ Course not specified. Table VI. — Statislics of instiiuiions for secondary instruction for 1878, ^-c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none ; _ indicates no answer. 426 KEPOET OF THE COMMISSIONEE OF EDUCATION. Number of students. •IB9A oraxapBOU jsux Jo asoxo 991118 XOOTIOS opixnaios paiajug; 1 GO 1 ^ 1 . ^ . ; ; -H r-l 1 ; •JB9.C OIUiapBOB JSBI JO 980X9 oouis’ 939^09 paiajug; \ ^ I rH O • rH • • * CO O . • • iH » * ' 1 •9S9XX09 UT 9Sjn09 9PTXU9I9S JCOJ SuTJBdOJ J 1 s j O 00 • ■ • ■ tH CO uo • * •939XX09 Ut 98a;no9 xxjoisaup joj SurxBdaj j ! s 1 O O 1 • CO • 15 35 25 •saSenSuBX Tuapoui uj; 1 3 j s o o C* (M ■ CO CO >70 C5 o i ! . 1 o 1 • • i •9IBK C H 1 O 00 • ‘ O i 1 -^J^COCOO a50 14 74 107 25 100 •ejopuj^sui oxuuia^j QO j ?q • Tfi t~ fi I'l 10 1 2 1 8 •sjo^onj^sui 9xrj^ 1 CO 01 (M (M CO O LO CC- •uoiXBunnouap snoiSixa'a; iS Non-sect P.E . Non-scct lieform’d B.C . ^ 1+3 * i S ^ ® H-i P . I Ph Ph ^ ; is Principal. Gilbert Jeffirey . John M. Hawkins, A. M . Miss E. J. Mackie . Dr. H. M. Bauscher . Sister Mary Helena. . . . Miss Edmonds . . . . : : ^ : § ©' a ; : < s 2 a a I ■ ^ 1 § ^ 2 ! S 2 © 3 ^ ® ' ^ M g 3 © d ^ a, W ^ ^ oC) -H S ^ ; c3 0 © '^ .1 ' 1 W ^ S i 2^ 1-3 P t-5 ^ •UOTX'BZTUBgjO JO 9JB(I 1841 1867 1875 1866 1835 1858 1859 1872 1865 1868 1869 1 ! , -jaxiHiio JO ajH(i w 1840 0 1835 ■ Location. i S>i 1 :!z5 H^V ;9S.= ^ ^ ^ © o c • • 2 2 o ca CO c© 2 . . CO « (M r-l CM -'S • H H r-H ! : . • C« CO .-^o . CO IS' S' 5 ~ .. ^ o '^ © - . rS .r P! - © t'§) g| ^ ^ J 1© ©©r^®CM©'^©rH©P^©0©“H©-CO 1 Iz; New Berlin Academy . Trinity School . Gormley Seminary* . Miss Mackio’s Boarding and Day School for Young Ladies and Children. NeAV Paltz Academy . Academy of the Holy Cross . Boardiuff and Day School* . Boarding and Day School for Young Ladies.* Classical School* . Dr. ,T. Sachs’ Collegiate Institute. . Duane S. Everson’s Collegiate School for Boys. English, Classical, and .Mathe¬ matical School for Boys. English, French, and German 1 Boarding and Day School,* 00 05 O rH CO CO CO rHi-t> L"* l> STATISTICAL TABLES. 427 O tH 1 o o o 17 . o CQ • eo O iH I O O iH 18 • O Tjc r-l (M 0 1 10 • rH P O o 13 • o oo • C-1 00 5 9 3 o 131 5 0 10 1 15 i 9 I 45 54 50 12 25 06 100 132 73 170 0 54 20 CQ 5 12 18 os CO Ci 5 0 10 10 36 CV iO 54 125 0 5 163 90 100 150 136 54 7 36 O O 54 CO 0 0 90 90 38 0 125 130 84 0 inn 10 9 45 1 O C5 O CO • • t- r-i CO O • I rH * 10 94 163 170 52 54 7 72 9 45 54 130 19 30 163 90 100 132 163 125 300 136 54 100 17 72 1—1 o 14 8 0 0 0 12 O © in . . . Magdalen . 7'arren . P C i 1 Q 9 a 1 1 p 1 R ^ a bO fH S ® <» ai bCrS d ® ^ CD ^ O .9 'S a.& a TO ® c3 ■ g a © f-irj 1866 1854 1871 1861 CO o 00 00 tH iH 1848 1867 1867 1863 1864 00 CO oo 1873 1876 1872 1820 CO ) a I S : O CO 00 • 00 • : : (-1 te -P S i P p I ii s s pg>^ pSS . . ^C3rH^ -?-i^ P*^ .2 4^ <0 i^i P P P a cs b» S t» S SPH Ip Ip 113 Cl occ o ©P- c ® o _ © ra a p H l-^O N p «p ^p -P >H u .1: ^^^© ^ 2S .St>^ tj2 ^-2 5 • '”521 tM o T 2^' ;pl^ 5^ P P P 1^ P a < . a !P g ! , a a ' ® i c5 la "A p p © Ti< w vw <4,.» P P P P CC.O 2-gtH I — Q.^^.gr'Wr P P P P P 00 o T-i O fc^P o o 'WJC a >i .2 ^ te a o.a 'dp 'o a _r ©P If ■il_ i| o 9 ® o "S’S o 2 |g M<4_, a® o pi a © fcj © a I ^ cd © « III Lw; -^.c ©'*^ 9!o a o .2P p r ^ c © 1 a \ ^ i P P- p o^ III H^g.l > y’'a a P a '«'© a’oS>2 ® “ * © 6 ^ 2^4; © ?3 S o S o ^ ^ o a P«2^«2|c.o -s m ^«1p l^pp 'o QO ^ O p^ugp a o fe £pp| ^ P OQ M t- the name 428 REPORT OF THE COMMISSIONER OF EDUCATION. •S •JB9^ OimapBOB 48^1 JO 080X0 ooms xooqos ogrjiioios poiojag 'jbojC orraop^OB js^x JO 980X0 90X119 Qgoxxoo pojojng; •9S9XX00 tn 98jnoo opxjnoioB Joj'Suu'Bdoj j •oSoxxoo ni osjtioo xBOies^p joj SotJBdojj; •89§'BTlSirBX tuopom Tip ^ '9811100 xbotss'bxo nj •oeanoo qsixSng; nj 2 ^ O O iM • tH i-H lO O fO lO 00 CiO CO' ■Tioij'Btrruioti9p enoiSixQa; •noTjBZTtreSio jo oj^q! •aojjBtxo JO oj'bq; pd 4^ O O IH ^ ^ ^ Cp CQ ^ d d flo So ■4 D Cl ro p gills Ss gss ^•3 fl - ® ® t> 2 S O jT rr* K _ . 00 •gS'SS’Sils S ^ oM.oSd • . p ;l>i o : : : • < 1 P • • • t • Q • I . . ® : is^i 1 , • ^ « 1 I 1 • » • A i . ‘ ld3 ’,2 hj • ^ w ®S§ S:? ?«55| SS fcte-S-B I^S? o« s .3^'^ a si s' ? risJ • ® £ ® br a ® £ P-iPm I I I o cc o SP ® p* 2 £ ^ i I I 3 £ £ .P -P H H H : in O , P fcC I'-ipl a £-'05 ga p SS i=l'^ 3 g fd ^ OCbpH ' £ I d i IJ i lllil 'S O d -T rj ri __ f o d t:-^ gcg^-g oPoo^* tb § .pl M aS be® ^ •SP^ 1 s ® -<|'rs P ® i=5 s p p £ !> pp g s «0 t~ 00 05 © .H (M CO •.i' Ift © «© m lO lo lo to t> t>C'C»t>l> C- b- C~ STATISTICAL TABLES. 429 ca GO lO o lO CQ O C5 OCO O lO CO o ^ CO di O lO O O lO 00 CO Tti CO O CO O (M CO rH O uo CO a ?5 TO (S^as : s ; 'M iis s ••ii Jli s 9 9 ci s i <1 :.p tTpi a -p 2-9, . j S 2 ■SC'S o ilisii«iiiii|s S^-^■0<1HP^^ PaQWi-JHsCQ 1-0-1 M g ^1 te PnP <1 -P P X 1=^-9 finso ns a ^ C3 ^ S 2 p;9 ® ap § 2w a I <1^Ph CC 00 00 00 00 000 .COOO COOb-N*® *00 *S *S , ♦ip' -4-^ C4 J3 a;a^ i^Kp.a^'^pipi pipi |«H rP rt ^ ^ rPPI af & - ^ fcC 9 bti W3 b« fcc sa^pp^pp pp P.oooo'—oo 00 PnP^fLHflHAH P4PLH p-^p^ P r P^P PhPhI «-N>h>h p S-S-S 'aP! ® ® aj o ® o) M CrPrP p.^ o o ^>^ ’ ' §1^ .2 fcfi PD| - CS r-TPl .g.9f^ps > •P.P o o o P< 020202020102 rAAi^ _ . p-pw 9 ^ oT 2 b 5^ 55 o P ® 'PI .2 p O "^"^-^P P P.'m p ^ ^ g ^ cccc wcHHH u <0.0 5 O P m-PQ IIS P >> MP p a o ® [hCC . a ® Liz* ® c2 Id ='|5lg‘£.S»la §?1f2il|5!s ^ s PH-.a’p'^ 9” p4 >.2 o ® 2k ^ -c^ 2 EoS's^l^d 3 i:p DOC. 2 LiP,p,pq ppg p,p^ a ns ®iS cins" « g.g :p§d ■ Oj a -P 3 bC^ P ^ a^ p p p ® ® ® .® ® -a K bi>a '^■•9^ 1:3 J III |a| M p § a rt- 3 fH S-rq P^PhO • s o a^sw O-pp^Spab pl®<» 'o ®cb.9 ® fn.P CS-PrP 0S®.H;2P^=20§g§ AAA rC> a-. I>.3 >-a.a P' O p - g^s. rp oK; 2<1® <1 P - ' 32 o1 o o -§<1 K >5 ha aBa li^ .-. ®^9 ®<1 ® 3 ^ - O P ii.g ^"S - ® pa a. ® P F-i P^ ph ® a P '5 ® 3 3>2h oi^AoioiAa ts .a p p 1 02 ■ p h sa^' lO o ^P.9 ^.g^ <1 > 2 ^ OQ O a gp « « .2 O 02 rp 05 P 3 ® 00.® O^'S'g O PP3k 05 n-( p §9^.9 i.a ® 3 .gd p ".dia p a5 p.g® 05fHrJ^p9pg-g (np,.® ^L^o2o^^-t3i^ >5r;ij »0 'O t- 1^ . !.'• t> t> l> t* l> CD o o 00 00 00 00 00 00 * From Report of tlio Commissioner of Education for 1877. aEntered law school. ftErom the Qlst Regents’ Report; the information is for 1877, being the latest received. e Oonrso not specified, d Includes pupils in the union school, eincludes children in Kindergarten. /Academic department only reported; the nnion school is public. Table VI. — Statistics of institutions for secondarij instruction for 1878, — Continued. Note. — x indicates an aflinnative answer; 0 signifies no or none ; _ indicates no answer. 430 REPORT OF THE COMMISSIONER OF EDUCATION. •JUOiC OIUIOX>BOU J8BX JO 9S0X0 90U18 xoo’qos ogjjuaios pojo ju^ 18 j 00 O ; ; ; ; J O • ; : • o o « Number of students. "jvoS onnapnou j8bx JO 980X0 ooms oSaxxoo pgjaxug; 17 1 oi o CO ; J o in iH CM iH • • • o cq i •ofioxxoo ui osjnoo oxnJU9T08 Joj'Soti'Bdaj j H j ® ; o 00 ; CO tH » * • o o • 'oSoxxoo ut osjnoo xBOieeuxo joj 'Sutjcdai j OOCOC^^'^COrt^O rH CQ tr cq t> O CO S-IO Irt rH •saSunStrcx ujapoui uj 14 1 O O O O 00 (M T-l rH a l> O t> • # o 1H ^ rH • 1 CO •osjuoo XBOissnxo uj 1 i?iOuHS<)COl>t>COO l-"5 000CC'^«OC503 1 CQ CM CN CM CM lO CM CM lO tH •asjnoo TxsixSua; uj H uOOOCMCOt^OCMO OC5COC5tHiOOOOO^ 1 tHCO CO LO CO »0 00 • CO CM I> rH tH LO • LO lO iH •oXBuia^ 11 1 o o cc CO CO i> r> o 00 O O UO ^ CO CO rH 1 CQ tH O » O ^ • iO o lo ^ O • O CO • CO OQ •OIBJ^ 10 o o CO th m o o 1 ^ O^rH^OOO O OrHlOCg *OCOLO CO OCM^CO |COCOiH •IBjox o OOI>O^COCMOCO OOO OtHOOOlOCMO 1 ^ ^ ^ ^ S 23 ^ coco 1H CM CM CO O O O •sj;o!jonj;:^sni 0|bui9 j (JO 1 iH la fO CO CO .H rH m tHCQ CO • (M rH ■<*< CO tH » •sio:^oai^8ut j rH rH (M cq rH CO rH CO rH Cq CM lO lO CO Cq rH 2-2 fl o » kD O • « • 05 O * CO * • • • C5 * O j H M -<*< « j jg o j O X »-l * O r-i ' • CO * 05 kO O 1 1 t> CO CD ^ O * • * * rH » • « • t> iq -"t to o (M O H Ti< O • O CO • O • • • CD • O O M • • T-t 1 CO * • O O ID kC O rH • O ID O ID kD • tH T}< 05 o c- • jo t> (M O • • kD O' • ♦ H • CC-^r-dDLD OC rH 05 t- O 00 ^ o o o O rH H r-J CD O O COCC^ COCOr? lDC 05 C CD rH tH CO t>- ID O 00 l> (M rH (M kD rH CO 00 H C5 CD CO O kD O O 05 O CO kD CO 05 OCOCMOO CO C5 CO CO (N O'! ^ J2 kDr>lDO *0 ‘(MCOO tHID O « CO CO r-( M • LD • ID CO (MO O • • • tH ' l>» CO CD kD O O 00 05 05 tH tH id CO 05 Tj< CO CO kD HO (MCOCOC5 C005 ^ CD • O CO D3 C^ CO • 0^ CO LD tH • k D (M CO O O CO 00 kD • «’ 00 Tj»(M '^LDCO COOO iH« iCD <0 kD rt( O CO 05 CO CO H H 00 00 CO ^ IT- O 05 O OH H 00 H 00 CO T-( O ID LD O CO rH rH COOtPCODJ lD'«^CO OOOkDkD (MCOOiMCDCO CDkD OOO CDCOOOOiD'^rtl O T-t T— (rH T-f iHCO rHrH H CO kD kD H H ^ H ^ O CD O CO H CSJ T— i ,H *00 00 rP rH T-)C^r-.'rH jfojcqeoo COOO Idj (Md s^a^gSflS g I os . o d © . •dS ! i=l ! d . . p S^ ^ , , ^ ***? ^ j: s :^^d'!»:=!' - "“■ olljo 2g o o'^cIrP dO^Wg'd .^O ajP^ pi-3 iiv;-jj-|=«Wi-^ > i ^ ^ Ph 1-4 h-^ rH P4P4 :W o p4^-s d3 © ro a t dW, s' a 2 S S £-* a.5 o p g . O '=* ® g g'.- .t>: d * bBa Gt> „ fg d be © d d P ^ O > a 43 h s^M'apS'^S « Id) ;PS :.2; .13i:-ii ) CO CO 00 00 CO 00 CO lO lO C<3 CD Ci !>- lO ^ CD »0 CD 00 CO 00 CO CO CO CO CO CO 00 00 00 00 Soo » :p \i^ ,oo. o : ^d >^d~o -■ . ®|zi ^ s' s'P ? c* 1 3 ©fdl II? O Co’s S'© 3 ; ^ I o ! P ^ ^ jz j Iz © „ f. 2 tT ^ 9 ’S i- fl 8:a225'g-ag o : a ■o 3^ t>'^ >-^ g g d o ;3 1: 0 o c5 ;j<55 a 'ig.igll o fe'^ 1^- Ife ^‘S PP^ OO ^1^ © © 'd'd PP O ^d^o^o - -^r-; - M iC -grdpd 3q h a a®a^2 ”^5 = •3 © ap3 ^"S a 3 3 r® ° ^ " P WMPcocca2i> d : p : g : o oP !p3 -0 5 •Q jz ® O . © ^f-i--i .^ fcjc s o SiT-d-jsS 1^ ad c3 O oO if oil o ® s ?-Po G iO o c3 *72 g moo oa"” l|l m d-g 2 ©o d © c MPPPP :tS : : : : : is a • 02 r^ a 2 a © a a'&l’ISill aQ§rgP©©a ®o S^^aPMS^ ^-D''s®a3Cc 2.g cod'© ®P^ d !KWP4 ?p © a l?-g i® ® § p ;>^y2 >-•3 d ■T^ a bJO ©'v a t> d d © ® © pp* CO CD CD 00 00 00 * Fi-ora Eeport of the Cormnissioiier of Education for 1877. a From the 91st Koseiits’ Eeport; the information is for 1877, being the latest received. b Course not specified. clSTonnal and English courses. Note. — x indicates an affirmative answer ; 0 signifies no or none : _ indicates no answer. 432 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •auoA oiuiopBDB js'j^ JO asoxo eouis xooixos ogi^uoios pomjua; I 0 J 0 : : : : : CO ; ‘ : •aual oiuiapBOB jsbx JO 9S0XD aouts eSaxioo paiajug; ! 1 0 0 001 0 CO ■ OQ i Tj- 1 • •aSopoo ni asjnoo opixuaios jojScnrBdajp; H 0 0 ID ID ai* ID . * CC: •aSaxxoa ui asjnoo xboissbxo joj Sarjedard 2 1 [ 0 0 rH CO r-i 00 CO ■ 00 i S : •saSenSuBi urapoui up H 1 0 • 0 0 0 ID • 0^ . 0 •asjQoa xs^iSSBio up : w H 1 0 LD tH * 0 CO CM ■ •asrnoo pspSua; up j ID 0 I> 0 0 t> CiC00'^ t> OQ 0 CO 0 CO Dl ^ Cl 7--< •Ujox Si 0 m tH ID ThCOOOCOO^t^OOI>'*^rHM03 O I> CO ^ ID CO GO D4 c5 C iD r-»- rH 1— 1 r-i t-H 'sjojanijsui axBuiaa ■ CO CO ; 0 CO 1 r-f i 1-1 j T:i- — i 03 CO ■ •siojDn.ijeui ! 0 0 r- •uoijBUiuiouop snoiSipH c > c i p: : ■■ d 'tid iP4 fS;2;p: Non-sect Non -sect P.E . Lutheran Non-sect ill :p;l 1 1 . 2 2 2 A ; g g s ^ idP P r^6 a ® i i 13^ Si i : : 1 c3 © © «2 Pra 1 ‘ -2 S! • S -Ed . '^. oad a < I- t> a.2 .-^.s ® a: 3!® •lIOI|BZniBSjO JO OJBd tji o t- , _ o lO 1— I iTi r. -. _ CO OOCOCOCOOOCOOOCOQO' O . O {>• (M CO T-^ — — ‘ O lO IC CO CO 00 CO JO OJ'BCI I W . o o 1 1> Tr< . CO 00 c . .2 ® °|qo||g.|Si||.i°tlos j - ~.o t> 3 c ftO § i =r-2^.2 S fl-S a S >35 a fcc 1:1.0 « o a S=2 g'3'^ o o ■i • s O .a3-S-’^'S)g'SJ q.&3 1 ® I I 0.2 c o.-H q >-e.g;2 fl P5 S'E'g ^ .S^.a.S^AA rt o c o 00 ooPSisOOcisOSPlWatdh a 2 - 2 « O O . ’ ^ 2ls§3 2'X3 I’d >; ® 2 I O 2^0 00 1^1112^ ® .Sd a I ^ o 2 d ^ .0 ’ o ^ -^=^•2 2 ^-^.Sco ocCr- ® 3 o ® • ^d 2 § § g 3 S 3 o3 s 6.3ME!^OH!iOOWWt>l=! 00 O O 1 ... ► c^t>t>t^t-cococoooc > 00 GO CO 00 CO C - < ^ _ J CO 00 c > 00 CO 00 00 ! STATISTICAL TABLES. 433 : : : : o O 1 o O • O O O • • CO 1 r-H CO • O CM I ^ rH O CM O O r-l CM f-H rH CM O • • CO CM • 1— t tK CM 50 O CO o o CM oo ■ O • (M CM ; i OCM CO CO X iH o ip eo to 01 10 O Cl o CM ip O IP CO • CO 2 20 t- ; O 31 O IP O T-l CM O CM CO CM CO O • O O *0 CM r-l • iH • CM O O r-t rH ip CM o t> ox o o rH rH CM CM CM CM S Ih S 20 1 ^-1 lO o CM 03 CM CM O rH CM CO CM O * O CM O ip CM • iP rH o O CO CO O X iP 'Cl iP O Ci CM • X C? rH 0*00 t-H O X ^ • CO CO 05 CO i O IP • CO t> • »-i lO ip O r> CO CO CO O iP r-l X O CD CM t- ^ CM CO l> 05 05 CO o o r-l CM rH 90 X O Cl ip o o o CO rH X ip !>• X COOOOlOO oo O ^ CO O O CO CO ■ooocooq coooo oouo 'OL'^OO 05;£>C^?Ot:^OJr-lO tHiCtJ'O CO O (M lO lO O O O CC5 rr CO CM O t- CO I CM O CM JCOCOi-«00 tH CM 1-i CM uo CM CM rH O CO ' iO CM lO CO CM CM to CM lO CM CM O rH O CM * CM r-l CM • O CM T o a P^- ll rO : CQ^ gO g o ' ^ 05 • Sg3 iT O p o . Ph;2;Ph V • , rT . J o §Hg^ ooo o p4 p4p4p4 p4^ ^p; o ® §D ^ C3 Cf^ CO . :2 k 2 « ” sz:.2^ § p >'B > > c? ;^5- 1 . ® M w.® ® ri <: w! ;3 .9 ^ O t>;• & cc-sa > ^ s t; > S t; 2^ PI ®.2k2 Sp3 ®P3bI.2‘'5^ * ’^p'P®SoSp-o®2 W^kkmi-PwPi Pil^Pi (A 2id S : wP :ps" :3 ■!? sit ■ fe-S-SH Skppi gy|> Ph h ® ^ < uO CO O CO O 00 o ; O »0 O CO i> f> m »o CO CO 00 00 L<0 O o 00 00 00 00 00 CO CO O O CO l> oo O CO 00 00 TtH 05 X ri !>• XXX ;0 ; Q £l= = g^ll alll o : g _ lO o o r.2 — 3 .2 3 ' of ^ 3 ° 23 o g-p^o .go3«o-| %0 2 ^ j2 ^'l p O ^ ) I— C/J ' 9 ^ ^ t:. •— < »• w 5^ a §la 1> 'p w tj U O o2' b -S' P rt . . . . fcX) fccfcc ® ® ^ n pH ■r^o^pa 3 ?r' ^ ® 2 m 233^^25;2^ r-*COa}c3cHQC3^ .R •2 a| a p • bfj : R ® I ■9k R'-' ii- p , asa I P - ■*'^r -N ► . . — . • Q i; S H-j I ^C03 ® -W g ll'.alalpi i^pijHP^pp k _ _ - « P -2 ' (^_gOOP|^ o f Prt©f-i©^2c |pl.|l^25l k^lOPjziPPco p p ® a p^ p k-RPi p<2 «3 p.a a ■2 S P.-iP cccoco p R^ 32 ioo p 23 ak kSaip-P®® 2«3 3rtpP X C5 O »-H C'l CO lO 05C505C^0500000<“ XXXXXCi050>05C5< -- _ ..... . Ob-X050» >05050^05000000 OOOOr-4» I CM CO I 1— I i-H I C5 O) lO CO C5 05 05 C3 ) 05 O 3 »-H CM > 05 05 .< lO o t^ CJ ^ CJ Cl O'! C'l I 05 05 05 05 28 E Eroiu.Eeport of the Commissioner of Education for 1877. a Temporarily suspended ; report is for 1877. & Also four lecturers. c Temporarily suspended. Table YL — Statistics of institutions for secondary instruction for 1878, <^'C. — Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; - indicates no answer. 434 EEPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •jboA OTUiayBOB J8tr[ jo esoxo I eoutsxobqasoTjixuaiospaaajua; | s 1 o •JuaA oimapBOB jsbi JO aeoja oom’s o^apoo pajajug; 2 1 Tjl t rH « O iH rH Cq CO • lO • Cq o •aSaxioo ui 1 i aejiioa opijuaios joj'SutrBdaij | ^ 1 o •aSanoa ut I 1 asjnoa xBaTseup aoj SuixBdajj 1 H | iO » !— 1 » CO • CO o • cq * lo • rH • iH cq • rM o •eaSnnSuBX ujaponi uj | 3 1 o o CO cq o • O hH O O rH • iH CO 1H o •acjnoa x’boissbxo uj j M H o cq o CO tH cq o uo cq th » o rH cq cq rH CO • • O • O O O CO O • lO 1 CD lO C5 CO * o •axcraa^ H 1 •H 1 O O O CO r-l CO O • lO O O 00 C5 O jlo r-i CO cq r-t cq •'^^iioco lo lo ©q •aiBK © H OOO • o O lO O rH O Ir^ CO'H’CO* CO'^rJHTft^'lS- lO O lO cq •XBXOX o 1 oooco »doooid«ocO'^ C5 Ci OOLOt-CO lOiocOriiT-ludO lO Tfl o la •sa;oJomI:^suT o^Buiajj coorHio cq CO CO CO rH o lo cq «q •eaopuj^auT oxupf ^ 1 COCOrnl CqcqTt^CO'H^Cq'?^^ CO O lO CO iH •noi^^TJurraonop snoiStxa^ ■ «o « « ^ CQ pq 02 03 ^ o o o SO ft .S u . rt -• fi fH IIP 1-3 ^ < < If : M q . _ft s a < r • <1) ' ' Z I H 0 p ' Mo^w-^pw > • ® = .ft p • p ^ p p ^ "p g I s ” I d I o d P ,P § w rP ^ . ■*' fe =3 » ^ I" I ^ O •uoii^'bziubSjo jo oj-bq; cc CO (M ift 05 (M o CO cq cq iO CO CO CO CO l> 00 OC CO 00 00 00 00 00 CO 00 CO 05 C5 CO lO CO to 00 CO 00 00 1 •jajJBqo JO 0;b(J N I O . b- (M 1 00 I 00 00 p d (S J I ?p aSSr^ 'q O ® .5d o o .ft o o ^ f.' o p .P ro CO d c p o ^ (ZJ O L. r*^ 4-3* -*-3 CJ P K c>-. !>; c» O O O O ' .POO?-i W C3 pppp poofippp^ p p P d d P P 8 po "S 'o Prq q d rt dr Sft S' ^P f-lj Oft. ® 5 o o 2 ba-a-^ i t a b§ dO or§b.a^ d p g P P o P g_, K155 P.S a® - a l|”l '!l|«“-3l Wol'2 Sj'ggSiS 4-J PJrP^.^ ®®S®®a-_|0 ® a o ■sp § 2r-! ® ® PW S p ft P M csosojcj ojoscscjo; C50 lewood avenue) . STATISTICAL TABLES. 435 I o ; • • COtH *010 .... 10 o o : ; ! rH rH Cl Tt< • CO 00 • ca i ® d o ; ; O Cl j 1 d ^ooo • • d « O • 1 1 o o o o o CO • ic d ic to 00 O tH • *0 « o 1 • CO ♦ ^ o o o • 12 11 O CO * d OCO I ^00 O d CO o i o • d rH • • 00 lO CO lo • 5 2 20 150 22 7 1 j lO 20 14 5 31 14’ 132 38 6 53 60 0 36 12 4 0 60 32 69 o o o o ^ c- lOCOt^-^'dd *COr-ld iio CO CO l> *C^iO • CO 00 iH » o 70 26 870 19 60 30 34 O'OOOrHOOiftO* OCO 'OtOOb-O «0>0 • CO • CO tH (M CO* icco* • . . • i0»0 0'^ I irHOOlC^OCO • O • • Tti-^»-l’*^(NI>OCCOCOOO * •OOt^COritTt^COCO 'b- • 1 rH • • tH • 00 * ' 46 i 60 65 69 OO OOOiC t> O O iH O iO UO iH O 00 Ci O * CO^tt tXMOO Tjt b-COl>COOO UO CO 00 00 O t> CO ^ b^ • iH CO tH CC • CO 00 CO O CO d d CO • Friends . Prcsb . . . Presb . . . Friends . Ev. Luth Morav .. Morav .. Friends . Meth.... Baptist . Eon-sect Morav .. Eon-sect Meth ... Non-sect P.E . Presb... E.C . Presb . . . Friends. Friends. Friends. Friends. Friends. Eon-sect g 3 c R3 .2 CO i ■W. P. Hussey, A. M . H. D. Patton, A. M . A. W. Potter . F. T. Hoover, A. M., presi¬ dent of board of directors, Eev. H. A. Brickenstein - F. D. Eiokert and George W. Hepp. 1 i > b i.E 1 n ip Eev. Leroy Stephens, A. M. ., Eev. George M. Spargrove, A. M. Eev. Eugene Leihert . John W. Loch, A. M., PH. u.. H. U. Johnson . D. M. Wolfe . Eev. James W. Eobins, D. D. Misses A. C. Webb and L. T. Scott. Edward Eoth, A. M . Eev. John W. Faires, D. D.. Aaron B. Ivens and Anna Shoemaker. ‘ Lizzie Pratt . Henry E. Hoxie . John H. Dillingham . Margaret Lightfoot . William H. Allen, A. M., M. D., LL. D. Miss M. G. Connell . i s. a a -1 H 1861 1 1866 1852 1875 1865 1794 1822 1874 1873 1862 1785 1844 1872 1866 1785 1866 1869 1863 1830 1872 1845 1834 1848 1859 j 1806 1852 1865 1863 1837 1871 1863 1869 0 1787 i i i : o 0 1831 O -pp^ p g 3 g P'S g £ p S«i tb e Hollidays burg, Pa . Jersey Shore, Pa . Kennett Square, Pa . Lititz, Pa . Lititz, Pa . Millville. Pa _ _ |i-: ' "p Mount Pleasant, Pa . Murrysville, Pa . Eazareth, Pa . Eorristown, Pa . Eorth East, Pa . Penn Hall, Pa . . . Philadelphia, Pa. (cor. Locust and Juniper streets). Pbiladelnbia, Pa. (1834 Spruce street). Philadelphia, Pa . Philadelphia, Pa. (337 S. Broad street). Philadelphia. Pa. (247 S. 13th street). Philadelphia, Pa. (s. w. cor. 15th and Eace sts.). Philadelphia, Pa. (Girard ave. and 17tb street). Philadelphia, Pa. (4th and Green streets) . Philadelphia, Pa. (Ger¬ mantown avenue). Philadelphia, Pa. (820 (1 berry street). Philadelphia, Pa. (137 Eorth 7th street). Philadelphia, Pa . Philadelphia, Pa . PJiilaaelpbia, Pa. (1613 Chestnut street). | .gE? -3 fl S CO ® ^'.g .2 ’c3!2 S o ® ^2 ® o « .2 P4 ^ i w H I +3 q .2 *53 I cS 71 \ 71 © t-o 1-2 P gpJ S ri ^g‘ 3 S rt fco ?55Hg^ C5 S C3 ® « P fcc S <1 <1 'S ^ _2 +3 r? ® 3 ^ ® M « t^ O w 3 o 'o o o rP .JP o o CO CO 'kJ W >— ' W W O CO CO CO CO pR Pq ft, g ® • o ^ P c3 3 t> TO S O O O O O 05 Fiom Eeport of the Commissioner of Education for 1877. a School closed at present. Table yi.—Statiatica of institutions for secondary instruction for 1878, — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 436 REPORT OP THE COMMISSIONER OF EDUCATION. onnapuoB Jo osoxo ODins xooqos opixuoTos pojoxag" •JBOi; OTIHOpUOU X.SB[ JO osoxo oonis oSoxxoo poiojna; •oSoixoo at osjnoo opTT.noT06 joj'SuTj'Bdojj •osoxxoo nt osanoo X'boiss bxo .ioj .Stnaudoa j •eoSenStrex naoponi ui •osanoo x^oissexo •osanoo ixsixSag; nj •oX'unio^ •9XRK •mox (N lO CQ '3«S «S >, '-S o a Or^ rH 'S) feoM"©® O Ph 72 72 72 72 00 oo oo » c» o) a Oi o> O) ladelphia, Pa. (1519 I . i . i Miss M. S. Gib s< STATISTICAL TABLES. 437 • 05 00 I id CD ID 0 CO 0 • CD 1-H 05 « 10 ID 20 40 CO ^ • 0 ^ 0 0 CD 00 r-l (M « 0^ CO t> th 10 (M • 10 ^ • 0 • 0 ID CO • 05 00 UD IDCDO ID 0 ID CD 00 CO 05 CD rH CD 05 rH 0 0 o o o • lO (M I lO 03 m c« rP 0 1 0 g £00^, ® 0 '2W o I l^'rH O _ J O lO CO l> CO 00 CO O O lO CO l> CO I C cs a c3 c3 ft £3 a^ _« 1.0 « ^ o r^corpi'rt ft 4J »C CO .5 .- ai^ ® ® ^ ft a =2- ® 2.^3 ” _g o 3^3 t>l ft's a O t^^-P g: «3§ ® PI iift o ftft ft ft Si_i ft o a^ p! CO CO cc ft g >5 § s £ a a 'ft a ft ft ft ci ft cJ 'tc 3 '00 J, a^ a* Inq . • bt, • p : . P! . • O • :p : >■. u ■ a=2 : rS : 15b • 2 a'bc ihj gft ct ^ ^v?.i P ts P . 03 Op OCO rt P P O co-g .2 § |i 3 =i 2 ft <]ft ■ "^alft aco'-go Pgc.5§ hgft'S £ o ®ft 3ft <1uPo So ■ P! • s • 03 * 03 ; o * a .Ift .Q Ift I'P^ . >; a ® Pft iplg^ a aW' Pi. il-il |a ala >.21®!' co >00 00 0000 0000 Note. — x indicates an affirmative answer; 0 signifies no or none ; - indicates no answer. 438 EEPOET OF THE COMMISSIONEE OF EDUCATION. OiraapEOE JO OSOXO 9oni8 xooqos oppnoios pajaing; meoA' otuiapEOE jsux JO 980 [0 9oms oSoxioo poaojng; •9g9IX09 ht 08xno9 opijuaios aoj ‘gniJEdajj •oSenoo HI 9Sjnoo jEOTesEp joj’gtnjEdejj •sagEugnEX tuaponi nj •aSjnOO XB9TSSEX9 ui •osjnoo qsi[gua; nj 2 •9XEOT9J •OXEH 'sjojoruijsiii oxBxna^ •SJOJOtUJSUI OXBH •uoTjEoraionap enoigixajj; •UOTJEZTUBgaO JO 9JEC[ •JOJIBqO JO 9JE(I to o o CO O • iTi ^ m O O Ci • lO (M CO ' CO CO CO CO 00 < CO O (M CO CO 00 CO >-l ^ I >•>:>: g Ho® ®,— l>- !>• 00 00 uo O O Ci ic lO o Wh f4i I' -3 o“ . u O p4 m • H Cd OQ ^ ® r4 3|J^agl •e-p o a ^ 'i' w b ® 2 _ ^'.aaa'o ©a (p.pi p^ ooodd>^i-p ai o a .-'+^ 'r' ® M fail rdS ^ 1 C3 a w '® o «al a o P4 • bu •rH • ' • ‘ P .a a • ! I ^ cj (D • 03 : : : :1 i . c/2 S :2 a 0 P I© • .2 ’. I 1.2 : : : : a 0 pa ■si 'ii aa aa a O (D aa a.® n.a M dim' la nil; mP p g§|Aa«“, , t .SaSSigljd a ^ ®a3 ^ fl ^ g § I S g.aoi- S <^pqpqOQ^^ f 4 CO . I 03 . cq o 1 la 9 01 0 13 Cl 1® ; rH j 0 TiH 00 O j • O OI oco o rH o « < ca *0 • CM 0 : i 0 CO j 0 0 ooo fQ 0 09 IT O t> lO 0 14 10 6 00 50 20 0 to ■ (M 00 O O T— 1 i o i O O 0 0*0 II • rH CM • O O • liO . CM . • 0 0 CO CM 0 000 • rH • (MOO (M O 00 rH • t> o O O O CO • o • O rH O • rH OCM"^ (M O 00 CM rH CO N OOOlOCOCMOiO^CM lO (M CO rH CM rH 00 fO (M CO i lo • 1—1 • O (M Oi-H'OOOMO CO O O • CO lib CO O • CO L-^ O Cio CM 03 98 24 OOOOCMOrHiOtOOi CM <©COCMt-''^C3COtOCO'^ rH O iO O M ioiocor>-o* o cocot>oooouoo co in coth o o COi-HMC^JCO; CO (MCOr-lMCOCOL^CO lO COCO lO coio:oo(MO 'OrH^j^ • CMt>-rHt>*'^C3 • OCM • O CO O r-1 O-OCOlO’^ M (M COCOOIOOOIO* O uO (MOO O 00 ^•COO to ' O m Tj* 0 I-O ^ Tji 0 CO 0 lO CO COiH rHOiHrHM' (M O rHrHCOrHCMiHOICO rH r-liH M (M rHCM • CO CO CM rH 0 rH j (N rH r-((M(MiHrHCO rH (M THO^IH^-^^^I-l^-lr-l (M iH T-lr-l (M rH rHC 1 \ ) 1 ■&. m o ® a ' gc i-iE a < ® a a Ph i CO .4 ; al < ap- ■rtr T.F. Sevier . George D. Holmes . . W. E. Webb, A. M., and Jno. M. Webb, A. M. Isaac L. Case, A. M., M. d . A. L. Mims, A. M., and W. E. Peebles. E. H. W asliburn . S. C. Hanson, M. s . W. J. Hixson . E. E. Weir, A. B . James H. Latimer . Mis. N. Lawrence Lindsley . W. J. Grannis. . 0. Sidney Stewart . William F. Anderson . Charles Clark and Mrs. S. A. Jones. W. A. Dinwiddle . ; s IV ]d Ip- > . 1< G. A. Hays . Tho. 0. Brown . Sisters of St. Mary . ATia IT P. Polla Eev. T. P. Summers, A. M - P A T.n-crvtr Eev. J. A. Stubblefield, A. B. . Prof. Casimir Falk . Z. T. John . . . J. W. Ycatman, M. A . 1872 1867 1842 1806 1867 1846 1865 1854 lO LOOl>iOrt(COOM CM CO lOO 00 t> t-OtOrCOCO‘t>l>-COO O m 0 LOCOt^COt--l>-LOU0 !>• tr-t'T. 0 0 OL^t>* •COOl'-tH* CO 00 CO 00 CO GO 00 00 00 GO 00 00 00 00 00 00 00 00 00 00 I CO CO .00 00 00 00 00 sss 1806 1867 1846 0 1852 1868 1856 0 0 1867 1874 0 1855 1842 j 0 1869 0 1867 0 0 0 1872 1855 0 0 0 Butler, Tenn . . Cave Spring, Tenn . Centi eville, Tenn . Plisiilp.atdTi Tptiti . - Chaiiotte, Tenn . Chatata, Tenn . . Clarksville, Tenn . . niiffnr. Tptiti . • 1 • . • PI s ^ ^4; f fl 5 9.9 a ; c 0 : )ooc: DurhamviEe, Tenn _ Edgefield, Tenn . Friendsville, Tenn . Gainesboro’, Tenn . Greenovillo, Tenn . Harrison, Tenn . Hollow Eock, Tenn . Huntingdon, Tenn . Jasper, Tenn . T.pPnnmi T’pTin i § j ) 0 f ( H ^ r fl ^ ) 0 c ! § 1 J 'g .' ) H H Ji. V./XA-U. •.••••••• Long Savannah, Tenn . . Loudon, Tenn . Lynchburg, Tenn . Macedonia, Tenn . Hear McKenzie, Tenn . . McMinnville, Tenn . ATniPT, nV-nn ^r- ^ ►> 5 1. 3^ p 1 1 ^ !l j ^ Mofiiit, Tenn . Morristown, Tenn . Morristown, Tenn . Morristown, Tenn . Mossy Creek, Tenn . Mouse Creek, Tenn . Hashville. Tenn . >5 ri cl o a Sccp:!^ S^g|2^a'=5 go .e*0 3 I .s ^ 1 OcS 'O.'S o p3^ bX) ci “'O 1-^ H O >5 . i'S i ^ •rt o a a^rOi d m I g o a '^'ortOco^cr/) -26|| O rt 03 a-o 2 2 « tt 2 ? COT t*d®fig?fOo OtJ rtO t- a rt o a s.d sj «c3'3.e<'3 a 02^" •^^S'oot^cgg HMOOHOUPOHO i-^ H PhHHMP^HotO a> 'T-i ao a u ■fl'o g.C a o • « >;a ® 'co '2 Q a a -3^?=! fe '3 a o rg a a OT S rC 0_y) > ^ a o OTh^ ili III • >, ii fcjtio * o a ^ica a.2r^ H ^ V? ' : •a4 o ' « 2 c :a3OT : :5a _ rr* ^ n a'^'S “ dC -e o to^j ® a'o !- 3 o •1-^ o ®5 ra +3 ®-3 f-i'O 03 O C ejj ® -3 ;S«^^^2S ® , 073 O ® t>:>a ® o a 3«3 >, CC-aC^iooo^ ® a ^ a ^>1 a ® a a'33 a c a “ " a a 9 ® ?0 ^ iaa i«gN® c .■COoggoOTO )^u7'Ot> >000000 ooooooooooo * From Eeport of tlio Commissioner of Education for 1877. 6 Temporarily closed. (ZDate of organization of university; school for girls was opened in 1877. a Since closed; principal deceased. c Average attendance. Table VI. — Statistics of institutions for secondary instruction for 1878, ^-c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none: _ indicates no answer. ! 440 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •JB0.f OTOiapUOB JS13X JO 980X0 | QQ oomsxooqos opijuaios pojojug; 1 H ® j : : : : : : . • o •j;b9j: oiraopBOB jsex 1 JO 980X0 oouis oSoxxoo po.iojnjx 1 ® i : : d j j d i * ^ •OJgOXXOO Ut 1 osjnoo opt;u9io8 joj ^uijTjdoj j | H O O * o CQ • d I ^ * © • o •0^9X100 at 98an00 XTJ9188BX0 toj ‘SoTJBdaj J H CO ^ • o r-i • (M S ^ * o • 1 (M . • coo •89SBn§aBX tia;9poni uj j ^ O 00 1 O r-H • -<* cq j j o j o •98jnoo xboissbxo nj j ” C5 (M • cq O O m O O CO r-( ■ r-l CO .H r-l CO CQ O kO o CO •98jnoo qsixSag; nj 2 00 i-H 'OOCOOOO l> OrH • O Ci O lO -v ^ O C® LO O •9X'Bai9^ H H iO t> ©OOrHOl ‘Om o ccc*1 (M CO •91BK © 00 (M O O O O • O 1^0 O O o t- lO lO O 00 'COCOCO CD Tt CO OC O UO ^^OOiiOCOiOiO ^ OiOOOt* iO o o 00 ID t> •Biopnj|sm oxBuia^ QD CO (M 01 rH (M CO ' • r-t tH CO iC iH tH d » d •sro^xonaxexit ox^k CQ r-i CO r-H r-i rH CO tH tH d d r-l d rH •uoixunruiouap snotSixoxi © 0 c f- 0- Baptist. . Non-sect M. E . - - . Non-sect Non-sect Non-sect p 9 o p Non-sect Non-sect Non-sect Non-sect 4^ 4i> ' o o • O O • 02 OD^ S S s o o ^ Principal. Miss M. M. O’Eryan . Lev. Daniel W. Phillips, D. D . S. L. Cockroft andL. W. Gal¬ braith. Kov. Ralph Pierce, A. M . P. Himebaugh . W. P. McCairon . Mrs. S. H. Welch . 3 "" i" )0P J p 3 c; ’'si .rM j: 1 §tl ;^i •i-sh: W. E. Stephens . J. M. Davidson . . Rev. Jiio. H. Thompson . c -J- '•A i 5 » 3 1 i ) T.P. Walker . P. A. Wall . 1 liev. J. E. Alexander . •hoix'BztubSjo jo ojuq; CO • 00 00 C5 Ci CO C5 CO O O CQ 'CO CO 1 (M CO CO O »-0 t- O • lO 00 1 00 00 00 00 00 00 00 GO CO coco *00 iH • IrHrHrH r-» r-irH *tH 1875 1874 1795 *J9JI'8qO JO 9JT3Q; « 1838 1869 1867 1877 o r^ C5 O . CO lO -rH t to 00 00 • CO iO . ID t- * 00 1 t> Location. p P 'p rC ci i PI r iS i 1 CO P S ci «i o'P (PhP: Roberson’s Cross Roads, Tenn. Rutledge, Tenn . Shelby ville, Tenn . > a •E- r c 1 c; p il ! S Troy, Tenn . , Tyner’s Station, Tenn . . Washington CoUege, 1 Tenn. a a Nashville Academy . Nashville Noimaland Theological Institute. Southern Union Normal School . . . Holston Seminary* . Oak Hill Collegiate Institute . Ooltewah Academy . . The Mrs. S. H. Welch High School Paris Female Seminary . Clear Spring Academy* . West Tennessee Normal School and Business Institute.* Sequatchie College* . . . Madison Academy* . Collegiate Institute . l.p 1 ! p ii !-S *'a S ^ ! a 1 Obion College . Pleasant Grove Seminary . i Washington Female CoUege . COt> 00 OOl-IC'ICViTflOO l> t^OCOOCOOOOOCOCO 00 0000050 0C5050> oo o oooooooo o oooooooo rHrH r-i i— IrHr-ir-lr-lr-irHi— 1 r-i Collej STATISTICAL TABLES. 441 II ^ 1 I 1 1 i i ‘OOlrtd 1 1 I CO o rH CO tH ■ d tH i O rH d O iH O O • • d CO tH rH • • O CO • • • 1 I 1 1 o • ^ d • CO j rH I I o O • ' 1 1 o o 1 jeo j tHO • 1 o * lO II 1 rH in 1 1 1 I o 'Id • • • » lO * tH CO 00 — ( O O rH rH • rH CO (M 00 • rH ' d 00 o • rH CO int^can t-d 00 d rH rH 1 j O j O j • d d O ‘^CO I ^dOCOO^ OlO O' • • rH iH d O O kO tH • CO o t- O kO I> * 00 • m rH d * » -» o o o d • rH d d rr- 00 *CCO 'COlOrHOt^O COO ' rH • 05 r-i rH iH d CO dd CO CO lO kO C5 • rH O • d • o r- o • ko ' • CO d d • r-l ' I • O C5 O C5 00 • • ^ d 00 O CO O 00 CO CO O • 'O • iH O 00 O O tH O CO • • rH ‘ CO CO rH d O CO COCO d • • ^ • IH d CO CO kO o o o TJI C- d CO CO kO'C5r^COCOO CO^OO' d» O • 05 00 rH CO lO 05 CO • CO • • d rH • • 00 • O T-. o r-< o o o d • iccO'^Od^iHd O O *H O kC O 00 LO rH d COO OC5OL'--:3^C0rHrHTjH 1H O 00 CO CO CO CO rH r-* lO OOOOk.O 'O COOkOkO OO C0*^C0t>O 'CO Tji CO 00 CO COCO • d rH in i o 00 CO o »-i o o CO • oioodt>dd o ‘ooiooo locooo ooo lo • 00 ko t> 00 • d k-o d od d • rH • iH rH d O rH kO CO r-1 CO Tti rH O tJH kC kO IC 'H* kO CO • d '-H CO kiO • rH • kO CO to d CO CO • OC5OOdC0Oi0» O lOTjHO^TfldCOld O O O o R o 00 kO Tf o r-i O k-O O rH kO 01 l> r4 CO c; CO (MO d iH tH rH d rH dd CO CO 00 kO CO l> d CO C5 kCtOkiOH^OCOO OOrHOOO OOO CO O I> CO CO rH CO 05 d 00 tH kO CO tH rH d d rH rH rH • d d CO rH iH i • O''^<’^rHC0rHC0’'^dC0rH dCOCOrHrHrHiHr^d rH rH CO d Tt( ^ rH 00 CO d d d rH ’'=h tH J iHdrHdrHCOrH d • rH t> Tt< rH • ddlC iH d iH rH d rH O rH d ?H • tH rH rH rt^-rfiCOr-i rH d F.'W.Bnp Non-sect Presh . . . Non-sect Non-sect Non-sect M.E ”!! Meth .... R.C. ... K. C _ Meth. So Non-sect Christian Non-sect Univ .... P. E ._. Non-sect Non-sect P. E . . . . Baptist . Non-sect Baptist . Univ. . . . P. E .... Non-sect Cong . . . Baptist . F. Bap .. Cong .... Non-sect Cong. ... Non sect M. E . . . . Baptist . B.(5 ... Non-sect Ba]ttist . Univ .... Cong. ... Non-sect : a 5s : . j i '’■ ©r^a § _.S' .’ rt ^ 2 S S'p'po p^«h5ddP^O^?a^w^ fcJ. O • •^o S t ci ft 'gi w |l j p ® pift _ S ^ H ■ t? ^ ^ ” ® 5 p b d ^ Q M !=! o >_ O r, ©M - w f/ . - . - VJU- -1 ^ ^ C3 • r-^.' — ' ^ ^ pq^'^hjdf^ddpq oP'^ tlcco^-s . <) w © . - ©I il^-H : « t S, ©-^ 5i => ^ ® ®M 2 d rt d • t> -S hj^oopqp^cc © .*• - 23 s-i 5 HH © 9=^ s y W « 2 res ?, > © © > rt b ©L® ® ci ^42 P^HI^iQ QO Eoc CC 00 00 00 GO C30 00 CO CO 00 00 CO 00 00 00 00 M O l> O Ci o 05 CO CO 00 00 CO 00 00 00 (M O in CO CO Cl * 00 o S I s s fcC o P3 6 y |_«SH^gfi.2.2.S.25tl| 4'a'd'o o § § ® § Q £“<1*^'^-t> sd^ O >• d © d'S^iij 9 ©R" ^-s--rci=lllta|'?|li s*'Ns?» = 5l4*|s§ = p H o 3 Pi Hj a ^ S !2< Pm Pi Ah -JO . *~ C3 £ 44 •^. o C J r -4 t> p.A rP'p t> © o +J cc 1P> O _ cCMOir iii p '. 2 a ® 9 M P ®^.3-aii.a2®P3pS j ^ - a^a Iigil1fplpi|^-.i3“|i iS i« |'g| — ©H ®©> q ®0 pvj-m 2 ®^^ -w o See o P«5. 2 2 a 2 >»,2 a’P a'^s p ® ■ p"® e'^.:^s||pgcg7,'b?-2 2 ®0 I’a gAn >.]I1 2 rt rtft! S5P ® tift a P ppj p X g ®;P E ^ _ _ -'•© q ® p-SK.-P’-lP-^i^ o-P^ ci oa.2 t-® hqa04 4FAH ci fcX), :-2<1 s <1 44 <2q aC p: ^ a « ? aCiPP©X3©j.®-L„3H P ft-^ ja.^oP.PoP®'— _'-®P 'P ® fe 2 § 2 ©'g'p'P w-g 5^ >,rt P3 2 S S®'©^ § jis >^.2.3 ©23 2 ppJmP Pw;2;oOhq»p,pp^33puH«A' ^ 44 3p dl p §.g Pi Pi O S ro •2 p a ^ '' ©.aB t-.q rt ci P2<] X +J ® ^ •9 2 a-® 2 J I 35£I«?I cct>OH cqO 0_ci po SS5d 99^^»HoicO’^if50i:^coc50»-iC‘icO’^iftOt> From Eeport of the Commissioner of Education for 1877. a Temporarily closed. b Principal in the fall, Eev. John D. Emerson. Table YL— Statistics of institutions for secondary instruction for 1878, — Coutinued. Note.— x indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. 442 EEPORT OF THE COMMISSIONER OF EDUCATION. Number of students. OTuiapBOTJ jsnx jo oeoxo ooucs xooqos opixuaioe paiox^a; 1 „ 1 - o ■ O • . . o • • o . 1 i ki •aeol OTuiapBOB jsbx JO osoio oouis oSoxxoo pa.iajug; 1 o 00 1 1 tH O C^3 • • Ct^ • • CO ^ - - ^ •ogoxToo xn oexnoo opiiuaios .loj gutandoj j 16 10 .... (M 1^5 kC5 • • » CQ • • II • • o o •oSoXXOo ui osjuoo x^opscp Joj §nTiBd0j<-j 1 2 1 -i lO o ' • ■ CO < • CO o . ca •saSBnSuBx umpoui uj i 3 1 -3 • 00 o o ^ rH O rH .-1 cooo ooot^(McoiOio i cova iH l> r-»rHr-lrH Ca (M • r-t »H •osinoo qsTxSua; uj H O CO O O ISO rH C30 CO CO lO l> O O O O O CO IH o o o oo CO 5^3 00 CQiOTjiiOCa O koS •oXBuiajx I • I 'OCOLOO • OOlf^ ‘li ••• 1 OtHtHJ COiO(M*r 0 3 60 43 91 •9XBK 10 C5COIO Oi-I » 'iO *0 T-HOOCO COt>- '(N^rH • • • 0 l> O « I 0 50 • O • fli OCO»0 OrHCOC^t^t^ OOOOC0l>OO O 1>t-H rHOOCO COt^OCOC^JrH COLOiOlOC^ OO CO OCJ •sa:o^onj:jsui oxButa^ QO O • • *00500 ' lO O rH (M O O j o (M^eo •sioxonixsni rH lO iH CO • tH iH CO tH iH (M O (M CO ri< • CO •uoix^uiuiouap enoiStx^y; o Non-sect P. E . RC . RC . Non-sect Non-sect Non-sect Metb. ... M. E. So. Non sect P.E .... Non-sect Non-sect Non-sect B. C . Christian i © n Principal. J obn C. Pettus, A. M . Launcelot M. Blackford, M. A . John S. Blackburn . Richard L. Came, A. M . Sister M. Jerome . 11. L. Brewer . W.C. ^ymiams . Maj. Albert G. Smith . Rev. D. Sullins, n. n . Rev. and Mrs. R. K. Meade . . W. W. Smith, A. B . Wm. R. Vaughan, M. D . Thomas Williamson . A. J. Gordon, a. M . XT D . ... • 4H • . an % • o ^ ^ : i ^ i 1 a « = ■•§ i; P rj ® ' : >-5 g ^ ^ 5 O : ^ © r •noi^X'BziuBgao jo ox^q; j iOt>. OCOO^^OO CO CO O 00 O CO CO O O 030 t O »-0 O CO O CO CO O O lO o t ^ — to o o t> S • aooo 000000 1^0 70 OOGOCOCCCOXOOCO CO 00^ •jQxmqo JO ojuq; £9 1803 1854 ‘ c o :E rO CO I O • . 00 O I ^ O • I> I . O ^ O 1 » 00 . 00 « I 00 ^ 00 I 1 C^r- I • t> • 1 r< • Location. Abingdon, Va . Near Alexandria, Va. . . . Alexandria, Va. (Queen street). Alexandria, Va . Alexandria, V a . Alexandria, Va . x>eiieviiie, va . Belleville, Va . . Bethel Academy Post Office, Va. Bristol, Va . Charlottesville, Va _ Elk Creek, Va . Gordonsville, Va . Hemdon, Va . Leesburg, Va . Locust Dale, Va . Norfolk, Va. (45 and 47 Charlotte street). Richmond, Va. ((3-race st., bet. 22d and 23d). Suffolk, Va . . . . Suflblk, Va . . © 1 H Abingdon Male Academy . Episcoxxal High School of Virginia. Ht E. Henry’s School* . . Potomac Academy . or. d onn s Academy . 1 St. Mary’s Academy . . . 1 J. JjUWCl OOllUUi . . . . . 1 Teales’ Upper School* a . Bethel Classical and Military Academy. ! Sullins Female College* . Piedmont Female Institute . 1 Elk Creek Academy . 1 Gordonsville Female Institute .... Herndon Female Seminary . 1 Leesburg Academy . i Locust Dale Academy . 1 Web.ster Militarv Institute . 1 Academy of the Visitcation, Monte Maria.* Suffolk Collegiate Institute _ ^ . 5 j ! i ) ! 1 1 ! i 1 rHi— iT-i I— !i— IT— IrHrHr-t T-iiHrHMTHrMMrH i-4 i STATISTICAL TABLES 443 • 0 ; 0 r-i 0 1 0 .Tf<0 • • . Cl • Csl • • • ; i ^ i ^ • 10 C<1 0 • 0 . CO 0 • 0 t' i i(M (N •':?o ‘CO i ^ r-i • CO rW • 0 0 CO CO CO iH c5 0 rH CO CO CO (M 230 0 CO uo 10 UO • (M 0 (M • 0'l0 00c- l>0« OlO Tii 0 05 0 CO 'O CO COCO « rH iH iM rH - rH ♦ ,h 22 44 8 10 0 0 0 0 • * C^ CO • * 10 0 *00 10 05 05 0 CO jO * CO CO CO (M 0 ”6' 47 245 56 55 '20' 18 I"" 8 31 j CO Cl > 1 i »00 ® > Hsa^ apHW(iiPH s s'^ ® atp Ift 3 1# NO:3 > > £tS O © JrH ; P ; ; ^ : ^ : : o ® Q I I QQ ^ QQ ! i d H as Ift ® g • ^ GO .2 0.3 -g GO ft 1-5 -tJ .a ft ft ds o .2 rt Pj -2 g5 ro f-- a t>s ^•2 a: ® o ® -a -a ,2 e:3.2.2 . a ft o as .u a 2 3 o . g ®PHO.g S I® • ft o H>-a al*^ .'^OpLi a J as . «• -.2 ==> . 5^ fl ® . I^l's PH ^3 "I R ^ Sj R a ® >3 as i^;/2 ^ w a .3 1 1.^ o _ OQ CJ CO •20.2 = 6 <1 a ^ CO 00 00 CO 00 00 00 00 t- m f^ O iO to 00 00 00 I- lO i> uro CO O 00 00 M lO Ci l> LfO C£> O C- CO 00 00 00 00 00 GO 00 0 CO 0 ^ 05 0 t3- lO r-- rjl 0 00 00 CO 00 H rH rH rH rH 05 05 0 l>» CO to LO D- 00 cc CO 00 rr rH rH tH CO • 10 . ♦ 1 CO CO I 0 ^ » *0 3 ^ ^ i.2 : : • ^ : ‘ • ■ ■ 2 :^ : .'Ift : : ! ! ! ! 03 a i 'P- ) © ©f^ a iii ioJ 08 iM ■bc ;^rft sals mrO O 30 ^5^ cg|g ■oo ■ • c3 ^ • ® ® ® i2 2 0-22 fctS c 0)2 J q oj ® .3 .9 * C '© 9 o & goo p^aa Pho2P ia''^'C 03 ® ffl o ti ft s- OS^ 0) ® o ® P ab- ‘^^3333330 as” >.aaaao-r<2 ®fefefefeaa-9 2 ^ ®ftftftft ? 2 g^oaaaaodp^ ^Od a ^ ^ ^ o » -S 3 3 2® ® 0) ® . ®.3 ft bC bC^ tlft q Pi CM - O O £3 O S ® ®20 ®ft ■ ^O iH (M ^ _ =M= .i -s ogd d-§-jfd fi|a fiSpaa fig g?g .gsglg-gi •4^ f-H ^ ^ ^ .4J "tr 'iv bc2'fac'£= bl) .btft bcq .3 a.3«.3 ©.3 ”.3 3.3 a ft aft Mft ©ftftft ©ft a ©»©O©r3©;:;©^as0) «p^ aqj rt-g a2^ a^ ^ ^ ^ ^ ^ ^ ; ; a . ® .ft ■ • «S _ i-?i '3 a P-.CZJ o ft ^ ci JJtM II2I- -2il ■3^ 'o 2'^ ®3 3 ftft a ® ® ® ®“ a g Hill ®|.S^.9 g 'S'® ' : >» : • 3 • 2® '^-5 .2 2 o .® O : a ^.s^Mft^ >=® a 2 a ft- ® ft a 's a ® H O a 5 bjcft M Z S®-ift2r3a:qa5E" a.S a i o^g-gaaOTaft >5® as a ®ftft o ©^ MftO - ®ftftfta*ift (=5l>i30cciZ3ccftcccQ i'^ a •3ft® i^l © a o •s-i^ 2 9 bfi i^.ft 0? ^ 0 w i 1 1® I ® 3 ©’o S "o ft '-g iSftO ^ fl a 0 ^ ^ PP33 P'S ft ^ ,9 0 (72 ft 1=1 bO ft aft a d ® S r-l ® "C '3 tJDbD 0 0 CfH d 1| ft 0 <0 a a ® M ® 0 ft 0 © £-0 ® ftcc a ooo H p p p ft ft o o W 02 iss > CO CO 1 r-1 M From Keport of the Commissioner of Education for 1877. Table VI. — Statistics of institutions for secondary instruction for 1878, ^c. — Continued. Note. — x indicates an afl&rmative answer ; 0 signifies no or none ; _ indicates no answer. 444 EEPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •jBoi! otraapuon jbux jo esoxo oauts xooqos opijnetos porajug; IS 0 : : ; ■j.x2q£ oiuiapaoujsBX JO 980X0 90U18 9^9X100 parojug; 17 1 2 0 • • •aSaxxoo ui asjnoo orj[juoT08 Joj'SuT.Tudaag; ;s 1 : H 1 : •9:^0X100 UI 98a;noo x^oieecxo roj i^uiiudajg; 15 1 8 3 •saSunSuex ujopoui uj H 48 18 6 7 2 10 30 50 16 •98jnoo x^oies'Bxo uj 13 13 10 20 8 6 ■24| 30 • 0 cm I ^ •asjnoo qsqSuax uj 13 48 35 12 25 15 96 120 50 60 1 •9xuni9g; 11 48 65 35 25 0 120 0 30 35 50 60 •9XUK © 0 • <(M >10 "O ‘lO • • •IBjoi © 48 65 35 32 25 15 120 150 30 50 50 60 'sa;o:),onj;^8ui oxuuio^ OD ■COOt'0•r^^lOiOt- •saoxoujxsui b* +3 ; • 000 00 aj ® ® ® ® ' * m OT sp ; m cp ; ; 0 Pi • fl Pi 0 0 000 : 0 0 . . [2; |z; jz; . fz; [2; (1^ ^ ; -P c;> 0 ^COtOI>CD^CO^O • l> ' tH 03 • : 60 35 O CO to O CD 00 to 1-H to O D' CD CD^DC^O-^iOCDOOCtiCCOlO CSI iQ r-H tH 09 lO O 00 tH O t> I'' lO l>* t> O S S S 2 22222222^222 1872 * 00 • » 1 t 1 00 00 I £ S Joooo J I J I 00 ^ « tH • • 1 » 1 1 rH Washington, D. 0. (H street), Washington, D. C. (1915 n street). Wasliington, D. C. (943 M street). Hear Doaksville, Ind. Ter. (Choctaw Nation). Santa F6, N. Mex . Santa F6, N. Mex . Beaver, Utah . Logan, Utah . Mt. Pleasant, Utah . Ogden, Utah . Ogden, Utah . Provo City, Utah . Salt Lake'City, Utah _ Salt Lake City, Utah. . . . Salt Lake City, Utah. . . . Salt Lake City, Utah. . . . Salt Lake City, Utah _ Slatersville. Utah . Walla WaUa, Wash. T .. Waverley Seminary . West End Seminary . Yorma: Ladies’ School . “Spencer” Academy . Academy of Our Lady of Light. . . Santa F6 Academy . Beaver Seminary . St. John’s Soho()i*. . Wahsaich Academy* . Sacred Heart Academy . School of the Good Shepherd . Briaham Young Academy . Rocky Mountain Seminary . St. Mark’s Grammar School . St. Mark’s School for Girls . Salt Lake Academy . . Salt Lake Collegiate Institute .... Slatersville Educational Institute. St, Paul’s School . O O r-( (N fo Ti^lt5 0^-00050'-^(^5^0Tt>{ .2 S "to '2 to ■o 'o •ana.C ops^i ■OT[OS nr e5[aaA JO aaqmn^ •B99J noTjrnj raojj jsnt bqj joj s jdiaoay; •spnnj 9ATJ -onpojd tno^ainooui •spnnj 9ATJ -onpoad jo jnhoniY •snjnacd -da pnc ‘sSnippnq ‘spnnoaS jo’ onp^ •noTjmj JOJ jnap -njs qaca 6j 95'jnqa tBiinny •JBai; tooqos jSBi 9qj ni osBajauj •eamnpA jo jaqnmj^ •snj'BJBddn pan j9niqBa xnaiqdosoipj,]; jojnioqnj xnoiniaqQ cS •XBjnaoinjjsai §gg -4:2 ;-i ^ ® ® cB pr®.a fccq q ^ o tS <\oo ;h« g 3 S'? q a ^ o -ill o w sS ® ci CCI-5 ^3 J ... ^ ® PH'2^4:5+i*=+5M4:j'=4J' OH’^rotnjsoj'^ajaaci j2(B .-3^3=1 rqSa o -ii t.C CJD tC cX)+^ bC« bJD ■g q 3 q g^s Ocoa2OO X o ; o X X X X X O X X X X X O X o o O -- rs o ® rq .2 ’-i fcf_q q "S rt o o 'g CO ^5 o o o o o o <^iS 10 o CO CO xxxxxxxxx X X X X X J ^ ' a q.g a^=5 § ^rS-B - - gr- a a5 « q- hC p o c3 c? 5 i' y, o S8g <1 pR 1 'o ® co'^ Tr O M ^ ® 6mi ffi® o j R s o a H a PiH go q'a^ ^q. ^.2-3 q-g-S |^;2w'S ^ 8 g«2 q q HH _® X rK r N br X CJ’O s is”j ■ S-;3 g >> ci tctP'oi ■sJl o^q3 ®"*S rt c5rq ft .2 2 2'-= ' r-i N m ■.# iO CO t> 00 Oi o thc-5 (M 2 g| H3<1 in rt ® M --I, d EjoSc-d T3 O O 3 C3 • d § ® 11^- o) o r r +2 4J -l-i +3 PhC^P^Ph ©(Del) xfimm-Ji • ••o'® '^dS'^'^daa'^a TOO rr®©o r© ©©©©©©©©©o mmm’Jimmmmmi/i 00 d M © O •Q-a s a p^p^ © © inifi pH O ^ 2 a a a- o r P^ p< H O P.P< o o c/:icc t-4 pH CO 0^ L— aa <13 o g C3 03 (V) COC/2 r:3 - fl p, O t>> o o o o o CD O O O O o o o o o O CD O O O c o o o o o o o o o o o o o ir5 o 4iA^ 44^ 00 44< O r^cmrs o o CO O CD O coco I - o o o o 00 tH t^ o 47 44 (MO ^rt ■? rt ■g^t^a-at-a 'S.ss'Silg m'A ^ O c3. -Jt ^■3 S g"^ ^ ® © © g^r-l O © ® a a I fcH §,3 ® 3 s'^ a.a^Q o rt4i ® O ©id OccczJcctxPnO d >■3 s . ^ a 3'^ ©^ ® ST.sd® © g ® J a a Oo-^d -Srf l^-IaS i IsIsa-'Ss SSSmo'S^ 0 •5?a o <0 HI © 5 s'a ■+3 g t!^ rt © d 3 a ^2 ® -1 o a" ® 2 3 oal .og d h ■'"'id+^.dj.w f-i— r-> eg S^&1g'^"= • tc ! s ■ d :tS >1© gt/5’ ©o o'^S 'o — M tj' D D M s -*-5’3a.gM;/2P4^ rt " a S a-H a^1S a a>| ga g-a|t| S ;S“ il il'S &a a .f?3l oofHog d-i3 ©rt «rt©2;jM ®.s| "d a to z! V3m >J © _ a d ? >3 dH g © a ©fl^-^>- ;:5^ >,fc».2 Is’gS^ 1^ P3 ^ O -< •i CD>;^ S s a ©, iisi" - - ^ (^a3© H ©^r hh (MM-»Hin Cat-30C5: 448 EEPOET OF THE COMMISSIONEE OF EDUCATIOJ^. 6 -a cS O I I o 2 "-^.9 2 u) « o a> xfimm . o lA m rj • • • ♦ I o ^ 00 wwi— 1»— U ^ a a a a-^.a a aS a P(PHftp,p-.§3 a a ® a f3 CO -r- ■ ^ ■ §' pqPPR HW c j 2 a I a Pil ® .y^ •O 05 S "t; •V O fJ a t>H .'S M . -s ® a s .0 fl >> a a -O c: cS ^ a o <^fP 3 ®arO 3 02 02 ® >;a 2'^ 1-1 H 03 cj 'i-? ■^jg aS ®=2--Srt |>ii3 a iflrt rt ® C3 O'^ fPPOccMo2coHa2 b® ^<1 .9 ® ll b <1 : o 5^ b K® ' „ o-j a .a a . a S'Tsb w a p rt c3 rt . c/2,® ® ° a si§ii|C“ - "‘a ■'M s a'S t>-,C2 iti u Cl fa STATISTICAL TABLES. 449 Table YL— SiatisUcs of insiliiU ions for secondary instrucilon for 1878, Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 450 REPORT OF THE COMMISSIONER OF EDUCATION. -OT{OS ni sj[3oA JO .toqrnn^ rH a|i a o I ^ PhS c « a: 1-5 B o 2 ^ CN (M " t-: >3 U a 't-l U 'rA rt ^ H rt rt rt a SphS S b rt C3 © c3 ci c5 ►8 ►8 cz: i-s ^-s >. >. f- f- « « ci B B B B B B a ci ci 0,0 o o" CO o5 oa "AS CO ‘.3^ ^ ;.3 M cj P ;-( c3 c3 cS p « CJ B B B (51 B B a a Br^ B B B B B ,'» ci C3 CO O O O O T •SOOJ noTjinj xuojj jsii^ ’oqj aoj sjdpooa; 0 0500 Property, income, &c •spuuj OA^ -oupord mojjoiuooui 30 0 • « • 0 00 * • 0 0 0 0000 0 •epunj 9ATJ -onpoad JO junomy C5 0 • ^ ; I ^ 000 *0 0 0 0000 0 •eujBJBd -dB puB ‘sSmpxmq ‘spuuoa3 jo' ouxb^ 00 Si 1 0 0 • 0 0 • 0 0 .-ee- - • 0 0 • 0 0 • 0 0 » TjTjo' 000000 000000 0 0 0 0 t- 0" 0 0000 0000 Cl 0 vn> 0 cf cf 000000 000000 0 0 0 0 0 t-T cf cf ^0 ^ (M 0 0 0 00 'UOTjnij .Toj jnop -njs T[OBd o'j oSamp punay i> Si HiSi 2 0 e J 0 0 . 0 ► : ^ 0 ‘--t* 0 0 0 Cl ro CO c-t» 0 cTo" ^ Ol CO CO ^ 0" LO Cl c^ -O OLOOOOOS Cl . CO C-J 0 T-< r-l - _ r • - ^1 5S 1 = -B-O . 0 go -1 . CO O- ’-1 rC ^0 :o ^ e g 0 iO 0 CO 55 Library. •jboA xooqos JSBX oqj ui oscaroup ts Si 0 ■ • ! 0 ■ I 0 loo * 0 0 0 ' 0 I ; ■souiiqoA JO aoqumip Vi Si 0 • 0 • 0 0 00000 0 0 0 0000 0 Cl 0 0 0 0 0 •snjBJcddu puB jafOiqBO tBOiqdosopqfX Si 0 0 c> ; X 0 0 0X0 ; 0 0 0 0 0 o 0 X 1 •i;jo;BioqBt xi?3Tniaqo M Si 000 ; X 0 0 0X00 0 0 0000 0 X Is music taught ? qB^uomiupup Si Si 0 0 X h’^ X X 0 X 0 X X 0 X X X 0 X 0 X qBDOA H 0 0 ; I ^ X X X 0 X X X X 0 X X 0 X >= bj) a^ a tc •puBq oa.iq; © 0 0 ; ; 0 0 0X0X0 0 0 K 0 0 0 0 qBOTUBqooj\[ © 1 ^ 1 0 0 ; ; 0 0 0 0 0 X X 0 0 1 ^ 1 1 X 1 0 1 0 i 0 0 1 <0 i {25 1 1 H Cbincapin Grove Academy . Plenitude Academy b . Cochran High School . St. Joseph s Academy . Slade’s School for Poys . Conyers Female College* . Corinth School* . "c 1 m fi ,a ■BJ B 0 Crawford Academy . Grange Institute . Crawford High School . Danhurg High School* . Delhi School . Decatur High School . Dirt Town Academy . FarmersviUe Academv* . * Andrew Male High School . Elherton Female Colleaiate Insli- tute.d Moss Hill Academy . Mount Paran Academy . The Fairhum Academy . Fort Valley Male Academy* . Franldin High School . Oak Grove Academv* . Samuel Bailey Male Institute'' . Hawkinsville Institute . 1 Hephzibah High School . Tf00<3>O C030C0C0C0C0'^Tt<'.i'TjiTj<.:J<.^':J.M<'^miO lOlOiOlOLOmOiOO r-ir-(i-(r-(r-'r-lr-ll— ^^^I— lrHr-COC50rH t-00 OO O O O ^ ^ ^ rH rH ^ t-H CM iM C^J C^J Cl CM (M CO CMCM o O O r o o 4-j ^ r+=> +5 o -«-9 PiP^t^ P4 CD OT 'cO ^ ^ ^ ^ r r r r o r r o o .oo a S " p^-^S^N.a _yirt oriig." I:: fl 5- '^^OOrtScjOrSC Hoi^Hnf^pqRO ^PlP *; 43 43 'p<2 -ti ^ '^43‘1> m^^isiifx’xx’^ toP<1COOOrHClfO ^LOOb-COCJ Oi-l 0 0*0-0000 O O O O O O t- C:i Cl Cl Cl C4 Cl Cl . Cl Cl Cl Cl Cl Cl Cl Cl 453 '^*rrom Eeport of the Commissioner of Education for 1877. h Average cliarge. d Grounds and buildiuj aPartly supported by public tax. i; Per montii. e Board and tuition. Table YL—JStaUsUcs of insiiiuiions for secondary instruction for 1878, fc. — Coiilinucd Is OTE. — X indicates an affirmative answer ; 0 signifies no or none ; - indicates no answer. 454 REPORT OF THE COMMISSIONER OF EDUCATION. Mca.i! ot;sbi -oqos nt JO aoqranj;i; a a 'O o g «5 a Ils»| Ph Ch o o o o o u: CO 72 72 72 a a 2 « s o ■pn ft c iuj rao.ij .tb3Jl jsiil’oq^.iojgjdmoaji o o o o o O O O O CD Tfl Til o CD Di cn •epnnj oatj -onpoad luojj Qoioonj •Spunj 9ATJ -onpoad JO janoniy •enjnand -du png ‘ggnip^tnq ‘s pnuoaS jd onj^u^ •nothin j aoj juap -njs t[OUc) oj ofiauip piinay •ae9.C Xooqos jsn[ oqj UT osBoaouj cfa (M pj (» ' >r^OTiicciC5'+oc.5oiOi (CMCqCM(Mi-l(rJr-iCOCCllDJ •sorauroA jo aaqran^ ) o o o o o o rH CO C4 •snjeanddn pnn joniqno XBOiqdoso^iqj •Xio:ju.ioqnx inoiniaqo P ^ a fcc a g qnjnaninajsui qBOOA fcc pjc~ ct bl) •pneq aoaji; qnoiuBqooxy ci c3 on i o ci a 1^ « OQ jn o ra a §i[fS g OOOJ Wf=HCQ : S'- o : > P O o pi • ^ cf ja 55 © floD O P ■S ® g«2.15 2 11"^ 5-3 ro '3 W'pa CCrS P^_, ipiPjilSijjl '3 P g i pq pq H P H <1 Hi M W t-^ &l| ci ■P.9<^ 3 p 2 M s 0_< 3:^ oQ >-ali (MCOii* mCOt>. OOC330i-ICMCO'HlinOt' cl) ® 'V ^ © © © © © maiaimm 0I^S8[ -OTios ni S5[ooA jo aoqtanj^ 05 o o o o o •898J noT^inj niojj anoA jsc[ bqj joj sjdiooa^ o o o o 05 00 o o o o o o o o c~ O lO O CO 03 •spnnj OATj - D np oad ino Jj a iuo o nj •spnnj OAjj -onpo.id JO jnnoiny •snjnand -dc prro ‘sSmppnq ‘spnno.i3 jo’ oni^a^ O O O O O O O O O O O O O O O o o o o o o O 'nOT)Ill| JOJ ^ITOp 64 oi^jcqo [uauTiY Muo*S {ooqos 4SUX oq4 Ilf osuojonj 00000 •sourufOA JO HOCfranx •sujuiudclB pun jouiqno l^OTqJosoxtqj; o XOXXOOOOXXX O X o o o o .f.xojnioqnx XO X X o o 0 0 o 00000 a m rt •{C^nomiujsnx •JCDOA xxxoxxxx O XXX •pucq 90IA X©© X©© X© X © : X X © •Xnoincqoopi; o © X © © I tJQ © • . 03 0 ;;^ S fcc ■ o M o :.2^o d;^.a a ct© ci A o a ^ 2 • f^ C3 O 3 rj i.s“§|i ©1^ © c3 O © ^g o ” o o © ^ t-a Fq a c?« m ^ 'fa. © d a a “ - .^>5 c/2 d So' tua' aar®o©«a ^ ©oFH.w§.a^ © P’S©!! ^a ©.©•§ :qOOA^^fqcB Fa H ©>©©a-©©— I k' : a a i ^a s I 'y cc: iS t-( Q '^11 +3 oqij sa.is giaa O 4^ 002 02 r-lOCOOrHC^1C3 ccc^5cococ^ccc':cocococo6ico O t> 00 o STATISTICAL TABLES. 457 458 KEPORT OF THE COMMISSIONER OF EDUCATION •.reyi ot;sc{ -OT[DS ni s^tasAs. jo aoqiunj^ •syyj uoT:(in:|. iiiojj .iBaX isuioiii joj eidiayy^i •epnnj OAr; ■aupojd uiujj auioani •epnnj 9aij -oupoad JO juiioinY •snjnand -dn pun ‘fe'Sntpiiuq ‘epuLioxo JO •noijpij .loj juaj) -inje qona o' j agjBija xununy 5 o o o mxirJi 3 00 rA! i'Z S a O q; O c , O O 0^ s g o c; i a ^ <0 (S O O M 'O O O O I •jBai! xooqos jSBx oqj nt asBaaaui •soninxoA jo jaqranj^ •enjn.inddn pne janirxBD xs^Rdosoxxqj •iljoj'CJoqBX XBOTi-UoqQ rt fcO 'S s •Xt!jTiauinjjsni •IBOOA •panq aaj^ •XnoTiiBqaaj^ o o o o M O 00 ooooooooo moo 00 o o X O X ox o o o o rti O ooooooooo O i-O o o o o o o CN4iOOOOr-(^ T#' © o OXXXXOXO- O X X X xoooo X X X X X X a o , ) L. _.- © J5 -r; r3 b ^ 3 C-J O r o yi © ^ t^--^© g^o^;a^a2 fQO oHo a 2 2 P rd © fcJC© 5 i a r C/2 © ca'o o— I P^ P arg p oilj^ pp © P/P ofl P- ts '■ ©tg' 'pq «■ tc xj © 2 ® 3m r '^PlP4 <1)0 0 Tjimm I a o o CM i-l . ^ ^ TOO |aa' ., ^ a “ ® f3 r® s ® (a ® xfi O'Ji OuimAm^A o J5 p 5-; S S 1-:^ M f-i s-c n rS 43^.0 s'i'giiii f'l&a CO o < o o uo If: CM . CM < >ooaooooiOi-t O P^ ^ FCSM'S ®Js : ®-2^-2 g to § ® o^ ®r=i a g o m O >5! rS to s >5(=l^ S - ® ® ® ri.O'^ bl-'H! • ci llJ • S :5a _. • ® o !0 « >.i s >itfl la d .a « ,®«3 -• ^ aft's g ^§■9 ^ “I a g g ^ ®.2 a p o c'gPH 25.a a g| g o-g a| WoH3 3 |25ft|ilftftMftHMPccft WP^<1 PO tcl^iWMai C5O-HCMC0-^>'u :o « o o o o o o o o O O ic o o o o o o o o o o o » ^ o iO o o o iO CO (T'i •r: T-1 r-t o o o o o :?! o o CO CO 1-1 CO o o - o o il^ 3 s |!^1aa:a >.2 § ^.21 0|> ' 45 ®’.S 43 ^ g’rt ® ^TjO.3 o ® -t-i ■gifl ai^ P) 'oo a O 4 P a O . opi . . a a p s ® S25 t-'P =3 X X X X X p ^ ® ci a3 o ^^43 ft 3 3 .3^' g 2 .S a 3 ^ ft 2 -w p « ft 02 3 eZi fti CO ’ r3 2 >-:® rH 3 .22 >3 11^1 ss 2 p ^-Sft > 2-o3 ? 3ft^.3 5 STATISTICAL TABLES. 461 462 REPORT OF THE COMMISSIONER OF EDUCATION. Table VI. — Siaiistics of histituiions for secondary/ insiructhn for 1878, cfc. — Cont'nineds Note. — x indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. Scholastic year be¬ gins — M M Sept., 1st week. Sei)tember 1. Aug., last week. August 25. Se])tember. Aug., last ^V'ed. Aug., last Tues. Aug., 2d Tiies. Sept.., 1st Wed. August 27. Sept., 1st Mon. Sept., 1st Mon. August 25. September. September 20. Sept., 1st Wed. September 1. Aug., 3d Tues. Sept., 4th Wed. Sent., l.st Mnu. Sept., 1st Mon. September 1 . Mcoi! OT^SB]; -oqos nt S5[03Ai' JO joquin^ W O Cl o CC C4 o o o to o to c: ^ TJ1 CO CO CO r- ) oociou-ooccr^o o core ^ CO Tti tt CO CO CC CO CO CO CO Property, income, &c. •eaqj UOTJinj UIOJJ .IBO>i jstq ’aq:j joj s^diaooy; 3t o • r- o * •— • to O L-^ to CC O to O O O o o o O O O O O to o O O CO O O ^ l> r-i" t-T CO'" ?- ; • O ' d •Spunj 9AIJ -onpoad uio.ij amoDui © w O M O o o o o Cl ^ to o I o o » Tt to * O O O O O O Cl to o: o o r-^ r-^ O to I ^ • to o C'l o to CO •eputlj 9ATJ -onpoad jo junomy a Zk $10, 000 1,200 0 o o o o o o o to 11,000 5, 000 0 • 3, 000 2, 000 0 10, 000 25, 000 600 700 o » s • 10, 000 5, 000 •snjBaBd -dB puB ‘sSnippuq ‘epuuoaS jo’ ©'iqBA (/) $30, 000 4, 000 2, 500 OOOOOOO O 'OOOOOOOO OOOOOOO to 'OOOOCCOOO OOOOOOO tH ‘OOOOOOdO to O O r-H O to to . to O to Cl Cl to to O r-1 d t-t • r-» Cl 8, 000 1 4, 000 •noTjraj .Toj jnop -njs qoBO 6j oSacqa ^Bnauy r-( • C l r-l • c I -r>» 1-i 10' to rH X to Cl O -H »0 00 O r-i O Cl Cl d Cl r-i r-j ^ Cl C. C 1 Cl Cl Cl rt r-i C-1 O cc o A. A 15,27 3-4 Library. 'tboA jSBt 9qj up osBaaoui © ct t.o I I Cl t 1 o o Cl CC to o Cl ^ 1 * • 1 1 1 I • o •saranpoA jo aaqranyj; o 1 ct 1 1 oooooooooo O O O to C> \ 'Tfi CO CO O • • *0000 • » » o o o • • • O to to o o O to CO o o o CO •snjBJBddB puB jOTii([BO xeaiqdosonqj; i z\ \ X X O O X X X X o X X X X X X X : X XXX •*^jo;B.ioqB| iBOiTuaqQ M ! « : O O O O X xxoxo oooxxoo ; o X o Is music taught? •|cjuarauapsni z\ ^ : 1 X X X X o O * O X X X X O X 0 X •pBOO^ H ^ i X O X o o OXOX OOOX ;x ; o. ; o Is drawing taught? •puBq aaaj; © c\ i o o o X ;ox xooxxxx ox X X o •pBapnBqoapi; 19 o o o o o 0X0 : ooo ; ; x ; o ; X 1 o Name. H Stevens High School . Colebrook Academy . Contoocook Academy . Pinkerton Academy . Ei-anVIiTi A pfiflpiTiTr ! ! C 5rS u 3 1 ^p■ Prancestown Academy . Gilmanton Academy . Brackett Academy . Hillsborough Bridge Union Soliool and Yalloy Academy. Hiugston Academy . Lancaster Academy . Nashua Literary Institution . New Hamilton Literary Institution . Apjifieton Academy . North Conway Academy . Coe’s Northwood Academy* . ■Nrn-r+.Uwnrxl RAr.-.i’TinTTr Pembroke Academy . Miss Morgan’s English, French, and Geiman School for Young Ladies. Smith’s Academy and Commercial College. McGaw Normal Institute . Dearbom Academy* . Oi-H(MCC'^l0O1>C0C5O r-i Cl CO Tji 'Tt-' -rh 'T ^ O LO LO >0 LO lO lO to *0 *0 <0 O tO uo to O O to to to to O O to to to to to to to to to to to to to to STATISTICAL TABLES. 46: Scd > io O p! 2 2 5 p r ft Pi"^ ® « o mmifi ^ '6% A a « tt3 ^ 33 "P ^ CO ^ g g ^ IV o' 03 03* o' oT' COMMCOCCM 21.52^ is 03 O^ S^ O 3 3 a 3 2 -t-T^ -p's A2 ft ft ft ft ft O 03 O O O 03 O mmmmmm'Si 03 O JJ O a a CJ 0? TO -M s-j o 0) O .o a p a ll a’ >=•3 a § -s <1.22 i ia ■ft ft 3 a *2 Oft <1 a-a .3® t; s a o «3 2 CO b' a 2 3 >-.7 b >= 2 '-'S'® ® 2 £ o Sft a p) a o S ft . • -P t»-P -P H w'SSft-a lab* 2 22 a a ® ft rt fci.a a a ©2 a.'Sfto Hrt2o03COoo3.pMp^^^ 'gS s^o-s I iS.g IiSmI >3 .abi ft f* to O c3 « g ^ ^ c2-=-5.S‘:3 i> ^.§ ^ c.- ot> ^ Ouj ^ , fi -•SI O ® ^ 1>2 CO XX XX : >3 :S 1 1 . ® ■CO ®.3^ ill'll § w gA'I^)^ J S ■5 ® if^PHPiptHCOCCO P o® ■^s2'-^d :1 “Hill's?! S fc -0 _ II co’^ fl S’p-S j-g d PI anil's I CM CO CO CO^'^^COCOCOCOCOCOCOCOCOCOC ) CO CO oc STATISTICAL TABLES. 467 Table W.— Statistics of wsUtutions for seamdary insir action for 1878, Continued* NOTU.— X indicatus aii affiniiath^e auswei'; 0 siginfie.s tio or none; _ indicates no answer. 468 repor:: of the commissioner of education c » .ra U U a a I¥. - a 3J 33 a a o 33 ril 4 if.' s s rO § rH 43>4)CO^'']a3 33 S33iDii oprO i, ^ J 42 rO .O .T! .O .O ia|^/ia a a a a a r (B -2 r 33 33 33 <0 33 33 - - -- y 33 33 ^ “ -' MGOA 0I|30I -oitos m ia>\ranx •saa; uoT)ra; xno.ij .ina.^ ;,su|^ aqj JO' s)dxaaa^ o o o o o o o c- O (M 00 O (c i-T cnT irf •spxixxj aAT| ■anpoid IXI0.IJ axnoaui •sptmj OAT}. -Dnpo.xd JO jxriioxaY •&'njTjiud -de pxie ‘sSxnpjxnq ‘spnnojS JO anxBA o ■ o o O > lA O O 'SO , •tiOTjmj .loj jnap i I -xxjs qana 6j aSicqo pjuxraY ! ^ Oi O XO r-f (TJI ^ 0*A O DO O O O St ‘ ‘ o o o o o _ _ooxoooo ^ o o xo c: iH r-8 CSJ • .■O O I •JBOJx {ooqos I© JSBX aqj in asna-iOTiT •eanraxoA jo jafjxtmj^ o o O T-l CA (M •en^Gindds ^ ptre jaxnqno XGarqdosoxtq,j ^ •A.iojGioqxxf xcaxxnaqQ j •IHxaaxanxjsuj j ^ •TBDOA ^ X X X X X M j ll[ •pxiBq aaxj •XBOiireqoaj^ P Pa GD O •■? m C rf D ® 111 ^ m C'hr-t'3 I'Scg a .a^S^ y a o kS ^ gP c-s o Sp Art S » go ' a ^ P ’ 02 ; do o P. II ^ o 0^2 , — '4> - ^ C3'^ rf. 0-^3 i|l|lii|^iil|flt|i||| 1252511 tA a c;) ^0 p>S 2 20 S’ • S 2 ^ S o £ -g P d«2 2 ^ d •d P du2 • «— ' P3 tv o ill.! I HI'S iSsa^i'la ^oo'Dp:;:^cso vri o X o iT^TjHT* g M b P3 REPORT OF THE COMMISSIONER OF EDUCATION. S I .& rt , u ® t ® -*5 3j ® : g g g^^^ g g-S;g g1 .- ® t t - r ® ® 13 ^ ® s +i +3 -W ?b-+3 ®3 tjO ••- Q, a, d S^ o. I n.r ® ® d2d5 a a i=i waft w '^' ft ft ®®®®d';2®®dd®® r-; S ® '2'^'® +3 +3 2 CM CO £/} tC ® r r d S ftftft^^a° ® ® ® w w a^ a ffi r ® ftft'ft ® ® ® OTJSBt •oriDS ni s3[93Ajo jaqnin^ M Ol OOOOOOOOOC'lOlOO !oOC5C50 *00500 • ^ rj^ CfZ CO ^ , CO CO CO Property, income, &c. ! •s-ggj uoTjinx Tuoij a;B9A !XSB[ 9qx SOJ S|dT999JI $420 1,638 4, 330 000ldC5CdX000 3S0 .OOOOOTj< OCSOlwiOO-MOlCSTi*.— lO lOOOOOlO OCOt'XXOt'LOXi-ICOO 'OOOXt-X Id co" ^'' ff-f i-T i-T cf • o' o' iM ^ 1 "5 •spnuj 9Ar; -«npO,ld TUOJJ 9IXI091II M X cd o CO 0 0 /700 1 CO • o CO . . Ln « Jin i*HGo • ' • • icooo * 1 icQin'''»*T# ^ ic 00 ic o 05 in Ci CO* oi o o c CnrHr-< ^ i-( (M 00 r-t •nOT^^IIl') JOJ '}TI=ip -n:}S qDB9 o^ogaBqox^nuiiY ! ci i S j 06!? 001 e400 45-72 68 21 40 />^or;_dnu 5 O 00 5 CO CM (M rH 16-40 211-02 e400 30 20-2G 18 14-27 60-120 Library. •JBOX jSBx 9qj in asBaraui j ' * o rf< CO ' »-n Tjl 1 CO I • CO o o CO • « • I oi o •S9innxoA JO roquinx J? 1 ] o o CO O O O O CO o o O O lO 00 o oc o 4d r-1 r-( tH O lO O ooo-^oooooot-oco OOOCMt^OOOOOOOOO OmoiOCMOCMOOCM^CMin t-T r-T t-T CO cm r-T •en|-8.iBcIdB j pm; !^9iiiqB0 poiqdosopq j 1 ^ 1 5> 1 X X O X X X X X X X X X X X X X X X X o •iIjo;'BJoqBX ieoTni9qo j o O ; O X X X X X X X X X X X o X o o Is music taught ? •XBJU9TIIUJ)SIIX X o X O X O O ; XX ; X X X X X X X X O X 1 'XBOO^ VS* 1 >= X X X X O O ; X X X X X X ; X X X O X Is drawing' 1 taught ? 1 ! 1 i ’purq 99a;j; i 1 1 X X X O XXX X X O X X O X X X OO X qBOTTIBqDOn 2 1 X X ; X X X ; X X ; O O X X X O o X =’s'^'^ai3||grg S rf d^lS ® obj co'flT ®.a a a a c3 ® 2 .a^-^ aa •rd :o I'd! ■d* bc jO _ g >-. d ^ "^rtg^ag g I'SgSJg S l2o3||i= (DCO'^lOOlwOOOSOrHOICOTHLOOOQOCiOrHOSCO’^LOO OOOOOOOO— It— It-Hi-H,'— li— lr-li-(T— li— lOSOSdlMOlfMOJ OOOOOOOOOOOOOOOOOOOOCOObOOOOOOOOXOOOOOCCOCCaOOOCQ STATISTICAL TABLES. 471 Table VI. — Statistics of institutions for secondary instruction for 1878, -r- Continued. IsroTE. — X ijulicatcs au affirmative answer; 0 signifies no or none; _ indicates no answer. 472 KEPORT OF THE COMMISSIONER OF EDUCATION. .r a 3c ^ o o ^ ^ ^ ^ o' a7 & c? inmaiirurrji c p a ^ o o oH cs iH rq m ^ . aj oD a s . y) bjD 5 5 _5 ^ P !» o d jr tJD gr-1._ir.l-S g p. Pi Pi ft zt' Cl ® o © o r: o Mc^a3co -onoe ui S5[a0jii' jo aaqmnjq; O CC 00 o o o •eaaj nopra; Tuo.ij ac0ii; !^sb\ 9qi joj e;dT0O9jj •epnni opr^, ■onpojd mojj eiuoaui o o 00 c- ro uo ■epnry: 9 at; -onpoid JO jc’aotny •enjnjBd -dB png ‘s©acpxinq ‘spTinoj.o jo' 9iqT3A O O ft C ft uo o ^ c- re o CC o o CO o o o o o o o o o o o o o o o Cief LC O EC o o o o o o o o o o" EC •noT^iii; loj :jnop •11 js i[D'S9 6i oSjsTfo xi^nnuy OO’r^OC'ECL-COCC'OOi CSJC\IC^O'^CNlC'lCCr-5 ©5 ® g a M 0 S »bH ® P S C <5 M <5 rr ^ c> rP ® P S p«i| ISliii fcr.i § i1^. ^ _ M ^ b-'P - P rn P P r*i P g' ® S S '© a 3 a p^liggco® ® © 'apa-efl^ S « <1 p bCp o-x 2 3 ©trift s lift . © ft OT >— I P a © M'l-lp'rl. mOP-i-ico pft rift ^ «-g g gft P«o«©'oo3x,ft5 dS ■^© m 3 3 a CC ccc/joc 00 00 CO C3 ft o CO CO 00 00 00 CO 3, 00() I 40 1 Sept., 2d Mon. STATISTICAL TABLES. 473 Table Yl.~ Statistics of institutions for secondary instruction for 1878, ^ — Continued. Note.— x indicates an affirmative answer; 0 signifies no or none ; - indicates no answer. 474 REPORT OF THE COMMISSIONER OF EDUCATION. cS ® I I o * ’■*2.5 « ^ a> <35 ® 1 s rO_3 ' s a' _ - P r c5 35 <35 S =gg :.ap^-^3 .■: : ! o ^ jo i i i M 3 •sninjcd -du ‘s.ootxJXTHq ‘spnaorS jo 9np3A f> §i : O TT Y-t : Z : ii ill i 83 gn4 i lo" cf co' ii I is I •noT^iri; .loj ;asp -n:^s qoBO o:^ sSa'eqo §2 8 |2 1 p Ip, § 8 i ^ i?| 3 r •JB8A xooqos Xsm oqx ui oSBaaDny i 1 g i 1 :| i 1 i 1 •sanmxoA jo aaqninxq i § i : liil IM i i 1 : ^ : 1 i : I §1 : 1 r-r : « •sn^cjoddn XWtu xaniqna xnoiqdosoxtqj ; o X XX ; X X O X X X O O X X •AJOxnioqBX XHOimaqo § ; X X X o ! o X o X X o O X X o = = tc ^ • x'SxnatnnaxsTTx XX O XX X O X X X X X o O X OX X •IBOOA H XX o XX X o t-o 0> JUO 00 ^ ^ ^ o O O L0> O C^l ^ C-l CO 01 to rH < A A ^ A A I ^ CO ^ X X X X X o .Hi a 3^ 5 nd g g.3'’®^'^ © © § 1 rt5§ a.2.5 c 2 ^ £ a fl © 2 g- s ©I- © I© -g t; fee t> += g-a-^ S 02 *' © b-S.C £'•■§ ik i © i •3 ® StiH ©-^ br® © I ©<1^'3.^p g.S sm'e;; g © ©>©-3 g £ p p g 0-© g ^ W0OHP,'P-(O^ P3 © 43 ri g' o 3 §|.H ■p*^ i © ^.^^02 ■g x' tit in © gc3 © a-'g 023o!2iP 31 ^ d © o N .Ih cj pd HO Ci O rH oa CO ^ cdr^t>i>ot- o o o o o o ooo oooooo^ GO C5 O 01 CO 00 00 CO o> ©5 c: o >oo ooooooo STATISTICAL TABLES. 479 1-4 , > ro T? 2 a 'S'S a a'S'g- ^ jnHHca ^ IH ffl 4.= 4J C.M a a a ^ 2 9 9 r S r .- s ® <» CL, P^ pH Pi P4 Ch i) O O '3 O O xr^xji'rjiin^xfim 4P^ b- 0r>4^ O O CO CO ^ cT 05'' OlOOOOOOOOOOOO o o o o o o o o o o o o o o o lO o o 05 ^ o o'o 000^0 tf0 00050^0»-^00i0c000 O LO CO CO 05 lO 05 to C'5 05 05 r-H 05 CO C,o O ® I ' ' ^ •^<3 r-3 ^ 05 lO o < 05 Tf- C 00 05 o o o CO CO CO 4< 00 O O O liO CO o o -> o O 1-1 O 1 CO o ~ o o o r#< iJO O CO CO T}1 X O X X X X X X O X X o X X X X X • o • fcjD ; cc •P-9 'Sa o X o X X ^ (B o ► ■ n i a tjc« ® ^c3 > § ®.art a ^ ;^oaa.§| H ao g ® a q o c c3 ?:5.2|Om| o ^ ! >i2 ■ai^sp o .S •'S ® ® cOT3r/3 ^ ^ ^ o , l:apal S"flg:S§| 1=1 : • a ■ o o ® ^ .rJ +3 a o o I o 3 a 00 o « aOJ .. 0:3 'p «« a o : >5 : a I ® . 'p • q • o H OOOOOOrH »-i o o o o o From Eejiort of the Commissioner of Education for 1877. c Grounds and huiltf ngs. / Board and tuition. . Average charge. d Temporarily closed. g Board and incidentals. Partly free. & Per month. 480 REPORT OF THE COMMISSIONER OF EDUCATION. a x 'Ei II 5^ ^S3IIh •-r • • w > a d w 0" o' ® o ^ ST muimOOm ^ 2- r o a S' ■ •j;B9i Oi;SRl •0II9S ui STi99.vi" JO jaqinnx; -eaoj uoTjmj raoij JBaA. j jsBxaqjJOjsjdpooy; 1 a I •spunj OATJ -Dtipoiduiojj aoioDni •epunj 9ATJ -onpojd JO juiioniY •enjBJBd -ds pnn ‘sSnipxraq ‘spunojcS jo’ onp^ •noTjrnj joj jnop -n js qoB9 6 j oSiBqo XBnany ■JB9.i xood^s JSBX oqj HI 9eT39J9TII •soninxoA jo loqnrn^; •snjBJBddB puB joniqBO jBOiqdogopq j ^ L- c o o CO* CO 5'f ^ uo t- o o r-i 01 CO O (M O 00000 X oox xooxoxxx OXOOX lOOOOXOX , ,®oo xooo xxxxxooo 0X000 a S O Or^ m-9 s' C g O o 3 2^ J O 3:33 1 g S § 5 s a ="-"■ fc-. a ^TTj H pqO^M ® 3.2 ad.a( ^ o 5 ip «p .a .a ^ a a STATISTICAL TABLES. 481 ^1 E •l: Erom Eeportof the Commissioner of Educatiou for 1877. oThe Yeates schools embrace two schools about six miles apart; they have the same Average charge. board of trustees and are supported by private endowment. Board and tuition. d Includes St. Mary’s Day School and convent building. Table VI. — Statistics of institutions for secondai'y instruction for 1878, Continued. l^'OTE. — X indicates an affirmative answer; 0 signifies no or none ; _ indicates no answer. 482 REPORT OF THE COMMISSIONER OF EDUCATION. C 35 •jroA ■oqos ni SJ?88jSi.' JO aoqranj^ •saaj notjinj THOjj jboA jsrr 'oqj joj Bjdpao^ •Bpnnj 9AIJ -onpord mojj Qaioonj •epnnj aAij -onpoad jo jnnocaY ‘gnjBJBd -dB puB ‘ggaippnq ‘spunojS jo' on^BA •noijmj joj jirap -njs qoBO 6j ogjeqo [BiinuY MB9i! ]OOqOS JSBX 0qj ni OSBOJOUI •e9raii|OA JO joqran^ •sn^BJiBddB puB j9GiqB0 iBOiqdosoiiqd; •Xxo^BJoqBj '['SOXoisqQ oo fcC Pl^. ri bC qBjnoninijsai ^ S 00 . O r-i 00 . S r-i_ O O a a r i) ® O 4^ +2 O -R42+3 042-iJ -Ji 44 -jj g PLiP,p^42 P,pHg"p. '®L5i®OOb5®0000010 C^iOCOi-’OOiOC^ ^ iH O lO to O O O (73 O O CO CC ^-^7^ rH (M CvJ CO CO vTm o d (N O O O O (M ; o o X ® o o o o o o xxxxxooo h a PI a CO. I ‘rp I a'l O O X X o &I2 ii &A-I H g lliiili|liiliii|iis t^COOOr-ICaCO’^UOOtXXKOOT-lC^COTjHlOOt^ O O O — ^ rH r-i x-t tH T-1' T-( T-^ f-H fH (M (M C<3 01 oa CM 01 ^ School (Mrs. C. E. Eich- ardson). Alworth Hall . St. John’s Male Academy . Sisters of the Holy Names - Academy of the Immaculate Conception. St. Mary’s Academy . Summerville Academy . Barnesville High School . Gihner Street School . Centreville High School . Conyers High School . Cuthhert Male High School. . . Select Sciiool for Boys and Girls. O. O. Nelson Institute . . Cedar Grove Academy . Fort Yalley Female Seminary. Cherry High School . Long Cane Academy . Mercer High Schooi . Academy of St . Y in cent do Paul C. P. Be'man School . Kelly Springs School . Loretto Academy . Chicago AcademV . Institute of the Infant Jesus. . St. Mary’s Institute . The Bettie Stuart Institute . . . Bourbon College . Our Lady of the Sacred Heart . St. Ignatius’ School . Collegiate Institute . Academy of the Assumption. . St. Joseph’s Academy . St. Paul’s Grammar School . . . Blairstown Academy . Iowa City Academy . Mount Pleasant High School and Female Seminary. St. Mary’s Female Academy . . Green Eiver Academy and Science School. j Dadeville, Ala. Evening Shade, Ark. Fort Smith, Ark. Fort Smith, Ark. Little Eock, Ark. Eally Hill, Ark. Napa City, Cal. Napa City, Cal. Oakland, Cal. Sacramento, Cal. (Gth st., bet. J and K). Sacramento, Cal. (H bet. 13th and 14th sts.). Sacramento, Cal. (I St., bet. loth and 11th sts.). San Francisco, Cal. (218 Eddy st.). San Francisco, Cal. Colchester, Conn. Essex, Conn. Hartford, Conn. Norwalk, Conn. Say brook. Conn. Stamford, Conn. Stamford, Conn. Tyler City, Conn. Jacksonville, Fla. Key TVest, Fla. Atlanta, Ga. Augusta, Ga. Augusta, Ga. Barnesville, Ga. Cartersville, Ga. Centreville, Ga. i Conyers, Ga. Cutiibert, Ga. Cuthbert, Ga. Dawson, Ga. j Decatur, Ga. | Fort Yalley, Ga. Houston County, i Ga. ^ ! Long Cane, Ga. ; Penfield, Ga. Savannah, Ga. | Sparta, Ga. j Washington County, Ga. Cairo, ill. i Chicago, HI. (11 j Eighteenth st.). Quincy, 111. Quincy, Ill. Springtield, Ill. i Bourbon,. Ind. j Fort Wayne, Ind. La Fayette, Ind. La Grange, Ind. South Bend, Ind. South Bend, Ind. Yalparaiso, Ind. Blairstown, Iowa. Iowa City, Iowa. Mount Pleasant, Iowa. Leavenworth, Kans. Elkton, Ky. School of the Parish of the Good Shepherd. Warren dale College . Calvary Academy . . St. Augustine’s Academy . Lexington Select Male School Cedar Grove Female Seminary Graves College . Yisitation Academy . Academy of St. Vincent de Paul. Bath Seminary . Prof. W. H. Lockhart’s School St. Charles School . Select School . Mount St. Benedict’s Academy Academy of St. Catherine of Sienna. Yanceburg Male and Female High School. Le Teche Seminary . . Feliciana Female Cnliegiate Institute. D’Aquln Institute . Institution of the Sisters of St. Joseph. St. Aloysius Academy . University School (E. C. Yen- able). Ursuline Order . Somerset Academy . St. Catharine’s Hall . China Academy . Westbrook Seminary . Family School for Girls at “The Willows.” Fryeburg Academy . Mattanawcook Academy . Haipswell Academy . Boarding and Day School for Young Ladies. All Saints’ School . Pembroke School for Boys .... Eichland School for Boys . St. George’s Hall . Scliool of Letters and Sciences for Boys. Cambridge Male Academy .... Mt. de Sales Academy . St. J oseph’s Academy . Howard Institute . Mt. St. Agnes’ Academy . St. Thomas Home School . Milton Academy . Evan dale Home School . Prof. Henry Cragg’s Academ.y. Blackstone Scpiare School. . .'. . School for Young Ladies (Mrs. Cushing). St. Joseph’s Select School . Home and Day School for Girls (Mrs. James P. Walker). ‘ Frankfort, Ky. Georgetown, Ky. Near Lebanon, Ky. Lebanon, Ky. Lexington, Ky, Louisville, Ky. Maylield, Ky. Maysville, Ky. Morganfield, Ky. Owingsvdle, Ky. Paris, Ky. Paris, Ky. Paris, Ky. Portland, Ky, (Cedar Grove). Springfield, Ky. Yanceburg, Ky. Baldwin, La. Jackson, La. New Orleans, La. (282 Bayou E’d). New Orleans, La. (Box 1555). New Orleans, La. New Orleans, La. New Orlep-ns, La. Athens, Me. Augusta, Me. China, Me. Deering, Me. ■Farmington, Me, Fryeburg, Me. Lincoln, Me. North Harpswcll, Me. Portland, Me. Baltimore, Md. Baltimore, Md. (189 Madison ave.). Baltimore, Md. (145Lanvale8t.). Baltimore, Md. (Elmwood Sta¬ tion). Baltimore, Md. (78 Bead st.). Cambridge, Md. Near Catonsville, Md. Near Emmitts- burg, Md. Dlatthews’ Store P. O., Md. Mt. Washington, Md. Owings’ Mills, Md. Philopolis P. 0., Md. Near Port De- imsit, Md. St. Denis, Md. Boston, Mass. (45 W. Newton st.). Boston, Mass. (Highlands, 135 Warren st.). C ambrid g e p o r t , Mass. Jamaica Plain, Mass. 484 EEPORT OF THE COMMISSIOI^ER OF EDUCATION List of institutions for secondary instruction, tfc. — Contimied. 1^'ame. Home School for Eoys . Highland HaU . Haglenest . Hoarding and Day School (Mrs. M. C. Brooks). Home School for Boys . Miss Salisbury’s School for Young Ladies. ■WiUow'Park Seminary . St. Prancis Xavier’s Academy Convent of Our Lady of La Salette. St. Boniface Academy . Mrs. Wheaton’s Day School. . . Horwood Hall . Brookhaven High School for Boys. Summerville Institute . Bethlehem Academy . Trinity High School . Yazoo Seminary for Girls . Arcadia College . ■ St. Ytncent’s Academy . ChiUicothe Academy . Ingleside Academy . Academy of St. Prancis de Sales. Academy of the Sacred Heart . Antrim High School . Dover High School . Hampton Academy . Mt. St. Mary’s Academy . Milton Classical Institute . Pittsfield Academy . Boarding and Day School for Young Ladies (l^ss Banney). Boarding and Day School for Young Ladies (Misses Clark¬ son and Bush). Mr. Young’s Classical School for Boys. Adrian Institute . . . St. Elizabeth’s Academy . St. Joseph’s Preparatory Boarding School. Montrose Military Institute . . Plainfield College for Young Ladies. Stevensdale Institute . Springfield Institute . Albany Pemale Academy . Christian Brothers’ Academy . St. Mary’s School for Girls - St. Elizabeth’s Academy . English and Prench Boarding and Day School. Young Ladies’ Institute . Prench and English Home Academy. Mrs. Wm. G. Bryan’s Board¬ ing School for Young Ladies. Classical and Bible CoUege. . . . Dean Pemale CoUege . CarroU Park School . Lockwood’s Academy . St. Joseph’s Academy . Select School for Young La¬ dies (Madame de Castro). St. Joseph’s Academy . 1 Location. Xame. Marblehead, Mass. Millbury, Mass. Xewburyport, Mass. Xe'wton Centre, Mass. Xorthborough, Mass. Pittsfield, Mass. Westboro’j Mass. Baraga, Mich. Marquette, Mich. Hastings, Minn. St. Paul, Minn. St. PaiU, Minn. (67 Irvine Park). Brookhaven, Miss. Gholson, Miss. Holly Springs, Miss. Pass Christian, ! Miss. Yazoo, Miss. ! Arcadia, Mo. I Cape Girardeau, Mo. ChiUicothe, Mo. Palmyra, Mo. Ste. Genevieve, Mo. St. Louis, Mo. Antrim, X. H. Dover, X. H. Hampton, X. H. Manchester, X. H. MUton, X. H. Pittsfield, X. H. Elizabeth, X. J. Elizabeth, X. J. Champlain Union School and Academy. Chatham Academy . Methfessel Institute . St. Joseph’s Academy. . . St. Mary’s Seminary for Boys . GainesviUe Seminary . Young Ladies’ Seminary, Mt. St. John. Hamilton Pemale Seminary... Andrew J. Qua’s School . Monroe Academy and Union School. Union HaU Seminary . St. Paul’s School . St. John’s School for Boys _ Xassau Academy . Boarding and Day School for Young Ladies "(Mrs. J. T. Benedict). Boarding and Day School for Young Ladies (Mrs. Steer). EngUsh and Prench Boarding and Day School (Mrs. WUi- iames). English and Prench School for Young Ladies (Miss Ayres). EngUsh, Prench, and German Boarding and Day School (Miss Comstock). EngUsh, Prench, and German Boarding and Day School (Mrs. Garretson). EngUsh, Prench, and German School for Young Ladies (Miss Haines). Prench and EngUsh Boarding and Day School (Mlles^ D’Ormieulx and Keith). Gardner Institute . EUzabeth, X. J. Iselin, X. J. Madison, X. J. Xear Madison, X. J. Orange (box 603), X. J. Plamfield, X. J. South Amboy, X. J. Springfield, X. J. Albany, X. Y. Albany, X. Y. Albany, X. Y. Allegany, X. Y. Astoria, X. Y. Auburn, X. Y. Babylon, X. Y. Batavia, X. Y, Hendrick Institute . Lyons CoUegiate Institute .... Madame de Valencia’s Insti¬ tute. Madame 0. da Silva’s School.. Miss Burgess’ School . Mount Washington Collegiate Institute. Mrs. ProehUch’s School . Murray Hill Institute . Xotre Dame Institute . School for Boys (Mrs. George Vandenhoff ). School for Young Ladies (Mrs. Grifiits). Seabury Seminary . Binghamton, X. Y. Binghamton, X. Y. Brooklyn, X. Y. (242 CarroU st.). Brooklyn, X. Y. Brookljm, X. Y. Brookl^, X. Y. (238 Baymond street). Buffalo, X.Y. Ursuline Academy. Home Institute . Sisterhood of Gray Xuns . Sisters of St. Ann . . Parma Institute . . . . Pelham Pemale Institute _ Boys’ and Girls’ School (Miss AYoodcock). Kiverview Academy . Location. Champlain, X. Y. Chatham YiUage, X. Y. Edgewater, X. Y. Plushing, X. Y. Plushing, X. Y. Gainesville, X. Y. Greenbush, X. Y. Hamilton, X. Y. Hartford, X. Y. Henrietta, X. Y. Jamaica, X. Y. (L.L). Lewisboro’, X. Y. ManUus, X. Y. Xassau, X. Y. Xew York, X. Y. (7 E. 42d st.). Xew York, X. Y. (12 E. 47th st). Xew York, X. Y. (26 W. 39th st). Xew York, X. Y. (15 W. 42d st.). Xew York, X. Y. (32 W. 40th st). Xew York, X. Y. (52 W. 47th st,). Xew York, X. Y. (10 Gramercy Park). Xew York, X. Y. (277 Madison ave., cor. 40th st). Xew York, X. Y. (620 5th ave.). Xew York, X. Y. (33 W. 42d st). Xew York, X. Y. (5E. 22dst). Xew York, X. Y. (33 W. 130th st.). Xew York, X. Y. (17 W. 38th st.). Xew York, X. Y. (108W.47th st). Xew York, X. Y. (40 W asliington square) . Xew York, X. Y. (28 E. 50th st.). Xew York, X. Y. (109W.34th3t). Xew York, X. Y. (218 E. 4th st). Xew York, Pi. Y. (106 W. 42d st). Xew York, X. Y. (23 W. 48th st). Xew York, p-. Y. (125 W.42d st). Xew York, X. Y. (East Morrisa- nia). Xyack, X. Y. Ogdensburg, X. Y. Oswego, X. Y. Parma, X. Y. Pelham, X. Y. Pou ghkeepsie, X. Y. Pouehkeepsie, P". Y. STATISTICAL TABLES. 485 List of institutions for secondary instruction, — Continued. Name. Location. Name. Location. Birds’ Nest Cottage Home School. Classical School . Female Academy of the Sa¬ cred Heart. St. Patrick’s Preparatory Seminary. Boarding and Hay School for Young Ladies. Eye Seminary . Hartford Academy . . Ehineheck, N. Y. Eochester, N. Y. Eochester, N. Y. Eochester, N. Y. (Brown st.). Eye, N. Y. Eye, N. Y. South Hartford, N. Y. Mountain Institute . Keble School (Mary J. Jack- son). Home Institute . J ackson Military Institute . . . Utica Female Academy . White Plains Female Insti¬ tute. White Plains Seminary . Suftern, N. Y. Syracuse, N. Y. Tarrytown, N. Y. Tarrytown, N. Y. Utica, N. Y. White Plains, N. Y. White Plains, N. Y. Cary Fenialo Seminary Private School . Female Seminary. . . , . . Ealeigh High- School ... Buckhorn Academy . . . Cary, N. C. Dunn’s Eock, N. C. Hillsboro’, N. C. Ealeigh, N. C. Eiddicksville, N. C. Williston Academy . UrsuHne Academy . Salem Academy . Carleton College . ■Grand Eonde Indian Agency Mauual Labor, Boarding, and Day School. St. Paul’s Academy . Bethlehem Home School for Boys. Columbia High School . Boarding School for Young Ladies (Mary B. Thomas’ sisters). Boarding and Day School for Young Ladies. Academy of Our Lady of the Sacred Heart. St. Mary’s Academy for Young Ladies. Collegiate Institute . Eaton Female Institute . St. Xavier’s Academy . Swithiu Shorfiidge’s Media Academy for Boys. Parkesburg Classical Insti¬ tute. Wilmington, N.C. Cleveland, Ohio. South Salem, Ohio. Syracuse, Ohio. Crrand Eonde, Oreg. Salem, Oreg. Bethlehem, Pa. Columbia, Pa. Downingto wn. Pa. Germantown, Pa. (5254 German¬ town ave.). Harrisburg, Pa. Holliday sburg. Pa. Jersey Shore, Pa. Keunett Square, Pa. Latrobe, Pa. Media, Pa. Parkesburg, Pa. French and English Academy . Ingleside Seminary . Lauderbach Academy . Miss E. M. Bennett’s School. . Miss V. P. Brown’s School _ Mt. Vernon Seminary and Kindergarten. St. Joseph’s Aoademy . Select School (Mr. E. Eoberts) . Hry House Academy The Bishop Bowman Institute . St. Benedict’s Academy . Convent of the Sacred 'Heart. . Academy of the Immaculate Heart,' Villa Maria. Mantua Academy . . ! . Academy of the Sacred Heart. English, French, and German Boarding and Day School. St. Bernard’s Academy . Academy of Our Lady of Mercy. Hrsuline Institute (Valle Cru- cis). Brewer Normal School . Academy of Our Lady of Mercy. St. Stephen’s School . Yorkville Female Institute . . . Oak Grove Academy _ _ _ Chapel Hill High School . Female Institute . Cane Creek Academy . Stonewall Male and Female College. Edgefield Female Seminary. .. Flag Pond Seminary . South Normal School and Business Institute (academ¬ ic department). Masonic Academy . Mt. Pleasant Female Acade¬ my. Temperance Hall . Academy of the Assumption. . Academy of the Sisters of Mercy. Classical, .Mathematical, and English Seminary. Collegiate School . Philadelphia, Pa. Philadelijhia, Pa. Philadelphia, Pa. (11 S. Kith st.). Philadelphia, Pa. (s. w. cor. Broad and Walnut Oak Grove Academy . Powder Springs Academy .... Eipley Academy . Fulton Academy . Cumberland Institute . Collegiate School Convent of the Society of the Holy Child Jesus. East Walnut Street Female Seminary. English and Classical School for Boys. sts.). Philadelphia, Pa. (16th and Spruce sts.). Philadelphia, Pa. Philadelphia, Pa. (1221 Walnut st.). Philadelphia, Pa. (n. w. cor. 40th and S a n s o m sts.). Spring Hill Female Academy. Walnut Grove Academy . Watauga Academy . Oakland Male and Female Academy Convent of the Incarnate Word. Hrsuline Academy . Burlington Young Ladies’ School. Convent of Our Lady of Ver¬ mont. Philadelphia, Pa. (26 S. 21st st.). Philadelphia, Pa. (1532 Spruce st.). Philadelphia, Pa. (108 S. 10th st.). Philadelphia, Pa. (637 W. 17th st.). Philadelphia, Pa. (1907 Pine st.). Philadelphia, Pa. (1313 Green st.). Philadelphia, Pa. Philadelphia, Pa. (1712 Jefferson st.). Philadelphia, Pa. (Oxford Church P. O.). Pittsburgh, Pa. St. Mary’s, Pa. Tori'esdale, Pa. Westchester, Pa. West Philadel¬ phia, Pa. (Pow- elton ave. and 35th st.). Newport, E. I. Providence, E. I. Woonsocket, E.I. Charleston, S. C. Near Columbia, S.C. Greenwood, S. C. Sumter, S. C. Willington, S. C. Yorkville, S. C. Cave Spring, Tenn. Chapel Hill, Tenn. Chattanooga, Tenn. Cog Hill, Tenn. Cross Plains, Tenn. Edgefield, Tenn. Flag Pond, Tenn. Jonesboro’, Tenn. Liberty, Tenn. Mt. Pleasant, Tenn. Ornie’s Store, Tenn. Pin Hook Land¬ ing, Tenn. Powder Springs, Tenn. Eipley, Tenn. Smitliville, Tenn. Near Sparta, Tenn. Spring Hill, Tenn. Walnut Grove, Tenn. Watauga, Tenn. Waynesboro’, Tenn. Brownsville, Tex. Laredo, Tex. Burlin^on, Vt. East Eutland, Vt. 486 REPOET OF THE COMMISSIONER OF EDUCATION. List of institutions for secondary instruction, cfc. — Continued. Name. Location. Name. Location. Hardwick Academy . Londonderry Academy . kicindoe’s Falls Academy .... Hardwick, Yt. Londonderry, Yt. Meindoe’s Falls, Yt. Skoreliam CentralHigli School Underhill Academy . Academy of the Yisitation. . . Alexandria Academy . Y'hite Rock Female High School. Ann Smith Academy . St. Mary’s Academy . St. Patrick’s Female Academy Southern Female Institute. . . . Union Academy . Landon Female School . Oak Hill Institute . Monongalia Academy . Shoreham, Yt. Underhill, Yt. Abingdon, Ya. Alexandria, Ya. Near Fork Union, Ya. Lexington, Ya. Norfolk, Ya. Richmond, Ya. Richmond, Ya. Spout Spring, Ya. Stevensville, Ya. Wadesville, Ya. Morgantown, W. Ya. Lindsley Institute . St. Joseph’s Academy . . Mhecling, W. Ya. Wheeling, W. Ya. St. Mary’s School . Waupaca County Academy. . . Dupont Academy . Gymnasium der Evangel. Luth. Synode von Wiscon¬ sin. Wheeling, W. Ya. Baldwin’s Mills, Wis. Dupont, Wis. Watertown, Wis. Academy of the Yisitation. . . . Academy of the Sacred Heart of Mary. Capitol Hill Female Seminary . Pinkney Institirte . Thomirson Academy . Young Ladies’ Seminary (Miss M. J. Harrover). Cherokee Female Semiuary . . . St. Michael’s College . 1 Georgetown, D.C. IFashington D.C. Washington, D.C. (217 A. st., s.e.). Washington, D.C. (1403 New York ave.). Washington, D.C. Washington, D.C. (1336 ist.). Near Tahlequah, Ind. Ter. Santa Fe, N. Mex. Table VI. — Memoranda. Name. Location. Remarks. Hamner Hall School for Boys Batavia Select School . St. Mary of the Pacific . Bethany Academy . Home School for Girls . Montgomery, Ala Batavia, Cal . Benicia, Cal. . Bethany, Conn . . . Bethlehem, Conn. Greenwich Institute . Homesworth Family School for Youiig Ladies. Family School for Boys . Winchester Institute . Young Ladies’ Institute . Smyrna Seminary . Miss Robertson’s Select School for Girls. Masonic Academy . Greenwich, Conn . New Haven, Conn Stratford, Conn . . . Winchester, Conn. Windsor, Conn. . . . Smyrna, Del . Wilmington, Del. . Milton, Fla . Annianna Classical School Euharlee Academy . Tranqiiil Institute . . Franklin Institute . Adairsville, Ga . Euharlee, Ga . Flemington, Ga . Franklin, Ga . Jamestown Academy . Hilly er Institute . Union Springs High School Jamestown, Ga . . . . Leesburg, Ga . Murray County, Ga Closed. Not found. See St. Mary’s Hall ; identical. Closed. See The Curtis School for Girls; identical. See Harry Peck’s School for Boys. Susiiended. Closed. Not found. See Table YIII. Closed. Closed. Changed to Santa Rosa County Graded Free School. Suspended. See Mt. Paran Academy ; identical. Closed. Name changed to Franklin High School. Only a primary school. Not found. Name changed to Sumach Semi- Taylor’s Creek Academy . Sumach Academy . Benedict Academy . German Institute . Rogers’ Collegiate Institute . College of Individual Instruction . Select School (Miss Emma L. Baldwin) . . John Street High School . Northeastern Indiana Literary Institute Blue River Academy . | Grinnell Academy . St. Agatha’s Seminary . Hartford Collegiate Institute . Bardstown Female Academy . Green River Female Seminary . Christ Church Seminary . Heachi Female Seminary . School of Modern Languages . Alnwick Female Seminary . Taylor’s Creek, Ga . Woodland, Ga . Chicago, lU . Chicago, lU . Chicago, HI . Evanston, lU . . hi ew Albany, Ind . New Albany, Ind . Orland, Ind . Salem, Ind . Grinnell, Iowa . Iowa City, Iowa . Hartford, Hans . . - - . Bardstown, Hy . Bowling Green, Hy ..... Lexington, Hy . . Heacbi, La . Baltimore, Md . Centee’s Station, Md . . . .' nary. Not in existence. See Sumach Seminary, Sumach; identical. See Saints Benedict and Scholasti- ca’s Select School. See J. C. Stoelke’s Institute ; prob¬ ably identical, • Closed. See Table IX. Closed. Closed. Incorporated as a high school. Not in existence. See Academy of Iowa College; identical. See Table YIII. Closed. See Roseland Female Academy; identical. Closed. See Table YIII. See Table YIII. Principal moved to Wasliington, D.C. Closed. STATISTICAL TABLES. 487 Table VI. — Memoranda — ContiiiBed. iName. Location. Eemarks. St. Michael’s Ilome School for Boys - Eeisterstown, Mtl . Stanmore School . Sandy Spring, Md . Family Boarding School for Boys . Belmont, Mass English, French, ami German Family Boston, Mass . and Day School. Elmwood Home . Leicester Academy . . . Highland Institute . School for Boys (Jared Ecid, jr) Family School lor Boys . . Latimer Hall . . Hallock Institute . Hokah Convent . Hadley, M3*1 ■:o ^ ;3;3^ § a ■ ; « ! a" i ' ® < br.s ^-.aS 'a ^ <^‘0 1>P4 ■i>.. ® .a aj o ® o o ra^ a o a os S.3 b£>. ~ O a cc =< a'o ^ O CM 'Sisil g| o ^ A* ^ c ^ ® .• ? ^ o CO ifO CO DO O CO O M O O t- t- M CO O 00 CO 00 CO cc CO o 6i5 O M CO cc LO CO O 00 00 ;:3 0 a - o o ^ 00 S O O t- O CO oO CO lO »o t> cri : ^ ci c3 ^a cs .5 a c3 „ ^ 'f a g O o aa o ^ o .-.-a s 1^0 e_^ 3 o .a >1 & " ■ a Or-^> > C ..-'aara - ® ^ ^ n a s ' s a c3 eJ fe oa2 a a\- 2 ^ 2 ” i? 'S|9'oaa®owL?rf’.3?^rt'a’a’2 r^g ^ ^ ^ ^ ^ ^ - «M.a ® O o o <«a o o a o c2<^ 'T! CC- a a I 3 ;l‘i S >.1 ® - s-g a^ '^■21 §.3 - ’ • ^ jf _i ' O ® 2 fcf CJ ^ ^ ^ C3 ^ 05 ^ eg3|- : “.a ’43 ® .-I ii.S a o ® O °tl i^aa— 2a:a^ao-aa.ara — o .-^acacooctjo-'^- ^ • btra ga cot- o ooio' ti ^'' : i Students. j •saoijnji^sni j9q;o .lajua joti ptp pne'tiBoA oiuiapeoB jse{ JO osojD jn os.itioo pajojdraoQ H o CO oo • OCOO \ ^ oo I iHoI • rH 1 t-" • O • « ■ II • • It •jb9.d id O O O dl TjH o id O tH i t> Id T-f o id CO ud oj CO o ■ rH r-( rH -Tti CO •aSapoo TIT asinoo opjj -naps joj guTiudaid laqmnx iH ud -O • • O Id » O t> O • • • • rH • 'C'' •CO» *0 ■ • ^ . •oSajpo ni asinoo pa -Tssop loj SnuBdaid laqranjq QO CO ^ . 3 r-l O 00 O '~^ld O Oi tH rH O' id n^t-! O rHi-IrHCOOidr-l iH iH 'O id rH • !,io:).oiu;sni jo .loqianj^ C^Jt't' lO <=>1.0 O 0001=1 •uoTiBmiuougp snoiSqay; «o a a o o o O ^ J ; Pi ! • « Qr-- : S3 I gw J • hU . t> 00 O ^ Id O CO O ‘^D (M O - 1 CO c - 00 00 00 CO CO 00 00 ( t I> 00 00 CO CO CO •J0^JBT[0 JO OJ^d pi =3^ rd ^ ^ 8 pp, PmPh: PP o a Orjj Wo t£> p G WPh 0^1 A Po A^g 'pI^ wdW man street). STATISnCAL TABLES. 49 t ' ro • o o o CO O IC O T^H Tj< CO > a ^ 'th iO to (MCOLO(MiO < CO O CO lO rfi o CO o ^ o lo cr5 O Cl • Tt< O T^^ Cl l> »0 O Cl T LO O Cl CO I _r-H (M _i-( O o GO lO C T^ iO rH CO 1 I O O iH »0 CO LO O Cl CC 00 O 01 Cl (M t> 00 CO Cl Cl COOT^^^OCOTt^lOOi * Cl t> Cl O CO LO O l> c >iOCOi-i O iOCOCOOCliOCO-i^OOCO A '=»A a A Apf; a a o a ,p . o 1z;o^;2;pho ^a a o o U^saS^aU a . . o 5 o Ja pqpL^fii^O^pq ■^9 -tJ-loOOOOOO w 0303®®®©®® to ^-rt.^cptocpcotoco a Pnaa a a a a a o i2 a ce o o c o o ® ^z; 3pqpqfz;^(zi!z;l2;;z5 aH ^ j! "1 a ■ 1 2 a d a; 03 a r: j SE _ :w|llli^ 's5 a^'^iE ;S to <3 ® g^-32 3-a ' ^ o 5*^. 9 c^ ^ ^ 3 > '3 t:i;r o c> o 3 ca ^ ::zj ^ cci cd :rj i aai ^1 I I-I fOi C® t^- 5-1 ift iM ^ lO tJH J I a ^ t to ^ .-•' aa ■ > > >■ 'as ® o 0) ® P^PhP^P^ la .9 ® g fej M o .„- B S J ® ®A . OfT ®.®i ®.a . ;-i c3 . a p; p^Pa^PR^O^WoH Ph pq Ph a CO00 00 00 ^1 CO rt I ^ cT Sf . iiii§is:-| «w a a ; .a o to - - a o ® a o c K. 0‘!X} iniTim'^ W : !2^ : ro - • m ^ « -go5^o^.a■■^2 § t; ® £ o o+i'r'S b. a:) PoopqSl^l^pq H .M cSaJ" ^ a [zi ^ t>^ -A" .r . 0^a3isl^'a>jr Ma.r Isl'F I l§«-i^!^.SgsS^»B ^A!l®§a;il^aes'cs'®'gah^ ., .. ^,-,— fc-§ g I 1 a ^ i 1^ ^ ^ 2 ®-M* .ao'SS oac3,aa3.H.g®®®H®pH®co®a30'^®Ht>;g Hap40 5 ;z5 ^ jz; ^ ^ !■ O ^ y tw O' — O • g Om a ® o h&’-fc a Si . ® rt s '=*>'2 g ^.g-S a ■ " ^ :o : a ^ISa'af^'^'ScS o-S ® o ®v3 2 a oTj 23 a a S . no"y) i=l g '=^ jj — ® '^' go n'i -Cj ^>5 a 3 ® s ^ as S la ® £ ® "S CO a o §1 a I as ® ffl-a2 ® a? am ^ ® g ® • --■ ■ ® c. ^ 2 ® g'SAnfg'flO-o 3 :.x! : b H ® ® tc g — 0 I2;2ga^ ®l'| I g ;2§g§®.£ ®-S a ao PacoPnOt; — ’bO ® I* -- 'S|a”^ g ® "" Ico : >3 • a — , . o • o "a ^.ill I ilirs Ef' If || a.^.^- =op-e ,PaoOHr=iMWco<1pq _ 1^ 3't« ci gcQ S ® a'u o’t^ Q — be is ai -fi q3 ^ ■ ■' a g « 2 • ® Pna^S j Ad Frj ® a p iJaP^df^ 1 r^ O ry\ d bCd i.g-gTc-s o g -a^ C5 Phc^ From Eeport of the Commissioner of Education for 1877. a iS'ot specififA- Table VII. — Statistics of lyreparatory schools, including schools for secondary instruction having preparatory departmenis, for 1878, ifc. — Continued. iNoTE. — X indicates an affirmative answer; 0 signifies no or none ; _ indicates no answer. 492 REPOPwT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 493 o oooo 00 oorQo;r>c: CO Th Th ^ CO r 5 00 O O C5 O CO Til CO o o ^ CO -rh Ci T^I O t> CO Tj- ic' O ic ic CO 3 ; o o o o ! I ca I T-l • . r-< * CO • O CO (M (C7 i O O i-H iH (M O . ■ . ,H ‘ 1 CO 1 (M 1 O t- T^^GSJ(MCi 05 lO O CO LO O ^0^00 CO S S 5.S ^ • Tfl *07 I ^ 1"" i"' :s O LOCOftOO O 000 0-7 0 O O O O C-COOrH tH COCOtO-vTO 01 o i-l 1-1 04 O CO CO 'Tti lOOOOO O OOLOO 'COOO^OO O T— IrH T— 1 COtH ■COCOr-nt'^1— Ii— I O l> tH CO |> lO lO O LO lO O O O O CO O O 07 07 rH T-! 07 O CO 04 04 r-1 CO rH iH 1-H O 07 TjH O t-iHt-LO LO CO^O-:^^lOCOO^CO^COCO t> I> -g : ;■§ : ■ "o © ! : S- g o : .1 : 'w l| ^ 4^ 40 1 4i o o o o ^ c; (V o o o "Sc; 02 M ^ W X i a i i o o o o pqlz Non- sect. . Lutheran . George Eastburn, M, A . Kev. J. McDougall, jr., ph. d .. Eev. F. D. Blakeslee, a. M . Frederic W. Tilton, A. M . William A. Mowry, A. M., and Charles B. Goll‘ A. M. Merrick Lyon, A.M., pl.d., and Emory Lyon, A, M., M. l). E. Means liavis. . . . Eev. Preston H. Miller, A. M. . . Brother Charles Francis . Eev. H. H. Shaw, a. M . Miss Lizzie Colley . IP A SfvrxlA : : : a I 'Jfl a * * 7i ^ O § 3 Q ii ^ M ^ Albert Markhaiin . Augustus F. Ernst . 00 CO CO CO 1-H oq CO O 07 O LO LO O ic lO 1.0 CO c- o 1^* CO CO >o CO CO t.-- '^o CO ■:o uo »-o co ?o 00 00 00 00 00 t-OOCCOOCOOOOOCOCOCO 00 00 00 00 T— 1 t— It-It— It— J 1— 1 r-lT— ii— It— li—li— if— ii— ItHiH tHi— 1i— ii— i 0 1873 1802 0 0 0 1773 1871 0 1829 1862 1855 1 . CO • CO Philadelphia, Pa. (cor.Bro.ad st. and Fairmonnt ave.) Y ork, Pa . East Greenwich, E. I . Newiiort, E. I . ProAddence, E. I. (49 Snow street) . Providence, E. I . AYinnshoro’, S. C . McKenzie, Tonn . San Antonio, Tex . Manchester, Vt . Water bury Centre, Vt - - . - Amherst CourtHouse, Va. Bellevue. Va . Norwood, Ya . Petersburg, Ya . Taylorsville, Va . Beaver Dam, AYis . ToTioaTTniA Milwaukee, Wis . AYatertown, AYis . North Broad Street Select School for Young Men and Boys. Collegiate Institute* . Gi-eenwicli Academy* . Eogers High School* . English and Classical School . University Grammar School* . Mount Zion Institute . McKenzie Male and Female College*, St. Mary’s Institute* . Burr and Burton Seminary* . Green Mountain Seminary* . Kenmore Univei'sity High School. .. BcEevue High School . Norwood High School and College* . IJniversitA’^ School . Hanover Academy . W ayland University . ^Markham Academy . Preparatory department of North- Avestem tlniversity.* ns s 'o © & o e g o o o o o o o o o o ^ ;::j 494 REPORT OF THE COMMISSIONER OF EDUCATION. od' 00 •saoj nopraj raojj juai! ^sb’[ 8xi; aoj fepdraoa'a; •epunj OAi^oiipoicI raojj oxnooni •spimj 9 A t 0 Ti p 0 j d JO junoniY •snjuiBddB pni? ‘sSiii -piinq ‘spuiiojB’ jo QupA C O »• 3 a' dd^H a r-l tH ^ 5 ^ • 3 ^ 4^ 4^ .• . , CO o: ^ S 3 H -f= r- JO d . l-s l-j <1 <1 M2 ^ «2 Pi 05 ce o © P3 p! 2 r -ip-g b/jbbp-g pl|P2 a ©j 2 c3 a I f'^’^’bJcA llilli; a^ ^- M2 3"^ oO S +2M2 as O p; ES O « p X 9(© r^ |1.a oA ■S'P p a -e o i CM CO Tt< lO O X ' CM CM CM C<1 STATISTICAL TABLES. 495 496 EEPORT OF THE COSIillSSIONER OF EDUCATION, •5 <0 I O to 1'^ ■q a m •890J uor^.in; XTiooj jea^ oqi). ’ joj s^drdoay; •spnnj aAipnpoad luoij oniooui •spnuj a At 0 n p o a d jo ^anotay •sa^^axudda paa ‘sSat -p[iaq ‘spaaoo:^ jo aniaA •oinaaa xad Sat -Spox paa pxBoq jo isoa agaxaAy to A !0 A ® tts s oj_: S S vStS ^ tMtS o_^ aJjj-^tooocorSa!! r s © r r r © r orj©®©©®^®^ o o a a • • • rrt O rH g Olr^^ S £ 3 o 02 g g g g,H g O O uuZ K 02 ® 02 ^ a a a ftft ft ft 02 02 O 02 muimifi l> O O O C^l 00 CO o o o o o o : Ca O LO ^ O •noi:^in:^ joj (^uopn^s qoHO oi oSjutio x^uuny i> Q'i cd'co' O O ' O lO ‘ CO (M ! o o o o o o o o o CO Library. •.taai! xooqos xsax aqx ni asaoxoar H o oi O t'- o lO T-^ CO r-i 100 0 0 0 o o • o O • lO rH . CO •samaxoA jo xaqxan^ o O O O CO O O O O O O CO O OO ZS lO cc ^ o o o o o o o CO o o o o o o o o t- 05 IC 00 o o lO o o 0‘ i tantsaaaL^S a xooqos aq; sajj X O X o o o XOOOOOXXX X XXX 1 snxa.iadda paa xantqaa Xaoiqdosoiiqd a xooqae aqx sajj 18 X X X X X o OXOXOXXXO X X O X 1 J^xoxaI -oqai xaaiaiaqo a xooqas aq; sajj ' 17 X X O O X X 0X0000X00 X X o X OjL ^ >:rd^ £; : ill ill ■* • ■; Ph§ © gpq o J ® ” r K CEl a2 ® g.a S J © !C A 2 §^^.9 .5 btta-^co Oh^MM5zj<1M ©a „ <1^-3' ^ • 2 S ll-l « © o'^ cCj^cq ^ a is® 3 - sog l^§ ® HPh a o © 9 O caC* 'SO — ' ,7, O ,_( +s •" ©'s;^ g g Saj >^2 £ a a • . H_-g « ^ 1 isa?3|tS?&'g1»'aili a A ^ OORPnt^fiH ^ c © o d 2^ ^•©^R;9M'3 2i^® q OW^R w o A » d> o t' c JO jaqiuiij;!; H to I CO CO tH o ■ •osanoD x^Tl -and JO xepads uj w rH CO CD o o CO iH t> O D1 'osinoo jr’xnSoj uj H 100 39 CO ,-< lO (M 00 CO xiH O CO o Tji C) O C5 CO 00 r-l CO to to CM CO ( irt 1-1 CO CO CO in -op •xnoraxiTjd JLJOX.T;j:Bd9J.d UI s.ioxotuxsux (M iH • iC C 00 *IOOCD»0 lO(MO •oxupT 00 •I^IOX CO C-D PhPhH<1<1i-5 p^ccPccPh^ P4PhP pa OPh' (>■ a oM a-.2 S 9 C' . • . < : s tJ0< o ^ kH 5 00 ) CO uo ) CO 00 D1 CO lO 00 00 lO D1 0> O iO OQ 00 00 CO a (M CO rti 00 00 . 00 O tD 1 o to »_o . 00 CO 00 tH CO Ci* to l> CO 00 cc af ® ® sa O > > 0 a a ^ RH <3 a • a a^ rta'*^ S <1 a”" 2 cQ ® tu® ® ® o' a ® ^ ,2 Wi o o a a ® .rH.rt a o wPsJ 2 ® « ® d a a a a OQ SQ^ I— I a o - a ^ a fcj5X C3 ® jbi? a m •*-* 0.0 frn fl a ® P a ^ ar3 5 ppc^R^^hqWop p k; ® a bi:|® ® ®i2 1^© § ®,2 o!ir3 a i3 g i .S§2 inot>oocjo ^(Mcca CO CC i-H 05 C5 t- t- O 00 lO 00 t> lO 0> Number in col¬ legiate depart¬ ment. •s:^^opnJS ojun -pux^ JO joquinj^ 14 ! I ! o 05 I • « • • CO CO CO iOCOCO lo O C5 I O •osonoo -jud JO x^pcds uj 13 00 O • *10 i » 1 t I 00 O CO Oi 05 CO 05 t> 1 rH 1 rH CO rr rH O » 05 CD O D5 • • 'osjnoo ji2xn§oj uj 13 05 O O ID O 00 t> lO ri 00 O O 05 Tf< Tji rH tH I O CO ID CO O t> CO kD CO •O’^ • 05 CO I CD iD iD » Tj< •juorajiud -op yfjojujudojd ui JoquiDj^ 11 o Tj< 05 CO iD UO rH 05 CO 05 05 Tti O O ID O 05 Ti< Ti< I ! rH 04 05 rH CO 05 CO Tt< rH i • O CO • O CO o • •juora^jud -op jfjojuiudojd ui SJopnjijsTq; 10 : ^ Corps of in¬ struction. •0{unio^ 05 CO (M CD O l> 05 CO CO ID ID l> 00 0> rH rH rH rH •oiuK X COi-lCOiO(MiHrHCO th th M eg so eo «o • eg eg eg r-n • jeo 'moi CDCOOrHriCOl> r-i '•^t'rHiDOOMCOWlD^C- 00^00^ •noTjutrtuiouop snoiSqo^ Non-sect Non-sect Non-sect M. E. So Non-sect Non-sect Baptist.. Presb . . . Non-sect Baptist . Non-sect M. F . . . . Presb . . . P.E . Presb . . . Non-sect R.C . Non-sect C. &P .. Moravian M.E .... R.C . R.C . P.E . President or principal A. B. Niles, A. M . . J. H. Lovelace. A. M . I. F. Cox, A. M . Rev. W. C. Bass, D. D . J. Colton Lynes . M. P. Kellogg, A. M . J. L. Saunders . Rev. J. M. M. Caldwell . Rev. R. D. Mallarv. A. M . John E. Baker . Rev. John B. White, A. M . Edward P. Weston, A. M . Rev. William F. Short, A. M _ E. F. Bullard, A. M . . Rev. C. W. Leffingwell, D. D _ Rev. A. G. Wilson, A. M . Gilbert Thayer, ll. D . . . . Sister Mary Claudine. . . Mrs. F. A. W. Shimer . Miss Anna P. Sill _ .- . Rev. F. 1?,. HollnT. J Rev. Erastus Rowley, D. D _ Sister Mary Gonzaga . Sister Mary Agnes . . Rt. Rev. T. H. v'ail, D. D., ll. d . •uoTjuznrBSJO jo ojuq; CSTjt^OiCqCOCOt- •TtH i_o ^ CO lO lO lO coooooooooooccoo fH CD CD CO O 00 C5 CO l> CO C5 O CD O 05 rH t^iDt-’^COCDOt^iDiD'^O OkDlDCD ^ S S S S ^ S S 2h S rH •JO jjuqo JO ojud M 00*^OOCDO>COCOt>- -r lO -t- CO CD lO o oocooocoooooocoo 1-HiHrHr-lr^rHrHrH Io5^t>iDCi lTiHQ005l>rH ^CirHrH iiDt>T^iCOkD «t>-OiDThiD CDCDOCD • cocooocooo .cococccoco oocococo Location. Griffin, Ga . TTamiltoTi. Ga _ La Graime, Ga . Macon, Ga . Marietta, Ga . Newnan, Ga . Perry, Ga . Rome, Ga . Rome. Ga . Thomasville, Ga . Greenville, Ill . Highland Park, Ill.... J acksonville, Ill . Jacksonville, Ill . Knoxville, Ill . Lake Forest, HI _ ... Morgan Park, lU . Morris, Ill . . Mount Carroll, Ill . Rockford, Ill . . New Albany, Ind . Davenport, Iowa . Iowa City, Iowa . Topeka, Kans . © H :*a • b • a 'DVZ btc A- ■o 4 O a © J A P =1 11 ot= SoutlieiTi Female College . Wesleyan Female College . Marietta Female College . . . College Temple* . . . Houston Female College* . Rome Female College* . Shorter Collesro . Young Female College . Almira College* . Highland College for Women .... Illinois Female College . Jacksonville Female Academy. . . St. Mary’s School . Ferry Hall, Lake Forest TJniv’ty. Chicago Female College . St. Angela’s Academy* . Mt. Carroll Seminary* . Rockford Female Seminary . Ladies. De Pauw Female College* . Immaculate Conception Academy. St. Agatha’s Seminary . . College of the Sisters of Betkany OiHC3CO'^OOt^OOOOi-HCCOC50 r-fCICO’^ C^(MC<1C^'MC<1 O 00 O CVJ <0 l> 05 00 o (MO • O o lO lO 00 ?0 O O |> CO lO O O O lO lO O C5 lO CO CO tH O ^ »0 l> 00 l> l> < iO ^ 00 ^ 00 00 _ _ ''oOoOO^'OC^O* o'm '•rf'S *a^cZ}S“.?5!a ?3 t>-3 p !>SM*^PP ^ ^H| t>’ 2 s > : a • o :o I? td3 ..2 1-5^ < :Sg^^- < pin ^ O 'S Wg 3O0 ro >’ pq ® ^ t> ^lOCOCOiOCO^ •COOC5Tj(iHMC5t^t>05iOC50'M(M OOlOCOO •COCOCOCOLOiOOl>.'^CO(MCO«>.COiO iOLOOt P^ PP. PPV - - - - - - - J QQ ^ 00 00 00 00 CO 00 00 CO *00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 CO CO rH <35 t- 00 <35 CO <35 1 a : roXJ iBf OOCi CO^i CO T 1 l>. Tji I 00 00 CO 00 ( 00 00 00 00 CO t- i/5 lO 10 CO 00 t>5 MM • » » • « .p^ p44'^-jg ® ® ®'P^ _- cj ^ ; (M += ^ ^ 2 2'32353raT;raKv)V-[;-[:'P pi .e? 1 • (S a ;h1 g c« • -c3 bjo ■ :. Pi.5-2 § a'^S^^S-a'^ra a ao--; ® oa: a o b):!:c-cjos:;jt> 2 ® ?? a3 a rt.a.a S S.a OM a ®'®-a'i=''a'a ®:^ ^ a^ rt a a g ^3 K X s'® ® 0 o a.2 a a a ^ a^ a o ;:p f-i ®-a a a ® ® ® ® o a « =aa^ at>aP'-' ®^S a a (c ® tt ooPaOOMMh^M3i-li-qMSSrqMMcca2cc^o MSl^M M 3 > 'S a a' a a"S ^ bb.Sa § ila'a So. ® ® 2' M'Tj §l!ii ^:al ® ® ..a: :;q ® -ph r-j a . ®^ t> bcqiJ -a.fcri oj-a o ® 2 a+^.^-r-t ® a j- llllllljl a I g 3 a § p-^ d c3 £ o ft.a ■ f-i •'Ti £~c^ t> t- t-c-ooooooog Table VIII. — Statistics of institutions for the superior instruction of women for 1878, tf c. — Continued. Note. — x indicates an aflBrmative answer; 0 signifies no or none; - indicates no answer. 502 EEPORT OF THE COMIVIISSIONER OF EDUCATION. •8 Jitisrexotios jo joqttra^ o -o -!^jBdop HI JoqninTi x^^ox I l> CO O :3t ft r^.s a 11=1 •exnopnxs o^nn -pni^ JO joqxnnjq •osjnoo x^Tj -jBd JO x^toads up •osjnoo JBxngoj np •jnonixJBd -op ^jo jBJBdojd m .loqnmxj -op •jnomxJBd AjojBJBdojd ut eaojonjjsni cq (M iM r-( IM 1 •oxnniojx 1 la 3> O VO t> «5 lO M 00 50 •OXBpt •XBjox ( VO t- CO CO t- VO t-oot>coco< moTjBUTmonop snotgrxo^ a S o ® tX) aaamA r4AA-'^(H go g|g©g Hgg'Sg’g &if a • • . a s -H cs c3^ ) -• — I o O . « ft ■< a ga ■+= ^ ro . ro • <© aj CO>CC>A;^05aj ® n CCCiJ •noxjBZXti'BgJO JO ojbq; t^OOOt^O OCiC^OCCI> a lO'^^^C^Jt-THOO o CO r- ^ o CO o ift) ic ’Tt' ^ o ».o o o »o o OOCOCOCO COOOGOOOOO OOCCOOOOOOOO CO COCOyOCOCCOOOO •j9(^'eqo JO o:^'B(J ■» iim c2.a C=ft +J +s © Ss!.l §© OJ 05 :grS S 9 2 i?ImI a'^a^ ^ a.i^ ^ .S • 07 o O aagi"l.S ft o S , S _ft 3 cs y ai a''^ 02 r-S .1: .a a: _g .l§©|li .b^ilsaal c3;gra Soft's ® kS'^ c S'o'o ^ PhI^WWOO H ^0Pic/2OQfH w ■ o a : : :o t>v : : .3 : a _g Ma rt 60 i §)i^ 'ft.-te 2ft a; H , . . ' a"^ ' ■ * ra :* (>sa © ' (n £_ 3 ^ ^ aa m ’-S S J ® ‘..3.3 ^ c3 I +3 S 2 a . to © 9 © ■kS^’a' !^&©.2|- © © .ft a '-® a ro = ® ® fcC®.® ^.O ©p;^-^ tft © ® 3 ►ft a'g © ® ® . .— ' ® it ■aa] bC a : a © roi-< ®r3 ft o M jn © H ^ M ® o ® .S © o ® ® 'S"^© -x o Oai © be* o © © ® a ^ ® © "rt "a ^ 3 "o o"a B) a a.2;2o^a|^ a flr® ft a P a 'a ^ ftS.a^g'o 2 ®a'.a®.33® a ©, ft " ©i m '' S|'s irt.^ )COOOOO 00000050 STATISTICAL TABLES. 503 iM CO CO t- (yi — < lO o CO C5 00 r-l CO CO CM CO lOiocMooooir^o T O l>- CO CO O 00 o 'Ol> CMCO cocoo oot-o cp ^ ^ g O o ^ ^ t? ^ ^ u-2 'C.o s c3 • ® 03 33 03^ o ' o o O 02 0) ro , CO cc • fl o : o o 1^ o o D <© CO CO 3o 333^3 oo 33 O 3 3 3 — ‘^ rt © 2 J ® 3^3 33ic'<13? U S-S W3| 3^3 > 3 3 3 3 > k 52 . ® © r -* r .*. a « _g' |P ^3 ; > : : 3 © .23 >d o ,• 3 ^ >-.3 3 rt© 3^^ I P p C« S^p2 35rj2 S a > S03 : • a • © ; & u > .a <£) 33 :fi| fia :o ^ d ® ® • O s © © a ■+5 ■ S m" § a kj © ■ r2 2 ® P3 3oj^3| |Sp|Sd ^3 g|52 1| ^ S .1233 3moqm ll 3g oi ^ cc3 H >5 .'^ P © a"" 1c O® rt Hra 33H §1 -a ^ o 5^ P a © o S333 3 S :S I. ^i^.glg^-^-ll a ^ S oaJ 2 Sa.i3ia©'a'aaf1 a3£ §^5a 1 1 33300 S| ; P : 3^ : ^ S if o" ^ ^ 'z 3 2 .a - 3.P3 ^ 5 .3 iil © © tj) O' a 3 3 3 3 ® f- ©35 ga_f>i© ®io« pS 3 *25 P 5P • ® © 3 to o o ■15 SrS 53 c3 l^toSoJ S3 r'*' ^ • b P2 ^ -H 3 S >-. © o o'a ^ © 2-aoO 3 ©3 a S ®.S^ 2 'a <1 It ©3 §§-5-2 ill o* % I 2 2 a © 05 ^aS $2^.2 §I.§53|23 a aa:.ki « ©-a 3t-iccffi3oEH 3 • ■ S © a ° fcxia *=J0 g'-2.g ©a? t O' : o ■a ® 2>^ 3 ..,0, [>., S .a 0 H S^-fi a p tw a •SS ®'3 ai&aa gSg a a a •2S.u; av9 oai'.3 It ®3 >5 © ''^ * O® a -a || a <1 ©12 .lie ' .2 P1| cc © 05 3 < 'a ® P S .9 3 2 P rP r* ^ ■ “.“P'a o ® pp <5P!zi 14 logP IS'I i-| a1^ . a gP b’p"® a a « •3©^ ili oO g3 O 3.S b .9 ® toO a' •9 .2 ® 03 O tfl d ® coH a >. • o S : g ^ o b P-) P c* ^ ^ 3 a2^ o „ ©33 ©''23 © . a .2 ®<1 ©3 4: “a-- i^'S 102 G P ‘ P H Q Cl C3 c3 ©a © S a 2 i'a” a! o © 8-:33 a Ad .a ►>, ? > ■'3 t-.® a 2 © a § 2 ’ CJJ5 '^-'IIS ■§•>> ® a c« 5 ^ P P O "h3m3"3”S 3q3 33PO0'" I3 a 3 ra t>i 9 a 3 0 rS P ^ P 02 C 'w o3 ^ © t>. i~l A-^ r 3 aa • s's ©Mj^ O a r©! © .3 O «a3 ® ©3 ©3 S P * ■ 00 CJ O tH C'l « Irt O t~ 00 05 CJ'MlMOI (M CM CMOO COfOC From Eeport of tho Commissioner of Education for 1877. dSince succeeded by J. E. Lanneau, A. M., 'wbo furnisbes f In remalo College only. ; Also 7 partial. the above report. g See Table VII. ' Education fund of $25,000. e Same teachers in preparatory and collegiate departments. h Includes one Kindergartner. Since i>leceased. Table VIII. — Statistics of institutions for the superior instruction of women for 1878, — Continued. Note. — x indicates an afl&rmative answer; 0 signifies no or none; _ indicates no answer. 504 REPORT OF THE COMMISSIONER OF EDUCATION. •ediqsiBXoqos jo joqnm^ CO ; o ;COO ;0 ; j ; j *00 jOO ; j ;0(Mi-H0 Students. •e:^u9ni •jjudop pu UT joquiuu jcjo j, 15 c-o^^ocqc-sosooaoMoift ^lOC500^0^t-l:>M rHOOCSO^t-COO^t-C-O^OOS Number in col¬ legiate depart¬ ment. •s:;uopnjs ojun -peifi JO aoquinjq; 14 • O CO iH CO I I I I l(MO ^ » 1 1 1 1 • o •osmoo XT?ij -acd J.0 XBioode uj 13 1 • • CO o • » • o • • • • O CO * • * . O • r-i r-t • 1 I « cq ifs o o I I I ! rH CO rH 1 1 1 * •osjuoo j^piSoj; uj H I O O oo • rH CO ^ 00 I I (cq o CO 00 . • O TJI o CO tH O O I CO lO CO CO r-IiO C4 t> • CO Oi iH 1 •ju9nij.re(I -op Ajojeacdoad ut aaqrau|.j^ 11 • I-* o Oi cq *cq r-»^ cq *0 I CO o CO o oq • CO • O oq rH r-f cq CO o CO • • • ^ • tH rH rH f « • 0^ i -op ;^Jo;^JEd^acI ut STo:jonj^sui 10 jco jorH CO • ■ 1 00 • rH ^ \ \ \ is (?q ^ tH till** Corps of in¬ struction. •oiuuiod o cot-mt-cocooioorH wcccocoocjt-icio'^oo'^co •OIBK ce CO IM m OS Tj( 'WHO O (M CQ CO r-l iH r-l iH > CO (M IM X5 qujop, (?qOO>OCOtHOlOOOO COOCOrHT-HOCOOO^OOqOCO r-i rH iH i-H (M r-i iOc^Ti^cooio 'sD O O Th • l.O tJh lO CO CO lO O »0 lO lO O 00 OOOOCCCOOOCOOOOOOOOO •QCCOCOCOCOOOCOOOCOOOOOCO£> 1— li— Ir-r-lTHiHr-l •r-Jr-ir-ii^r-jt—lr-lT-irHr-lrHr-ir-l "jojinqo JO oj'Bq; M 0 0 1838 1849 1854 O *10 • oqcooq*^'^ lOCDrt^COO •t'^co o •id » 'TjiiO'^'Loco •oiouoicio coo CO ‘CO • COCOOOCOsX) 1 00 CO GO 00 CO .00 00 rH 'rH • r-^rHr-lr— irH *t— irHrHr-irH «rHrH Location. « : . :6d .2 tr'f’g S.S coo. g p P3 .i-< .2 o <3:^ "o '2 *2 g’3 2 p Salem, N. C . Statesville, N'. C . Thomasville, N. C . Cincinnati, Ohio (n.w. cor. 4th & (T ohn sts. ) . Cincinnati, Ohio . Cleveland, Ohio . Dayton, Ohio . Glendale, Ohio . Granville, Ohio . Hillsborough, Ohio .... Hillsborough, Ohio. . . . Oxford, Ohio . Oxford, Ohio . Painesvillo, Ohio . Portland, Oreg . Allentown, Pa . Bethlehem, Pa . Name. H Cook’s Collegiate Institute* . Howland School* . Greensborough Female College.. Chowan Baptist Female Insl«ltute Wesleyan Female College* . St. Ma'rv’s School* . Salem Female Academy* . Simonton Female College* . Thomasville Female College . Bartholomew English and Clas¬ sical School. Cincinnati Wesleyan College .... Cleveland Female Seminary . Cooper Academy* . Glendale Female College . Granville Female College . Young Ladies’ Institute . Highland Institute* . Hillsborough Female College . . . . Oxford Female College . Western Female Seminary . Lake Erie Female Seminary . St. Helen’s Hall . . . Allentown Female College . Moravian Seminary for Young I.adies. i-iCQCOT*ii'-5CDt^OOOOi-'(M?OTf< iOLOiour:)ioioioiOiOOco;c>oco STATISTICAL TABLES. 505 , o • o o o o o • o l> Tji lO Cl O CO C5 CC O T-l T-t O lO iH T O lO CO iH CO to CO CO CO CO to (M to to (M ‘(M CQ (M O C4 CO to T (CO lO C-1 o CO o CO r> t> i> ? ! p p ^ H PM'S tS-d • " • 5 *-5 -||ag i^.£a M| ea?^^ hs-Ph -flpi • • d : p ® 0 b«3 © p 0 '' A'o 0 ' 0 m ■■5 ©CC ;cc 0 0 «4^ 8.2 - 0 • p o^;l © a p 0 M.E. I’resl Bapti Noii-f M. E. Metli M.E. d 0 §1 bp 'm fcJD.Si O ^i> ? P=3 ' ■ iH pj 3 3 > k a to ?^'-5 ^ . . .-Ti . .r;;:J : : : « : : a : I . . rt . I c3 • I ■ >5 ■ • >J ! ■ • • (3 O ^ • s ; ■ p >50 ; p2 Q :^gp|e5:S P 3'®;^ g m • CQ CO d ,• CO CO. • ^ o:>'CO'-/j>^>coco^>'C/2 P^<1 Jtd < p ® ^ tH rt bri'-2 3r.g ^Sg^' a s a i-S M |23§a)S ^pl^i O^P oMM . .0^.0. > >P2 t>^ > o o o o o ® g'o *< ® ■§ 8 b|“ »l« v-4 . ^23 a ® 3 o'kib^ > a > i ® ■ ro o P ®:P >j • p4> pf > ri4 P 4^ O P2 PI 0 to "3 s:pp3gp^ rP . .^b -P . ^ ^ > >o . t> . > j S ® © kJ ©k ©•S,— I pbNpppb <1 .r-3 bZP c5 ^ ^ 3 > ■* ;^w© (M O CO O CO lO o to lO to CO CO OL CO CO CO CO o ^ to to CO CO )COCOCOCCCOCOCOCO O 00 I to to lO CC 00 00 CO 00 CO CO 00 00 CO CO C3 ' ^ ,S : o a 03 o tn a- a e p fct-q 3 P3 © pm p © © ® rt ■:£ 3:3 So© p ®3 ^■11 ccr7 W . I a PJ8 oO'o ©■- ^"0 ^ ® §) ■ -w © a psi^ ® rr o ®r2^ ii O P « -drt ® S'-O^ S.2 4, g S 3 Pr? ® ©5 p-P © §^^a’^p>§©-a t> >73 1=1 a-' a ^ pP •'4 « 4J > ■— < 41 '-i ro O • 1 1 • t 1 (O O 1 ■ 1 t-H • > o • 1 1 11* • t tl 1 till** •»! 1 1 CO •os.inoo xuTj -judjo xrioods uj 13 (N • ^ • (M * 1 I • • III 1 ^ (M •osjnoo JupiSo j uj rt O O O lO O P- O * Oi dO'rjHO t-CMiOiCC^ t lO . lO lO III CO o t- t- . T* f. 1 . I Til -.cIi CO CJ 00 •juom^judop jfjojHJudojd UI joqmn^ 11 O 1 O j ! • ’ o • CM !>• iH • • tH CM 1 CO • ic ic O • ♦ O lO • CM CM TP « • CM CO •!}.u9ra:^iBd -op /iao^naudoad ui sj;o:;onj;sui 10 rH » r-( 1 f-1 • ' rH CO • • 1 I iH CM • CO CM (M CM Corps of in¬ struction. •oxnuio^ © OlOiOO lOt-^;^^CMCOt-lCCOTi^uO^OOO CO t> •9FH ® rH 'rHO CO'^'^CO'^ 'CMCMrHrHOt^CQ Cl CM COOOCM 00 rH 00 iC C5 t> IC iC ^ CO lO iO C5 COCO rH tH T— i rH »-H tH rH •uoT:),'cuixuouop suoigipH. RC M.E.So. M. E . . . . Meth.... Baptist . Baptist . Baptist . M. E. So. Non-sect Ev. Lutli Non-sect Non-sect Baptist . Presb . . . Lutli ... P.E . P.E . Baptist . Non-sect Non-sect n t; ) President or principal. o Rev. Oliver P. Stark . Mother Mary St. Claire . . Rev. Samuel P. Wright, A. M. .. Rev. Julius B. Soutliworth _ Warren Du Pr6, ll. D. a . Charles L. Cocke, supt . Richard II. Rawlings, A. M _ S. W. and J. T. Avei ett . Rev. Paul Whitehead . The Misses Randolph . Rev. J. J. Scherer, a. M . : : : : : n : : : • ■ * • d ' : : :.SJ^ ^ • • ' A d ^ o p,_:rr|5j S ^ C .d 1 ^ > a ^ St •< a is.; J 1^5 ^ i loa ) i ) ) 1 ) ) s •uoTQ.'BztUBgjo JO ojbq; OCOlOCO t-CMOOCO 'COOCMCOCOOt^ ^ ^ OOtOCO f- t>* 00 00 00 00 00 00 00 00 00 1 00 00 00 00 00 00 CO 00 00 1853 •ao^^iBqo JO ojnQ M 1-i .lOCO OCCicDOO .hM>.!MCOCMO^ 'Tf^COt^OrHCM i>- i»oco 00 1 OO 00 00 00 00 00 00 i 00 CO 00 00 00 00 00 00 00 00 00 GO 00 Location. N Paris, Tex . Victoria, Tex . Waco, Tex . Montpelier, Vt . Abingdon, Va . Botetourt Springs, Va. Charlottesville, Va. . . . Danville, Va . Farmville, Va . Keswick Depot, Va . . . Marion, Va . i:'etersourg, va . Petersburg, Va . Richmond, Va . Staunton, Va . Staunton, Va . Staunton, Va . Winchester, Va . Clarksburg, W. Va _ Whfiplino- W V.o. • 2 :K rC Ci ] ^ ; 3 c3 ) g a ! 6 I H Lamar Female Seminary* . Nazareth Convent . Waco Female College . Vermont Methodist Seminary and Female College. Martha Washington College - Hollins Institute . Albemarle Female Institute* .... Roanoke Female CoUege . Farmville College* . Edge Hill School . Marion Female College . I'etersourgn remaie uoiiege . Southern Female College . Richmond Female Institute . Augusta Female Seminary*. . Staunton Female Seminary . Virginia Female Institute . Episcopal Female Institute . Broaddus Female College . Milwaukee College _ *11 . St,. Clfl.ra Ac.ndeniv* .. . “i i ) ! 1 i 1 1 ) ! COOOrH(MCOTf^lCOt>COOiO rH d OOOO OO^i~(P-(r-HTHrHr-^.--s i-i 1-5 h) •eooj uoT^fin^ tho.u: jhoA !}sui joj s|dpoo^ O O O • O O O O O * O O O O O • O O O O O O lO O •spunj OATpnpOld UIOJJ GTHODUI •spunj eATjonpojd jo junoury •sn^njnddn pun ‘sSut -pirnq ‘spunojB jo onju^x^ o o o o o o >00000000000000 LO O oooooooooo lOGO'^lO^OuO'^CO'ViTtl •oexnoo jutii -Soo; ni oinaan jod nopinx •(juom^^jndop jLto^n.iod -ojd ui niuuuTj jod uoi^^in j, oooooc-icgooo =!> 'CO CO c •4i •nran -un aod SiixSpo[pnB prcog; Xooqoe HI osBoaoni W •earanxoA jo joqinnjq; iioioioooouoooraiot- •juaji opsupqos nr sqaaAA jo raqran jq •i:pn!^8 JO osrnoo pnj ui smaii jo raqtmi^ 1 Til -.ti O Tfl D- CO ■.a( CO I51 ■ t> rtl lO I eaajlfap ajBtS'aqoa jajnoa oj AAuq ii!q paziioqitin uopnjijeui aq:> sj X O X X X xxxxxoxo fci: ^ - o ■ ° to. c3 « a • §0 be : ® ® -x ® o ' o * bc^ s ® a "Hh a ® 'r' ^ 3° § csH a 2 Vi .3 ^ a ' 'a c3 rScXl O o a'3 oggcog-og'lsg _ ^ fcn cd -O •a a o a p, a a ri a. ® T*-00<350i-ICClCO'.lllOCOOOOO e-5 0 ®OOS)®05®05®05t- rtpspppppp p,i? PPP3P5P3P3P lOrHrP .^OOO -3 ,-3 00 CO CO 00 00 00 Ift ® O CO O t- . TtICO COi-H ^THi-l,-n-lrHCOcO u..) W U.J . 1t-|-«^CO(NCO 05 O O O O O lO lO O TJ1 CO O uo OOCOOOOOOOOc ^C0C0C^TJ^’^’^C0'«^’'^< 0 0 0^0 o o o o o 000000i000i0 00»-0 _ OT**iooi>SM»ooo (MCviCa(MC0C^(M(M0Qr-<(CJC0r-IOlC0i-l .gp » s ® - - rS yi 0 = 0000= ■ O O O O O O O O O O O O 0003 0 00 "CJOOOOOCOOOOOO pPSS OCOOOOO •OOOOOCOOOOTtiTHOO ©2^ t-T cccq • eo i-T o“ t'3" c^ i-T |^fE<<3^ I « « ' o o o o ' O CM O O I O O O ooooooo •= oo OOOOOOO "O— vOO CO o o 00 o o o •in v^oo T-i Ico^co“co - ®o p'^ rt a ®o y p^ a ^ o® ^ s a ®'® p 3;= n'p Sla 0 pp (c'F'SP p-S'^^ qs%b6sM^ P'2 p a’S'l^ I go -’2| o|^| S3:§1 § o-s^l'sig 2 la^p « pPPPoPpa2pf^3pPPcocc(/20ajW3^!/3^ -- pC) O rP ® o3 g^ J P. P'Po O O PWE 3^ a O'pip ^ .P P ^ f— « >0»oioioi0ir50ioir5?©< 'OOC50^C ^ "oILp S 0-11 ^®||g TUden Ladies’ Seminary . I x i 3, 4 I 38 I 1,400 STATISTICAL TABLES. 511 ^1 t-s . tH t- IM o Tjt OOOOOCO© oggnaggrt t-mOCNtOo^lO iH “ .eOC'Ci'HrH ^0®0®0®© R PI a o prST-p a a PI PI PI p apppppppppaap •sooraxoA JO loqoraxii •JBO^i oijSBXoqos OT 8q99A>L JO joqoioj;]: •jtptlJ8 JO 9Sjno9 XP’J ni 8JB0ii jo joqomj^ ^egojgop 9jBTgoxxo9 jopnoo oj AiBx ^q pazTJoqjiiB ooijujtxBoi oqj 8i o o o o o o o' lO oooooir5i>>io C^>^0(M(7gC'4rHrH ^ I ic . 05 t> 000000 O lO 10 o o o o o o o o o o o o o o 000000000 ICO’^ICOIOOOOC^I' t O o O 00 LO lO 00" cfi OOOOt* b* 00 O O (M C ) CO 00 00 00 00 0 o < Sharp CoUej STATISIICAL TABLES. 513 SS335999^‘39S?^S ^COC^THr3»r:i-lr-1i-(rHr-lf-1^ o o o o X i O CO o o o o o o o o o o o o o o o o o o o o o o o o O O O O OiO o oooooooooooooo CO CO-CQ O CM CO ■ O LO • o o ) O to o o o o o "q- rti CO CO o CO Tji =00000000000 ‘OLOCCOC^OOuOOOO iC0i- 04 o o o o o o » to CO ' p o w ^ * ■ a tfjo S © bX'd ©-s = !=3' ' i :o^3^s.23 :®o «oo.sti il CkElj'” M ^ ® ! ftj 3^.h-3 P S £ p r-j « 5^ g sr-l § g rt-sa I 3 !ata btO ^ ® 2 O O Il-Sl"® ‘S "3 ■- "S . .-<®’®ap§'oa®a 'i. =|l^ii|i|iiigl ' 0.-H ® fH pq ^ " fcn®^ =e=^a2«s||||gj SIS cS ® &0 ^ ^ G 0-4^ © *2 s ® ® a s *44 1 4^ ^'*^ nr\ .4^ 4N^ *41 »/ ICO OC3000000000000i-H.-lT-l.-H.-i.-H.-l.-l.-l.-ICatM lO cq 03 iCi 00 X C3 ' rH C3 rH C3 o ® 'd o U m •0[Buia^ Si o o o o CO gCQ .. cT 0 44 .loOC0OrHl>O00 • CO CO C3 rH to iH • O o 1 §■ •eiuK GO lO rH ir: rH l> O O '^^CO O tH OJ TtH ^ to OCOOI>OOOOCO'^ O(MOC0C003C0»0>C0 CO rH rH o 1 •sio^onxjsoi JO jequin^ I tH O (M (M • CO O r-t 05 0 03 I CO • CO 1 rH o o ;c g>P>l>g>IP OPO®®®®® .4^ O ® ® ® ® ® ® gp*^ r p""^ ^ > ^ H P OQ ' 3-2j' d S jS m ■ • t>5 p oPPO > - « ®3 . O •^PPf ■n:oi;^'Bniaioa9p enoiSiia^ P ® ^ r 4 ■ p p.'^ d g g P U d o ^p::;q!z;p^o^pqi2;pH 'j^4_-S®-|® .P s|§|gp3 s^p R-gOOOO-^ •uot'^BzranSjo jo otj-CQ CO(MOrH(M(MrHOCit:^ p': Pt t> o o coooccooooocxccoooo I •jai^'Eqo JO 9!}.^q; j w CO o ...... _ _ OTj*coc-i>-oo CC CC - CQ (M 1-H rH O 00 _ O pO O O COOOOOOOOCCOCOQO OO-^OOiCaiOi-^C^IC^Ji-IOiO* 5 • fS J M - * M |<1^ §3 2^ <1 ^ d-b 2 r'^3'-S-§3 p«.2 C-2 ^4 « s © s C5 05 ^ uk2u2 ^ ^ Oc3'S«ti <© • »• * « I » • I ^ gi-apoppp i-g : :§d:§ I"’® p i |66p|.g| g| il p t>;'P t^P pP®dQfldpScSOp3g'^ > ce c'' i •2 t>; g 1 1 §1 'g o ® ® y) P p ® H ■?ycSS®i^4i'®£| © A ^ do y 05 '3 AO^'oo^ > oQ op) f>,POM-PU >, Pp-g'sps ®P.® g l?|i®i§ll 2 ■ 'gP^OoO'w O'-Q'^^jhA g^d PPmmmmPpo^PPoh^ < c I cri ^ LO CO t lj-irH(MCM •aemoo xTJOTesujo joj SntjL'edajj ■91UH O IC O J t>COOrJHC>lOr-ir-ir^C L-t) O (M •eiOL>oiui.STiT JO j:9qxan^ G' : : G ; a . « G S 3 33 r '-5 J 33 " rt - G ^ -5 ® fi g-ss . s 1 ^ g .3 r-l ^ ^ n w ^ hi § Sg: G^ • a3-^:G-r^y iP^G? > > .f. : ^ 2 a:N; h4 > « 3 < O of ■s ^ 2 2-^ 'S^Gf ;?3 : i i 3 1 ^3 • G .iJ . "a : g D : 3 : 3 U o CC' .2 to ^ -a I .2 ‘ O CO • : <72 ao 2 P'S, 3 to p7*3 2 o a 5lp WG^ Izi ■ i-j p •ttOT^^Burniotiap snoTSqaji 3 : ® ’ :^Qp=i ; ; Ird : : : :3': , : :|2 j -sect . •rPm . G G ^ \ ~ . o . 5, ■nor:).'BzraBSj;o jo 9:},t?(i t-C50oo::^c^Tirioioocoo(Mt^i^^oo cc t> o ^ t>- lO (M 00 X) CO X l> lO sr- ccocoo •lOJl'erp JO OJ^Q (lOXXXCOC<3 00LO'^LCt>OOt>OXO XX Ob-CC^-MiOO m CD irs LO O O O 'O 'M CD O r-* 5 MgM jgijr^ra 5 o S3 2.3 c G"5g; ^i M >> ^ CO fl 33q ^io S 2 ® >5 S ^ - -t- bi6--2 o'S'S £ > ° o >D P'G ^3-aS:a-sP ® S ^-.G s ^^pqStGhPO p : : : :'>.&-5| ® S ^ ;®A^ ■ p • ®'.|'0.>'® "O OQ*^ P = gIg^ J® a.P;::3Q'3 ® >;>>, bG at; l:iis|si = &j| .i|!3 i 'if s s I i s S^6QWPOSWciNiW fee 05 ; ; : ^ I'’ 'g3 p p ao ■ d • ;| :: ; ‘S • .■s ® £'S : 'g ; ® cS !|G1 ; .23 P 0) ■ o ; f-23. 33-1 :p ^ 275” U ^ A tU O G' ® O © 6>> rdPil , O SP O C?fcJ*rH Qri (p rj O,®— '®4j|_3 -|J®® OM Wa2U^M20t-l 1 1- 00 05 : STATISTICAL TABLES. 519 Table IX. — Statistics of universities and colleges for 1878, — Continued. 520 REPORT OF THE COMMISSIONER OF EDUCATION. •pag -TSSBptm s^uapn^s jo aaqniti^ •asinoo oijUTia -Toe joj gaiieda.!,! •asjnoa poTssHp 00 fO CO CM •ajerna^ •apK •sjcopnjcc^gxn j:o jaqnmjij; -5_Q do id a. o5p4 2 > lOOOr^t^OiOMO OO ad Q Ci ' o c Pi ci :3s I < 3 rd t^.W af-a 2 p4 ^ ^ S ^ w5'-'53'C2h2mM^'^5 . kJ hJ ^ ^ ' C' c; c; c.' ci O) : c d ^'OJ -• 00 ■ . „ 3, c3 pd •noi’sutTuonap snoiSqa^ ttPn' K A-e- ^ 0 fl. :P ted ■ 50 ioP H 2 50 g 1^0 PiloPPPfdP •tiouT3ziTisSao JO aj'Bd O t> O CD O 0 \ Ci t c-^ r-_ (••> (•— , I/-' i*-^ • 5 CO -d- ) t- CD ; OG 00 c I lO t- CD C> t> CD^OCS’-iCDCDC^ MO^JIUITO JO 9:^^(I CC LD O 00 o 1 o iX) o 1-^ f"i , bX) «D 5 ^-“X^ (D PiO^CO iBi® 2'^P'®pp22 iS®

f-aj^rnfajcojgrfl Q.~ i®-(j^pd O (D^a l^SajpccpPOias STATISTICAL TABLES. 521 ie ; 0 ® : 0 s r 0 0 1 1 0 - 0 ^0 1° 0 0 ■ 0 1 . ; 1 f •a 1 »g ss 0 29 80 6 (c) 0 i" 0 0 SS3^ 2 cc a s- * 0 c: 0 _0|go jo go r-( 0 ” i OgQ 05^00 1 ® °S »S 1® :2 i s° 0 0 I 1 s 0 ig 'es^ CC 0 (M 2; 0 0 rH 'o > > ^ > Ss I lA ' iiil Table IX. — Statistics of universities and coJIerjes for 1878^ fc, — Continued. 522 REPORT OF THE COMMISSIONER OF EDUCATION. •p9^ -t8SB[onn ejuapn^s jo joquiux Preparatoiy department. Students. •osanoD optjaa -T9S loj .§niactt9J(j H S is 1 • rH . 1 . CO is i i 3 i :§| •9e.ino9 xcoissnxo joj .gnuiBdaaj; e H 3 2 44 2 CO i i ;i ^ 5 i C i i is? •apjaia^ Ti g i :i : ia : •9inK GO •ejoj9n.Tjgai jo .laqttmx (M CO ; ro o-i * 1 ; ; O ^ i " ! ; ; ; " rH CO (M President. a • • a=: » Q a SSI si#; i=“ > > > - n. A. iiinsdaie, A. M . Jtcv. Carroll Cutler, n. D . liev. J. 1*. liol)b, A. M . Itev. isi ael AV. Andrews, i). D., ll. d : : : ® :4.“ ;.a iai» 3 > > t>’ A. A. Mtudton, A. M . . . Rev. AVilliam Ballantine, A. m . Kev. E. Fill sou, A. m . dames W. Haines, M. n . . fl ;ii > > > a : : J : il^ a^ ilu 1"' :|i i||^ > t> P ’a' > : J VC V. .1? . Jjci*., n. j » . . . Samuel C. Derby, A. M . B. L. Arnold, nil. d . J.AF. Johnson . Hon. A. Ilinman (president hoard of trustees). •uoT^^'BUTmoTiap snoLoqa^ 1.2 : 3’-^ s' III: :|M *ls§ I ! ! ■' :| ■ o • a s ^ :po i i| d = 5 ^-2. r > o c 5Ph^1 ^ : : : ;£ “1.1 : illli: ; - J a J J ii”ll yyi •nOUBZTTIBSjO JO 9JB(1 : i||||i|||i||i||||ii||||§ 1853 1865 1870 1854 'J9pn3qO JO 9J'B(I « iSif 1— ! T— ! T iiliiiliiiiiiiiililiiiili Location. Delaware, Obio . Gainbitu', Ohio . Granville, Ohio . . . . . ii|; mt. uiiiuu, ULiio . New Athens, Ohio . New Concord, Ohio . Oberlin, Ohio . Kio Grande, Ohio . Sago, Ohio . Scio, Ohio . . . Springboro’, Ohio . 2 ; i' yi: M Westerville, Ohio . West Geneva, Ohio . Willoughby, Ohio . Wilmiiigton, Ohio . AFooster, Ohio . Yellow Siirings, Ohio _ _ _ _ _ Corvallis, Oreg . Eugene City, Oreg . Forest Grove, Oreg . ' Name. H Ohio Wesleyan University . Kenyon College . Denison University . jjii aiu . AVestorn Eeserve College . Ohio Central College . Marietta College . -UJLt. - --- - - . Franklin College . . Muskingum College . . Oberlin College . aj ill flip ii|i Wf Hi; a- ^11: utieruein university . Geneva College* . i . Willoughby College'* . Wilmington College . University of AA^ooster . Antioch College . ' . Corvallis College . University of Oregon . . . Pacific University and Tualatin Acad¬ emy. STATISTICAL TABLES. 523 Tablfj IX. — Staiisiics of universities and colleges for 1878, — Coutinned. 524 REPORT OF THE COMMISSIONER OF EDUCATION. a -a STATISTICAL TABLES. . © • ; o . o « o • • . . . -ti # I o I o jo joo© ;©0 ; j© i : i i • • • • o I ! c g.© joj.© :©o j© jc i i i 25 0 0 O O ' o • ® : is® : : 37 129 101 78 &71 26 70 yiij :3 1 : : 1 f ; i i ;i imiiu 5p Kaeine, \Vis . Eipoii, Wis . AVatertow'ii, AVis . Georgetown, I). C . AEashingtou, H. C . AVashiiigton, H. C — . AVashingtoii, 1). C . Salt Lake City, Utah ...... Seattle, AUash. Ter . . A^ancouver City,A7a3h. Ter Marvin College . 5 University of Vermont and State } x\gricultural College. 5 Middlebury College . Norwich University . xvaiiiiuipu iiicicim . . Emory and Henry College . Hampden Sidney College . . . AVasliiugtou and Lee University . Eichmoud College . University of Virginia . College of William and Mary* . Bethany College . . AVest Virginia College* . AVest AUrginia University . Shepherd College . Lawreuee University . Beloit College . Galesville University . University of AVisconsin . Milton College . Raehio College . Eipon College . N ort Investeru U ni versify . Georgetown Collegia . Columbian University . Howard University . National Heaf-Miite College . University of Heseret . University of AVashiugtou Territory.. Holy Angels’ CoUcge . 1 1 igSISSIBi giSSSiSisliiliggiiss I'i’oul Eeport of the Commissioner of Educatiou for 1877. a Since (IcceasecL b Includes normal Table IX. — Statistics of universities and colleges for 1878, ^-c. — Continued. 526 REPORT OF THE COMMISSIONER OF EDUCATION. ■jBaA OT:^SBpq^s np s^paaAS. jo 'ox; ( A c; ooaooos^iociooc^i 71777I710000C1 O QC t> C; => cc cc rti rt< •0Sinoo 8:).BTg9no0 up sjBajC jo "ox % O -T “ ^ ^ 4 4 4 3,4 4 •edpqejLBpoqos jo -ox w o Cl o o o I O : i® : X ! rjH O O • 73 77 •sdpqsAioppaj jo -ox ?? o o o o i 1® i • 73 ' • Collegiate department. •s:pu8pnp.s o^BtipBjS jo -ox Vi M o o O lO o • l> 7 * r- • • O rf • • 73 cc » (M Tj< ■e;aap -ups xBTioppdo JO xBpoadg 2 Cl 1 CO • 1 o . 1 o I ^ 17 O X • X r^ • 6 P o o c s .§ ‘S a .2 S m •apBraax M I '^O r-l - (M lO :S •apBK W ■ '^o ^73 j r-i ; ^ .2 c •apBorax « • '5' 'H CO r-i 'Cl :S •apBjY i ■ S'® *71 *03 7^ X :2 Sopho¬ more. •apBraax ?i I ^o lO 73 ■ O ; ^ •apBK ?i • o lO^ ' t- 71 I 5 ■apBmax i> ■ '^oo s® O 73 ' CC : ; ^ •apBK 1 ^ ; ;§;3 •^CO O 77 1 r-t - ;S 6 ll *cc X X 5 _o CZ2 •aiBuiax es 1 i ^ ^ : = r-t tH - 73 73 73 o * •9F'K ' 51 ' 3t I— i 71 r-t 73 rt^ X tc 7<: 73 X 77 1 O <73 1 ; •apBcnax h\ i J o o * o O r-l O rH 77 : : 73 • •apBK 5> 5> c- <71 CO O tH 71 C' t> cc o — ^ Cl 73 77 <73 r-n 77 77 71 ^ >x = , •apumax ; 7> ‘ cc o 73 73 O t- : •3[b’K C7 Cl o o tH 71 t- 00 77 X i—. 77 ^ X O : ^ P i •apBoiax j ; = : - J 73 1 1 1 •apBK ' : Cl 71 71 ^ 71 O 77 t> r-l 73 •sxuapiiis jojaqninn ayog \\ | ^ i ^ 1 O P". -r 71 C7 l> O ' O 77 l7 71 U7 00 cc O O 77 O 77 O C7 77 O 71 O — X O L.7 77 00 i-H — r- O O IC O X 'c 6 •sdpqsjossajojd paAopna lo -ox ' z - 0—0 I o O O O O ■ O X ■ X ' tH •sjajup Dap p)nB saossajojd i pnap)psaj-non jo -ox I 15 O 77 rH Cl 77 l> O I O' 77 o X 73 71 I •sjopDiijps 1 -up pmB sjossaj -0 id paappsaj JO -0 X ^ i t~c-50^TrOiA^O^OO-:»'OiOi-0 Cl O r-i ic ci •.^jpiiOBj JO -ox « 1 ?o o t- lO L* M '^t' riOcoo!0«'*i-ot~c^T)<'^ooift'#ooi^5t~ino p. C'lJ^IS^r-, r-l S^^rHO j 6 i iz; •g.So'-S'S o'^ > OQ o-g ' ^2 a p ■ ® p3 g g- o ^ ©.s Sj2 , ^ rt j >|;- cc S c^p '00050.HC^CO-t • O 01 • • • rH j 1 • Hh 1 - 'cO tH lO o LO X o ocoxt-o jci X • ^ X X rr 'x 51 O C^ 1 : ^UO ' i-( : CM o j Tt o oq 1 I . r-( • 1 rH ;rH0-^ : c.-o^ ?i CO S^;3 CO X CM r- IH H- t- ‘CM tH 00 rH c; 0 11 i -t c; ■ I • o s O M j ^ -H CO • • ■ -H • y-i‘ ;rq — ! i O 1 1 LO 4 9 22 s ’ ;o Ol Ol t> rH r-n o t-i Ci X o 'ct • X r^ tH r^ O I : S; : tH 00 V O ‘ i m M LO . I . o < • c M CO rH • * MM CO O CM O ^ 2 1 ^ CM Cl oq c: o ■ O M ||p^sS5^gg^pKsS3?i^S|§S o o 1 I c- o : r-J. O iH CO CO CO 1 r- , o ■ ’ ' O CO * • i « • • f S 1 I o o I CO rH M * o« : O t o LO o I o o o ■ o I H' O M I : 1 I o I 1 • • r-l M * rnOrnrH j 1 O LO O t> n 5^1 JO CO o :o Ol c^ I woL-ocicot-jHT^r; I X r; X I H* ; M LO O *• Cr X 00 i 7 (i 11 7 ^OO'^t^OO 9 12 12 9 7 monD-t>cooo;ocicO’H^'r^c;;oxo;x2'Tj4Mi-oootH ooj^xoMXH^g^ P! ■—% IMh o ' il'?,= “i-o-sl'^Ei? a. Jl SS§ pa; -“ai-i:=J; f Pliilitilllsis i.2SS=|js-gi2'».s3-5 III = 1111^11:111111 iili^i i if f^§x?^H^^^^SS®5i5l^^:5^5:55g5gS?:^t2gS§gi3 33SS §5$gL^[:??t3 Table IX. — StatlsUcs of universities mid colleges for 1878, cfc. — Continued. 528 REPORT OF THE COMMISSIONER OF EDUCATION. I ^ t < wn •JBO.C or:}si;ioiios ni jo -ox 2 •8SJT100 a^-BiSo^oo TIT eiual jo -ox 38 1 CO •S(lTTieJT?XOT10S JO -ox o o o O O O O r-l loo 1 I loo • 1 X loo 1 •ecIiTxsiioxioj JO -ox 1 ^ 1 ^ ° : o o o o i jo© j olio 1 © © CO 'S^ Tx) o •sjuapnxs ojxjnpBi? jo -ox « M 1 C5 • CO o O O O ' c: O O CO © jc.© ■ox 1 ■sjnap -Tijs XBnoTxdo JO jOToadg ” ; X X X 1 1 t- X o • C5 1 1 X CO • • Ol Stiuleuta in scientific course. Senior. •oxnTuoj iS - o 01 • -i -C- O 01 rH O tH I •eX^K w ” ; ^ : 01 r-l X X rH O ' rH d o X 1 Junior. 'OXnTuoj o • : (M r-l t- * rH O r-l 01 • X : : § ^ : X O X O • rH LO UO rH 1^. X ^ • CO » i t Soplio- more. •oxnTuox ft O rH rH X < • O Ol rH • O • 1 1 •oxnM s fO CO tH * o O 01 1 X O rH 1 ^ X 1 • o • • ‘ -H ' "I a •oxnTuax © ic CO ; : lO X » • © ro CO i C3 ic lO C- Ol O 1 •einR i : ^ i fo m X O 01 O O rH X 01 rr 04 o o CD O CO • Students in classical course. .2 ‘3 o w •GXrraa^ in i o o rH C5 X O rH O 01 * • 1 O 1 ■oxnpc 5t iH tmC O r-t O (M oi rH O f-H LO X 01 01 lO rH 01 X oiuri 1 Junior. •oxnuiax M : :© ; rH o ^ X rr- rH tH O 1 rH * Ol • •9inK iS tH tH r-H O T^ixxoiooioqxooi'^ X : Soplio- uiore. ■OXT3ni9X 1 5 ! CO • ' o o X to rH rH * • rH IC 01 Ol ^ : •OXT5K S i ^co©© CO o 01 X (d rH O oi ■'^’Tj^XrHXOlXr^Ol 'X « ■i 3 j ® 2 1 Ph 1 •oxnuiox 1 2 •rH j ’ OlOLOOXrHOOXLOr-l 'Olr-IX ■ X rr rH • • •aXUK oo H O ■ lO ^ oi rH 01 O X X O O O lO O O ^ O X liO 1 ^ • •sjnapnje jo jogTonu otott a\ j 17 OOlUO^iO)OCOCOXOCiC^OCCOXt>THLOr:^tr:OrHC^^XC50 t^iHXi-HOacOOiHlOOl XC;COCOI>l:^-^(MCO rHCl Tg rH Ol r8 a _2 o .a "o 2 o o •sdiTxsjossojoad po Aopna jo -ox 2 O iH o CO o O tH rH 01 01 O :® : •sjo.iujoax pun sjossajojd j ju9pTS9J-nou JO -ox ; in H o lit. o o o o 1 O 1 1 01 O rH r^ Ol •SJOJOnJJS ; -ui pun sjossaj | -ojdjuapisojjo 'OX 1 14 5 4 10 4 O X ^ 'O t> 01 lO) 1 O O — ! X t> uo O 01 l> 1 rH rH • O i X d •Ajinonj JO -ox w H ©e5©-^mooooi»©t-©c^if5 •oc©'— ico©isi©?oi>coo-^-*'#, l-l r-l (M • T-^ r-l Q • I CM CO CO o CO • * CO 1 » rH ^ i : O • : CO CM CO O O CM O IQ CM - I O j : O CO C5 CM 00 o tH cm CO -^50 i CM : o j CM C-i CO CO CO CM O CO ; <© : CM 1 Cl tH tH CO CM 01 lO i HI iQ : 1 . ■ o : O OCM O ■ tH O iH CO o t> r-l CM T—l ■ O TiH r-H CM O O CM CM T-l CM tH CM O O O O l> O L-CMtH OtHH^ CO iH rH • CM « o • OCMt-i ■ 1 1 05 i i I O LQ cs a o CM ^ ^ ^ Tt^ o CO O O IQ 00 CO CM CM O CO O CO IH CO tH r-H tH CM Th iH iH rj< O 1 ■ l> ' 00 • ' tH * O CM CO • 0**0 i i I O rH C5 a rii CO o IQ IQ IQ (M CM CM Tin -<1^ CM IQ O O 00 iQ 00 00 tH CM ^ iH UQ CM CM LQ - : • S I • O i . CO J i O CO • IT IT OCM 00 CM 1-^ CM CM CM 1-1 CM O CO CM O 12 !>» r-( O O CO O CO Ui COCMCMi-HriH 1>CMCM i-iCMOCMtH 0 T-l r-l rH iQ rH tH CO i-i 00 CM IQ O tH O O IQ H IQ H -H i CM o o 1-10 jo CM O o O t> O O O iH loo H o ic CO O O lO CO CO t> coco lOOOOCOTtiUOCOOCOt^ COO-«^ lOCO o ffl to bjc ir; ® ® ■-= ="5 ^ tc <1 6 _ to cs o .£ ^ S'“ (M 00 Tti CO 00 00 00 (03 Cl Tf t> 00 — I o •1h ’3 ® op ® bf)Pr,^.£:-M tfs3|||gi|| |§l|35| g's ==s iCMO OCMCMIOOOOt 'CJ3^ •;;; ® t^tc O S-§^6'S _9o bJ3 O S >■: rt' 3' uOU'S bjcp o o Pi o P ^ g g S' oP 9 g o'^gr^-g^ L ^ o © a a! ro5 0.2 2 2>3±i g o o O •’-' rt o 40 >SI 0-2 2 I- o ® a a! 2<1 2PS:=lp3-9P Hh^o-^^PP '3!^2SE:950)0”-'oico-+lo ot-oo OOOOOOiHi-lr-(T-(r-— lr-(i— (t—li— (iHi— li— li— lr-(r-(r-( iHr-lr-l 34 E I uo O 00 O O 1 529 * From Keport of Commissioner of Education for 1877. cl Collegiate course not yet organized. 1i Includes holders of fellowships. a Total number in all departments. e Partially endowed. i Includes uninatriculated students and candidates for h Two resident lecturers are included. / Fifty of these were for hoard and tuition. higher degrees, c Under classical are included students in scientific course. g Total number of scholars, including fellows. Table IX. — ^Statistics of universities and colleges for 1878, ^-c. — Contiunecl. 530 REPORT OF THE COMMISSIONER ' OF EDUCATION. •aual o^:^SB[oq^s ut S5[89as. jo 'oj^ 39 O O 00 CO o CO CO CO CO CO CO oooooocoooo cocO'^'^cococoTh O t> O CO O CO cc CO ^ CO CO cc 1^0000 > CO Tf TT ' Tji Tji ro •QSinoo o:^BiS8]qoo ni sjTJ9i£ jo (20 M ITJ • rji lO CO Td^ ' T* •sdiqsjBpqos JO 'Ox; M o . o o • • C4 CO • o o o o o o o o •ediqsiionoj jo -oj^ § O ■ O O ' o o o o o o Collegiate department. •sjnapnjs ojnnpcrS jo -oj^ O (N O O rH O O O Tjl CO o o - o •ejuap -njs x'Guoijdo .10 x'cioadg 34 »H CO CO rO Students in scientific course. Senior. •0XUUI9 J w o • CO •oxuH ^ 1 o O ' CO Junior. •0XHUI9^ s 1 CO o ■ I>- •a™ ® 1 tH O O (M Ci t- CO CO 04 00 Sopho¬ more. •oxuuiaj ^ ! 04 O tH j 1 C4 O CO » o •OIUK © CiCOiS^^y-i lO '1^ a 00 VO 02 2 o 2 •oxuuio^ o y-i tH (M 1-1 (M • iH ^ uO ; VO o VO •oxuK (£) H O O rH LO r-l tH iH 04 S 3 3 c5 CO 04 04 •sjuopnje JO joqtnnu 9ioqA\ H CO CO ^ CO ^ CO CI3 CO CO lO I-H 04 VO CO C C5 O Tii V-0 O 00 § 1— 1 >— 1 Tt^ CO O 04 t-O O O 1-1 CO i-H -O O 00 CO O VO Corps of instruction. •edn[8.ioss9jojd po^opuo JO -ojq H C4 O o O O o o i CO o o •eiaanjoax pun sjossajojd ju9X)i89a-uon jo -o^ H CO iH O • 04 O O O o iH 1-H O •eiojoujxs -ur pun sjossoj -old juopTeoj JO Tfi fH Tti CO !>• C4 CO r-l T— 1 CO O CO Tji 1-1 T^I 1—1 1—1 tH 1—1 C4 CO CO CO rH t- CO CO I •i:jXnqnjjo -o^i w H CO tH 1—1 rH O Ci CO rH (M r-i 1-1 1-1 O CO t- CO TijH 00 04 rH CM 00 uo CO !>- CO Name. H i c 'c c i < t c L c lliilsdalc College . . : '-S ■ • • 2 : irS : . . o . . O ■ • : • • ^ ® ^ c &r • cs £ A 1.92 ? 9's a |,.2 ^ Ms 4 o 02 (O :JD.9 'tM t:'® f ^ £ + <1 jJOc ■>0 H C S'; r? s's -1 K 55 a y 32 >•: 3 '3 - 0 5^ 5 J3 1 > 0 2 £ ^3 'o 0 'c c 5 3 ' ■< s >_fc ' c 32 i< 3 i 3| 32 ) c 5 a 1h ■ *0 H a ; 5 .S 3.3 3- 32 32 3^ 3 C. 3 ? '5 '!2, 1 s Cm O (C /)» 3 ® 2 o2 1^-3 3 o g iff a • <1 •H ) .If' DO > tD-a: ; S) a ) o.t ;02 3|2 5l-t JhIP- H 3 C. :> c " 9: c C c > ^ > r 3 ^ a: . fc . a j 9r^ 3232 30^ . ai2: 3 9''^ • g c: 30^ ) P ? ) 1 > t . a if c: fc ) f ir: ; > ^ ) p ) a; S 4i la 1 College of the Christian Brothers . STATISTICAL TABLES. 531 O Tj< rji ^ ^ Si' C^iCOO(M' o • 00 iH • »0 > t> XO i-H O > r> o CO 00 rti CO T^^ Tfi Tii O ^ T^ O _ « _ « _ '3 SS S5 SS SS SS :S s®^ :s s; S'" S : 3^3 .^3 O (MO • O ’SS SS 1' ii! I II .11- ^^2 f2 o'§5' -o = s-a, -+5 '^ " <« I I ..jftllil! -I I r O • (O » * « > UO CO • o o >?3 ;S8S 'S? :sssg3 : :SSS|S?§SS| SS|SSS8gSSg|§||S|||g :2 ^ o tH M O O O o o o o • (M 00 iH O LO O I O O CO o o o o o O O T-( O I O (M o ^ r-l 1-1 ! cq rH oq I (M (M rH o I 0(M OO ?i O-^OOT^HrHO-^OlO MOOS^ THClOt-OCO^rMOO^OOgO SS o^oooc^o^^oooo^^ *«^S'^SSS®’SSSSSS IS fci ® 5 'w "" iiil I: |?s_g| s Isllstlsl nil Ml gg|oe.||! pH fH M r^ OS 0> a," .16 a£=-i^ nIP J IliflUlJIVtli! i ill II != ill! t!§iliS.6s2^is^2|-Sf6.i°5§.|5i3a=|-3®3S§ S bS^SIj n-l'S =3 il = ?-l-2“-ap gg-:o‘^p'^o-s.s^ - .5: =*H-S oS 3.g « g o ® o a o £ 0 r-l T-H O 1C TP O CO iH (M i-H lO iH 00 00 Cl>.CO(MlC5 c^cDoc.) ''s ©o fcb-S ®:sp ® o =§ ?r,P fcC.ti o O PI pa p a c3 cS gw fcJO o o o ® 5}, P|l al2lil§ 13 a ®p® CO C tJAO C0t>0005OrH03C0*^U0C0l>00C5OT-JC0OOT-f ^^rHrHr--rH03(M(MC^C CO OrHTfi^lO Ci o O lO ^ * CO CO o cq cooooq^o- Cq O Oq O CO • *0 .C0rH»^ I oq I o t o cs oq »o o o o O O O rH i O -CO I rH • rji rH iH • I O O r-f O Cq ca rH O I rj. (M l> O CD CO esj OiO ID iO lO m CO CO t> ioogaooot>«2cooooooo«c>aocoooioio^'H<^ cq ic t>(»T^,«ooo„!)ikO„^a5io,^e5iO lOTttCOt^t^COlOOiOCOOOTftOOCOt^COOtrqoCOOOOOtM-^OqOCi COtHCN T-HrH r-'r-ti^i-Hr— t lOr^OCOOOO .OrHCqOO t>i O ci fcJ5 ?' &D c . O tc ©1“ ? ^^fcr© ® Sdo *« 3 .5 a a o cz Ph %<=’ 2 t>> ■ © >3+2 I g’g.- ^ © ac'o ■g_y^ ® fl.ji; p ro Q J _^-t> a o ,a^|^ = S a o 2 a.g^^a © ^S25:5SSH!2r^^3f2ri^'2‘>r <»^p,-'S^C«'^OOt^OOC50,H7(9 D? o o o oq CO cq o o •sjuap -UJ9 x'cnoTjdo JO x^T99dg M lO (N r-1 M • Students m scientific course. Senior. •oxunia^ 1 « •aiBK 1 8 (M CO CM : o Junior. •0XUUI9j[ ^ i « 1 ; : : -'i* •q™ « 1 O : CO Soi^ho- more. •axBuiaj § 1 : CO r-H •9p;n S 1 ! O cq IP Fresh¬ man. 'oxuraa^ i (M • lO : •9XUK 1 oq tH O CO fH CO oq : lO .2 •oxBuia^ 1 1 : o j • (M : o • I— 1 rH o P 'E o 02 o o3 * a •9{era;a^ •91BK •9^ta9j; •9IBK •aXHtaa^ •a™ s^}.a9pTii).s JO jaqumu otott A\ •&d[]T[Sj;os89joa;(i poAopua JO -oj;! •sjaiujoax p n B sjossajoad jaapp9.i-noa jo ’O^ •SJOJOILIJS -m put? sioesaj -oid jaapisaj jo •bjj •Ajihobjjo -ok coioicooooq O UO l> CO O CO O O rH l> ! CO (M O • O oq CO lO . CO o oq I o T-i CO CO o (MCOi-HCSOOt-IOO O-^COOmOOOqC^ Cir-ICOiHOlCO’^l ^^'^•^i>cooq cothocmoo-^c^o cot>^(rqocoio 1-i O *00 I> lO o O O lO •COtJ<1>0 'OCO t> CO CO lO o ^ CO’^COO^CO'^t^O ' cq o lO tjh CO s o [? ^ c ?5 C4-4 ^ ^8 5^ 'p p C iJ3 §11111 Pi §§l2§p^|- O is aj P p fco pQ ■02 >5. si "m 5 ^ •J’S.2 2 .9 Mp p ^ rt f-i o :.9 2 8 tc P O E O p OP3 += p mO ® ^ ^®o p aOcDtR p 9 26=3 9 pi a- P^": 2c5 g^o s6 o p P p| |?3 1 so:_^ lilsilis^iiP l>OOOiOrHOqCO'»^ OOOO'XOJCtCSOiCO (NCMC0050tHOqCO ■fiOOtr-^CCOOi— I CiOiCiOOOOOO OOOOOO^rH (cqcqc^cqoqcocococo cocococococococo STATISTICAL TABLES. 535 Tf o * : 4 4 4 4 o o It i ^ o • i lO * • i O O O * lO t>- • • » tH I » : i M 1 1 o • ' o lO 1 * 1 < O r-H * O i • rH • iH I » 1 ( t O 00 o o < • • t t 1 o i i i i® o • o 1 1 ^ * 1 1 M® M® : • O * O • O O O O ' ' ' o • (M • o o • j . o o * o • • O i-H • r- i • O • (M » * t 1 1 < » 1 • « * tH ' O • O • O rH • rH • (N 1 . o : M ” M^ i ^ • W (M < 1 • * • i 00 • o 1 l> * r-i • O I * ^ J • • 1 C ■ c 0 j : : i^^ i is ^ i i§^ ;® i ig^ i O O (M I> 1-1 CO j lO CO (M eg c > O • lO CO • • • O i i : i i® i i i i i i i i i jo ‘ CO CQ j j O (M • tH M M® M i O i O • GO • CO J l> ot ST 91 ;3 i i ^ o IC O CO o ‘OlOOOCQCC • rH 5 CO • CD CO • • • ^ » III 1 1 . I> i i® i i i i i i i : i jo ;c.o j :S® : : : : : : : : o • ^ is I • 1 o 1 1 • rH i is a i i” 1 CO • 'CD • 1 rH • • iH • 15 3 6 23 4 13 33 5 10 5 10 5 . o IC • rH • o I : : : • CO • a : MM : i i i i i jo j t> r-l • i*J3 . 1 1 ■ o • • . Ci • 5 : : is Ms i i® i i^ i 29 0 18 14 7 11 31 15 12 5 Tl 00 £> C rf' ! O cq • O " . c- 00 . t> 121 102 86 56 50 125 83 64 101 140 104 c365 oo i^lS 0 11 • o o I ; :« jeo^o O I tH o I o *§ jo j (M jo • ‘g i 1 ;0 jo j rH O O O • 1 • 1 I 1 tH cq • • r-H O « : ! o • CO » o O • tH tH I O ,o jo : : rH O t> O O iH jo j^ j ”® M : M * O o I c I lo i i i® Wt-co C5 o C£ lio i 00 00 ^ O IC5 ic O 00 00 jg? j®s- ? JC O Tji I> CO o ^ I> « 00 CO L.O ■ t > MOCOCOCOtO^OCi oc;oiftwoox>^ooiOr-Hcooooocqot>^»MO-^jTfir-tCOC^t>tO CQ tH •S9T.IUMqiX -^joioos HI Qoum^OA* JO ioqnm^ lO o o o o o o o o o o o o o o O O O 00 o o o o o o o'c^r •S3[ooq tn jijo^ ox^iSopoo JSEX oqj Ut 'oSEOJOUI •gjoxqd -tuTjd JO joqmnjsi; o o o o CO iO , o o o o o •eoianxoA jo ^oqnm^ • o o o ' o o o 1 O O IQ -qoojSA 13 pjijoq JO ^so3 CO r4ca * .-#NCO ■ (M * (M ^ lO lO ^ CO Tji I I r-J CO •noTxm^ joj ^^U9pTl^s qoHO ox oSatjqD [mitniY I CQ Im Ol-OtOOOOOiOOOOOTOOlO coot^ ^coioooi'^ir:)(Mt^oooO(N ‘ CO 1 CSt I CQ CO I J 05^0I?300 O ^ rS ^COO ^r-CO Tf , I ® P3 ©a; : :.g bC cs o (p ^ s §,;S^ o a a q ^ ? 9 ^ S ® S ccWaQp<^02ofcjn® •'I’H-io rr’?-» f li'a l^|®|ll II ® » o II! 1^ ((MCO'«i<»001>COCiOrH(MCO' of Go STATISTICAL TABLES. 537 ^ UM ."-IrntNl-l fee p fl ?) p rt ^ SppppPPPSfSSkS O t^r O O lo lO m o r-T CO* l> CO* O IC • O (M O O ofCM o o o o o oi o o o o o o CM 00 CC Ip CM o o O VCO CO o o o o o o (M O O O CO CO oooooooooooo o o o o o o o o o o o o o OOOOOOOOOOOOO t-r ooooooooooo<“ o o o CO o o o o o o o Ip O O CM O O >00000 >00000 >00000 OOOLOrHCMOOOOOOCM CMOO OrHOLOOrHlOOOCilOO iOOi-O O ^ O i-p ■: O IC O O CO ' o o o o o O CO lO* o o o o o o o o CO tp Tji o CM* 1 o • o o . o • o » ip . o O O ip O O O O O • O O o o o o • o o CO CP O O • iP o CM th" Co" * cm" Tti" • o o o o o • • ‘ O O ip O • t • Th O CM o • * ' cm" r-T ' < o o o o • o o • o rti . o cm" • CM* O O IP O O rH CM CM IP o • o t> O 'ip CM • o o o O O CO ip rH 08 o o -H O • ' O O to O • • O CM CO rH • • iP rH 298 i O O i O O ip • iP ^ iP • Ip Up (M . rH o ip ip CM ' iP o 1 CM O . CM 3, 000 100 o • o o o o o o IP • iP o o o o o ^ • r-l T-t O r-1 ip CO I CM o o o 5,000 • O O O O CM • O O O O CO • CO iP CM O C5 300 O O • O o ip o O O • O CM O OCO •S'CO UP o 000 ‘I 500 000 ‘X oox oocoooooooooooo OOtHOOOOOOOOOOO OOCMOOOCOOOlPCMOlOO cT i-T CO** i-T CO** oq* i-T cm" o t> 000 ‘I OOOOOOOOO C5 OOOOOOOOO 00 O*HOOOOOOC0 rH ip to" oo" co" Th" co" cm" CM rH o o oooooo oooooo up o O ip O UP ip o o o o o o up o CM O O iPCMCMOO iPiPOtOX>0 C£rCM"uP 5^rH"CM CM"o"Th" cm" »-*^i-*ciCM nh# r-r^ ■ CO T-l CO CS] CO • 1 J^CM ^ i’ CM CO rH -<1 o 3 2h w S M cc M U 02 P p!^ H U |2i s M h-l p; h-5 i-i W 2R5^2’^?3^'^^^t^oo^Oi-»cMcoTtuooi>co CMCMCOCOCOCOCOCOCOCOCOCO'^'^'^’^'^'^^^'^ TtCOC50^CMCO'^lO ipipipOOOOOOO^CO O t> 00 C5 O ^ ^ :o to t> * FromKeportof the Commissioner of Education for 1877. e For library building. i For year ending July 31, 1877. a, Board and tuition. / Estimated. j For library. 6 See Table X, Part 1. g One-fifth of a mill on each dollar assessed in the State, k From contingent fees. 0 To residents of California. giving an income of about $15,000. I lu 1870. Total income. ^ Includes endowment. Table IX. — Siaiistics of universities and colleges for 1878, — Continued. 538 KEPOET OF THE COJ^BIISSIONEE OF EDUCATION. s a a g -2 a mo'©OOl-0©0©©C~OX©C©LOl£0'5j<©0©00 H[(S— I O 1-1 ICO©©OXCOOXr-l'i*0000»H(MCO'«^iOOt-00 £>L^t>L^t>t>l>l>CCC0C000Q0GC00 00XXOO05OOC;OOO STATISTICAL TABLES. 539 C^t-HOO -a . 0 0 0 0 0(^0 00000006 ^ ‘^‘-5 O^co -S rH <^-1 Csl (M P ^ P p"p p ^^^-Z)h:)^^h:)^-:> Pr^P PP/P P P P P P P P P O CO o o 01 o O O CM O O o o IP o 00000 000000 IP 000 000000 000000 00000000000000000 OOOOIP^OIPOOOOIPOOOQO (M O rH CO t> Ip ip O (M t> CO iP C> Ip CP tH ibJU*S c:) p (£) p tLPzl ‘P r--rr'-Stq ® S'^^o o o >■. tt'S a rt ^ ^ ! bl)?f :<] i >.« :-s .-s « • 5 • o o c o o 00000 O O O IP o 000 o o o o o o o o iP o 0000 0000 ip ^ o o Ti< ip c o o o o O iP Ip'o O 00 00 o o CO vr o O 00 CO o ip ip o o o o CO ^ • o o I o o I O o o , o o . CO o iP 00 CQrH o o p p p p h)*-5 C-1 o o o ip o o'co'' CO’«^i|>»«S^OOCDCDOCCDOOCDO (M I I-* I rH ^ O e ivP ip . Tji (M CO o ■ O . ^5 J>5^ ®v9A ?r?> fctb 3 "3 g ® , o C ® t>— >s i^SoP •t; a O ® §)«> o -a) w a ■ fcCrt ?. ■c«W ljlll.lli_ ©Sa^SaSoS ooSPPMMoP R O O o , |o| |gao;3^ §'-'35 0^1 ^ • OD ^ P P CC (?i^ P* O O v.<( O P §[,:3 v.a ab s'Pb:§ c.a§|'i=) a a ©5:25 3 s I g g a ■« S a5^5m-^Sa^i^^.r2co >,0 !=®,aa^5"og5 ^o^joa44o<»£b®oao-+^a'cOtf+4aK.'3CO P'-Cib cCOi-;Pj2h5PbOcCpi-st-lI^a2p^p<00 ■IC^^CO*rt-1 ‘R 3 * P.RS-I Table IX. — Staiistica of universities and colleges /or 1878, cfc. — Contiiincd, 540 REPORT OF THE COMMISSIONER OF EDUCATION. ga a o o p . « C5 Cl M — (M (M C O O O ® .^pi PI o pj a a a a a s a 1-5 1-5 1-5 ^-S l-S IB O ® O ^ .COt-CO^SPO IC O ID a 3 a fl g"a 3 ^ © o © © fl a a a a a a a 1-5 ►-51-51-5 •gpnaj (Iit[SJB[oqo8 JO junorae Qj^SoaSSy 000 • o o •nOTJ'BtIcIOjddB 9JT3Jg taojj jT3a]£ jeex Qdl sjdpoo'ji •S09J noTjmj laojj J'BOjC JSHX 9l[J ioj 8!}dl909JI 000000 000 o ca o O lO CM •epunj 9ATXonpo.id raojj oniooTij 000000 000 00 0^00 O l© o o o •eptraj OATjonpojd JO juuoTny o o o o o o 000000 O O O O -.SI O O >0 O •STij'BJBdd^ puB ‘eSnT -piinq ‘epunoj^ jo 9nxB^ OOOOOOOOOO’ 00 *00000 o .00000 O GO • O O O O O OOt>OOOOOOOr OOCOiOiOCOtHOCOOt . O 00 O CO o 0000 0000 0000 i!^9T00S ut SGcunpA ' JO ioqnmj^ 0000000 000000 O l> 00 C©0(000©'©0000®t>. PPPPPPQPPPPPPPPP PX*' PPPPPPPPPPPPPPPPPP o O o o o o o o o o o o o o o o o o o o o lO o CO o t-o lO 00* CO o o o o o o o o o o o o CsT O* ^ O (N* o' Iff ooooooooooo ooooooooooo ooooooooooo ooocoooooooo OlOiO(MiO'^COO o o o o o < o o o o'* o'* (MOO CQ O O o o o O O CO o o (MTi^ M IC o o o o t CO O (M o O ' O O (X> O O T I CO -jc (M (M 00 O M lO O irf cf rf CO** O O o o iO LO cf CO O 3 33 o o o o o o o o o bD ; o • >5 :o ®“bc®;| a btO bi ■ 2-'S'3 ® bJDob ® ®i ® ® “ ® oP3 ©o'^pp'^b bD> ® g . ^=3 ®.^ oopP^®3Po® •:->•. 5 -I'i 5.2 i Sis >.2 g s IP S S S,aa Sg S «^'0 45;t3i; ®®P®4iP-*P3o®-P4c:tS2i='455^§4554i«43^oPoa-'ooo4^PrtP r'PoDOasPPoPPr^yspi/jfSOMcocoPP ccccOcoccKPcoR^OMbOOMp^^P a a pl-b'pl-sp a g :3 ^ rt - -• O HH b£=fH (-5 © O a bP Sb o.S^:2g.-2 S^-2^a^o:=;g®®-®'P2I^£ '”-aH2'o2«:’©§tcbta5®rt® o^sM a sb,® - (MCO-?t<»OOl>COOOr-((MCO'^iOOt^OOOO CDOOOOOOOOOOOOOOOOOr-H rMr-lfHTHr-lTHrHr-iC^CMCsJ(MC'JC^(MMCa(r4(M C PX^ CP P-P (ZJ ' 3 2 S § o PPHf * CrO Table IX. — Statisiics of tinive}'8Uies and colleges for 1878, — Continned. 542 EEPORT OF THE COMMISSIONER OF EDUCATION. 'si ® ® o a a a a s a t-3 IN . o o o o CO GO ^ O O CO C5 < CO O O '^CO O lO CO •spimj OAi^onpojd JO juuoniY . o o ! cT lo I o o o r CO*' o' O O O O O o'* cT o'' ^ •sn:}u.iud(Iu pnu ‘eguT -pxmq ‘spunojS jo OOOOOOOOOOOOOO OOOOOOOOOOOOOO OOOOOOOOOOOOlOO o t-T o'* o'* 00" cT CO* o'* o'* ic o cT crT CO** 00000 O CO o o o O 00 o o o ‘eotjujqri; ^Cjoioos m eoumxoA jo iaqranjj • 0 • 0 • 0 • 0 0 » 0 0 • 0 0 •00 • • 0 • ! ^ ! • 0 0 *0 • • 0 0 • 0 • • iO • 0 • 543 • 0 0 0 • • 0 0 0 ' • 0 0 0 • I ^ • CO rjT • 1 • j 05' ' • CO'05''»0' ■ •eqooq tn j^ai! Qj'ctSoxioa jeijx eqj ut eessioni 0 0 10 0 05 i-O 05 05 0 0 •SX9FI*'' ' • ^ C O d-5 00?r-^o9c®5s Sc ^ 5Q lid ?H *r- Cw .£ ^ a a ^ .2'_< vj,'. 'S'S cojo.’ahaao^C' .2 'a •- 2 5 "S '5 ® .2 S r® ^ ^ ° ■£. a a a •“ -a ^ a s ^3 .a a a o'S ” aai « o a PccaoppqPalr^HP^.oqopqOttcoPEH ocWPPPO^ iHMf!5-<*liaC0t-00C5Or-l(MMTtll0?®t~00 OlOr-KMCO^JIlOtO tHtH.— l>-lrHi-lT-l.-(.-lCM(M{M(MC'JCgi.|CQCM (MCCCdCOOSCOfOCO STATISTICAL TABLES. 513 Table IX. — Statistica of universities and colleges for 1878, ^c. — Contiuued. 544 REPORT OF THE COMMISSIONER OF EDUCATION. a hI o a o o ® ^ o p P § 3 O t- . O , . 00 O rH i-l i-l _ ,-1 ^ rH i-l fflOCBs_OO.^OCO flflaX'qq/?qqa ® o ® fl q q q q q q q q q q q •sptmj drqej'BXOTtos JO juuoniB 9jb§9jSSy o CO la'icT •troTjBudo.TddB Q J'b jg rao jj jcai: jSBi 0T[j joj ejdiaooy; o o o o •S99J uopmj TOOIJ jboA jexjx 9T[’j ioj Bjdi909^j •epnnj 9ATpTipojd nio.g omooni 0 0*0000 O O O O lO O O ^ O O CO r-T CC rH o' oS 1-H CO o o o o o •epuuj 9AT(^otipojd JO jmioniY O CO o o o o o < O rH y-{ O O O O O O o o o o o o o pn^ ‘eSut -pxinq ‘gpauojB jo o o o o o o o o O O O lO o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o' o' o' lO o rH O* r-l O •eoTiTjjqq ^(jotoos UT eoDin[OA’ jo ioqnin^ o o o o to •8-qooq nr o^-mSonoo (^SBX oq:^ in 9SB9jotii ■B!^9xqd "tnud JO joqniu^ •saniTixoA JO joqnin]^ o o o o O tiO o o o o O’ o o o o Lo'cd'trf oooooooc^oo '3[99A1 B pJBOq JO JSOO •uoT^^raj JOJ jiiopn^s qoBO *oi oSivxp p3nirnY m LO ■ CD CQ O O 00 O cq rH (ra o o o o ca to t- ^ o o to o to : &? r q«H > o q-ti : a to . q o :43o :r ■Ch ® : Ol-H |> •2|P P ^|IP D -q £ i O Pi ^ .pi P r1 -V t) ri ^ r> 1 o o : q ;§p O I 'm tnS' t. ^■r q =0® ® q&S|| Pc/2<11:^P0PPJ^0 03 g f-l . Cj ||«.- 0.23 o & IfP 'a S 0_o pol •QTim* I 0 STATISTICAL TABLES. 545 i i i I sHiiiiiiiiti liiJ Jiilii 1 1 UMimmmn j ^-5a2^-5^Tl 1-0 iVD Hs ^-5 1-0 h) III fo'-rw o o o S5 I S' g'ss'^'' IIS Wr-rrH" i°i s' iiii iiiiii in'r-TTirio' s i ^•' CO I I " s I i a I '■’ssifsssssaas sasassai a • 0 • i i° if : ifoo i : : i ! ii I i i' : il ; ii i° ; ; is i ; i- ; i- i i lilii i- 10 : : TT • • • : is" i i i i^ ^ ^ i ' i ^ ^ i i :S :® : i ' 0 *0 1 0 0 1 0 is r i i 0 ii i i"ii"" ii is : is ill »“ill 51 1 3 IK -1|| ii°i -a “ „-c---=3 o c a|8s|s|ass|3s|||a 1,000 195 ill ii 2, 000 § 1—! § : § r-r 0 1,000 6, 000 9, 000 5, 000 d5, 000 ii ii ill S: ; " 000 ‘1 000 ‘i i I-. 50 150 75 § g -1 i^ rl- ;■ i r-r eg ill g 10 500 10 150 247 8 i • i'sii : rH-rl- 1,000 475' 225 ir!) 0 0 g I i OOQ'l e? 0 000 ‘9 I s 000 ‘I -Ii ii a u § I a fcc I -I i 1 M i lilii c-f CON iiiiiii°iiii 11^1 r.r^-o'o o' ,-r .-r r-Tco o iiii : ^-o'oo icTn o' oocT^cTco ,gjN^coo^N cooccje,^^cocp cJ" N "S ^ cl" S :§ 8g ggsgg^g^ i riisiiss^ss^c^sgiii ssgiiiii liiieisiiis^i^gssi 35 E Table 1X..~ Statistics of universities and colleges for 1878, O tH t>- CM rH Third year. •oXBUia^ a i i O : : O lO lO •0IBH 16 31 CO rS ^05 OT Second year. •9ICUI9^ S-'3 j H 1 Oto •OIBK 1 14 51 CM 00 O o CD iOrH CO First year. •91Bra8^ 1 5 1 ! CM : l> 00 T-i CM •9IBH H o - CM CO M c- t- ® (M t- •osanoo i .TUXngoj; ut laqmnu lu^oj, I H H O tH ^(M l> CO(M rH O W CO 00 l>» CM o lO ffMO CO CO CO OCM ^ CM CM e Corps of instruction. •gjaxujoox puB srossajoid juopisor-uoj^ © T-1 I CM 1 s I I O O O r-i •sroxonjjsut puB siosBojoid juapieay; © 8 9 CM O 00 t>. t- T-l (M f 'o 'i c a « ^ f '■ i< i : a -J ^ at » . P o : ^ip^< 3 > 5 3 1 •noiij.'Bzningjo jo o:^e(i 1872 1871 1869 t- o t* 00 oo 1872 1873 1868 1874 1869 1863 • 1872 1871 1868 T—i t>* O CO t> oo 1872 1867 1872 1858 1863 Location. Auburn, ALa . Fayetteville, Ark . Berkeley, Cal . r'mr, d § 5 s' ; fW 1 I ^ p o C : if ■ g ifl JM i® 1 II is ® Sr” ® I— 1 e3 fVj oj’p !,d rP rtg i-p ci p <3 1 z; - H State AOTicultural and Me¬ chanical College. Arkansas Industrial Fniversity . Colleges of Agriculture, Me¬ chanics, Mining, Engineering, Chemistry (University of California). vy UlUl ClUU . . . . Shefiield Scientific School of Yale College. Agricultural department of Del¬ aware College. State Agricultural College d - Georgia State College of Agri¬ culture and Mechanic Arts (University of Georgia). FTorth Georgia Agricultural Col¬ lege (University of Georgia). . Illinois Industrial University... Purdue University . . . Igwa State Agricultural College. 5 p 3 5 0 Q E , 3 IB 2 &« f' tH C5 fC Tfl IfS O t>00 O O r-l J. K. STATISTICAL TABLES, 549 q : : q^ : : : ^ ^ p .1^ 3 ■ ^ p. 3 : : : " : : "=lq : < : : » : /I P 3 2 • ^ 3 1> <0 ■ ..2 • d q q ! 3 p p ^ ■ « q § 2 q »-2 “o of ^ P ; oP • ? ■ a -R ’0 ® 05 p 3 C3 ^ O g o coM O t3 3 a f-r;3 q <»q1 Q P '^d S - 0,,; S-f a -° S “ d d H Lfiqeoj 11 R P o:m a o OTj< CO t-- CO CC CO cc lO CO lll o <1 I -I P” d 3 ^ ■ § fx S ^!z J c!2i,q 'B w'g .2-S I ) OJ rt i '*^ cS ] ci'a 2:2 i q a 3 p bJt^ ■2 a qp •aP tC-cl a <5 o tM a « 'a 3 3oq®®'qS ^ ^ c3 rt hr ro c3 ,3 rt o .oSgoS^o^d 'T' c5 o rt ^ fcJD o 3 >J OT hfl«Q O 0^ I ^ ^ ^ o .-2 3 q >5 IS II ir ^ 5^ o a ® q . - 4a2^i”: g2l r-l=*H So® ! M .3 ® <1 d j M . fH >5^. rp 0 5 .2 -q ^ 2 q a o ^ bH o ^ ^ r/*; ^ ^ ^ d a-s's ® g-q oMS's'-io'a - i-, M §'3 ® ,^1 2 S 030 ® 2'^“ iSas^l^llatm^-a I H o [2; do d 1^ o^ o O ^.-3 li a> qP pj fcc-q q ®'o oa 2 •a o q &00 CO aTotal number in all ilei)artments. eDetacbed from its connection -with Kentucky University. /ilSfot yet organized. (v Before reported ■with graduate students in Table IX. /Also reported in Table IX. i Only dep.artmeut organized as yet; stati.stics re- oKeported with classical department (see Table IX). Includes 1 specialist in agriculture. ported in Table IX. fZKot yet organized ; steps were taken this year towards the removal of the institution from its present location. 7 XTimber of cadets. [’able X. — Part 1. — StaUstics of schools of science {mining, engineering, agriculture, fc.) endowed with the national land grant for 1878, ^-e. — Cojit’d . 550 REPORT OF THE COMMISSIONER OF EDUCATION. ^ <» il ffl dj ^ o •s:).n:apti'+s 9^.-BnpBj;g JO aaqnmjq S 1 _ n- o o T-i •esanoo X^ijand ni aoqniTij^ i Lj_ (a) 200 2 0 0 rft . 11 •oX'BTXig^ s 1 jo • i s s tr- (N iH lO » rH (N ; Thild year. 1 •oXBina^ 1 J? T— i • O • CO . 1 c LO o 00 00 CO 00 00 O LO CQ CO t> r>- o o o 00 oo 00 00 00 J.0 W o ft tjo - ro o ft.2^ ft 3 >-2 > "o ft OUMPP ft- ^ J |m.s I ^ ©72 ^ 'o^ ft 43 « fts U pq pp H ^ ft ^ ft c3 ft' ft>2 ^ ft © © © '.9 c« !=!£?« O CO. 1115. J 3- ft i'^.-Sftl^ ?,a:|i“§^§-ft 1="- ” — s^s-a ® ftl3 I'PlIfiftlll^j^ft.-s ;2 ft g E) ^ ft o ft g B ft © ’a Oa2P^ w 5fd 5 oC <1 a <1 ft -ft o o ft *8^ § ^ ft oXOiS.-tf ^ ft ® ©M S S "piTp ^I'bjo^ g ft <1 g © a 9 > W ® a M ® .-g '^93 •§ J 2 9 ^ § lg||i 9 *=^®.S.-d .H d ft ® 3 be? <1 P aHeported with, classical department (see Table IX). ?) Also reported in Table IX. Table X. — Part 1. — Staiisiics of schools of science (mininfj, eufmcerliuj, agvicuUure, ^-c.) endowed with the national land grant for 1878, ^■c.--(JonPd. STATISTICAL TABLES. 551 II .2 CT • rt r^'S ® & rl 1^11 a OM=y bC G tc ® a tCrt 03 'S O ^ W o CD^ o ^ ^ Ci rt'® >^R Date of next commence¬ ment. o n J une 25. June 12. June 4. June 26. J une 18. August C. July. June 11. June. Nov. 13. May 21. June 11. Property, income, &c. •uoxqciadojddu oquqg raojq j-BoiC qecx oqq aoj sqdrooaxT X'S w $0 a5. 000 20, 000 *10,000 31, 862 G, 500 j3, 972 5, 800 •saaj xiotqinq raojj jBoi! qSBX oqq aoj sqdioooqx; w o o •€^ » • o o o o o * 1 CO o * • Tft lO * • 1-4' ^ •sx>xinj OAxqonpojd raoaj oxnoaxii M M $20, 280 *10, 400 (c) O O O O O lO o tH O C5 1.0 o o o O lO Ty< on o rr* O t> co' cd'tcTo'oco fH •«* ciOc> lO O O O O iO •Jc Tji CO CO 1-* 1 Libraries. I •soT.iBjqix jfqaroos nt saxiinxoA’ jo iaqxnn^ © W O _ § :3 cl* ^ liO O • * O i (M • • • » CO » General library. •sqooq xri aB3j£ xoo£l^>s qSBi oqq'xn osbojohi © ' ^ • o • (M ^ O r-J. ! I O » LO CQ • • • nO O'* • ■sqaxqdxiiBd jo ’oj^ X ^ ^ lO (M ^ ^ ^ O O O i 2^ O O O 1 ^ ko o ^lo » ^ ,.0 * 5 I a p ® Oi-I > I t>3 I I M ,=} a .3 •2 S ■3 crt r£^-2 . '2 a ^73 bloS o 5_ .r^ 0 rt C3 S oad- rt " a ■a ® a 2 •§ o § S 2 ;Sals|il c3 02 t> 2 ^ a:).|^ P o o o^pciJ pp s I r-: ® a .2 cs a o .R -i.? <=> a ® oPd a ® o too a ®p:! o'P'B M o ® tJD ■ojdA o ® ra ^21 073-2 S g S ^ aa •-I ^ ® ® S'gs g cb 8 tS >3 a .3 a r^ d o-w gas H ®^ O R* '-« bCc! ®.g i P ® « pd 'o "a ^ S &2op^ .2 ^ a "i -a '^'i' a.^^-gpd op a bc£ a I s'f/blog^p-s a«2 1 g oPd'geM a'g ^ a’C cap '3 =£©2 bjDrf ©oooggPrtbo co<5o o«3<1«30 !zi mP-ihM<1 a'p S O ^rP*^ oQ aOfS ^ o.P^'o ^ O f-l ra tM o "S N O ® ®-s ftP^^aS ^ c5 4^ C2 2 ^ la - £ CO 00 a^g 3 ^ •a >6° a axl^ gJ^-2 •S ® ® 9 ® Hi 3 ® a O 3 "-s a ^ ^ aj j-i ' S3 I CO ^ ^ 3 O c e"' c, © © © M2o),a§aj2SP ^.222 a - C3 ci.rs cXc ^ -a H ® m'S:2t5y 3 P3333o _H-§ 3 'a .2 <1-1 a a oC-c-' ©' a.j: 2 Ip ^23 ® Oi M o a 2'^ aP. a r; ci c_H-d d ® a o _o<} ^ o ©P-^ O0_cc;a^^ © roa.2 ^'S 23 3 H 'cJ[U=l*0'0 o o lO o o o O CO O'! Tj< lO (M ' O CO CO a aj .2 § (-1 0 ^ a o o ® 'P f|.2 o-g.a o’-g rt a -u 2^1 ov:5'3 p 2 « a •-H ;-l rt O 2|l . a ®_ rc^s «« 9a& .al^ o§ •_& M _g rt p§ ft-S % -e o o -P m <=> U o ® o » lO ci ■e^ 23 =S-§ iJ- I iZJ'P . bX)0 2 COO t> CO Tji o iH O Oir-i CO i-J C5 O Corps of instruction. 'saajxijoax xJitb sjo -ssojojd ju9pxs9j-xiojq; © O O •saojoxujsxrx pun srossajoid jnopxs9d ; o CO (1 11 18 Preparatory department. 1 02 -i-3 fl WO •oxrxnad 1 K) ; i i ® 1 -^FM i 1 00 • cq 1 i i ® •siojonrjsiri i « t- ; 1 I o II R ^ fib ^ S "S O . 2 o a " P ® ® a b'd'<5 ^3-eiBr2 o &. • ^ ^ s i ^ f-y o ^ gSgpfPcc .fe O raS.2 ^d" 05'^^'d J N a fc-^d:^ d ^ d ^ - S .A so g . S ^ .^ra j>'^ pR O O •uoxi^'FznrBSio j;o 9!^'Ba[ | . ‘^ i » ■J9:jIBI{0 JO OJ'Cd §§ .2^ r'-' ©■© • © • f-i ©5 u <0 Pr^nfi W) ; cA CD |b p'H ■S « a _, ® 1 S O b l-rH rt-' 'o i §6 11^1 S^'ll a-2 -g ^CQ Sd CZ2 <1 tM g o « ,d.£? ® 2 ^ o 0Qf2 'o CO o Is b ^ ® ? .2 » § S-p o d o bn o O -rt ci ill" 2''^'p'2 ^ ® g.S^ >v^ 9 S3 p (3^ o rH ft k!I: JJ •3 SraP-M .2 w ® P ^ 3 o o g I . O «-S.fc., ga^Ngfti o o5 'p oH ® tl c3 3 5 p<3 O 2-3 J £ * e,o Table X. — Part 2.— Statistics of schools and of collegiate de^artmcnU of science (mining, engineering, .jc.) not endowed, tfc. — Continued. 5i6 REPORT OF THE COMMISSIONER OF EDUCATION. •^uauieDUQHinioD !j59u JO ej^d •uoij'BudoiddB uiojj jsq 9IIJ joj Bjdioood •S99J nOTJTUJ ^ raOJJ iuol JSBX joj Sjdt909JI W .^4 . © © ^>^ © © g fl s 3 k3 3 p! t> O o CO lO I© a (= •spanj aAijotipojcd uiojj 9niooTii lO CO O O 00 o CQ t> o •spunj eAipnpoid }o (junonrY ‘sn^^'BJ'udd'B put? ‘sgxrippmq. ‘gpxmoiS jo o o o o o o o' o' •S9Ta:'Ba;qr[ K.% -9pos ni sotntipA jo jgqumjj •ST[Ooq HI luOiC poqoe 9qj ' nx gsugaouj •ejgpqdmud jo igqnruj^ •s9iiiTipA JO agqitm^ •uotjmj ioj jiiaptijs qoEo' o'j eSj'gqo x'CimaY aBOxC oijSGxoqos hi S5[99Ai jo jgqxHHjq; CO CO CO •ilpn^s JO 9Sjnoo XPJ TO SiG9i^ JO aoqinnjq; •sdiqgj'Exoqos 09aj jaqjo jo jcaqxmijj in Tj< •sdpqsi'cxoqos 9!).i!jg jo aaqnmjq O © 05 :3'S| .SP-5 flr- « ,-rbto T-Stw c3 o © a, © g 2 2 §-'•-'3: ^■©P.'S';3 3 ^ > 2-2 3 ® © Pi CM p O > -p P o o Isgg^-a1 P o § > ■Pp > o O - CO oP cjp ri'.g'o. ouo's|«g^.2|2 p’C S g S s oS Ofl M © -1—1 ^ ^ ^ ® PlP ®P'© o ® o p ’rt .2 g >>2 ® £ S ^ 3 'g P M P ooooPf^igo^ 02 <5ccp^(i|QccH:^pqp:pHO Ho ® P © ^ ® 2 !=cbo g P H cci-s "A- O CO §OS I® 2 2 ©=« p 2 2'S p.9^ fl P;2^ CM PnO o.-S P &I3-g « .3 p-3 C. CC 35 O 1-H Cl Id O l> 00 STATISTICAL TABLES. l-sl-s "S,*® g|- > g >j s i£ ffl o Ph 'M.-s o 5? so O cw O ®r' fcC o 'o ® ISS ® t> O 2 ®Ci S ® 02 o'S^ o a'.-5os I 'a'S^'n MBS-S, §S|2*. 'H g^l.2 a S’© o f3| p.(pi(pL|EH I p d ^ ® P p o o lO 10 05 05 O ® ^ o'ln'^ O iH o 10 CQ rH tc .9 s « p 'So p H bC • ® t> ■-J5' ''a ■as*£-§'= MM 3|||,^^l ^02 in -2h % I S g ■«e-£- Ph ..*5 « ^® m il 1 _! p I I'P I O P ® ^1=2 • I ^r2 "1 ®oop^Rg2 1 ^ S 2^ ^ "Ts p ® cli.h ®pj 2^9 g ^ ® -^Ts-p! i ®.g^-g ® fcn_ ;) a-a > " . is §11 p4i«H In.'S ■"“P|o p's aa uj ^ 2 o p.g 2 ®73t^ I H *=545 ^ § §0® ® ^ f-I E ^ o.S'-g p ®rP.2 p ® ® 2 +?rP > 'p'^’S £ •HpI? iaC’C ^^29 5ga| "I P o fcc P ®'-g:9 pare! 2^:2 |l p S Sc =3 ll it ^ TO ® > Ph® > S^rp'S “'ip-p .2 I p i . ® ® o .2 > pals . P'P P43 ® ” ® ® S5 9 fl u I Nj/j ®g ppq P P g 1 i S'*^ ®o aa Sri'S I gcM-r-pP ^'g.'S'^ IP'S S oS ® g g g g.2 i s ® „ g ©rP P ®J 3 S prg S'®* g®j 1^ ^ l_ ® .-H SrO «P3 s a i“J o s'S m i 657 Table XI.- — Statistics of schools of theology for 1878j /rom replies to inquiries hy the United States Bureau of JEdumtion. f58 REPORT OF THE COMMISSIONER OF EDUCATION. 6 -sdiqs ^ i J I -jossajoad ' paAi-opuai j irj o •2 a I -sjain^oat pnu sio j [ o’J l-ssajojd^trapisai-ao^ I ^ ' O r-l O O O O O ■ g , •sa:o:}orixjsn:t put: . 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STATISTICAL TABLES. 559 O 00 ini VO iOiOOO COiH r>VO'^ CO Tjl cq cq CO o ft is r.a o . w o Sw| (J5 ro a a gN- t; ® !5PHPi a o1 •'?s'wh .§o|g . ® . . >>/=>!> I o o ® ® MP4 pH ^3 si gp-3P4 a“g*<^ris o p a 'S > ^ > > > > ® ® ® ® ® ® P4P4P4P4 fi &i <0 ri o 3 ® Mcij © © >fA ■ a • p o • H T <1^ ' iX* Ci-, W : « jS^s© ®d3| . ga3 ’^:s a"® ® S o-td dssado^M ^ (H .P „ ^ fl ci o' P cS -g m .2 ® p Iffeasi&l StrialSSH ^ a a > |”lis^s| i"g^Sp -9 ; : : ^ ^ : w ^P o , p ; Q s^o ©" I'M ® .ap^p. ;g^- Sal3fesg| Sf •X x> X>W 0) > ® ® PhPh M d P-P ® o ,a !>j!H , 3-g aMO-^ Plsl^agg bIrP ®£/(^ SmcS MO ° OHOHjP g >■ > !>■ fP >■ i > o ®®®®®HJ®'-' p:;p:ip^fdp^ (^ ’'1 0 p p< • ^ » • :-i^p i;a’73 : d S" p ft : © p. I'gWP® ;^© j6 ; rPPS P P p-2 § ill ^ : . P P 00 ii a a ,2 P ‘Si 9 £ . p fci© i a © , CO ^ rrv'?: ^ P- 6Q 1^1 0 2 fl . d^-a “ - ® g’ftp'^'ft -§0^ ap g pp 11 1||5 3| Roman Ca Baptist . . MM MoS ^PhP MlZiMMMPMM og 0.2 ^ 50 M q«rN ^ a .Sp-S ii o o Cff C» M t' t> lO 00 00 oo Pi • a C3 ; p 2 a ■ p, . O P P 43 O . O O O ® O I ® :P ‘p; ® ; '£, p p p-’S. ® . S £M . :g ^ So 6f ® 'g P^ p p © -5^ PPj o o oomS • 'p • Q. S S • a a 2 8.a ^P O 10 Tj- l> CO 00 00 00 00 g-s JD O P OH« >> - - M t>5>5t>^ g-MMM p P ® (B" 32 = p ® pl'S‘> c p p ® ® o o >,d o t-- o T-( CD lO CO CD CO CO CO 00 00 00 CO [>• o r>(M VD CO ID CO CO CO (M CO O TjH ■" iaSils ®' p a ® r p'£^ £' iH- ^^•^43^-00*0® '30 go g’g a p a ® - - ® a g'g4^'g^ [zipqMP pp M!2i c/v 3 a O -p ® p- ® t. p ^11 CO Ci CO CO rH LO CO tr^ CO 00 00 00 CO 00 00 C3 CZ I r©^ §3 a ap C5 C3 O 000 a o'rop ' 9a a.2 2 2 opj.O'^OiH lsa|a»s^. g%Pt2 |5'g||§|o I'pppp.a . ^ ^■s II OP ; pi ao 'b' ® .2 rii ® P' 2 P 2=9 2P © £ S.27 Pp5 ©'© ^ . ® ^ p ® cclzipqglzi ‘So ’■p :p fi P • , VJ P P fb ® P 9 ®P !=X!a •P ® O ® ® P 4S P Ph 'tH ® o 00 « ®^'a ® ■S p3 ©4 2 bCH^ o-g*^ -S'p O ® CQ^ 5^ ki' ® S -2 3 ® "I ft P H-S ® P O ® Q,® PCOH^ S-P eg P P -I H P „'3.p.SP3=.^.2 g K U, ® © bO J3. §,®o9p:© P p p PMP ogftS i> c o POtsH o <0 mH CO P '3 5 p" a .2 '3 a ® fcc2 I“i3 p § ® p p.Sps g P WpP ® © P5 Hj "p ® P o"gO§ S 9I © ^ eg c3 x> HPqcqo .r^ ^ 1? ® O TS .2'pdS p ® ® ^O^ O 43 >. bO _0 "o ® >--p P®4 P o a o ® o COPS > ^'3' >c»^ • 5 ® .0 fco .0 © o ■ -rSP* IJil sl25 >3 i' .9'^ - a = a "p CO H o • ia •i^ 1.9 11 so® a© oH ffl o P -2 s .s|«^| CO >34J 1— I w p-i ^ p * >S ® > P ©'S^^ 'o ®« o ©E -p ® P M co^M 4^ X> COCO iWjJSg ft33 ^ |||||||2^” ©I^Im i^'ol'l > © © ®-9 .3 ^1-© S 'O o P.P p ® ®co bJDP © P M a © © O-S PMH 2 g p 43 © ©.a p a o M So® ® J •a© |H © © g a a p H a.®. ©ft fcfj®c5 • a©3‘Ei)‘” >339 'o ©O^^ d-p-a ft© ||ll||iil3ii?g|fe£.S5S |2;;2;hhco t- O-^t^COCMTj^r-iOOCO UO CO CO CO fO 00 s ejossgjojd jubpisg^ 1 : i I p3 6 pH Pi p : : ; g p • TO • OQ • J" . fcXlcS © C) p ' p B. p‘ . g d P ^ .2 o 5 'atiii PlhP^MP^P? o ^ is r- CT rs O 0 O p, © .3 rW 9 c5 p ^ ® l>t®^ . Q P af Hill I St33jp^5l& I <^ Ph pH OQ M pq ^ P^ N eg 1^ fH > - - • o © © © pHf>f>PH p I •uoT;t:TiTuroii9(j ; t-s © -SJ o ^■§ o^;! f^^|:3p^pq t»5C3 ,o p. Ph’^ © “ += 4^, PPh lUrt'fH !-p-2'^’S ® S S • • B ^ ^ © a p'^ 5 2 I S pqpqp^p^j:q^gp^P4 © © ci oo ,,, , as^-3 '5 9 P^P4h5!::3 PP •UOTq.'BZTUUgjO JO OJUd ! O «3 -.if r>- CD O tH ■ I 2 ___ _ OOOtH»OiO iOCO(M 1—1 Oi-i rO iOOCOOOOO^DCO CO OOOOCOOOOO GO OOCO 00 OC 00 00 00 CX) CO CO 00 00 00 00 00 00 00 00 •a:9:^j:'Bqo jo op3(j OOCO 00 o CO 1 1> O O • lO o 00 CO . 00 OO 00 CO : : i i : > I U1 n-e^-§ I lliii pgi§i wr H.P D5 "Tp'~" ^ : ^ : 2-2 .po.g °.s SiSa O “■■° -S’* 51, S 4^0 Mg |NgtH|gg«J|„&-H|-| l^’g ^ ^ ® © S g-s 2 “ ■' © o P rP e? >< _® C3 .9 ■9’^ 20 CS rt Si'S B ■ (^cgHof^HWoo SooR x3 I ^ :g :|1 « 4^ o • ODfrt •r^ © I ©”fcC ■P3 o Sas ««PP.a -.3 .S ri o P 1 i^-gM 2 bcS'^2 .2^.2 •'S fco Il’gSl sl^il 33 c3 933 5 . ©^ >^p bs 22 1 g ^ 2 © >: p I cc s ar^i^®,^2ob 0.2 "o p © l'§'«2o © F— I § H li-ag I gws |ziO P assH-g © © |cc “■S"! I i § •a3-a|||- r3 o c3 c3 c3 c3 S 0 3° PjpH.2.2.2 2iJ ® -w fq‘ © fcX) bJC bJD bO H ^ © d §.2.25.2 2=^ 5*Ph,oooof^© © d“ © © © ©O a o g^pi^lpa^a^ S ! % fc^jzj.9 b 2'^gl P ©.2.9 'p’Eb^ 2 ®-2 © ® ®'3 PP3 5 ®pa ^ brtW ^Si.2 Sapp &.2^ .dew © -1.3 O WS' .Sfl.g §2S © .p © 02-^tK c3 *9 c! .2p3.2 I’ll” .pOdI H H CD t> STATISTICAL TABLES. 561 CO CO Tji c> ^-:g d : I Q p :-gp« 8 « P s p.-= ? - pa ^ § >-5 - 2^^ |§ C0>-50P-)|,— d a p (D > ^ a ^ dr p O ^ 5 <^' p ;h' a o h, cc-p S x ^ P 1> o ® ® fdpHt> a 03^ S ® 2 ®t2 : n : d • d ' • ® d . ® ® « rK 1 <; 5 '1 c3 ■^’ rt d" rt ® fi gp TO ” rt _ ® o ® PPt> M )> ® > t> ® '+-I ® ® M p^p:; r2 > > ^ g ■; > C''^oc:^a)'Hoo p^ (yp^ fl 1 ! g ii^S .P 'S -P -d P^ -P S § fflrS i^<^p oil p'f^B ii-2 , o ^ - p ® go t^'g P rP P a (C -— s g S S PhPP^ P? O ® p 1 o ■SP ‘rp P ® . rt O^ -O soo s I P5fg«P5 I g ■® Ph ® ai p a p Ph P o o o P o. 8W p-g ;^6 o^ p^ 'p. ■ ® 5 O "2 'w ® ® P^PqPH ^rP rt P Ph-] IP O M -H 00 00 00 00 00 oo IP o t' ro t— CO 0 0 0 OC CO 1— ( 1— i 18.^1 1871 1S4G 1838 18G2 0 1858 18G7 1848 1832 1842 1867 1866 1873 1856 1845 1867 1876 o ;-P S :S rd'_o:2 'oIp g c p33a3 ® 2 o 30303 P F P.«^P Og« 2 063 =-1 - p o P o g'i t-K c3 j- ci 0!) a a ^ £3 S3 03 ®M2 M2'PM2'^ a-S a ® .23 23 ■fcJD gti'bip 3 a 3 S3 ® 2h P S' 3^3 i itg O Or-H 3“S a. 2? "g 2^ 3 a3 ® Ph3-3 ® ®P -sr-'-- OM! a O 3 a 2 3^3 P rt 12 -. p gM ci! j o — a -p 1 a ®«33 1 p 3 1-' p 1 3.3 .2 ® ; c» g /o. . . _ „3 a 'S ■£ -p ® ® £x 3 M23 OM2 P t>5 S -■SH gS !l 3 o Pa 2 O o g 0. ■3 2. -3 p Og ®5 =— ® 3 o > '2 1=^-3 f- kp 3 3M a p p rt -2 2 bi:^ 2 3 . J ^ 2 13|3«' PMP ® O p a -3^ P M 30 P 2 o P-i * ^|i| 2'“ a S.2 ®p3.2 S ix3p bC p cP . o a3 o S3 3 ® rP isi ® — a; rtPl P PP P P P PP « - Hi a a® p 33 ^22 3 a 8 ® «s: •fciTtp -23 a O O O ® ® .p a3P3 P PPP [>-. P P o ««2 ''PM2 132 33 S 33^ pp <35 O 36 E From Kcport of the Commissioner of Education for 1877. a Temporarily suspended. b Closed for the present; the report is for 1877. c Also 1 in part. Table XI. — Statiaiics of schools of theology for 1878, — Continued. 562 eepOrt op the commissioner op education. 6 •sdiqe © ^ rH • • 1 • ■ • 1 -jossajoad paAiopna; Ig •8.i9jn^oaX pnu sjo GO iH • • ■ (M ^ .2 C 4^ -SSajOJCd !).tI9piS9 J-UO^ 1 •ejoq.ona:!;sin puu j OlOM'.jHTK O siossajoad [ju'apisay; 1 i •noT‘}'Btiitnon9(j 13 O 13 < > >■ > S ■c ® =.2.^ s § fiHl2;a2HP cac3c Table XI. — Statistics of schools of theology for 1878, tfc. — Continued. STATISTICAL TABLES. 563 PI rt csg'tjS c o' oq O i|o 2^ ^ 2 I^-Sl O P k9 , , gt„ °®®©a'rt®.2a® a a S'o'^.a'g ®'rt 9 ^ 3 .2 □ -JS .-2 © -g 3 ci 3 □ tJ0.q a^*=®'^i^'«®'=f5.9®S S.9“l III g^a & 'rt2-s'9p Cl£'«'c3'cs Sg-2 rt-'2S'9“'o g'rt'^ .2S §.2 >--?|.2.2.2P^ g P.W^.2 9-3.2 « 2-9 bsF^ rt tC ® -M 2 fcc be bu^ o-©®^2 fcCrJ blw-i .« be OOPOraQ'®®®®©^!!) JSrocS®®^®'^©® 9,'3 o'a-p g-g ® £^'02:2 E,§ ©.Si'S 2 ® a 2^2 3^2 2 2 ©3 p ® ® g3 ^a ® 03 gra ©a ^.a S.'S a a ©aa.'S^i-a HPa5 8^W>^!}< 'S.PiT •gS'tiipjmq . puH spunoa:^ jo 9nxHA o o o o O lO l« 00- o o o o o o •sqooq UT JHOi; poqos jsiq oq^’ni 9SH9Jonj 00 00 (M IM •sjOjqdniBd jo joqranj^ o o o o o •89ximxoA JO JoqTunx; o o o o o o lO o o ooooooooo o t- ^ oi|SBi;oT{08 ITT ST[00A\. JO joqnin^ •i:pnj8 JO osanoo nAt sauoX jo aoqum^ CO CO CO IP! ICOCOCOCO'^COCOCO •gigi JO Ju9in90ii9ni ■Tnoo 9qj JH S9jenpBa£) •oonops .10 saoj -J91^ UT OOaSop B p9AI999a OAuq oqAvsjaapTus jiiosaaj H \ CQ • iH 1 0 C-C000 rHrHr-tCOrHCqOTq OiCLO>0(MiOiCOCOr-( Ot>O(M0a 4^ 'o'^ o'o o fce^.S^'o 2 S3SPi®Pip3fa.822Pi-ePi^.§r§ ©Pi.^ O Qp^"-' O'PlP^ ^ ©4i OwMPPOmH mHHPPOmco 'o bC 03^ 8 > bHh w.^ .S g'^p’ogq^oo '3^ws-a:5 8«aa |■|to|;>|;|1l 3|| ooOl'g g.& ° p g.E'pip ® O.S.S -iH u.- - o ..-P'w c3 C3 © O COt-OOOSOrHWCO TjIlOCOt-OOOl' C4 PQ IM CO CO CO CO CO CO CO CO COCO' cacOT)i»OCOt'-00050rH [ope Co] STATISTICAL TABLES. 565 .■hW rP S til ® O ^00 o § g§ I l-sHs S .000 .-23 l>C^r-i ^r-i^ ^ rt'lribycs'SI^Srt'S Ha’ 3 aS3S9a(^ft rA to (D . ^ (M • o eo g^(WtNing5.HlO=g ® ® g 5=g CO o o oooooo o O O iO o o o o o o o o o o o o o o * o o < o o O iO tH CO CO O CO rH CO (M iwC<10iOC0'^C0C0C COIOtHOCOCOOC a ®.H h“ >> to ^ §.2 i SiS Plr2-=5 o CH •5 2^ .22.2 li p£ -.a o - o ® a^i ■*± a o , .2 ®«2 >5>-.o bcb « i;S S 9 R 2 o g ■g’R'Sr'irH 'oS o g ,g o a o 254-1 ft <0 ^ . 9 a bC ® -7. • S 3 f ^ .9 "9 ^ ^ 3 bgec* • y ®^i2ar-4 >. ® b. Hi a a 323 aS p R g.2 2 be B 3 d '2 ® bC m S ^ iiSb ^ ‘ ^-aO iS S t.'S,! .1 J| « '“I tllUtitmis S nil g i a? I il*l"fl|i :'-b.Bt> So y.R 3 e ?_ o 3 o J J "2 OrH-S^ o o o crj be® -23 ® 3 2® o '' ■ aoj M a ■sli fee g a b-.S © §M'g ® S R.-H o«2.B'b I t>.«2 a 1^0 1 -2 II I 'g) M ® b2 S o’b 2 § H'b SRP R .9:^321^°^: ,,,. i a >?.2 SSSS^agaaa ^3 |8 ' ^ ? 2 5^^ o gee g o' 6£tlff|’f”||«|^ .33 be® ° °R 2 >'-^ a Bt 3 RRH-a^-bs^?’g;;RRi|H0^3 ^ P '^r a ^ B u'Ti B I g| sill -Is illlil.llg 33 be®3 ®333 'bebc 2 .2 ’fci/P ’te g ’te ®®-t;3 RR ® ® ® 3 o3.23233'® R+i.a^i go 0.2 ©bbj.Rbi R 2^^ .242l242 ®^R o §.tirPrPPiP3.^^ §£44: ®flp3-9p3Ba®3rcnB:|5B: CO ' CMC0'^LC>C0r>C0C5Oi-(CMC0^i0C0 * From Heport of the Commissioner of Education for 1877. c Suspended in 1877. , , . ■, / Includes rents. , aTemporarilv suspended. dThree are academic and three theological. fjrJS umber ordained during the year. b Eeported with classical department (Table IX). e See report of Madison University (Table IX). /i Closed for the present; the report is for 1877. Table XI. — Siatisiics of schools of theology for 1878, ^ c. — Coutimied. 566 REPORT OP THE COMMISSIONER OP EDUCATION. ® s O PI a S P O © S3 PI P Pi P P P 1-5 (N rH O >-l (M (M S3 03 S3 P P P t-Dlp^ S ^ bl) 2 C p cs c3 a =; p p. •spnHj OAponpojd raojj Qinooni •spnnj 9 A^:^onpoi(I JO junouiY •sSinpxinq puTj spunoiS JO anjuA. •sqooq nt {ooqos jSBX ni asuajcoTii •ejapjdinud jo aaqninjq; •samtijoA JO jaqmn^ o o o o o o o o o •JU9A OTjSHxoqos HI e5[99AA JO aaqiunj^ •ifptlJS JO osxnoo xinj ui sjboA jo joquin^ l juapisaji o • o o •aaqranu jn989j j * n S3 O tip -2 >? >-..3 .3P B p :w S : S.3 ‘XO ! • 4^ O ,m 2 : c ^ og ■p 2 O o, -ec/2 ^ 2 .2 a 2 p p .3 3 s’o'^ ' ; ... 2 3 >> 5 P P .2^5 2 a*- P.2 2 ° -2 ^ ci rtj ci!j2 p ■So’bJCli ■fcfi'S 'ScS 2 'bc^ ^_o_g c3_04j_o >■ PP5 .2 a ill • P 2 S3 pocw p S3 S3 S'3 bl) 2^4= o III - -3^ pF^i ® p_'2 >.S3 P c3 S3 ^ wjy WJ, ^ wjy Q1 fl) 3 ^ ^ >SS 2.2 .-§.2 '^'P-p-9.2£-2 ^ o o a o'2P.3t> io3o2„s3Ps3P:pr’^©.^f^ = .05.01 W)o3Pp5 ®.P^.^P5 Pa 3HH H hSPhPmH tn apiS'g ® > pwijp! >i'a 2 nils I'sgig.l ®Po>--3 p3|‘-S'SPPj ■3 0-9 a 3 QBO .2,03 p Ph ft fp ft-' bIioo®s3®S3!: ,002 vrsrsrsr^i < © ■« 'w 'c3 '3 'p c ,2s30S3e3S30.i 'H 'bJCi’bc'bJo'birSo’Sca .2 .2 .2 .2 .2 .3 ; S3 "o 'o "o 'o 'o 'o < 'M(X)(©a)a)a>c?*r I ^ _C1 _C^ _d _C3 i rt Lj >■ C5 ^ ^ .2 ^ g-2 ® ^Q fO . IM . t~ lo CIS •sjajTipax puB s joseajo jd i^aapisa j-nojq O UStH . i-H O CO •sjoxonjp -ut pnB sjossajojd (xnopieojl COIMIM oeoco ITS in i=) ^ o 3 .02 '43 l§« o CO o is® sH g S S ^ CO 03 S ni - .hJ o ||i !i ■ ►n p p‘ si 1 go <1H ■ ■30 g . 02 * j • =0 § 6 5 t>5 W |_q ro g a W > gorS -2 2P -p 2 2.^ .9 ® g9< .6M ^■g iSs '00 _ M 9 2 p ■§ p -If i3 ®M §02 M+r o-y ffg § ,31 |l °l 00 o © bXj'OS Mip O d O d OP OP ’^lOO^t^-CO 00 I C (M t- O lO <0 O CO • tH o d «P4 -g « s-s 8 s.-§l ^ogS ’S 9^^ >5 ®1 j f-l . ffl ^ggg c . o • (D q g o ^ o p p o fl . : ® 4 9 p ^ o r ££rf° ^ g . p R . l-^OgN p4w > k'S >■ ® ® R ® P^IhP^P^ R ft r R s ® • ^'R3 « ft® ® -CO ® fl’S <:)r5 ^ q P. O R ft^ > •,R O .-R );r ' ooo>c<)eo * 00 00 00 00 00 foil ... „'®P^ g-.9 S R-Sft R 2 .9 ® CS J WHO^P^Ph ^ a Ph ® CO (» C» 00 OO <» CO ICQ ^ R H s|ie^. 2 fl :y gp3 o fer a p £ 9 R ,5^ 2-R’R o © « 0^ © Onl^^iHhq ab > O r-->5 a 3 rp.9 .a a ppgi 6666 jpfififi [C a' a" a' a" ^SBSS -- bc t£ tn u) 0.9 .9 .9 .9 S Pi Pi Pi Pi fH ® CO iZJ QQ rt q q c3 c« q '5 P R'R o ^ .-j P g p £ ®ri-? o E: .-e ;^o-g oD ^1— ( P.-R oP . a .9“ I . o g £P u . u p • g o • > j •; O ;| tp, : fcc 9P • P I :| I o \'6 I ® •R] bl) >5 •R ©'o 9 -P >>9 45^p.-gu2 a .gw l|.s2 3 O R-4-(W O ft oPrR 'P o §M q o o q PcQPP P :' I © — j © I. I— I -rR^ k ^ O-R O P^ a a R && rOnS R R PP P-® R p£ “ o PajcQ > •3 Sd.^'.+? t^^l£ .2^1.9 pI^p i1p| -Pp§D^ © fli Ci_i lilsiS ill ill ":n4So ® 9 • a bn® ■ 9 ® 9 ® 9 |lS«g=^ a 'o 9 b ^ o rt 2 fioa.^ .P.9 a o*. 43^ ®.^”G ® 2-®P 6;p.9at.gp pPor R a bn PhH ®^P.P‘^ 4=44:2 4i 44'4=' g R R.^ Pi R Rp ® ®-44 ® ® ® _ a a ® a a 9-9 r1 ol r1 £ ftftpa p. 4h P* O.R t>'£W9:! ^.9 © q az >-* p © 2 Jj. spas-3 a ft-a -2 g-p r— © © gn^*^ 3 ^ ^'-9 R O R R P ■ POPPW CM CM CM CM CM CO CO Table XII. — Statistics of schools of law for 1878, cfc. — Continued. 570 EEPORT OF THE COMMISSIONER OF EDUCATION. a “.bo g a 1-3 l-S 1-3 oil . .lO . ® ro o o o CO c4“o •uoT^^m^ JOJ ^uop -n;8 noua 6^ oSjuqo xunnuy CO o o o o irt lO O O lO iO 04 rH rH I UO ..O l> O 04 lOS^ 'jB9i£ opsux -oqoe at sqooAi jo jaqniTlx JO 9SJU00 XIAI ni SJU9i£ JO joqtaaj^ H (M(MMfi3CnNC0■■'3 05 O © o yibb rp o ’» p g 'a ® e “3-2 -e Sp , p- >-i J5 rt tS b2 i 3 o ZO "o >>P*s *.9 §co a^o'l 9 S^M o sS >-■ ^ j ® •■S ?!5o42 a.-g «--‘3'S :'2 rtr^.3 a ^ q-2b> ® b.-< propp c§i®l“'::«gS'as-s§28^f^ :^-ag«2 •SI^^I . |0 |0 |0 I OOT I . I 000 '5 STATISTICAL TABLES. 571 Table XllL— Statistics of schools of medicine, of dentistry, and of pharmacy for 1878; from replies tq inquiries hy the United States Bureau of Education, 572 EEPORT OF THE COMMISSIONER OF EDUCATION. •8JL8T JO i^nani -Qonararaoo vs e9!}.T3npBJ£) •90119108 JO sjo:^ -;^9x m 99j3op e poAioooj OAuq bqAi. e^^uopn^s !^ii9S9J j •joqranu ;^uos9j •SJ9jn!^09X pnB sjossojojd q,a9pi80J-Tiox; •SIO^JOtL^S -Ut pUB 8J08S9J0J(i :}UOpiSO^ O O O O 03 O ^ • i r • o ® i rS ® ^ 3 o .a 1-1:2 - -i ^ d r d d d p • o g ddl. « >5 n ^ A S^" A ^3. r? S • ^ p« oM 3 P ® p p s J 1 2 p ®7/3 or* ^.3 r' ® 3 rCi r-i cj /C ii 33 .3 =ij . ® .'p^aa® hJp ^s®S®^ ^ Ph Oi-sfl Flz; hiPOpqOi-i •uot^bziubSjo jo ejBQ 05 00 O CO IC5 05 CO 105 0 0 0500X0 lOLO O t-hOC'1 LCIO 00 00 00 00 00 00 00 00 00 00 00 00 00 00 •ja^^a^qo jo aq.'UQ 00 00 00 00 00 00 00 00 X 00 g'l^^ o<1 CO O Prd o 020 OOHf^ p-> .3 c3 -3 ^ ' P .2 S 2 ^2 e I& ii| a a p P|0h 02.3 2 Pcm®5 •500 'SOO *p .p * ® ^ £r -t^- Paa®-! P a o o I -12 P S Ilf Pi ‘ ® 'd If §0 .2 3 M : > :'p • J •02 P ® ^cS ® Ip^P^ 3o^'« Pl2 a P 12111^1 'fcig tit! ® ® a '2'o-k ® daSP ®p p a P^.OP^ 3? ® ®35 ® e >13 > g £ PH 0<0t> 000 OrHCQCO^lO 16 ! College of Physicians and Surgeons . . . I Keokuk, Iowa . I 1849 1 1849 I J. C. Hughes, M. D., dean. STATISTICAL TABLES. T-i OM OOO COtOCHO O CO OOfOlOCO lOCOOO iCOI ICOCOC^ OJ(KI COr-l'<*< COO lOC^i-HOO lO TjlOOOOlt- 0-^-J<00C^ (NrHCqOO 0|T-liHiHi-l-CJ § a ® ® 4 r.- d fe ^pil ft "S >-. ^^-2 , o-a S p W 6 rt ^ a ft I .2 p pft an 2 (V) M Pp , ft^l p g o o ftPftaa . , ,^^.d s I a a Q p j <1 a o ao § 1^2^:111^: ORftPaofta 00 CO 00 00 (M O t> O 00 . CO 00 t> oo Olr-tOi C■ O lO lO ^ O 00 (M C^ (M l:o o GO 00 CO 00 ^iOl>COOOiOCl >i M WWft oT ^ daa g ® .2 ® ® ^ J o liilg^ I ill'll ^ ^ paiaftpq-^ .2^ ft'ft ’o 3 ft ftft o p,-g 2 OT o'o'a 2 oQ oft S 2 ® pa -J3ft a a 4i a ^ a ftcc:Z2 ccft J?a ^ ^ Ph cs o o 2 2.2 w t>i ft la ft a tH ft ft_ o 'o ®"rt a rt "a ft 2 a g d o a g S-g-g-ggs fe t. C5 O O O 1> § § p d a a ® ft oj'bbbo o o o ft S 5 5«"|i|.|,| lUllill > d a ®aaa H ©-S o-Sftftftft 000«3ftdift0 o >> O a o d d ^32 On d >.0.2 o ^ ft a d S d a^ft 3 § O^ a b® >, ^ !y2 ^ £| I ©ft a Oft a o ’oft ” d o a 2ft 2o ® > c£-g o P d on ftft ft i2«2oao-- $.a g J.^'d ?« a'ft ft o ft o ® . §3 o oQ.a ft ®ft Wft o o brjft .2 ® 3^ ^ o a u ^ *P ^r3 .^ft § a bto a H.2' fee .2 ’S'© a a pftM ft. > ft a ® uT •'-* c3 bifta O O CQ Sa--2 £§) •2 CO > ol 2 ® S.3 a o ftft M ®^ a ^ -^ft|o ^ft2 > « •pB--2-2' 05 .ft a aft O 03 © o ® B MjS -a' ai .gja ga|d.|=i -a o©>’a I Ol ® d |■1>§^s||i|i o'lr © CO c3_^*^ Uc»ftp P^ Mm3 3a |w ft ^ ■oi ® coM ^ O ^ ^ ^ ‘f-* cti CO ^ ^ . j rs p, O Ph m oft ®ftft p. ® ^ S'g > Sft § ^ I 3n.2d: On ® « <53ftft 3 p fl Q 0.2 ’©ft fefa © 3o|ft^ a lull’s I '^^•Sft;2 ® ftft3r^fft mife: laSlIf a.23 a g a "^fti s'g d' 0) ^ ^ 'w — bift a fciw on’ ® c3 ft o a 05 a n ® 2-9.2 p ® On a ft a S2 a O Oft a ®n ®. 3o^3ft3f i-i iH I— i (N O rH CO O COCOCO COCO COCOCOCO CO ) Oi O iH C3 CO 573 * From Report of the Commissioner of Education for 1877. b Also 43 attended summer course, a Lectures iu this college resumed November, 1878, after a suspension of two years. c There were 49 matriculates in the spring term. Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1878, ^c. — Continued. 574 EEPOET OF THE COMMISSIONEE OP EDUCATION. •8i8T JO -9on9nitnoo 9q; lO CO (M CO CO <0 rH O •9009108 AO SJ9!}. -i;9t or 99lS9p h" p9Ara09J OAnq bqAA s^^uopn^^s f^uosoj j (M i CD lO •joqomo (^oosojj; ^2 o‘.5 cc O PhS •8A9Jtl'^09t poo SAOssojo.id ^oopteoj-nojii o o o CO (M 00 CO c 00 CO 00 •JojJHqo JO ojtici 00 00 00 c 05 C5 CO lO 00 C'l CD D- CD 00 00 00 00 00 a P a a ® o OO PP HH ©-P'o iff 05 OJ CO ^ c3 c3c3 c3cid**^w t* . P.-Pfl p - >5 .3 .2 3 3 bD® bttc .s 8.s.a rP-S.a3 P c3 d O 00 0Q_, f> d ” H tn . ^ o o P o cj fl- §3 ® 'p H g H ^ P.D3 O PhJh xn^ 1^5 >5 ® .-SH O c2 p| •g ® .2-3 S' >5 o3 W £ ®'2 k ® i‘a 'S 'g D. IP ®p O O S' o 4i> Q O ® I §2 -^oi J 1.2 rt ® S & "cs •’S h tcP'^'S csSs cosMl^ino coco -f-i .,-■ ro tc rt c3 -H nSPrsp CO'S rsns gg P.> ‘So'p >-*s Cm pi Ib bCj^ ^ P o © ig H ■^1 'g’3 -S wf |o ^ S'S II ^ o 'd ^ ^ p c3 M So So <1 ® l2 bX® ® P dn d O © OM STATISTICAL TABLES. 575 •s a rs q o q q rt fcH«2 -rS Q,-; - s c;qH ’^;q isS ® .5 Jq rq 5 i^p4 fe =« ns a a-^ ^<5 IM CO (M CC to O rH ^-00(M I CO .-I CC >0 iO UO r-( 5CJ O O CrS CO O M M CO CO ICO CO CO O CO t^ ^ lO IM t> rt ® 5 'q S q"^ •« o ® .2 ^ i g o C« ^ M bcc» ^ ol cc^ rnS - OD ;3 - S Q Q fcB fl a r£r2'§ qS.- S g q q q Ir® 4^ ■5*^ cc^ S'^4 i-s^-sqKh g g '■-• • h4H4 §54 4 -q^ 4 S rt Phcc rt 4 ^ Wo Wfi g dfiP 00 00 00 00 OO 00 00 CO 00 00 00 00 00 so fc/,Oi O 00 Tt< 00 00 • « M cof^i !M ? 4_: pt”,- - >■ n qqi 2 ^ © o 4^; > © CO rt 4J q^ PS o in q ©j2 P.rq >1 gjfq ^ ifO o' o'" © b£tr)> qi CO CO " ' ; c3 p o ' 1 -2 rK "S a o >o n< .a > Sl-o'qq. irt l^0 CO CO 00 00 pp ^ ^ +i4i o ® Mcc W W rH ® ©r^ « a ^ qp q rt ^ b OP S : : •i-ns : §3 1 |£3 :.q :3-g • • •b :;z5 83b pl^.'gp-p'g. r^r? © 0 q qqr iii 4^4 ^•a ®“ Ph O ©•§§ ^43 n333«.g4 ■f gb ^ IgP 33:3 nS'qJ p> 43-^ « O Wftft Q q . © q q qj ft<1oob bft 444 ftftb © > .3 q .2P >> "m g ip o tc - 4 q N :oi c. . . •— ! cO C . C^ O o 0^:2 fsai S®" §0b'i:2 o ^ fi :_c3 :p ;_Pc I"® • nS t£i O © p © 'o Pp .-. o bfirt 4 q %■% fW § a wa o a fct; ® « q ‘S ^ © p P ©4 o qS ® o 8| ^'o ap . © O o ® «rt « ««2pp p p,_ " rt OW o 00 55 O o pW 8'3ig^N aw a ^ -*) r^ o ® o ■ WWWW art to « |5 W W ,© m o ® tn. k +; ■q 'to P © • © :'o :q : « ...; w fi q w bS p| ““ JoP •a 5p®«(Sa P ®p-q-2"i 4 g^-pi^ a 4 © ® W o ^ P oP opP CO t>-. O i-H c3 c5 05 ^ Q c3 -rrrC iS 8 qS^"^- .2 'S^'a 2 t^.a § wSi I^S °c4 4 83 P o - t> q q ® o o3 sl&Q .2 wb • © t;4 ®4 U2 * q;j ■s !a :4 ib •g - t>s i^i b M3 E? qj _© © © 3 Pg^> .2^ la Q ®;d co'o^ a ci , q q © © PP a4 wa ®3 § bpp 1 g'^gp WP'C o 33 g3 "q q © ^ PP3W ool ©p4 br^-i'^ ^ +3' 3 g © t>5>>G © © c3 rt cSq5 ap o O .r — ® 43 ‘q .3 rt ®" g cs 4 ft o q a 33 P'S t ®'=>3 o S'? ‘='4-q ^ o © ©q3 © OP PPP cci 's! ?.a I cS'g ftp ® tp ® o op © © o fct wo o o:j3 pO ® o o © o nq q qqa ci © Pp •qg^ -q3 OM ICCOOOO C5 O r-HC o H o lA 1 00 CO lo CO rH O 1 rH ■ ?-l •aanaps ao saaj -jat UT aaaSap b‘ paAiaoaa aABq oqjA. s^uapnjs jiiasajj 05 •aaqranu juasajj QO 71 75 251 100 3G3 12 23 Corps of in¬ struction. •saaanjoax puB sjoesajoad juapxsaa-uo^ o I o o CO I o •saojonajg -ui puB saoseajoad juapisag; O 05 -<^<10 CO ocoeo President or dean. Albert B. Prescott, M. d., dean . J. M. Good, M. D., dean . Ewen McIntyre, rn. G . J. D. Wells . General E. Kirby Smith . John A. Milburn . •UOI!^'CZTU'B§aO JO oj'Bcr 1868 1866 1829 1871 1821 1873 1873 JO Oij'Bo; M 1866 1831 1850 1822 1872 1872 Location. « Ann Arbor, Mich . St. Louis, Mo . Now York, N. Y. (209 and 211 East Twenty-third street). Cincinnati, Ohio (southwest cor¬ ner Fifth and John streets). Pliilndpliilii-a Pn _ Nashville, Tenn . Washington, D. C . Name. rt School of Pharmacy of the University of Mich¬ igan. St. Louis College of Pharmacy . College of Pharmacy of the City of New York.. Cincinnati College of Pharmacy . Tennessee College of Phaimacy * . National College of Pharmacy * . O iH p^a (M p® -s pp 0^1 u ct ® pa Pp rt C5 S cS k •saaj .loqijo puTj uoi^xTi^ Tno:g ioj s^dpoag; < O ->3< ri-'i'ci' •spnnj 9AT:^onpojd uiojj qhiodtii 'eputij QAipnpojd JO junouiY 'snjtjj'BddB pu-B ‘eSat -ppnq ‘spunoj^ jo onpA O O O O o o o o o o •uoT^TTi^ joj bj eSaeqo XHuxniY •99J noT^tjnp^j^) ca 0 lO •oaj noijBxnoTxjBj^ •STiooq HI JBai! jooqos jsb^ 9qj at ilxBxqq jo 9eB9aoai •sjaxqdniBd jo X9quin^ •sottitqoA JO X9qnm^ OTjSBpqos HI eqooAV jo jaqnmj^ O O 00->J< o o o Ttl ci (M c^-«M 2 • Cm P >2fflr3::3 Oi-< t> ®ii > «‘En.2 oW MiPli oi’S .2 'B .2 ® i- S 2 rtIO 3'a VH S S 2C- 2 cg-sg § '3 rt f3 ® rg “'sC ^ < O ."g P O ® ^ fH ® ill o icp © o pa ® fnftp CS ^ —I O O POM P \S •M •g ic® © •pis ^ 2-2 pa sa§6 ^ ® ® tx)ta ® ® ® •300 §‘2v2oi a S . a ? -a.+J .C^ t: pa o 5Q ^ O O P P^ p S?.2 .2 -wSI O p-‘^ ® il'isl M M^ra W CO CO COCO STATISTICAL TABLES. 579 Table XIII. — Statistics of schools of medicine, of dentistry, and of liliarniacy for 1878, — Contmued. 580 EEPOET OF THE COMMISSIONEE OF EDUCATION. Date of next commencement. W March. March 20. March. March. June 3. February 27. March 5. June 26. March 1, June 20. March. March 20. March 12. Maroh 10. Property, income, &c. •saaj aaq'jo pun uoi^jrn':^ uio.y jEoi: ^^sni aqi JOj; e^^dpoa^ O lO Oi of* •€e- * O • O • • O r-H * CD • O • *0 10 ' o * o • * o o * iS • CO • * c>c> 2, 400 1, 600 11, 585 1,935 43, 000 O O o 40 rH •epunj aAponpojd moaj araoouj H « o 1 j® 1 J •spunj aAtpnpoad jo (^unouiY e Cl o : : : •sn^nanddn pun ‘eSut -ppnq ‘epunooS jo anpA o H 000 ‘SS$ 40, 000 40, 000 51, 000 80, 000 25, 000 c80, 000 125, 000 O O « .OOO O O I .OOO O O 1 'OOO O • • LO o rH • r-f ^ Amount of — •uoi!^in^j joj q.uapn^^s qana 6^' aSjnqa QO O O rH CO ^rH OOO LOO OiOLOO OlOiCOOiOO CDOOKM L0t>0a00i0l:^0 iH rH r-i rH o t- •aaj uoT:x''siiP'BJD i> H O O mio O O LO O LO O O ID o o o o o o C^C4CO CO'3.3 ScS?g <2 o ^.2 ® '^3'S p

O Grammar. History, a j 4 3 1 0 1 0 0 0 0 0 2 1 1 0 1 4 3 1 0 1 1 2 1 1 1 3 2 1 0 1 i 1 2 1 1 1 Kaiis;i,s - _ 1 1 Keiitnr.ky - _ _ _ 1 1 Louisiana _ _ _ _ _ _ _ _ 1 1 Maine . . . 1 1 Maryland . . . 1 1 Massachusetts . . . 0 Michigan . . . . 1 1 MiunesotA . . . 1 1 Mississippi . . . . . 2 2 Missouri . ...... . . . . 2 2 N ebraska . . . . . 1 1 Nevada . 0 New Hampshire _ _ _ _ _ _ 0 New Jersey . . . . 0 New York . . . 9 6 3 0 1 3 1 1 North Carolina . . . . . 2 2 Ohio _ _ _ _ _ _ 1 1 Oregon . 1 1 Pennsylvania . 5 1 4 1 1 2 1 2 Rhode Island _ _ ............ . . 0 South Carolina . . 1 1 Tennessee . . . 0 Texas . 1 0 1 0 1 1 1 Vermont . . . . . 0 Virginia . . . 9 5 4 1 4 2 1 W est V irginia . . . 0 Wisconsin . . 0 Arizona . . . 1 1 Dakota . 0 District of Columbia . . . 0 Idaho . . . 2 0 2 2 2 1 1 Montana . 0 New Mexico . 0 Utah . 0 Washington . 0 W y oming . . . . . 0 Foreign. . . 0 At large . . . 0 61 41 i 20 3 7 16 8 5 Tot.al . . . j 1 a Not examined in this branch. of! Mi] D. 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 REPORT OF THE COMMISSIOJTER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in 1878 hy universities, colleges, . ieniifie Che following are the explanations of abbreviations nsed in Part 1 of this table: L. B., Bac_elor of Icience; B. C. E., Bachelor of Civil Engineering; C. E., Civil Engineer; B. Agr., B.n helor oi Agri- ling Engineer; D. E., Dynamic Engineer; B. Arch., Bachelor of Architecture; Ph. B., Bachelor of 3., Bachelor of Divinity; D. D., Doctor of Divinity ; M. D., Doctor of Medicine ; D. D. S., Doctor of Note. — 0 shows tbat no degrees wer® Institutions and locations. 1 State Agricultural and Mechanical College, Auburn, Ala . Southern University, Greensboro’, Ala . Howard College, Marion, Ala . University of Alabama, Tuscaloosa, Ala . Arkansas College, Batesville, Ark . Cane Hill College, Boonsboro’, Ark . University of California, Berkeley, Cal . St. Ignatius College, San Francisco, Cal . St. Mary’s College, San Francisco, Cal . University of the Pacific, Santa Clara, Cal . Pacific Methodist College, Santa Rosa, Cal . Hesperian College, Woodland, Cal . State School of Mines, Golden, Colo . Trinity College, Hartford, Conn . Wesleyan University, Middletown, Conn . Yale College, New Haven, Conn . Delaware College, Newark, Del . University of Georgia, Athens, Ga . Atlanta ijniversityr, Atlanta, Ga . Gainesville College, Gainesville, Ga . Abingdon College, Abingdon, Ill . . Hedding College, Abingdon, Ill . Illinois Wesleyan University, Bloomington, Ill . St. Viateur’s College, Bourbonnais Grove, Ill . Blackburn University, CarlinviUe, Hi . Carthage College, Carthage, HI . University of Chicago, Chicago, HI . . . Bock River University, Dixon, lU . . Eureka College, Eureka, Ill . Northwestern University, Evanston, HI . Ewing College, Ewing, ill . Knox College, Galesburg, Ill . Lombard University, Galesburg, Ill . Illinois College, Jacksonville, HI . McKendree College, Lebanon, Ill . Lincoln University, Lincoln, III . Evangelisch-Lutherisches Collegium, Mendota, lU . Monmouth College, Monmouth, Hi . Northwestern Cmlege, Naperville, lU . Shurtieif College, Upper Alton, Ill . Illinois Industrial University, Urbana, Ill . . Westfield College, Westfield, Ill . . . Wheaton College, Wheaton, Ill . Indiana University, Bloomington, Ind . Evangelical Lutheaan Concordia College, Fort Wayne, Ind . .. Fort Wayne College, Fort Wayne, Ind . Franklin College, Franklin, Iiid . Hanover College, Hanover, Ind . Hartsville University, Hartsville, Ind . Butler University, Irvington, Ind . Purdue University, La Fayette, Ind . . . All classes. Letters. All degrees. A. B. 1 A. M. n ^ Sh d Ph O d O a 26 P o 05 Ph 0 O O 0 M 27 ; j ^ I In course, D. D. S. d -d P © 05 g « d H 29 a p p «5 o 30 P iP P I o a o a 31 o 33 s o o a 9 18 4' 1 5 rt O g Pi 10 o o o 11 s-i ct u o a o H 13 O f-t 0 o o 0 19 O a o W 20 6 05 d o o d 31 1 o 0 O a 22 4 3 alO 4 7 1 1 1 15 .... 4 1 120 14 622 148 12 22 1 1 1 1 30 3 8 2 1 1 4 1 dl 1 3 29 3 7 2 /I 4_ 2 a2 8 20 2 3 1 (77 3 t 22 2 1 2 1 3 18 3 7 8 2, 3 23 119 ... 11 3 1 3 2 ml 2 3 ' 1 1 1 n3 1 1 24 16 1 2 .... ol2 2 20 * 5 25 10 3 n2 109 190 2 17 ... 2 10 1 3 153 48 2 1. 1 2 1 2 2 4 1 43 1 i . 2 2 1 6 r6 «7 1 2 1 14 1 . 1 2 1 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 : a five in the I These are “ mechanical engineer.” m This degree is honorary. n The.se are S. T. D. (doctor of sacred theology). 0 These are “bachelor of mechanic arts.” p The Cooper medal and diploma on three graduates ; the diploma conferred on those finishing years’ attendance on the schools of science, and the medal on those distinguishing themselves schools of art. q Three of these were conferred on examination, r Two are “master of philosophy.” s Four are “bachelor of painting,” and 1 “master of painting.” 590 EEPOET OF THE COMMISSIONEE OF EDUCATION. Table XV. — Part 1. — Degrees conferred in 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 Institutions and locations. 1 University of ITortli Carolina, Chapel Hill, H. C . Rutherford College, Happy Home, H. C . North Carolina College, Mt. Pleasant, N. C . Trinity College, Trinity College, N. C . Wake Forest College, Wake Forest College, N. C . Ohio University, Athens, Ohio . Baldwin University, Berea, Ohio . German Wallace (jollege, Berea, Ohio . St. Xavier College, Cincinnati, Ohio . Capital University, Columbus, Ohio . Ohio State University, Columbus, Ohio . Ohio Wesleyan University, Delaware, Ohio . Kenyon College, Gambler, Ohio . Denison University, Granville, Ohio . Hiram College, Hiram, Ohio . Western Reserve College, Hudson. Ohio . Ohio Central College, Iberia, Ohio . Marietta College, Marietta, Ohio . . . Franklin College, New Athens, Ohio . Muskingum Collet, New Concord* Ohio . Oberlin College, Oberlin, Ohio . Rio Grande College, Rio Grande, Ohio . Scio College, Scio, Ohio . . . Miami Valley College, Springboro’, Ohio . Wittenberg College, Springfield, Ohio . Heidelberg College, Tifiin, Ohio . . . Urbana University, Urbana, Ohio . Otterbein University, Westerville, Ohio . Wilmington College, Wilmington, Ohio . University of Wooster, Wooster, Ohio . . Wilberforce University, Xenia, Ohio. . Antioch College, Yellow Springs, Ohio . Corvallis College, Corvallis, Oreg . University of Oregon, Eugene City, Oreg . Pacific University, Forest Grove. "Oreg . . . McMinnville College, McMinnville, Oreg... . Christian College, Monmouth, Oreg . Muhlenberg College, Allentown. P'a . Lebanon Valley College, Annville, Pa . Dickinson College, Carlisle, Pa . Lincoln University, Chester County, Pa . . Lafayette College, Easton, Pa . Pennsylvania College, Gettysburg, Pa . Thiel College, Greenville, Pa . Haverford College, Haverford College, Pa . Franklin and Marshall College, Lancaster, Pa . University at Lewisburg, Lewisburg, Pa . Allegheny College, MeadviUe, Pa . Mercersb'urg College, Mercersburg, Pa . Westminster College, New Wilmington, Pa . La Salle College, Philadelphia, Pa . . University of Pennsylvania, Philadelphia, Pa . Wagner Free Institute of Science, Philadelphia, Pa - Western University of Pennsylvania, Pittsburg, Pa... Lehigh University, South Bethlehem, Pa . Pennsylvania State College, State College, Pa . Swartiimore College, Swarthmore, Pa . Augustinian College of Villanova, VillanovaP. O., Pa. Note. — 0 shows that no degrees were All classes. Letters. All degrees. A.B. A. M. W h d" 6 © 2 2 S I 0 0 i o g c 0 § 8 a a o w A PI 0 2 3 4 5 6 7 8 11 9 10 2 0 0 2 1 1 30 3 25 5 7 3 3 1 10 1 5 2 'i 10 1 5 5 1 2 3 .... 8 1 6 2 12 5 7 6 4 1 50 7 "'7' 28 10 2 4 4 4 17 3 13 3 1 3 1 1 .... 17 3 15 2 a5 1 21 3 19 2 6 4 6 11 3 5 53 35 10 0 23 5 2 2 9 4 9 14 6 2 18 9 6 5 90 9 26 18 3 3 3 5 0 3 2 5 1 6 0 11 7 0 0 3 0 20 2 12 8 .... 5 2 2 3 i 22 6 9 13 1 28 0 16 12 75 8 . - . . 40 .... 10 "5' 30 5 14 16 2 4 4 19 0 11 3 23 1 17 6 .... 23 0 13 10 23 6 15 8 ”3’ 17 1 6 11 ' 1 16 4 11 0 207 23 16 6 21 2 7 3 1 4 6 2 15 1 8 4 3 a Four are graduates in English course. 6 Three are ‘ ‘ mistress of science. ” c These are “analytical chemist.” STATISTICAL TABLES. 591 1878 hy universities, colleges, ^'C. — Continued. conferred ; _ indicates none returned. Science. Philosophy. Art. Theol¬ ogy. Medicine. Law. Sc. B. Sc. M. a a a a a 1 1 Ph. B. Ph.D. 1 In course. 1 1 Honorary. | 1 In course. | c3 g Pi O a j In course, B. C. E. & C In course, B. Agr. In course, B. Arch. In course, C. & M. E. In course, H. E. In course. Honorary. In course. Honorary. | [ In course, Mus. B. Honorary, Mus. H. In course, D. B. j Honorary, D. D. In course, M. D. In course, D. H. S. j In course, Ph. G. j In course, LL. B. 1 Honorary, LL. D. 0 10 11 13 13 14 15 16 17 18 19 20 31 23 23 24 25 26 27 28 29 30 31 1 1 3 3 3 1 3 3 5 1 1 5 2 2 g 4 1 3 1 1 2 2 1 2 1 1 2 1 2 2 6 1 2 8 4 14 1 3 8 2 9 ' 1 2 3 3 2 2 38 2 2 1 3 4 6 64 3 2 1 1 2 1 3 1 g 3 c3 11 1 3 2' g 1 3 g 4 10 1 4 130 23 dl 5 2 9 1 2 e2 4 6 1 d Honorary degree of “mechanical engineer.” eTheseare “mechanical engineer.” 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 592 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in l^’OTE. — 0 shows that no degrees were 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 207 268 269 270 271 272 Institutions and locations. "Washington and Jefferson College, Washington, Pa . Brown University, Providence, K. I . College of Charleston, Charleston, S. C . . Ershine College, Due West, S. C . Furman Universiti^ Greenville, S. C.., . . Newberry College, Newberry, AC . . Wofford College, Spartanburg, S. C . Adger College, Walhalla, S. C . East Tennessee Wesleyan University, Athens, Tenn . Beech Grove College, Beech Grove, Tenn . . King College, Bristol, Tenn . ■. . . Southwestern Presbyterian University, Clarksville, Tenn . . . Hiwassee College, Hiwassee College, Tenn. . . Southwestern Baptist University, Jackson, Tenn . East Tennessee University, Knoxville, Tenn . . . . Cumberland University, Lebanon, Tenn . . Maryville College, Maryville, Tenn . . Bethel College, McKenzie, Tenn . Christian Brothers’ College, Memphis, Tenn. . Mosheim Institute, Mosbeim, Tenn. . . . . Mossy Creek Baptist College, Messy Creek, Tenn . . Central Tennessee Coliege,"’Nashvilie, Tenn . Eisk University, Nashville, Tenn . . Vanderbilt University, Nashville, Tenn . Univer'sity of the Soirth, Sewanee, Tenn . . Burritt College, Spencer, Tenn . . Greencville and Tusculum College, Tusculum, Tenn . . Texas Military Institute, Austin, Tex . Southwestern University, Georgetown, Tex . Baylor University, Independence, Tex . . Austin College, Sherman, Tex . Trinity University, Tehuacana, Tex . University of Vermont and State Agricultural College, Bur¬ lington, Vt. Middlebury College, Middlebury, Vt . Norwich University, Northlield, Vt . . Eaudolph Macon College, Ashland, Va . . V ir\ginia A gTicultui al and Mechanical College, Blacksburg, Va Einory and Henry College, Emory, Va . . . Hampden Sidney College, Hampden Sidney, Va . Virginia Military Institute, Lexington, Va . . . Washington and Lee University, Lexington, Va . . New Market Polytechnic Institute, New Market, Va . Richmond College, Richmond, Va . . . Roanoke College, Salem, Va . . . ’ . University of Virginia, University of Virginia, Va . . . West Virginia University, Morgantown, AV. Va . ShepheidUollege, Sherpherdsto'wn, W. Va . . . . Lawrence University, Appleton, Wis . Beloit College, Beloit, AVis . University of Wisconsin, Madison, Wis . . . Milton College, Milton, AVis . . Racine College, Racine . . Ripon College, Ripon, Wis . Northwestern University, Watertown, Wis . . Georgetown University, Georgetown, D. C . Columbian University, Washington, 1). C . . Howard University, Washington, D. C . . National Deaf-Mute College, "Washington, D. C . All classes. /il3 50 11 1 5 til 23 12 Tc21 24 2 10 16 41 6 n 22 18 41 5 6 7 10 25 nZQ 14 3 Letters. agrees. In course, L. B. A. B. A.M. Honorary. In course. Honorary. In course. Honorary. 3 4 5 6 7 8 5 24 5 57 22 1 1 5 1 1 14 1 0 4 4 .... 1 12 . . - - 2 1 Q 4 9 1 1 1 3 2 2 0 4 1 4 3 6 1 8 4 0 d5 0 el 5 1 7 2 2 1 0 1 5 4 4 2 0 2 0 8 6 4 3 1 3 13 3 3 10 .... 1 1 2 .... 2 .... 1 15 1 5 12 5 7 8 1 .... 2 2 16 0 3 6 .... 5 0 11 3 3 4 1 3 12 . . . . 3 .... 0 1 6 3 1 3 3 ml 0 9 1 1 13 o 9t4 0 1 2 .... 0 2 iSt:. - a These degrees conferred, but the number not specified. h These ai-e S. T. D. c These are “ mistress of arts." dEour are “master of accounts.” e This is M. E. L. / Graduates in biblical department. g Six are ad eundem de.grees and one honorary. h Degrees not specified. iNine “graduate in agriculture,” and two “graduate in agriculture and mechanics.” STATISTICAL TABLES- 593 1878 hy universities, colleges, ^-c. — Continued, conferred ; _ indicates none returned. Science. Philosophy. Art. Thcol- osy. Medicine. Law. Sc. B. Sc. M. o In course, B. Agr. 1 In course, B. M. E. & M. E. 1 1 In course, B. Arch. 1 In course, C. & M. E. 1 In course, D. E. Ph. B. Ph. D. In course, Mus. B. Honorary, Mus. H. In course, D. B. 1 Honorary, D, D. In course, M. H. I [ In course, D. D. S. In course, Ph. G. In course, LL. B. Honorary, LL. D. In course. | Honorary. | In course. | g o P o H =8 d n © o © p M In course. Honorary. In course. Honorary. 9 10 11 13 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2T 28 29 30 31 1 1 3 1 215 6 2 2 216 217 1 218 3 219 220 2 221 1 222 5 3 223 224 1 225 2 226 3 227 (a) (a) 228 5 62 1 229 7 1 28 230 231 c2 232 233 234 23.5 2 7 236 237 1 4 /6 5f94 9 238 8 3 239 240 4 241 242 243 6 3 244 1 245 246 1 1 2 33 247 1 1 248 1 249 1 2 1 250 ill 251 6 252 253 fc21 254 2 1 5 12 2 255 258 10 .... 257 1 2.58 17 15 259 1 260 2til 9 6 1 1 262 i 3 2 263 is" 1 1 17 2tiE4 2 265 266 2 267 268 1 6 6 269 nl 1 1 72-6 o25 i' 270 1 11 271 1 1 1 272 j “Bachelor of science and literature.” Z Five are “master of English litera ture,” and t'These are “graduate Virginia Military Insti- two are “mistress of English literature.” tute.” TO Ad eundem degTce. n Conferred on examination. 0 Includes seven M. L. 38 E 594 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 2. — Degrees conferred in 1878 hy professional schools not connected mth universities and colleges. [The following are the explanations of abbreviations used in Part 2 of this table : D. B., Bachelor of. Divinity; D. D., Doctor of Divinity; M. D., Doctor of Medicine; D. D. S., Doctor of Dental Surgery Ph. G., Graduate in Pharmacy; LL. B., Bachelor of Laws ; LL. D., Doctor of Laws.] ’ 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 Institutions and locations. Degrees of all classes in course. Theology. Medicine. Law. In course, D. B. Honorary, D. D. In course, M. D. In course, D. D. S. In course, Ph. G. In course, LL. B. I Honorary, LL. D. 1 2 3 4 5 6 7 S 9 SCHOOLS OF THEOLOGY. Pacific Theological Seminary, Oakland, Cal . 0 2 a3 5 bll c24 dl a6 al3 al3 a8 al6 0 a20 2 al8 a2 03 04 0 o32 017 031 ol7 0 015 o4 ell 0 /.<7l3 /24 ■ o26 o7 ol4 o7 9 10 012 o6 /II 013 oil olO San Francisco Theological Seminary, San Francisco, 2 5 Presbyterian Theological Seminary of the Northwest, Chicago, Dl. 13 7 Baptist Union Theological Seminary, Morgan Park, Dl. Augustana Theological Seminary, Bock Island, Ill - 1 College of the Bible, Lexington, Ny . Southern Baptist Theological Seminary, Louisville, Ky Bangor Theological Seminary, Bangor, Me . Centenary Biblical Institute, Baltimore, Md . Andover Theological Seminary, Andover, Mass . Episcopal Theological Seminary, Cambridge, Mass - Newton Theological Institution, Newton Centre, Mass New Chui'ch Theological School, Waltham, Mass .... Augsburg Seminary, Minneapolis, Minn . 2 Bishop Green Associate Mission and Training School, Dry Grove, Miss. German Theological School of Newark, Bloomfield, N. J. Drew Theological Seminary, Madison, N. J . The ological Seminary of the Reformed (Dutch) Church in America. New Brunswick, N. J. Tlieological Seminary of the Presbyterian Church, Princeton, N. J. Auburn Theological Seminary, Auburn, N. M . Brooklyn Lay C oUege and Biblical Institute, Brooklyn, N. Y. Hamilton Theological Seminary, Hamilton, N. Y . Newburgh Theological Seminary, Newburgh, N. Y.. General Theological Seminary of the Protestant Epis¬ copal Church, New York, N. Y. Rochester Theological Seminary, Rochester, N. Y _ Seminary of Our Lady of Angels, Suspension Bridge, N. Y. St. (Joseph’s Provincial Seminary, Troy, N. Y . . ell St. Mary’s Theological Seminary, Cleveland, Ohio _ German Lutheran Seminary, Columbus, Ohio . . Union Biblical Seminary, Dayton, Ohio . . Heiilelberor '^rnpnleo'ie.'il .SemiTinry Tbbu Ohio . . . United Presbyterian Theological Seminary, Xenia, Ohio. MfO‘a,vi.n.'n Theolocrieal RemiTiairy Betblebe/m, POi _ 9 10 Theological Seminary of the General Synod of the Evangelical Lutheran Church, Gettysburg, Pa. Mead ville Theological School, Meadville Pa . . Philadelphia Theological Seminary of St. Charles Borromeo, . Overbrook, Pa. Theological Seminary of the Evangelical Lutheran Church, Philadelphia, Pa. nvny.AT* ftpminfi.'py TTp^!un^l Theological Seminary of the Presbyterian Church, Columbia, S. C. 1 a Number of graduates reported. d Also 1 honorary. & Certificates of having completed the full course e These are “bachelor of sacred theology.” • of study. /Number ordained during the year, cincludes. g Also 3 honorary A. B. conferred. STATISTICAL TABLES. 595 Table XV. — Part 2. — Degrees conferred in 1878 Ig professional schools, ^c. — Continued. 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 81 82 83 84 85 Institutions and locations. Degrees of aU classes in course. Theology .r Medicine. Law. s 0 o « a P P S o PI o p P P c5* ro § 02 P P o f-i o « 0 6 r0 P o 03 0 o « PI P P P o' S o o P P P Fh o 0 o p 1 2 3 4 5 6 7 8 9 Union Theological Seminary, Hampden Sidney, Va .. alO al al al2 a32 34 29 56 18 26 24 126 7 21 640 c81 19 24 71 65 79 53 20 9 102 e59 42 130 7 32 50 /27 g50 26 203 17 h25 Theological Seminary of the Evangelical Lutheran General Synod South, Salem, Va. Protestant Episcopal Theological Seminary, Theo¬ logical Seminary, Va. Seminary of St. EPancis of Sales, St. Francis, Wis... SCHOOLS OF LAW. Union College of Law of the University of Chicago and the Northwestern University, Chicago, Ill. School of Law, University of Maryland, Baltimore, Md Law School of Cincinnati College, Cincinnati, Ohio .. SCHOOLS OF MEDICINB. ' 34 ' 29 56 — • 18 26 24 126 7 21 640 c81 19 24 71 55 79 53 20 9 102 e59 42 130 7 32 50 /27 g50' 26 203 17 . h25 . 45 , 82 28 , 35 . 25 Medical College of the Pacific, San Francisco, Cal ... Atlanta Medical College, Atlanta, Ga . Rush Medical College, Chicago, Ill . . Woman’s Hospital Medical College, Chicago, HI . Medical College of Evansville, Evansville, Ind . Fort W^ayne Medical College, Fort Wayne, Ind . College of Physicians and Surgeons, Keokuk, Iowa. .. Hospital College of Medicine, Louisville, Ky . Kentucky School of Medicine, Louisville, Ky . Medical department of the University of Louisville, Louisville, Ky. Medical department of University of Louisiana, New Orleans. La. College of Physicians and Surgeons, Baltimore, Md .. UniAmrsity of Maryland, Medical Department, Balti¬ more, Md. Detroit Medical College, Detroit, Mich . .... dlO Kansas City College ' of Physicians and Surgeons, Kansas City, Mo. Missouri Medical College, St. Louis, Mo . St. Louis Medical College, St. Louis, Mo . Medical department. University of Buffalo, Buffalo, N. Y. Bellevue Hospital Medical College, New York, N. Y.. Woman’sMedical Collegeof the New YorklnfirmarA^ New York, N. Y. Cincinnati College of Medicine and Surgery, Cincin¬ nati. Ohio. Miami Medical College, Cincinnati, Ohio . .... .... .... Cleveland Medical College, Cleveland, Ohio . Columbus Medical College, Columbus, Ohio . Starling Medical College, Columbus, Ohio...„ . .... Jefferson Medical College, Philadelphia, Pa . Woman’s Medical College of Pennsylvania, Phila¬ delphia, Pa. Medical College of the State of South Carolina, Charleston, S. C. Medical department. University of NashviUe, Nash¬ ville, Tenn. • Nashville Medical College, Nashville, Teim . 45 89 28 35 25,, T . — — .... Bennett Medical College, Chicago, HI . American Medical College, St. Louis, Mo . .... ....... ..... Eclectic Medical College of the City of New York, New York, N. Y. a 'N'limber of frraduates reported. 6 Includes 1 Honorary M. D. and. 29 special di¬ plomas confirmatory of those granted by the Med¬ ical College of Port Wayne, an institution which was replaced by the present college, c 1 honorary M. D. Avas conferred. These are “master of pharmacy.” e Includes 4 ad eundem degrees. /Includes 1 honorary degree. g 7 are ad eundem degrees. Ji Includes 2 “licentiate in pharmacy.” 596 REPORT OF THE COMMISSIONER 0F'*'EDUCATI0N: Table XV. — Part 2. — Degrees conferred in 1878 ly of essional schools, ^c. — Continued^ Theology. Medicine. , Law. In course, D. B. Honorary, D. D. In course, M. D. 1 In course, D. D. S. In course, Ph. G. In course, LL. B. I Honorary, LL, D. 3 4 5 6 7 8 9 123 a86 100 625 639 27 33 24 63 21 12 8 11 24 80 41 . — 14 22 80 16 65 13 118 ...... .... .... d2 Institutions and locations. O Q 90 91 92. 93 94 95 96 97 98 99 109 101 102 303 104 105 106 107 108 109 110 Eclectic Medical Institute, Cincinnati, OMo . Chicago Homoeopathic College, Chicago, HI . Hahnemann Medical College, Chicago, HI . Homoeopathic Medical College of Missouri, St. Louis, Mo. Missouri School of Midwifery, St. Louis, Mo - - Hew York Homoeopathic Medical College, Hew York, H. Y. Hew York Medical College for "Women, Hew York, H. Y. Pulte Medical College, Cincinnati, Ohio . Homoeopathic Hospital College, Cleveland, Ohio .... Hahnemann Medical College, Philadelphia, Pa . Baltimore College of Dental Surgery, Baltimore, Md Boston Dental College, Boston, Mass . Missouri Dental College, St. Louis, Mo . Hew York College of Dentistry, Hew York, H. Y... Ohio College of Dental Surgery, Cincumati, Ohio . . . Pennsylvania College of Dent^ Surgery, Philadel¬ phia, Pa. Philadelphia Dental College, Philadelphia, Pa - Chicago College of Pharmacy, Chicago, HI . :... Maryland College of Pharmacy, Baltimore, Md . Massachusetts CoUe^ of Pharmacy, Boston, Mass... St. Louis College of Pharmacy, St. Louis, Mo^ . . College of Pharmacy of the- City- of Hew Yorhu Hew York, H. Y. Cincinnati College of Pharmacy, Cincinnati, Ohio _ Philadelphia College of Pharmacy, Philadelphia, Pa_ Hational College of Pharmacy,, "V^ashington, D, C . 123 a86 100 &25 cl3 639 27 33 24 63 21 12 8 11 24 41 14 22 80 16 65 13? 118 d2 a 55 of these are ad eundem. 6 Includes 1 ad eundem. c Doctor of midwifery.. ct-Iheaeare “doctor- of pharmacy*^^ 1 STATISTICAL - TABLES. 597 Table XV. — Part 3. — Degrees conferred in 1878 hy schools for the superior instruction of women, [The following are the explanations of abhreviatioiis used in Part 3 of this table: A. B., Graduate in Arts; A. M., Mistress of Arts; B. L. A., Graduate in Liberal Arts; B. L., Graduate in Letters; M. L. A., Mistress of Liberal Arts; M. E. L., Mistress of English Literature; M. Ph., Mistress of Philosophy; M. P. L., Mistress of Polite Literature ; B. Sc., Graduate in Science ; Mis. Mus., Mistress of Music.] All degrees. 1 Institutions and locations. o CQ 0 O O t U 0 g h4 A pH pp 6 05 0 CO w LO 00 iH lO CO «000 00 OOOOOO 00 ^OOOO ) CO ic CO lO lO CO t> Ci r-ir^ kC CD O O kD iH O (M O Tt« CO CO 00 kO rzi 02 5 S S (H d fH COCCpCf M Ph ® ® : d ^ I CC 00 00 00 t d rdf^ d O O > O op£] _• ..fcJOCP'^ ill rH ^ S S P •“ u ^ ^ C3 4^ W a dr^ . a'3 ^ -1 s.. cju w a ^ bb-2 r H 'd! ^ ® d ® .a *=^0 a M i a ^ > ^-:) h> ^dS ^ 1>5^d-a ■Ia| " >-.3 ^d .ap O B d d o > Ird f-Td i a a-d rt ^p a •r o a >r^ o I a ®^ dP -ib t^pai da® '5d|a,^^.2gp« rtOdcgS-adSdo P^>, 2 use to "e^se-i a : P : .a : : rP : o . 2^^ o d o d 03 ® >- y -d "-' ^ d P H P>;®dPrda — tHL. [vipq'PlH P o d o O op |iii PmP 5 P Pm ^ ^ Cm »''' O C3 O 4- ■S cU .5 as o ^ M !>:2 'Pd bl P ^ d P P P d M d 'd d 03 ■ a”^ o'd P & o "cP ap p ift «o t- 00 05 4 (M CO lO a Free to members of tbe American Chemical Society. b Seven hundred volumes are in the medical library. Table XVI.— Statistics of additional imlUc libraries numbering each 300 volumes or iqncards for 1878, cfc. — Continued. 600 REPORT OF THE COMMISSIONER OF EDUCATION". el 2 el r- O •siTJ^uap -loui puu satJBicg •Smpuiq puB ‘sxBOtpouad 'sqoog; •eao.inos xp? raoaj otnoour iipuaX [Bq.ox •pimj (^uou -Bai.iO(i JO junoniY •jboA ifjciqjx jgBxSTn.mp pausst saurrqo^ MB9;C if.iBa;qT[ jSBt SuT.inp poppB eannixo^ •saiunxoA jo jaqranxj 'SSBXQ •uoTjdtaosqns jo eaa^ •popunoj PoqA\ O O iH O C'l CO 1-1 »0 O rO O « t- 00 T-l lO t>* l>- CC 00 00 00 § i § o d M • S 2S^ "MQ P4 03 o’g.2 ® § eiS 2 O .Jci3 OM ro _ 02 lO <1^ I •S ^'2r£P g'gW o >.34^-2 aT?' S,2 fe §.2® Ph 3 CO tS‘:2S«3ol4 Pi a a • o S a •75 :.2-pi * 4^ ^ 5 o c5 ^ Kfi S';; d -9 'w uo I’P^da^ I d •2 cS o II ^-1 - Ir, ■=i^o ►3 Lambei Jersey ( N. j. Vinelar Sonyea, Toledo, il i :l : . o . • o • OQ Name. Lambertville Library. . . St. Patrick’s Library Ai Library of Floral Societ Sonyea Shaker Librai'y , Historical and Geograj ciety. a' .2 o CD ig^ % ^ 1 ?: S o - P Cloverdt Eockton Salem, 11 Manhatl Baltimm Detroit, '=' -o o O C-S tj-e;, J-S 1^-2 i 2^' |§Pl§| ap-9.-2 .2 o-a^TS OP^oQ^pq > Table XVII. — iStaUsiics of schools and asylums for fechlc-minded cMldren for 1878; from replies to inquiries hy the United States Bureau of Education. Note. — x signifies that the branches indicated are taught. STATISTICAL TABLES. 601 ■'^uaraqenqn^es jo •Qjn^ipuodxa; Oi iH lo oo o o • * o oo CO o • I CD t> C 00“ CO y-t CO rH • • t> iO ^ . . •9UI00XIX QD H too OO * o • »o-^ tH t>0 oo • O » tTHO O OO COO . O • .coo tH rjT CO“ r-T CD^ I 00* I I C^tjT T-1 to 04 • r-( • t^O to •fO* • • • Sntuodo oouie paAoad -uit paestraeip aaquinjq H • to ‘ O • (C4 CO • rH 00 ' O- • • rH to • O to • 04 • rH • * 04 Ttt Branches taught. •SutSuig CD H : X X : X : X 3 : •SuLiiniQ H X : : : X i x x i •JBranrBj;£) H I X I X I X \ II X •AqduiSoao M fH XX XX X X X XX X •oixouiqxiaY H XX XX X X X XX X •SUXXTJ^ H H XX XX X X X XX X •Sutpuay; O H XX^X X X X XX X •suoesax ^^^sfqo c: XX • • • • X V I S-O I I I I 'S '■ Number of inmates. ’moj. 3D 85 231 130 127 74 90 7 149 207 512 309 •axBuia^ N 'ioo 60 60 21 41 1 61 119 209 114 •oxnxY O • rH O CO O O 00 GO CO tO •CO l> O to 00 o O • rH 1-H CO rH •esiloxdraa aaq^o pun sjoxonaxsuT jo aaqmnj^ »^5 ^CD (MiO O O 00 Tti<00 00 rHtO C4 (M CO 00 CO CO 00 CO lO lO lO 00 CO CC 00 ^ ® '^.a M.. __ pq opqrj tHg'a ® El. ^ a >so O'O ^.a «1h isS A u ^ 0=M « a CC 3 gH ^ -J ^1 -I a g S'S ^63 fH p a ® « fl P'B.2 '&1^| o'33 a t-.® § ®'7^ CC a-g fcc? aw 1^ '.a . a a 13 • PI '.2 ra I'-g iai ®.2^ ^cc Ota t>H ® rt .y TO .i so - i'.s ^1 1^1 rz}-. P -3 o 5 ® §' I® IOCS'S X! o.a W MlZiO Ph I ■o o S5 ® CC M _g '3 I 9 gS a'r^ k/d ^ § §a ‘- t>^g3 rHM 05-^ OOOO r-l fcfl a S o a H Irf a« s 3 rt'g ® s°|-a 5 9 Ills ll'^l op3'3 a ,— I rt g O s “ 9^ fcio'g fcS s|^i §11 1 > a a g s '1 a o ® o o c,p 5.2 fl g p.a O.glp ® p g d O O' ilUl ic-a.© Table XYllli— Statistics of institutions for the deaf and dumb for 1878; from replies to inquiries by the United States Bureau of Education. 602 EEPORT OF THE COMMISSIONER OF EDUCATION. S 3 H r.2 a 2 •saxBnia^ tn CO rH 1 JO jaqnmjij ' O t-H O O 1 •jaquinu X'bjoj, COOMO CO (N 00U5 icco Cq(M (MOO 'o.s.a a i fcrpJ 3 • h ^.ia^ o y ft Is 33 y I o o P.C3 pi « "-54^ r2 J (T3 ^ 'SO ""g 1-^ tc flH .2 p sco-a kS-i^'S'o a. i I ; 1 2 : : 1 t 1 . o ill : : ■ • « • ^ •33' • • • • • p-j : : : :^ ■ Pr^ • • o : : ^ M tu : : : i it i i (S (S c5 C3^ 02 OQMOOP O O ® ® t> PPPM m o® JJ jS coa2 ccH •noi'X'Bpimoj JO iboa. COOTf O CO (M O (M !>• : O •"o :o ^^•aa Mf’SI •■^ S'® PPoM P «5Cjr2 PhO fl •2^|«g rt ■."a ; o .cc I (M Pi PI pfl § J g^ oo bl) M f « C3 c3 PP >13 S^. kSS ' > ®'P(r 1^:2 o a ® P « 2 PP •311 (.gsQ ■ rP M M :P^ ® ’•rziB ® : p 3 fl ®p-^ o ® g p Pr^ P P P O P « 2P § -4^ ‘P P sajfi ii^i 05^ • ® P'^ '2 ^g|t^ 'S'c p 2 PP^hP g o S 2 (SpjpP ^ M ® fj 2 p ^c2'*-i(2 “§1g ap'Sp 'P P •-§11 2 r3 .o (3'+h a ^rt 2^ g P rt'g-3 P «.2«h P> 3 rP P 2 a^-p isiwll Pm 3 0.-2 W M “ ppi P,tH'rt PH'3 § §gn M-R-a ' C3 W G.^ V r MW P rt i-t MCO'sltip M(M COM lOCO t-(X( 18C9 I School board..! Miss Sarah Fullo] STATISTICAL TABLES. 603 ifl <0 00 (MO lO lO M (M fH t>- CO O (M t- CO o o CO O CO t • (X) rH O « OTjiOa (M^ l> 00 O “ M a nhH p4d t?w O (D 02 02 02 'o.a SI £ ®§S m'-=.9 02 P P HHP o ® rS cS POQ 0202P02 a! c3 S02 S CO CO o 00 00 O rH (X) 05 rH CO 10 1(0 o o 00 00 00 00 00 00 O LO C5 00 00 00 liO t>- 1^ CM 00 00 O HjH rH O (M 00 00 00 00 l> C5 O 00 00 LO O (35 i_0 CO 00 CO 00 :1 : ^ 1'^ ■ p ! lO s .2 2 *5! P® aid q a d,^ 0-=Ci aj cn ^ p 0 0 d" £ d3p ■g oP d 0+^ op P ^ *2 lip 2 0 ad •ai P Pa'S® g a 3 a ® O y30> . a V ^.2 !x la ( ^Q’o aa^ 1 ® o o a PPP 0 o Co a § 0^2 .9 a II O a'SO ^-p-ra ® bo mP :p '^.02 P fcS ai" .9 o d O P< •M ^ > a PO .--r ® V 9" H’43 O 00 M P o P.O c2 ^ .2 .§'3 r3 O 9 ^ ci o «« rt a . o o .ao§ il.3.S' ^§=2 aP a ^.2 .'3 a ;P I I p a ’.2 « . (_( ! a • o ® ' ’jS t> : s 2 d 3 P a a Cm a ® . -M P I "w .3 o 3 S S : a -w oH ^ »2 d (u'a'd Q a O pPP ,0 p o ^2P o d 5- P 2=2 £ --3 .9 ai d? ® E®P o P oP S a 5 ■a_.M p£ d ^ p o « .S^p 3 °?cm 53 a q 2 a.2 o d g ® a a p d p a a oi • di' d ® M gP’^ a'd'^P d d d a SP S'q d.P.p d fi‘3 » ^,d^ 2 'T32aSf®p®dPp d P d3 ^.O n y m d ffl =.pP § «2pop 02 p i dad 1 H dp I "p ^ ! ©"p^ bn o ^ I ^fcH ^ I 9 ® Pd: I P2 p 1*. mP d i33lp' o) w d h> ® ® Pop =M .g a d ® o P !=> 2^ a ’c£ or rd d ® 2 •“ d 1d| p9^ il P o «w ^ gc2 P d P2 c2ia gMP ■J drq _gd g rS 5^ P' o.^ - '3 I -a P.9 p3 p| rq d I 1 dP 'll I %i.o d d «.92 00 _ ^ qP P'31 §2 2^|PP l£ p^'p.S'o d o P 2' .2 d d tx) o g a o p ®.= d •"I p p ® +- OPPP P drq Op 2 .9 c o S r: 'd “ cc • r 1^3 ip ® s! .a.g CO ®ap^3-aP odd -. .d.a ® S^P' ® a_ d d M ‘ . a ^ g 'pH |p!>; 3 -.m3 « t> ^ 2 SP IM CO rt- O COC^OOO o iH CJ rS (M(M C (M r-t Oi TjH (71 lO O O rH CO O •Fiox 00 O O lO b- 00 (M m rH Instructors. •S9:^nui-ini98 jo joqnraj^ (MO Irii •requmn xu:>ox O CO iH tH iH Principal. W. H. DeMotte, ll. D . Prof. Adam Stettner . Eev. Theo. Bruener . E. M. Gallaudet, ph.d., ll.d., pres’t E. M,. Gallaudet, ph.d., ll.d., pres’t Under what control. State . Directors . Corporate .... ! 1 ! •uor^upunoj jo jcoi M (M 00 O O uo t> lO o 00 00 00 00 00 rH i—i tH rH rH Location. Delavan, Wis . Milwaukee, Wis . St. Francis Station, Wis. . . Washington, D. C . i'' r"',. b ■ 1 1 : 1 Name. ? H Wisconsin Institute for the Deaf and Dumb . Wisconsin Phonological Institute for Deaf-Mutes.. St. John’s Catholic Institution . Columbia Institution for the Deaf and Dumb . National Deaf-Mute Collejye a . . . . p 1 1 1 1 j 00 05 0TM«'i;\, Table XVIII. — Statistics of institutions for the deaf and dmihfor 1878, ^-c. — Continued. Note. — x indicates an affirmative answer and also the brandies taught. STATISTICAL TABLES. 605 Property, income, &c. •juai: oqj joj ejujipuodxg; 05 O 1.0 CO O CO O IC o O tH 00 no l> CO cT of o' of r-H T-t lO o o o lO o lO *0 • o o ^ o O • kO • o o o O O » r-l *0 lO O of d*' • CO* • CO' r-f oo" t- CD J T-t J <5 •889J UOTJtnj raoij ical oqj aoj amooui QO Ck $0 0 1, 050 0 4, 000 0 • o • o o o o o • • GO • • •jua.C JSBT aqj aoj uoijBLidoaadB aj'BJS a$15, 000 bi, 000 a36, 000 7, 000 o o o d 79, 000 61, 000 p25, 000 16, 150 20, 000 15, 000 1,225 a8, 000 •snjBiuddB pun ‘sSut -ppnq ‘spunojS jo anxuA. CO a$40, 000 35, 000 «250, 000 12, 000 250, 000 o o o CO O O O t- O O *0 o o o d o o J o O rH O O O O • O O CD O" r-T iO iS • o' ID 00 o ^ d d Id CO rH T-I d • ^ •uoTjnjxjsui jCq pauAio puBx JO eaaou jo aaqran]^ (MocoGO i>cooo CO oo oo oI O Ci ^ r-1 d CO'^ O CO i-t « Library. •auajC Xooqos j&Bx aqj ui osBaioup 1 lO * lO • ■ (d • O O OO OO OO O O 00 CO CO 1H •saumxoA jo jaqumjq; M 008 ‘Z 00 001 005 1,000 0 3, 000 3, 200 900 150 1,200 300 0 0 jiCjoistq xuauij.'BU JO uiuaenui u ubijnjTjsui orn sbh o oooo ooo X o ox xo oo i snjniuddi? jourquo jeot -qdosopqd u uoijnjtjsui oqj sbh; o ooox ;oox X ox X ; oo 1 Aiojujoqux XBOimaqo u uoixnjixsut oqj sug; © O oooo oooo X OO XO OO j jqSnBj ojnjxnoiJLSu sj © H X X X o o |oX X XX xo oo Br.anohes taught. •AjjSTmaqg QO rt : : : : : : : ; ; X X : ; •iiSoxoigiCqj 4^ H X ! X ; ; i : i i i i 'jfqdogoxxqd x'eanj'Byx © H i ! i X X : : ; X X ; : •qgixSug; uoramog H X XXXX XXXX X XX XX XX •UOtJBpiOTJJY H : : : : : x i : : : : : : : : •siaqouoj ouioooq OAuq oq^i. sojeupBiS jo joqurnjq; ea d rHCOO j O-^ i j d rH d O O 'noTxonjjgut POATODOJ OAuq'oqjA aoqumu X'^iox H 141 135 201 33 2, 183 44 285 58 1,270 1, 211 516 207 688 218 14 22 •spdnd i!q uotjuxtisut ut juods sjBoii JO aoqoihu oSuioAY T-i H teyo • Hici O CO » CO t- CD CDlD loo o I Name. H AlahamS, Institution for the Deaf and Dumb and the Blind. Arkansas Deaf-Mute Institute . Institution for the Deaf and Dumb and the Blind. . . Institute for the Education of the Mute and Blind.. American Asylum for the Education of the Deaf and Dumb. Georgia Institution for the Deaf and Dumb . rUiir.n rro P.i.v Sr.linnl for Tlpnf.lVrntf.fi _ Illinois Institution for the Education of the Deaf and Dumb. Indiana Institution for Educating the Deaf and Dumb. Iowa Institution for the Deaf and Dumb . Kansas Institution for the Education of the Deaf and Dumb. Kentucky Institution for the Deaf and Dumb . Louisiana Institution for the Education of the Deaf and Dumb, h Portland Day School for the Deaf . Institution for the Colored Blind and Deaf-Mutes’' . . 1-4 - Cl CO ITS 00 O O 1-H CO no o *From Keport of the Commissioner of Education for 1877. d Algebra, geometry, and trigonometry are .also taught. g Also $40, 000 for building. aEor both dep.artments. e Printing and drawing are luso taught, These statistics are from a retura for 1876, the latest b Eor salaries and $150 per capita for subsistence. /Dr.awing is taught. information received from this institution, c Eor two years ending September 30, 1878. 606 KEPOET OP THE COMMISSIONEE OF EDUCATION. •JBOiC 0q!j joj 9in^tpu0dxa[ ® •S30J noi^m:). mojj juoi; oq^ "joj omoonq •JTO.^ J8BX oqj JOJ uo^BiJdojddB ojujs •enjBJBddc ptiB ‘sSin -pXtnq ‘epanoj^ jo enju^ •uoijnjTjent pauAio pnux jo SOJOB JO joqninjij •JB8i£ Xooqos jeux oqj nr osbojoui •S9niTixoA JO joqxnn^ i, i!joxstq XB.injBU JO nmosnui v. noTjnjTjeni 9qj sug i sujBJBdde x)nc jaaiquo xooi -qdosoxiqd b noTjnxxxsat 9qx sun i ^JOXBJoqux XBOiraoqo B uotjtijijsui oqj eug; i jqgtiBj ojnxxnoTjSB sj •lijjeinioqQ 'j^SoxoTSiCqj •iJqdosoxxqd xbjtijb^ •qeixSua; uoiuniox) •noijBxnoTjJY •sj9qoB9j eraooaq 9ABq oqAV g9jBTipBj3 JO joqtimjq ■ 'TioTjonjjsin p9AT909J9ABqoqAi joqnimi X'BJOX •exidnd jCq uoijtijTjSTn tit jnade sjbo.-C jo jaqumu oSbjoay 00 t~ Cl •O 00 o o iO o o o o o o o o o o o o CO lO O O 0X0 O 0X0 o ooo I X ^ rW M ^ ^ t •4- O) p o o o o (Oq CO ^ O.rH 02 -g a s ggp S3 Pl-'d.g a I® i's.-s .. i^p^l gg.lSii'lii 2 rt.2:3 g.Sp.2.2 PoS oS 33 ® d O ® '■ rC!-' ^|3 (>5 CQ Q P d ® dp o ^ o d bc g p PlP^ ^Ocm d ® c3 ® O wPop St3: 0 0X0 O O X o o o o X O X s 2 3 J o O "=P^3 ^ 3 'S ^ o-a ^ S 4^ S ® |p| ) O r-t C O C^CQ CaC^ CO STATISTICAL - TABLES, 607 « u § O Ift 0 1-1 0 CO 0 cTo* • § i 10 0 05 0 GO rH 24, 561 14, 720 5ti5, 103 527, 537 30, 000 3, 641 0I22, 273 • 0 0 0 13, 850 C12 008 ‘I 0 0 0 M 34, G18 M2, 000 _ 0 0 0 0 0 0 (tT 0 CO 71, 400 10, 000 &0, 000 24, 501 14, 720 535, 000 528, 000 30, 000 ml20, 025 00 0 0 0 CO 0 0 ^ 500, 000 0 500,000 . *550, 000 125, 000 40, 000 5175, 000 570, 000 100, 000 650, 000 00 0 (M 0 1— < 7 57 40 14 33 100 is 100 50 100 0 100 1 100 &600 0 2, 500 0 5, 000 40 150 400 51, 700 320 1, 000 2, 150 00 OX 0 ; 0 ; 0 0 0 0 X ox ox 0 X 0 00 X 0 X X 00 ox 0 0 0 00 000 X ox 00 0 0 0 . 0 0 X X X I X " i X ; : X X X X I X XX XX x XX X 0 XX X X XX X : : : : X : : : : : X i ^ i (M 0 rH 00 j 0 CO 34 370 44 1,713 43 1, 830 102 0 •CO lO r- 1-10 0 • 0 CO CO (M 0\ • rH Tji r-i 0 »o C5 LO CO 0 10 CO 0 Institution for Deaf-Mutes . stitutiou for tho Deaf and Dumb lool for Deaf-Mutes . . r tho Education of tho Deaf and for Deaf and Dumb* . itution for the Deaf and Dumb . . . ania Institution for the lustruc- md Dumb. titution for tho Education of the vnd the Blind. or Deaf and Dumb . or the Education of the Deaf and Q for the Deaf and Dumb and the titution for the Deaf and Dumb 0 for the Deaf and Dumb . )oical Institute Ibr Deaf-Mutes. . . 1 0 p M p c3 a 0 Js": ^4 ) X) 5 J > ) 5 •“ a 1^1 ®h d ti <= M 2 ^ P ° :Sj.2 3^ 2 S5 -SOp®2:3P!'-ico.i5 -2 a o p oP 2-S a'-' 5 §-2^ o®2 a g.2 2 ”oo J 5 'o i— ■ p ^ ^ -.Pi a <=> Pm 2 ® m 5 ^ tn p 2 2 o a rt c3 2 03 p;a,SE P2P ^ *^P 3Pg--: S^P'3sf=»SS D OPPP^ rj^r^ HH Efc.a.9 ai p^Sp) 5 g 53 rt §•9 a^M 3 83 S o - fcia3 “ a M PM P .2'P k2 ^Kr!P'ja3 a (> ^ ^r'CCO!^ lO Cl . 'oaa^ 'g M rt3 te O goo m£9" O P .2 ® S a o.p .a t> a 5 3 03 M 2 o +^ a p 52 5^ oa^ P^ te o a ^ C3 _ - ^ 'S ,p • iip ioa o yj s .5 2 fs : o f^o a '-o a 'pM - 3-^ pr^ ^ OT . 9 i> o2§ ?S-Po -ii'^ S s o a« 03 2 >5 tr-M p u ^ (D PiO a f-t c P I's 02 o a p ft Pt' p a o •*> g-9 Jm 'T "S -P p -^Poa P o oa J^-”p 3 §-3^ ft I tZJ o a:3 SP o ’ P.9 is fO ® CO „ ^ ^ o c3 ft p^'gj 3 o - V H ce .-H o P o t^ ® « 9 9 " ft'«^ ^ m!^ ftrfi • -o* p 9 ^ o o ® ft 9 25 2 2i> (D 5=3^ •i'^ 2 0 IJ . ^|| ft^'oa ® ^ ^ O - oi g--^ ft {2 C5 rvl ^ 2- ft3|9>ft3H ft p 2 p - ft fH p g'ft P.P ft o 0,2 2 o a rt ftpj ^ .pft r®.9'-5 2®o^ ® P 3 O .9 M b. o S oP S,9 o 03 a o oia o •>= CfC «'<3 * 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 REPORT OF' THE COIVBIISSIONER OP Table XIX. — Statistics of institutions for the hlin Kote. — X indicates the e Name. Location. Superintendent. Alabama Institution for the Deaf and Dumb and the Blind. Arkansas Institute for the Blind. Institution for the Deaf and Dumb and the Blind. Institute for the Education of the Mute and Blind, d Georgia Academy for the Blind. . Dlinois Institution for the Educa¬ tion of the Blind. Indiana Institute for the Educa¬ tion of the Blind. Iowa CoUege for the Blind . Kansas Institution for the Edu¬ cation of the Blind. Kentucky Institution for the Ed¬ ucation of the Blind. Louisiana Institution for Educa¬ tion of the Blind and the Indus¬ trial Home for the Blind. Institution for the Colored Blind and Deaf-Mutes.* Maryland Institution for the In¬ struction of the Blind. Perkins Institution and Massa¬ chusetts School for the Blind. Michigan Institution for the Edu¬ cation of the Deaf and Dumb and the Blind. Minnesota Institution for the Ed¬ ucation of the Deaf and Dumb and the Blind. Mississippi Asylum for the Blind. Missouri Institution for the Edu¬ cation of the Blind.* Nebraska Institution for the Blind. New York State Institution for the Blind. New York Institution for the Blind.* N orth C arolina Institution for the Deaf and Dumb and the Blind. Ohio Institution for the Educa¬ tion of the Blind. Oregon Institute for the Blind . . . Pennsylvania Institution for the Instruction of the Blind. South Carolina Institution for the Education of the Deaf and Dumb and the Blind. Tennessee School for the Blind . . Texas Institution of Learning for the Blind. Virginia Institution for the Deaf and Dumb and the Blind. West Virginia Institution for the Deaf and Dumb and the Blind. Wisconsin Institution for the Ed¬ ucation of the Blind. Talladega, Ala . . Little Rock, Ark. Berkeley, Cal. .. . Colorado Springs, Colo. Macon, Ga . Jacksonville, HI. Indianapolis, Ind Vinton, Iowa. ... W yandotte, Kans Louisville, Ky . . . Baton Rouge, La. Baltimore, Md. . . Baltimore, Md. . . Boston, Mass.... Elint, Mich . Earibault, Minn. Jackson, Miss. .. St. Louis, Mo - Nebraska City, Nebr. Batavia, N. Y . . . New York, N. Y. Raleigh, N.C.... Columbus, Ohio . Salem, Oreg . Philadelphia, Pa. Cedar Spring, S. C. Nashville, Tenn. Austin, Tex.... Staunton, Va... Romney, W.Va. J anesville, Wi's . 1866 1859 1860 1876 1852 1849 1847 1853 1867 1842 1871 1872 1853 1829 1854 1865 1852 1850 1875 1868 1831 1849 1837 1872 1833 1849 1846 1858 1839 1870 1850 J. H. Johnson , Otis Patten . Warring Wilkin¬ son, M. A. J. P. Ralstin . W. D. Williams, A.M F. W. Phillips, M. D Wm. H. Church¬ man. Rev. Robert Caro- thers. Geo. H. Miller. .... B. B. Huntoon. P. Lane . Frederick D. Mor¬ rison. Frederick D. Mor¬ rison. M. Anagnos . . J. W. Parker . J. J. Dow, principal W. S. Langley - James Me Work¬ man, M. D. J. B. Parmelee - Rev. A. D. WUbor, D. D. Wm. B. Wait . Hezekiah A. Gud- ger. G. L. Smead, M. a . . Mrs. J. C. Dawne, A. M. Wniiam Chapin, A. M. N. F. Walker . J. M. Sturtevant . . Frank Rainey - Charles D. McCoy. J. C. Covell - Mrs. Sarah F. C. Little, M. A. * From Report of the Commissioner of Education for 1877. a See Table XViii. 6 Music is taught. c For both departments. d Department for the blin e Includes value of furnil /Basket making is also ti of blind STATISTICAL TABLES. 609 replies to inquiries hy the United States Bureau of Education. 0 signifies none ; _ indicates no answer. Id 5 ^ =« s o “ a 0 l2i Employments taught. Library. Property, income, &c. to o ^ ag "I . 'r- di ^ iii O Ph+3 rt 2 Or-l^ P 9 -.3 o fp 2 a s5 <1 a^ o o B OM V. fA a (H ."t; CO 00 CO CO OJ CO o CO CO .-I cd o (M CO CO (M CO 1> .-.jr.® .O O ■>■ . O O o b'p =3 a ■ ■ ® c3 P ■ 8^ -®^ 'p cS H a CO R ^ o ^ H a pO^r'M u Q . . . ffl ^ m m Q-(j ®.2 ® P M.-y II, o'w S-2 r-.-P P . -F^ Ol2 hS aoHp £ ®'rp^p^^?w ^ m ■ .®®P .©L*. . t>rPo3>-®+Cig4J>-gP'>?J a®‘Ly®j:32p.2®,'3 s gg.s «^-|s lOOOOCOOOOOOOOOOOOOOOOOCOCOOOCOCOt 00 X oc CO 00 X) O CO CO O l> LO X X X X X X o o C3 00^0 ' X X X X X = P rt o o X Th O »C 05 CO LO uo X X X l> X X O o o%« ■ ^ o o oQ o - 0.2.2.2 R ^ ^ 8| I P p|^ Cr= I ^^^dO ®'i'^'’3||| a.o = p'-p o o p p OcD ■ p ' p ; fcc ;'rP . « p § mmmmm -'PS. p O O O ® " i? 3 p cc |c p p “.2 .2 .2“’i;2 Pp3P3p1 p ®^ OOOPPfl ■ -^ ! !g I '3 • o \xn . . o p ’I liiS ■ 3 05 H • -ITfl ! p P.3 '-S p,ft50 § p p 3 p ®' & 2 2§l|ap1 P 3 >.P ;4, P. p >3^ ^ ® p ,o i; p a<^pi''-'0 .2 2 P a 2 ri &2'e" ^ p p jF 2 2 a isloiifa'iil ^ p pIho^ I i 2p3 «l§i.2i§:SS?r-2! ® ■ a : =2 ' 2 a : a '2 ■ a :H .2 I p § •! i5§8 ■ 3 05 2 5 nO (D i.3 ^ § p-p fy p.-^ d 002^ id|g • p. l!ziM0^1 N o in 00 to 00 CO iH I-KN 00 r-i CO Oi (N 00 ■ OON I rH CO ® 2 9 'S'SI 8-2 S 3 P ® •9tRni9^ 00 *9™ t- — I ® os N CO in 00 m to tHco m-ijiNtJ- t- N r-i N to t> in I iH r-l N i-( O O i-l •uoTjuintnonap enoiSqa^ « ® no ® 9 ® .2 floo a -ft> ci o p, ® o S'S P.2 2 O ft 9 -*^.2 ts m ® ® .2 . .cq ^ OOT3 P-Sr-2 .2q rd ®l2 ® Ph goo ;zip^p4 Iw d ^ I §|Jpq’|3 '.ogaotBHO 3g|Na6a|g^ S®a>t>l>>>-4Sro af-"®®So®20 ^^pqp4p:ipq(iip^«i3 P U £ o f-i o f^p a ^ t ^ o,-. g P rO.d 'o “ig »S 2^-S ■2r2 ® OS ..tcH '2 cf <0 J.9^ ® 0'S o ■^-1 o . ^.2P S^s . ®.2 A P d.2 •nOTJRZTTTBSjO JO I IC O t> O CO O O T I 00 00 00 00 ) 00 00 00 00 00 •aoT^BJodiooTit JO j'eoi 00 00 00 00 00 00 00 00 00 cq c ,9 > t> o '9 V i> k > dd: =. .i.2o ” ^^.9 .2^.2 .2 S.2.2.2.2.2 ^ ^ d d S 8 a §«2 g §=2 g § g § gg S cs® fl^9Kqp^t>P^ P^ m ® d g Th ^ CO ® o c8 "m c3 C3 ^ I d d § ® o S ® g faPlI -(j ffl 0: o ® ® '3 § .2^ 2 ® o dp a •'d dr^ O d d d g? •slal^i ^-1 >-.2 3 dP o ” [>l ®'''! Sr n P.2 d'f^-— . - O- 2 2 9 ® t^d 2 g d a'P'ro £^d'^y f3 §''02 • PI pp t=l ;g°5- iSlt ® S4i4P-4P Q^'^.4^4:5C3 WHCCOQC/iOMc/iC/iM PO wg 4^ §^S pp 21 22 ;P ;'^ ; CO ! 2 :p I'M . O ■-& I 03 ® O dP^ • rt 2 ft® - a rd ® g a C : ■ o I'd : ® • % • ® 1 1-3 O O d rd ® d H dii^-d ® ^ m CO : a d 1 1 <1P I |l d g?*® a o . o c '7 S o Ph t-5 • ro CO CD Jj o fl a fi .c . o o o t> 5H d a S'>5C| ® § ;isd« Afvl 3 ci • d ’-sfHHli/rt-i 03 35 . ^ • - -- CO ^ 2 S S a -S jri = « ^ ■ n • a ; I • in a J ® II ^ ® o _ 2 ®3 "a 2 d ^ 3 a~ . g o ci a a - 2 2^ 3^^||pC.2'g.1 C3 COCO (O >4 icio ic<1 f:qopHfq<1f^ o o ® ® tn 00 ■ CO o ooo a ao a.2 . . . o o . O an >5 ia^ i § a-gidkS' a'^ra^ ^ ,• b.S c3 ^jd-2 ®®ooo-®!ncQ ->^-a-acQCO+io3oo .2 .2 .2 a di -2 a a ooo ® ® ® CD CD CD f3 q qOO ooo.. . a o o H oou aoo^.aoooo a . . . o . . > . . . pc^aa^apH^iap^a 3 ra O O g ^ S S § § 2 :2 Sal ® p-i o o - O-t^ g CD CD <1aM M ^ c O d o ®“5a 3 a-^'3r,ra ® ak.' ?a'a,® ,« . ^Ha a a S^SO ® !:3aa a o a ® at flaf S rt ® O ® s-g § a a a a^sps-Jaa d ® o C3 rt s aaaaaa a p 2 a 3 ® "OJ P G ' dj d 5 tz3 ■> vT a 2 1 ® ! a sss-siiS|3g=.»ggi c3doooo*oOdao'3';^Sna auaaaa m 3 fH C ■ ■PPP 3 . « j -fi ^ 4i l3 if^ 4i -+i -jJ qccccccl^iaPOczJMMcc ®P2 2 P = 2-0 ®P CO ^ S35 35 ® pP aO j^® :o ; ^ a ^ a ,® a ra ^.o • oo :P : a • ® u . _bB® . '35 ® • a'35 I'S^ ••§3 ^'g.a 3 ^ ^ '-2 a i a o1 p^p MM ^33 o ® ® tr « aP^a a 3 a e ®^<1 2 3p ® .aa>a^® ia-s §30 ojpawpp 5 a cj o aP a-.,' • a >~.® •2| lo If .p ®rd 3 a -1 ®'-| a 3 235 rr « 2 a ^O ^ q fH35 ^ a-2 ^ a.o 5^ a a o|22i^l= |a .3 ®1p|o « ® .oioo.-tfS^ 2;^ ^<1 g iK t§< c-iP a «| 3 a'oaP 2 a ® a a 3 rt +j +i OOPmm a* I - 3^. >ia_2 ® a a l>. 05 C« i| "S ® 3 a< 3| p a I^M * 8 9 2 2 ® mP 40 E ■— IC5M'rjrioOt>00 0>OiHC c- 1> t> t- 1- 1> i> t-oooooQoj woooooo»S«53oos*S Table XXI. — Part 1. — Statistics of orphan asylums — Contiimed. 626 EEPOET OF THE COMMISSIONEE OP EDUCATION. •uoT'^^punoj ooins S8!).BUiTn jojaqunmx^ikOX Oi ^ 'OLCOtM COOOO •'M 0 ^ X C Ti< ‘CM O X iD ‘CM X T-f • * X in 0 X CM « ‘t-CpXX 0 • • iH CM T*< X Number of offi¬ cers, teachers, and assistants. •8-[Bnia^ QO OlD-^XTjiCM XCDlDI>CDCM rH CM X O CD CD i-H X O X X O CM • rH tH rH T-l CM CM tH i-H iM r-i • •9IHK ■ rH r-l r-( 3* ■ . i . i O rH ' O i-H IM CO (i) fH 3^ -|n ,OH p;H ! > >-2 g SM^ic33S6 p ;a 3^ f>5© C, >.H ® a p o • CS3 ® a ^ . p 'S a § .2 o.ao •noT^^'BziaBSjo jo 00 00 00 00 CO 00 OO 00 » CO 00 CO O O O CO liO LO lO io CO CO 00 00 CO 00 00 00 cq CO CO lO 00 00 1 O CO lO O 00 CO I CO CO CO I> ^ CD I 00 CO 00 00 00 CO •uoT^'Blodjooin JO rH CO CO CD 00 CO 00 Ci (M O X LO lO CO CO oooooooooo rti*^t>XiOiOOCO COCOCOOCOC^rJ-CO OOCCOOOOOOCiOOOCO o sS.I"a»s .s' a" d.2 p 2'Ci ® tn 3 Pi a ^ © ^ p p p 4it> P O P P a2t>0030 ^ ^ a a hr § s f I d s © o J J Sti 3^p12;303 ■■3 I-' - -“p p- p-’ c >;g pg?.^ a +2 p o bJCi O O P .9 ° ? iM<1*a333 I.P g 3^-g ^Ha ©■ ff d" © a © '3 ^ o o 9 p p p 33 o' o' o" o o c p d p d d d pqpqW3W33: rd d, wO < p a H o :o ©Q O p m © P fcD p p 3 d 9 ra ^ ' p 4J m . 3 ro'^ © ^ dOlM^S 3 P g<1 2 p 33 I O 3.5 ® 3 5? osO ® M 3 p 3 3 f-i o c2g a3 35 d3 31.0 13 a g 53 5-^ S'S ■. >ip .33 p p •R d 3 d 5"!>5 o .3 (D a3 Cm o O U pO 3 ror^-^O bo’p 9 ^ o<^a^rti.o.25_p 53 §-^ I d ^ido3 5353PP'^33PdPP 30230203 020200230 04^ ©g ll H.i "ai 33 33 p u OO Wg il ' >5 php a P.2 . dj<1 3 dj p P o OS P 3 'A ' ^ ' 355 p I ;|S?i-- 3p P02a3 p O d p d ®^5 d55 l>3 ■ 5 ® o « 15 P ® ■ aa 3 J i-»-s ^ 2^h |-So£ So M » r^iS O O OO Q P PO o o . s^e 2 3 03 _CC 2 ^ ■? fe S “ -2 > .2 ® j/2 S ,2 3 2 o ss port i!^p4 .2 o Mai 3^ pLi'i® >a mS 03^02 « ^ X X X X X X X X X X X X X X X X X X X X X X X X X X C L-- »0 t- X O CO CD XXXXX X xxxxxx 1 p : !pH : ^.i'^ : sM _ r/) CO ^ ^ ill|2|l> g^oS^S;:^^ uGoPsoa^ O -3 P'S .2^ o ^ 'S||: o ® ® < (B CO ® a a a3 ^'~' a M , W -CO , ^ r-w O ;a'^a st>^ M P P ^ -"o ^ 3? ?0 oS o1^ 0‘S 0-2 _-S! 2 !? S a a P ^ P 34 ‘p^ ^•' . iiSg^'^iS PI iliisgsllll“islils||llf 1 aaaaaaaaa o£:pp^p^fl^ a a a a^a^i^' © o o S aT o « ® ® o o 3 34,3 3133 i i o o o o l2 S C O O O Maaac/2ai' 002 V-3 CC « ; 3 : > aS o o 3-^ 31 p 3 3 3? 3 : a ^ 3 3 0 3 • >.^a' ■ “ '2-^ .o ilSiltfSpI llililllf* ” 5 ^ rtccSrtaiOfO^d «202Oc0O2xail^ U a a o a l-^is §0 o a'Sa -03 cO |.2i &ai o a 033 o b 3 w 1^ 3 o 'Si -a o 03''— ' c’O a _ a sa o5;2 ogggga^i E-a SSS ^S2^o£''^g® «00 nO a 2 a 3® rt a © o ■,.. _ m 3 - a as 22. s 2-gaaa §i^ t> -t3 -3 43 3 pH :/2 CO c/2 O o^ (M X O Oh¬ io uo iO lO lO O *Prom return for 1877. aHas four auxiliary societies, at !N^ewarl{, New BruusAvick, Bloomfield, and Mon istoAvn. Table XXI. — Part 1. — Statistics of orphan asylums — Coutiuued. 628 REPORT OF THE COMMISSIONER OF EDUCATION. •notjBX)u:noj 9oms sajBTnat jo aaqurnu iBJox 9i (M(MrHOCOOO OO *000000 cqooooc^ COCO •ir2 0'^co CO 00 CQ CO ^ • O iC rtT^r-l ,-i 1 ,-l(M OOlt-O •1>COtHOOIOOO(N -O '*^0 0 0 *l>-T}HriHT-(0(MrHlO *0 COCXMCO *U0C0 (MC^COiOrH *0 rH j t-T •cq’ Number of offi¬ cers, teacliers, and assistants. •oxnoia^ 00 OrHTiKMCOOO CO Cq tH 00 CO -M iH r-i i-( cq O^O'^iOjnt-CqcOO'MO'O'^O •9irK rHOr-oo ^ Jzi Izj ^ h, K p^;25H;z;!zi a a o a a a 03 OQ 03 o a © © SQ 02 i.^Ih 1^11 H . fjtH . .aw 2m^ a s 3 1-3-3 a,^ ? a i3 fee a a ce a ’S M-a So a PI S =§ ? rH 02 w H 02 2 2^^W 3 50«0£^ ^ q iJ 5 .2 S i-J X a ‘ . *"lJ a . 0|3 a J ^ :Si5£=is”^p§> 3 M 1-3 ^ H M hj O f O a “l • a 1-3 : 3-=iG §2 j. -0 "a .ops sS-l a^s! .2 03® 02 ^ ^ •uoiiXBzniBSjo JO JBOA. CO(MCOCviOiO COCO(MO .COOO rH C0l>005''^000t>c0 'OtH TjiiOCOOC^iO •OiO lO OOOOt^COt>l>|>-C© lOiO CO 00 00 00 00 00 00 00 00 00 * 00 00 CO 00 CO 00 00 CO 00 00 00 00 00 * 00 00 •uoi%'TSiodioom JO CO (M o lo lO r-l LO CO CO 00 O lO -xMO lO 00 00 00 00 00 00 O O t> lO 00 !>h [>l }x fx !>^ aT ^•^^.1.1 g ® -S •P.p.p o o o o 9.9.9.00 o 0;|05- ?? . - . i ^ ^ o ^-O a a 43 i 3 S a'.S.S.a'a'a 'a aaaaa>.t> >• a -■ ®a300 -^"0^ a-O^i ill |g33§p3-3g2o ^3^’5-S-201> “ a' I ^-J.i .o ,o _o ‘.a 33 ooo o o' o' ra-drd a a a Ha.a.a.aaiPi p; OWOOOOO O o 3 «3 OP if n9 la “ >. <3 ® -11 pjrp 'O 3 s'So © ^ W r-< . Ipll1 ®a^ a ® 31^ aSH, a. o g 3d a a gO_a,a^. g a S oo g'^if 3<1 a ^ o Sp ^ m fa 13 a ^§t§ - §3 Oa£2233g :d ;a -Hi-i‘^3g3Prtga§aa >^>.3 g 133 a a te9 a S33S I g|J 2 S^ig-So a^Mo3-p>33^3 o-g.-s ® 2+33 2^ ShhosOh odOl2Hcco'-3^r,M!^pooppWccodPcc^p >t>0000 I-H O T > CO CO CO O O I STATISTICAL TABLES. 629 oaz o o CO o> o t> •««?< Tf O r-( 1,000 130 450 2, 497 4, 776 1,100 40 CO 00 (M • • • CiO b- 00 00 CO O •H'OO o b» 05 O • • » O OJ CO ?H C<1 05 O » CO CO CC 00 • * • CO C0 O COt^ O Tji CO.Cf 00 (MlOC • a; cc ••rocococoa:^^ g § i ’^g § 1 § 'a >^'A Ph ) a ! 'I I C i ^ ? © C ; S ; 5 i ; ^ ^ Non-sect.. K. C . 11. C . Non-sect. . Non -sect.. Non-sect. . Kf.Ch.U.S Non-sect.. P. E . Non-sect.. Non-sect.. Non-sect.. E. C . Non-sect.. Jewish . .. Presb . - Si ^ -1^5^41 I il s 2 1-2 i 3 I o a ^ ri rt ® MO a pq;:qp OW ^ ^ • o p W g ■ ®izi §3 ® yj® ®’-g c3 •w'^LSS/^aaiMrt aS ^W'Sh ao ip‘Oai'rtd®5;2'wa9 :51gi|ifp.||f i?..a5iSf^5s a3^l >• a -a P? ©'Tnrtrij ®w5 ffl.dl-a: g“^8i=lalji|g! «ajccHa ■ ■ o > • » 0? 2 • « 03 ipMPn'lzi? *1 4^ . o . <13 • CQ n. u . P. E . IN on-sect.. Non-sect.. Non-sect.. R. C . P. E . R. C . Non-sect. . R. C . Non-sect. . R. C _ Non-sect.. qoo mp4p4I 4^ o g d o Superintendent. I. W. Parker, M. D . C. J. Carroll, secretary . T? n murov James E. Gloss . Sisters of St. Mary . Mrs. n. G. Scovel', secretary . ^ujuiuieaii oisteis . Mrs. William C. Hickok, president.. oisier c;arnarine . . 1 Mrs. M. Smith . Mrs. M. F. Mallory . R. W. Cridlin . Cora A. Gray . Sisters of Charity . Rev. C. Minnigerode, D. L>., rector Sister Mary Basil . Maria P. Mason, matron . Sister Camilla, iirincipal . William R. May, secretary . Rev. A. Zeininger . Miss Eliza Heacock . OlSLCl OcllclU . - . . Sisters of the Holy Cross . Sister M. Blanche . 1 Rev. Walter A. Duncan . j •uottBziuuSjo JO ruoi ill 1864 1867 1845 1864 1865 1854 1856 1816 1856 1834 1857 1850 1850 1848 1872 1851 1863 1870 1855 1872 1 1 •uoTj-BJodrooui JO ano^L es igs 1 o i t- 3 ^ I W H rH ' 1— 1 1865 1866 1856 1815 1856 1867 1868 1861 1850 1850 1851 1867 1850 1863 1870 1855 1828 1871 Location. : 66^ 02 02 1 III ill Memphis, Tenn . Memphis, Toiin . Nashville, Tenn . xiuriingron, v r . Norfolk, Va . Aortolli, Va . Portsmouth, Va . Richmond, Va . Richmond, Va . Richmond, Va . Wheeling, W. Va . Milwaukee, Wis . . . Milwaukee, Wis . Racine, Wis . St. Francis Station, Wis - Washington, D. C . : ; : :)Oo' ill Cherokee Nation, Ind. T - 1 ' H Palmetto Orphan Home . State Orphan Asvlum* . . . Canlield Orphan Asylum . Church Orphans’ Home . Nashville Protestant Orphan Asylum . OC-. iiiary s urj)oaii ixsyiuiu . Home for Destitute Children . i-'roviuence urpnan .a.syium . Jackson Orphan Asylum... . Nortolk City Female Orphan Asylum . Portsmouth Orphan Asylum . Friends’ Asjlum for Colored Orphans* . St. Joseph’s Orphan Asylum . St. Paul’s Church Home . St. Vincent’s Roman Catholic Orphan Asylum - Milwaukee Orphan Asylum . St. Rose’s and St. Joseph’s Orphan Asylum . Taylor Orphan Asylum . ' . St.'iEmilian’s Orphan Asylum . Home for Destitute Colored Women and Children. ot. ouuil » . St. Joseph’s Orphan Asylum . ‘St. Vincent’s Female Orphan Asylum . 1 1 1 1 1 ISiHiSSiiaSiiiiSlllsiglSi From return for 1877, Table XXI. — 1’art 1. — iStaiislics of orphan asylums — Continued. ^ o 3.S •r O > > ? c3 n1 STATISTICAL TABLES. s 631 ;sa r-r J ® CO O O 'X3 O 4h 0 P.tJD (-1 <11 TO 9 > ag © •si ft P-3 -u ^ g'© ft3 , Cm O « § § 'Sa'S o s|;a ^ 3 2.3 Po 3^-al s ® OT OQ o 1-2 3 'g -2 a § 3 o "2 © .3 tx)^ cs •g ft2 ft-2 ft § p o ft 'S’.g- go CO go .2 ft ^ ft p § ftft , H 9 c2 ^'P m P-*^ © 2 P gn H.2:3§o ft ® 2 rr- il a p ©-J a 3a PftOt>iPcS®§ M ft O gHg C.3 tc P d i.2 ft® O © a CO r^'0'0 2 p ©'g ® j 0 o 'o o o --< a a ® 2|®§ fta g^-2 ri ri 0 0 ft ft ft ft ftl o !From return for 1877. Table XXI. — Part 1. — Statistics of orphan asylums — Continued. 632 REPORT OP THE COMMISSIONER OF EDUCATION. si « J g ao tc ® b ® "S CS S 03 S 03 C a" 3 5 '45 .2 ® , CCfiH WPM <1 Ph Ph g.§0§ ■=« o fcBd 2 =e-3 PI -p b5'§ g’34^ ce S3 S3 > b ? P .a 3 g.3 a pj a M 3 a 3 ^ ® hP 2 c ® a P5 « a f-i b o .fe i3 : i S h I ii 3 o .-1.2 ^ 2 fl ® -llai bB a S o fl ! bE3 s 5 g bp -pj ■033'^'^S ^ f ll ^ ^ - .a *^3 2 *=C® §3 fl ®-S o-S^ ® .a I te ■ I? 3 03 a 2 fees 3 o2 So S'PJ ® fl a a ii a o -oi o B rB"' ai w m B Pi O O Pi B o o o ® o o >> as s a 2 s B;f m a ■+2 P fl.2 ® -t2 a p gr® 'p B B o HO B c3 .2 fp I .-’if , 3 Si -ee- b O i B-P d, 3 ® ^P p I'S bO O ra'prptb ^3 So a c3 ® w a 03 rB 'dBpa.s-'p p BSI^PPb’-S ® S 3 P '2 ® p rB e p g ® o s-g^p I ® « ^ ft®=,H § O o H H O ^ cb o a I'sl o o a ® B ' o B'43 8ip H O w ^ 1I ot> P ® .2 B = ’■+2+2 i3-a 1^2 P P B 3' B ST’S a, , . S^®2o ■ OB 3§ •rt cb Ph® 3-ri B'g p 3 'd p PI 3 O 5H s B 523 O O O NO N ^ fo lo ffij 4< 00 to N N N CO (>■.0 B O : B . o 1 3 I'bl) • O . 03 :ci5 I o B53 d ® a s Bl O ?w n tc a B d B ^ ft -+2 d CCO p='3b.2 ftjg® ft ! g 4J S ^ wi'2 § g.§ 2 O 0'S jSftSSge.a^ 03 ^cs:g ^ o Pto -3 ® t* Pi 2p o'> o o p^ d ®-g o card -2 ./-dJ 25 S i a=2 S O .3 2.3? m p<’d^ 03 03 ®'dJ 03 O S 03 PI ff d pii rt CO o pH Pi !2< 33 |o- d ® .d_o rpj'g 03 03 ® fH 43 pH Ph P co.c 2 0 bCo^ p o ^ ®T3 ^ ill I pp tiC S.3 O ;zi . p,140> ^ Op3 y d 4^ bc 0(3 s=:og§ 9 Pci^-t-3 Pi •2 9 2 p's bi)^ 0 ^ !z 14 44 O ® fe o s ® o d ig o 5 bcs JCP 'P .3 rd 3 ^ o SCd «= I. •3 ® ' ^ d 3 Sr yd® ccci G C o c fio ■ 2 2 d ; o’43 o y .2 P 4J : ®:s P i-d TI3P 5 d 03 ® 8 3 2 h5 2 2 P'S S ® 2 d^ 2. c >,>, t>pqpp d ^ E -tj d d ® 5 l>'o 'S-'S r35 |a p| 5-8 O d » 3 y rt E; ft ?-( PPPh s rt o'y ^ d cO sH d d d >3 o.ld t> y sllsil d 2 =lbll s l-p ® 43.2 iJa-§l S-p >,0 ® ® >3.-2 - >3 PPO pq 35 g| I® • dg 55 3 d-d d o 2 d P ftp > iOlO I fO (TO ?!l ffl d P’S o 5 05 ’bi) s-i 'd 5 >3!:® d 'd ot-Hi d d PQ osi P 3ft n ® c>, ft^5 11? ® §1 |h>8 Mcccc 2 PQ Ph d d i i y y O O a a|^ W . ^^ft 2 & d d 2 d d dO d. .d5 ® ^ ft&5 o a d*- ®5 •^; E ft d >, _< hh 5fey®'^ dw ^..2 8 d 2 42 « ft d yd 2 l-Q y ^ S' Ph comM 00 0I2 ®H'd d d d o ® +3 .d o >-d ®5 ^^53 0 B <0 B <£) 0 m rP ^ Ph &g. O-S a-g GQ C3 t <£> GQ 0 Hd w3 0 00 633 * From return for 1877. a Is properly a graded normal school ; to be transferred to Table ITT. b Suspended in 1873 ; there is but one inmate at time of reporting. Table XXI. — Part 1. — Statistics of arphan asylums —Continued. 634 EEPORT OF THE COMMISSIONER OF EDUCATION. 05 ^ .2^ ^ fH a® o i =2 Ph >5 11 p4 O CD !D ® 2 ® 55 P -3 ^ ^ 1 § H ^ ^ g 3 O r§ O '^sga -g a 2 a 5 •5 § O s-s O j a a p ®^ g i o > §M 3^ o o H O HPhOH il -3 3'^ 5 l§ a? II |i 15; a I ri .2^ 3:2 - 3 ! ? o ^Jo ^ -2 • t'C ) ^ ® 2 1;. b o 3 i g § P £.2| > o o 'Z:-*^ ^ i HH M 2 « .® a O M M as "a -S’ a _ M 3 a .s a .-a a te r-o c3 te •rtAj^ooPrao rt‘32 3n^ ” o ^a t»>>a U o MMMM ;a! a i a o bO w I2 i a rt a _§ a • o-^ o ® a frt a rt 3 a i a ®‘-^A ® © a ® ft fl fi H P 0«3 M gpH M ® o g 1| a a a ^ 2^ ©o a o r2 ^2 to S ® a ^ •3 .2 ^ ^ >5 0: 5 1^ -a § £ ^a§ 9^ rt 0-" MMt>: -— * i_j ® -w -a -(4>44i+j O M Ps M oc mm:n\ o'M o ft M a« a +3 -a a lS gr3.S ^ ^"rt o a MM <1 is ft a 0-5 m p aM Oa. a ® •Il ® t> g ft o !>. 00 Oi O O iO iO o o Sisters. ' ^ or tanglit trades. alf or- 1 Industry of the Sisters, fairs, I Ilouseworkaudsewingl Placed in liomes or returned STATISTICAL TABLES. 635 ■gg 3 g gS|o ” « ? a o ® ® 30 CO a g c3 j3 P S o o wa o a d ,d § g § O Sri® ill O a-2 ® & o d • PlTdriJ ■rH ® jg g — '®;2 2 ® 5‘a o >53 o o ® >» a H . . -r-l , o bx)>x^ a , §.3.5^ % : o > ^ o . -a rt d u' ® • 2 a'S •'a : r3 'a! 55 o 3 ‘ ^ d I ^;5'd 3 p'P ba o d i I a g.3go®| !r2-3' lg.g [P _§ ^ OH © ® QO (D O-H a ri3 d ri (O So .2 ri d ri a ^ O P O P 3 3 o orri 2 i gi.g oo S ” ri “"a I i| §•■§ OOP O (M dfilCN irl c!i i t- hIci c!| cow w lA lA »A (M (— i I— I d d ® ® riJria d d aa ® a gri M 3 a 2 riO p.s =2 ^ r- d Ol2 cSH O oC ri O g o o .H "3 ® tri ag-g d d-§ ^ra ® P d'3 :ri ®“'-^ d‘3'3 dSP Q M o o OP a ■ i ri ^ a rt igb-a 4i.^S ^ ® d 431 d-^ n d ^ '^Ic® •” Sg-Ss g -“o-gp .3 S rt §1 > i^gpp 4J P ®PP CQ ccOcccc § t ■R o ® d d a 2 ri d3 p a I 5 ® g b ^ A I p > 02 a o o ig 3 oo 2 a a ri M d -d & „® to O «p MM .2 b P-2 pj O S § *rrom a return for 1877. Table XXI. — Part 1. — Statistics of orphan asylums — Continued. 636 REPORT OF THE COMMISSIONER OF EDUCATION. g « .2 o ® S £ S ® “ 9 o I a “ * ^45 £•2'^ •r- o > P tJD ri g-2 a a s "©0 4. ^ ^ .2 S S p. H fl p a o w fci).2 .a^ 2 o O P p p £ p -2 a a c2§ '§'§•2““ “ “ga? g'a p beP “ 2:^.3 © © p © ©.a 02 p S s © '"pi bc© •pa p.S'p 2 g'P .a S gpbeP 2te p ^pibCpaPg'Tp P P M p ©_g a © !=1 .2 P 4^ >-.a ft© ft.p P'S'S a a.2 _.p o :a -g-S « p © ■§ .2 5 - a P'S- :2 ^ 15 iiaif ‘2.’^ T5 P >5t>5 MW P P,p >3© P OMO >3 0 MQ p 2 .P3 pg,2p pa “p P.2 ©4 >>■§ ® gal ©H-' © O M PI P .2 « p,-p II ■2P® §§ l|^.2^ rd f? o_5 C O .2^^-2 p a 5 P2 © © MO t> M P p p p’-s p “ p p :S bJD^ m a p a P ^3 "-S P aH t>--u I >3443 M P © .2 bC III tn p.0 ® £74^ PO =3^ S ,a2 PI gt^ o 4 ci P P coOM COM O CO a^w p p P'S © t>3 0.2 o§ Pm fp ^.a o ^ . P £ p p^.a^ sit g&M MO P -b P P ^ o a a a ^2 0.0 ? P-i P P P a • a a 'S-b'Sl o o ■with situations. STATISTICAL TABLES. 637 S-2 2 OQ |gS|p tlgp^.a ■gslil.'S '3 S 2 >-=M ^ S > - 3 O a ci o P+S"-! 9 S?o j 9 ^ P4 o pj o . P 03 PP) P § 03 •r- 3:2 2 a 3 t> '-P ^ p P3 O-p^ O .a p - '-^P,« 03 O O ^ c3 So 3® ”® S £_r® o.r3 0.9 |l|5i„ _ p” U®.2|'P§|^ 3 'S ® '•'® p a "p p 3 =o.2.t;pi ® 2 o c ” 2 I p ® O rp ® § p OQ 5is w ^ .W O OpJ t>i 1I ^ tw M'P P fl o n a o p a a 40-0 g.2 o a-e'S ^ . is P'S o g ^^lll a o o a*- >*<1 : ^ : fco ^ • : bia I i ^ * : 9 • 0 ■n • p :’S 5-t^ O S P P o o fee ®.9 o ^ IP o 3 ® la a a I'p S .9 OP o o o_ o o . 23 2 *=*2 3 ^ O O jH O C3 O-M O.S a a a ifti ^ 3 .9 O P '0 9 9 -9 o a^o a tig 9 a a >*0 I I a a .2 3 m o-S g p3 9 ^ 2 § S 1 |3;aa 9 J3'0 p .>.03-«aa a 9 ^ 3 “1 9 9.2 93 9 0 9-43 O'O OP § P43 g-ps rO P O 9 "P a a •'p -p ® ^3a3a p op 9 a 2 >,0 § n § a a Q o fli a.g §2 § I! I p ® a o a o o p . o -9 1^ s=p 9 9 9 ® a.2 . 9p3 §3 >3 !> P rP o P ® ® £ rzl P P -O -t- -L^ o o 1- 03 P 9i^ O 'Ip a 03'.^ 9 9 .2§ -p O 9 p 95 O fcJO . a M •S P -p 'P S o 03 -P 03-' a a :lll ^ 3; ' 992. a a 9 •P M 'j_. 'P . 9 ® g O gg.-p 63 S3-S S o 6 9© 9‘^'5'P 3 g'o o p a p ga pps o o ci Q a 3 a a 9 2 o o 9’o 9 o o >, !> a p ^.2 9 2“ 99 l| . 'O p O o o 3 p "p o ri <0 P 3 ® 1-2 o a a (M (M ■^ ' !2 ^ 03'' • 52 0 • • 0 0 0 S 5h • 03 30 a lA cJl 0 ! 1 '3 p*^ S ^ P3 O &!2i o ?H aj 3 *From a return for 1877. aHas four auxiliary societies, at Newark, New Brunswick, Blooiulield, and Morristown. Table XXI. — Part 1. — Statistics of orphan asylums — Continued. 638 REPORT OF THE COMMISSIONER OF EDUCATION. rri 2 ■ 1^-: o ri r ^ 9 C3 o2 98- >5.5 ^ ® o ® K f=i a SID'S" pel CO cl p s ■2-S. ^ ! ffl CD u P4 fA P4 P § C tv^ p S g i'S « c ^ o O 'tl g c.d rcl ^ P'^ •4^ T* , o .2 ' -p’^S o •'pa ft |o>| I 11=’^ P ftPpH^ < O • CO • p P'S "d © a a 2 * o ^*■+2 • §-lg .2 § ftB ■p <» o © © F» B^ "93 a « < ^ p C3 ^ >.3 « ft P rj-rt gft PP m o " c ®0 ^ w i a-sjl ft P ca-JS g^S a 2 O P -ft g §) . IS 4 4 ci o — ^ 1-1 (M © ro^P-J ^'Scn p Ift 4ft "d ^ P d © 8 p © ^S'ft Wp o Sft 02 ® P ^ ssa ©ft © :gO-.•^2 ft -p "t: P ® So 2Q o O" Hr .2 ■o ft o p a © W^ft ©PC PcH^ ^ . t> COreJ be © © P P ftp© H O a § w| ©ft I- h p © 1^ ft 3p 2a| d OfH oW to CO 00 05 STATISTICAL TABLES. 639 -b.S 'mo '^5 >= r S 2 2 • 8=' ags o « 0 a .rt ; §,ts CO 5 ; cx; ^ Q ca : u 5 w -I . o - ® 5^ ® isc s 5 -aa -S a a a a'-:3 rt.: r:5 ;>^a ' 00 Si »H Kn pc p C ; ^ fl ' ill a i rt i ;§-?«--a5 2i "d S ;-i d o o a.® ® ® a a 2 p^ c3 <0 Cm O . 03 a '§1 Cm ® ca a © '® ^d .2 P P2 O p a u o gp © -M t-i o o ©^ rri a ® 2 a| f^a S>* .9^ 'a'S S "ft o aP a 03 ^ a’^“ ■ So® pas o o -2 ^ ® © I ’So |ag o I < < P P ^ P ■^P js'a'S Q).c3 j:: si| ^ "''►a — r- fe to ^2 Cr . ® P a ®II1| J'l l! C > s?* -I-JI 2 a 3 a o-a o a ® g.a 2 P H P t u a 'S ■=£ 2 o o .a § ^ ^ a O bJCP a E . i-l r— ® cW a a o i-a 3^3 *a)| gj !=iP9aaaS®2^-S2pi coc3c^Scd^aQF3'^'^^' r^iP Ph p p 2 2 « a^-a^E cp ® : a p, . CS © • u a '“' a c o d a 3 a fo^JS © a © d ®ca apca ■p ^2 oc a a 5 ^ 9 a © a r2 ® d .2 a a ©e2 a ^ s «-s >, d d PcE .-S’-g ca a >5 0 ^ o ==> S o a a.-M ® >5 o P POP IS ® a2 a^a o a >,fa -ar-! < <1 .a § aJ 9 ^ 2^ 0^2 2 a a 'a P &a « <1P P i o gp i 4i • ® 'P 2 a o5 : « a g orS-g ©a p! >=a««2 a g'a'g^ WP HU fl P ® ’ a i§-2 r- dii i®3 cq (M A lA C<1 o P » O ^ jn ® 9 a P •-5 S P a C3 ra Pa O a §o mP a3 ao ^a ro a <1P - a 11 .a += P c4 A : i . ■ '43 P 1 : : 3 _ P 3 a ? - a a r9 a a • "f-.- I : : 1 ■ • P a • ca a : a 3 a 1 i : ca : a : 0 . ^•p um . . . Home an* a >-. OA ^<1 a -li PcZ2 <1pq ax o| -u> _5 2« Pa I ® >-i^ o) d <12 aS >5 <1 goi< a a a a bcTa I rt w a tfl !^^?^> a a ^ a 2 OP COCCCOf CO CO o From a return for 1877. Table XXI. — Part 1. — Statistics of orphan asylums — Continued. 640 EEPORT OF THE COMMISSIONER OF EDUCATION. -3 .9 2 “I Ah a o rS i I a bx) -sa a g g 3 .ri ® ® S !=> ^ a K o o.a cot3p2 .2 .2 pq «M a o a GO a .. O !» a a. 2 Hh o na i ■a -Boa i Ja.2 I "i^a 43 43 o a a a-aS o o ai3 o o ® -g >5 >i>>30 P3 MWO d a a 9 2.2 ird Oh o o a pq « a " o o g a o ^ o Q H a g a o a a o o ■a 43 a a a+e -a 43 © '-a 11 ® o 2 «-a a o 'S ^ o a< |i ^ ^ ^ S . .1h Qh c3 4A> (D 4^ a Ph § .® 44 a rP a C% 4 2 bCrt (C Sbt>. -t ^ rt p -5 P c3 ^ f> t>i - .... - „ ® o.p 2 p.p o ® Sp ?: (55 aD a ^ P pip u _p c p p a bE ^ 3 fci) p" ” S S'S.S || P p|l| II i I Oft 72 Ph H ii 2«a w p p fe be ® a O 00 to w. P 2p2 ft J ft bl UP a • 9 2 P^ Ct) a ® g bi ?2 w •02 S ® |S » JS 9 « |^c£§ l®'r^ §p5 P >> O t>P ft ® i.g ft^ft d p p '”3 2 S CO S~a ft^ 2-.i J || o S ^ P ’h r3 O ft O p P^g-^g POO 3 a p S o o =2'^ft .hp ® ill ft i S o 1^ .2«w fH O o 2 ftig* T" .P'+H P o II TO 4^ S' O ^ gp JpK S^p I §3 pft' l§ p^p'. MPQ gs ’-p g” g § ‘K 2 ft .2 fl'“ .. _ p S 0.2 1 a|ii .'ftftft' © ® 3 ftp 2 p e ft p . > +s :: P p fl ^ tc P p oft P P O _P gg.ft a®2ft'.3t-p£"^ y>| pft ft p 1-9 t 1-1 O £.3 ft “ S p « o ..r 111 la a.ga ft © o o © © t> S ® 3 Vft P p p t)p © s ftft p p PP — . o rQ op iH 1 M 4< ® >5 3ft o = .3 1 O O ftft O g( 'go S-< r-^ Ii O §4 o g >-.o § 'S)| ©ft ft (55 <1ft P © £k? 3 o o I (M 41 E O i-H Table XXI. — fart 1. — Statistics of orphan asylums — Contimied. 642 REPORT OF THE COMMISSIONER OF EDUCATION. ^2 05 ,=t a .2 ® P > § ^ .3 ns 2^ ftOO .2 05 9'-' . 05 ^ 2 2 .'S * I -3' ” =-S g 3 fl f-r as S -^-2®SS r::) ® g « «22 o2 Ph<1 P-l pH 'd bc a. 9 'Is r3 2 ^ S d ® S &i i § 05 > ® -i g a-S ci.g2 •2 2 _j2 '— 'j'd S I 3:3 ®J c ll rr-( ^ X o2^ .s s 5 -e s g ■? s ^ © ® s p s g i-' ph m ■ ^9 o o fcC’dJ .9 .9 ndd? © © d d 5S ^|S g o o bJO^ ^ .g s s fe s s S3 3 ll-g “ig : ' G ® ' .|h ^ ■S'g O S bbr Jag H cc ’3'^ : 5 2 ^.9 fci ! bc^ §3 3.9 ^9| s|^§§'a§: S s OO J rS ^ bX)" be bXf3 J M «ll§ls g.S 1 142 mS PH MCC tE] P brprf si a 3|l I i''^! .2 be I ^.9 bE3 ! ©t^ Sr-i i 9 © ^ g’j o © S d j H M 6 2 d s 2® ©r— ^ ^ J, ’beg'; K’d : g s >02 •^2 m be s^- •2 s . "s a © ■+3 o g gll © ©t^ >>>J® ppfp a .1 P3 ft s o o ® o ft II IP g.s 3 ^ 3 t>j >w Q. © ft9 d.2 t>5'a 33 s H ©S |.3 la-i 43 '"I S © o a +2 « o S >-.•43 § ’s sii- o g a; >U C a a 33 3g 3 b5 » a np d g © •t-2 33 rS-a © o'® > S s ■+3 ft.2 © ft43 <1<^ >5® © ra > O O O PhO S-® >- .I3.-2 CO ^ O) C> o:S §.g ill S ® S ^ § © G4.2 <© o I o o a . T T a © M bi ^ ®.2 m*® bC = 33 pp^vH ?n ^ qC QO C3 0 0 02 = 1 'll n © "a & >( a © ">-.3 ^a, a 1 a <5 .2 ^ |ai = 31. SW 6 ^3© sS-2 gl^ Po . P^ 02 © © = W I ft es gg Wh i'i at Oa3 33 93 P^O! >.0 9 I- d ® § 3 ll Oq I = II ® d ftl o 00 ll §3 -“a ^3 3 2 o ccM ft 93 ^9 a ® g3 'S'i § o to c3c3 c3 (M M ?S§^ STATISTICAL TABLES. 643 Table XXL — Part 1.— Statistics of orphan asylums — Coutiuued. 644 REPORT OF THE COMMISSIONER OF EDUCATION. {ooqos oqcj ui asBajoni 33 • C5 i lO *00 . «COliOO » « • .r-t9iCO*OiO''COCM rH • i t . ifi t 8- •sauiiqoA JO loqninjq; M t O O O O O 'OOOOO 'OOOOO 'O • lOOiOiO lO oo »ooooo .o • CQCOITQO ‘CO lOO •Cvirl 1^5 ‘CQ CM O i O I i O O • CO X » O * • O X • • CM • • 1-i rH • Instruction; number taught — •OTsnj^ M rj< m o ■OCMO *000030000 • iH • ‘ CM O • t-- CO ^ • • » r-t rH • ■ rH O O *03 • O • t>> ^ • CM • X • T-i •guiAiuid O n j o o *00 'O *00300 'O 'Ol * ^ • • C^ 1-1 ' • tH • 1 X O 1 I * ; *0 •otjouiqjirY Si <3 COOOO’rHiC'^O'^tOOOOfOi-i^’^iCOCOiMO 003 *0 01000 '*?’C0(MO'«^0lt-l*.0i00lTpC0Or-i03rH03OC001C0O t-I 'OlrHr^iCOO CO OJ T-l 03 • •SUTJIJ^ OD .-Ilft00'r*<10'cO O-rJ- *Of'-OCOO r}iCOOJ0^01010t>030Tt(r-(r-l0303030iOOt:^0 03rH ‘OJCOOOCO CO 03 r-« .-H rH • i-1 Orphanage. •sSunpuao^ 1 fi • -O lo • Io» •0TOt-(tJ<0 •Or-^ • ■ • 1 *0003L'^^ur50000Xl>0300 ‘OO •COi-lt>Tt^00303l>03 0 00 • • 01 01 T-i o LO Ol O O i O t- o O TjH r-l T-i « O t> •euBqdro | ct 1 ^OC003i-HiOOTH00100*^-HiOOX »0*^ 1 lOr-lr-tr-i03X CO CM O30MrHrHr-4O3r-< *OOQ O CO X t> X *000 »0 03 CM • CM r-t Parent¬ age. •uSiojo^ w 1 i i rHUOCMOl>tOOCOOOOOi-l ‘Oi-H OO T}1 • X CM O O CM X • • O O * O CM rH • • X TJ* ; •OATJB^ lO • * OOOLOXf-IOOOi-iOi-iiO loo X-'i^X’^CO'^t^r-'CMCMCMCM 'OCO CO rH X * CM ^ O i XTj< O - rH CM Tti ■ O CM g q>ajoioo « 1 j o jo OOO*^ 1 joOOOO *00003 O O O j o o o ; O ■QIRAi Or-iOOOi.OOO-*!j o o M o o o o t- o t- ■ th -a- oo t> o o o Or-tOCOCOOq— l(M-?i(tD (Mr-lrJ(C^ (NOtOrttOOiOr-j I-I tOtOCOlOOTiiOl (MCO-al^ccl^cC0!^ STATISTICAL TABLES. 647 uo O O l> O O O O ' OOO'-rD^OOO^OTtit^CC ro cOOOt>( coc:i>Tii'>aoir:>or>-co-!} 'rfH H > O C lo o: CO C5t>LOt*'rtCOCOOO • * C4 rH tH • LO O O O (^< CO rH "it CO • * rH rH • CO rH rH rH tH oo oa t-H 00 O 00 04 O C5 O o ■ • o CO ‘ CO 00 • CO • o • ^ ! .OC50 •OO'itC5Oii000OOOC4O04i0 • C5 • 04 10 • O rH rH tH 04 04 CO Tt CO 'It rH »H CO 04 • CS| . rH • tH 04 rH r-itC O i * i-( o • • O O • O O i o 00 • iH O • 04 *0 ■ *0 *rH04 • ‘OOrH 'COO ‘rHt-O o • • • • • • » • CO 1 • • • • • O O O CO O LO CC uo 01 00 t^ lO o 00 fH lO O I> O rM> ^ O 1-1 (>3 1—i CO L* lO t— f iH rH o. CO o CO (04 oiCMt>ooinoooot£>ocooci ■oar-oiooajco-.^ooo 10C~000 05'M-DHO.t+llOC~C~C0 •MO'S'r-llOlMlOCfSOOO iMr-ir-i,-H.-l'^rH..#r-l ■ rH rH O CO lA Ci OQ O O LO 04 t- LO l> O 04S"4C^'^C0t^ r^'(^^C<^T^1T^^C4 r-1 lO rH lO O CO tH rH (^4 t^r.'^t>OOLOOrHO'H40Tti 'OrHI^OO 'C4COOOOLOO rH(M04LOJOOC:?OCOOO^^ • CO CO r~i ‘i-h-It-H I.^OOrtiCOlOOO 00r-«0300 OC5^OiM rH rH rH . . rH rH rH oocoor> o ^ o o CO CO O 04 cT t-*' 04“ i-T 00 t- O CO T-i O rH rH CC O ;g‘0 LO C5 C4 04*“ ^‘>S go' cT LO*' 05 rH 05 t> CO CO CO (M CO CO 04 00*' 4, 000 8, 500 7, 081 10, 596 51,301 40, 000 3, 900 04 to LO O • O O O iO COLO^^OO .OO^lOrH CO C5 Ow^ • O lO w ® ^ co'o '“*^'^04’'04’' I O CO'"^CO 04** CO CO rH rH 1 . CO • O O *00 Tt^CO^^COCO *oo_ . COCOC^^CO'^ •O04«;^ 1 CO CO" co"^ ^04*“ 04*“ I o'co*' 1 0^ CO 00 rH rH • (C4 • 3, 200 11, 302 9,700 oooooooooooo O lO O O O o o o o o cT ^ aS LO*' -H CO CO o 00 C4 o' o • o • o • rH * , o o • O • o ! o' I ^ 130, 000 6 OOOOO *0 • lO O 00 O O O • . (^4 CO o O' > a ^ 00 o'* • • in' i-T iO lO i '04 04 • • 0 7,000 ^60, 000 5 ■g n . o d =^gls « 2 ^ s ! 2 1:2.9 ® 2*^ 2 o 1^-3 l=p| « M+i ^.g •S.-S ®>H<] GO'^+S -g rt ® teo ® s o M I ®.9 -p4 ® ” ©Qj §5.^ §§^©^2 W|-^:g§| ® o - ® fl OC3 ^ O m T- ^ ^ .**1 ® 2 ^ sS'® ^ 'iOCOI>OOOOtHC<3CO Table XXI. — Pakt 1. — StatisUos of orphan asylums — Continued. 648 REPORT OF THE COMMISSIONER OF EDUCATION. [ tooqos 9et:a.ioni o o o • 00 o . o o •saninxoA jo aaquin^ (5^ I W COCOr-lC^inrHCCXMCSJC^ 'OTsnj^ ! rH t M I j?S •SUTA1^J(T I O * I w ii::> lo CO o I OO'^OOCOLOO ‘COC t> lO O O O CO CO CO liOC ■SnT^TJAi. > O O CO 00 lO c l.'MCOiHCQ CO Ol>^CNJ( ’iiOOOTt' I O CO ^ c CO oa CO CO o lO CO T I O CO o o < •sStnxpntio^ •streqdjo J[BH j ^ OI>OOOtHOOCO ■enBqdio I 3 >COO^S •nStaio^ •9AT!XT3^ i 51^ i ^ 1 « W Tti fO O rr< a _ O O O C5 oa (M lO •pajopo 1 © •oXTJTna^ •apK COCOOOOCOT I> 00 CO CM CO lO C5 !M to C •emxTpuadxa; CO ^ C5 00 - O CO O O . O CO CD O • CO tH CO O I C^C^OO'^ ocaoot^o UO o o ^ CO CO O t- rH CcTcO* •dTHODTII OCdCOr^rH 'OOaTt^OO 'OOO LO CO O CO • t> O O O 'OOO iOI>00C5t^ 'COIOOOOO lOOO < CO lO ' CO O CO lO O iCOCiCQ i (M tH • r-l rH • r-i O UO O O t>- 00 00 O l> T^cicd •pTOJ ^^u9TI'Bra jod JO jonooiY O O O O 00 o CO a g B M CO » oo a rt' »— < O .—j i-H o:) s p2 £ , “ ^ I-*-"'-, 02 mil Hi STATISTICx\L TABLES. 649 Tajble XXI. — Part 1. — Statistics of orphan asylums — Contmued. 650 REPORT OF THE COMMISSIONER OF EDUCATION. Library. •jua.^ Xooqos jsuj oqj ui osBaroui 33 1 1 o • o i o • • • ld • (M • • • rH •saniiqoA jo aaquinjq SO C Present inmates. Instruction; number taught — •oisapj; 1 OO o o o o jo d CO •^UTAYBJQ 1 © 1 M i o o * jo o o o o » o Cq . oco Ti-t •oijoraqjUY | © 1 1 (Cl (M O O CO CO 1-1 (M rH o lO O O O rfi rH CO CM CO O CO O CO tH 05 CO m CO TiH rH rH •SUTJU^ QD 1 « 1 O (Cl O O CO O rH CN3 rH O O IC iO O rti lO CO CO O CSJ 05 CO m CO •Suqmaa; 1 ot I O (M O rH CO O rH rH O O O (M O xJH (M CO lO CO o t- 05 CO iO CO o fcfi (S a e3 r=3 o •sSuqputio^ I © 1 e« 1 : : : : : O O O j 1 o ; ^ •suuqdao J[T3]j j »!3 1 Si 1 i i ^ ^ i rrOOCOiO»0 •oiu^ipuodxg; i H 1 1 O O O O O O O O O O O rH O O O of CO rH i-T O liO • CO O tH O O 00 *00(0 lO (M lO • l> O OO c O iH rH d O O O (3i rH CO O CO lO 00 m mi 05 CO CO o o o o d •pmj i^uQuuaiiod JO junouiy O O *0 • ^ . o • • o • • lO • J (M 1 • TJ1 O • O 00 o o t CO I * r£0 O i §a'3s u ';i O o ■'3 9? g 3 Si ig&itS|t“n5S|tg| .§^9 pa a * ouO ^ g. ’k! S ” Pi o 1^- 2 <2 .2 Ed 2 ® ® IT' 2 OT-l(MCO'.#lOCOt:^OOCiOr-((MCO'#»n< COCOCOf(5COCOCOCOCOCO'»l<-^'»1<-.i"*''^' From a return for 1877. a Includes hospital expenses. h Total assets, March, 1879. Table XXI. — PAiiT ‘i. — Statistios of soldiers’ orphans’ limms. STATISTICAL TABLES. •uonb’puuoj ooais sa^xjrauT JO Jtaqmna [ujox * OOCOO 1005 • OfHfHOC^JOt^COCOt^ Cl C0050 OiO • •rhr^'^OiOoooccx-HiH t>i ca CO CO 10 (M • CO 0 t> t> 00 ^O C5 CO CO CO Number of offi¬ cers, teachers, and assistants. •a^Katax rt< t> 'Th 00 CO 00 CO CO 0 1-t 0 (NiHi-lO T-lr-trHrH 05 CO h» 0 i-iCs| r-t •aiBK 01 I> CO CO CO CO C5 t- CO 00 UO l> tH CO CO »o 00 ^ 1 •U0I|VTITUI0U9p SUOpIl^H -t- H r.n _ _ _ _ 000000 00 00 00 00 CO 00 CO 00 00 00 00 00 GO CO 00 CO 10 rr* t-- CO * 10 CO CO CO O O c* ■ •UOI^TJIodjOOUl JO CiOOCO OCCCOiOrti CO CO CO CO CO CO CO CO OCCOOO CO CO CO CO 00 =d ^4i- iSl ll^p o s o .2 Sc 3 ® n , bC & di ?=1 cs ‘E^ 1 3 cs >1 . csP^Ph g is c3 ^53 33 rt^=« SmPh" 3'3'Ph ^ Ip- • s ® o |W P3 O ass o_ 0 3 2 S',. I? 3 g tn 0 cz: ^«2 O 3'3 2 g W'-s u ft ® ^ ^ “ O ^ d o s 23 aw 33 i j O 3 CO’S. §0 2?^ ® „ 2 ?^3o _ ft ft rt ft ft ' 16' p aj 2 2 2ft ® 3 .2 i.25^ bC^ Sft2g-2:3^ o a ^ ft Mmcc OMcc : ®30 1 ci m 1^ 2^ 3.0^ 3 2n> 2“.2 Mftft « cgfllimll ft £,ft o >>2ti 3cocc^^|ft:g®M 2 lull's |s|§ §ft ||.gft ^ lO CO c^ CO O O T-t (M CO lO CO 651 652 REPORT OF THE COMMISSIONER OF EDUCATION. l§ Ph' ^ g p s p g p o 3 (1 V 0.3 '5 g 2d 03 g ® ^-^9 ® ® ® ® 2- . ls§^2o^^-SS g § p^-^l =4 o'^ is ^ §^g| ill-Td fL ® o 5 d r3 d'P3 ^ ^ S w 2 §-^ g ® 2 d _ la s f* d Ci) p:; .0 o o o d d I w ^ w w w -♦— |Pl|l^? o^^godi'S i§|*g'Sgh1 m xfi ~-i tX) d « = ! « ■d d , . a^ll O'- 9 o S 'CD '—• X ^ n ^ bC d r o • O fcxrr .g ® is 0 o a§ g d 2 ” ra fe fcB ^ d ^x •2:3 -{3 '3 o ® S te 2 2 ® • 22 -03 !i 0 d •d &J0 I S all ill §3 g| I roR^i^CRoi=3^gfl d'P o « P.::) P^d'P'StM cS O r^ rdPi M hd [i(P bxl d 2 I ^ .2 S ® '2 I a ^ o-g o . ~ o vV.d "d g m ® ^.S S £c-g §4^ g.d ggi.|Sgg.2'|’og !2 !2 02 02 wi <1 bCP=iP4 d ® g 3- 2 g « ® d I '^3 bb l*§ |i|| |li1 33 p 3 02 02 02 02 02 ai CO d d o o o o 3 3 p p p El EE 3 II 02 0202 •2=3 E ® d o d 2 d3 |l^ I,.- |PP S 2 p 3 P<+2 3 3 p bd o ■ P-o d ® Jd d :® ; _c3 I =4-1 . o id p S d o d . 8 SiE :p^ o ei .J J I g& 3 Sll? ^ d od 2 JHol £ E -p-g .2 ogg^ 3 “ 2d d so ® d4d3 ^ M 05 0^3 E ^2 E '+-I d o P o 'a, d ® " II 3« o 3 d'P 3 d d d g<3 o d d'P £ 0'S .2 S d3 •2 ®3 13 ® 23d 3| ® b® fP “d S il4 T A 02 ^ 90 3 o . p • ® ^ 3 d Isg-lKS^'^ 3 02 O m 3 2 2 2 o d c 3 ^ 3 bfl o d 02 -g E E H ®i O - •Il|^ EO P 02O d- C3 00 •d 3 o| -a: so .2 ^ I ®'? d ll§ '23'® d ®SO W3 ^ I 3 2 d d O f-l ^02® -•^ Or Prd O P ® 2 ®so.g 3 p 3 o d o •al STATISTICAL TABLES. 653 Library. ■iKdlL lOOllDS (^SL’I 9q| ut esuajoui " 1 ;® :§ : : o . |g : •sauiupA JO aaqxnn^ § 1, 505 1,200 8G7 300 325 300 1, 125 250 400 248 i i 3, 000 650 300 Present inmates. Instruction; number taugbt — •oisuK 1 il iSS?|3S|3|iSSSS •SaiJABJQ; S S§|8 •oipuiq^uY § iis •SmjuAlL 11“ iS“ia§s3iii«l“ •gmpuaa; 11“ i”“l§ll2iii«3s Orphanage. 'S^piypuiio^^ OSO O . OOl : : : : :S : • • O 'snuqdjo Jiug; § 2g§ |Sg5|g|SS| •sasqJio s i i Parentage. •uSioio^ s S i® : : : : : g? : i •saAijuj^ I! s is i”s ; ill? j §§s ^ Pace. •pa-iopo' ocoo ow j ; : jooorS : ; O iCi •aiim § ii“ §"“iss»3iii“sa 1 So _ •opK 3D H Sgg |^^||§g3B||SS5go3 •am^tpaadxa H 11-^ i;^i : •anroaax cs H •pauj ^^uauBOuad jo [jaaoniY « H oo» oooo;|oo: : 10, 000 25, 000 i "A i tH Soldiers’ Orphans’ Home . Indiana Soldiei's’ Orphans’ Home . Soldiers’ Orphans’ Homo and Home for In¬ digent Children. Ohio Soldiers’ and Sailors’ Orphans’ Home . . Bridgewater Soldiers’ Orphan Scliool . St. Paul’s Orphan Home . AVhite Hall Soldiers’ Orphan School . Chester Sjirings Soldiers’ Orphan School _ Dayton Soldiers’ Orphan School . Haf ford Soldiers’ Orphan School . . McAlisterville Soldiers’ Orphan School . Mausfield Soldiers’ Orphans’ School . Mercer Soldiers’ Orphan School . Mount Joy Soldiers’ Orphan School . Lincoln Institution . The Educational Home* . Uniontown Soldiers’ Or^rhan School . •K Table XXI. — Part 3. — Statistics of infant asylums. 654 REPORT OF THE COMMISSIONER OF EDUCATION. •noil. -vpiraoj ooiiTS -Til JO joqtanii Number of officers, teachers, and assist¬ ants. •oXBtcax QC 1 L-s - ic t- o 00 00 00 00 ; R'®^ : ^ ®c« :H P o :r2^ • S.2 o o :^.2M § i CO Jt I nR .2 "p J > 'SP® "S r^'^.g'R^ fi o o ci - ,0 feCRr;-) R ^ ©•! «.2 WoPP PP t® M g i i I S R. CS .d H ^ ! • rr,^ rhp^. ■ ^ Ai P .2 ® .2 .2 - H .2 RrJaR g o 3 R .tT atPl® '□ OCjl® t>bP'®'© °^'®'© <15 R § fe ^ g t^.225 >'» ^ HPhP PPPP^ asl 0) PW •S o R h S'^ P O R aMH © Pc pj m MR g.g § ppS reh O R PP OD O r 3P II ga w^p t>s>'. ci Rr3 PPH P A® a R R - 2'^ I ©ns W 3 S-r'^ O 0^5 -R ww^g .S-® Rfl -2 Rr3'-< Rh© 03 03 ® R '3-3.2 1=1 ^>o< rR^i-g+S PCCRCO ^ ITS O l> a Includes country branch at West New Brighton, Staten Island. Table XXI. — Pakt 3. — Statiatios of wfant asylums — Continued. STATISTICAL TABLES. o ^.2 a-S £-2 ’-0 ^ CD %a 'TS o <1 |25 .32 . .cl p OD ® 3 3 ® S ® dcS'S S n3 § 2 3 o < B fA 'S'S ® ® ® ro cCfW 'TS fl S 3-2 2 •goo 0^2 S ® 2 § -§000 rc!.3rd !>> o -3 cc WP>copq « S 2 » '2 P 0 ro _ 0 CD ® O -t.' 0 2 o 2'ft Ir^ § O P O i i g 11-3 tJ4 .2 +3 2 '0 ® 2 § 1^.! § ^ a 2|g ii^gSl gg| o 3 ft p 0 0 0 S >,-0 ft § 0 p ® O cs f" S=g « >5'^ >3 >3'^ p n Mp 0 0 o o « o pp Oftj '*^+® 1“: 'S’s.-e U fH U’^ u ® o ® oft o '0'+!'0'0 P'S 0 0 0 0 g 0 pppp ap ftft 0 0 PP ftcp ft 22 2 PP P 0 • ■ 3 1 W : ® ^ “^ft +3 3 o .2 ® 0=3 0 2 922 ft V bP 2 ® S,ft ® P CD yi 0 .3 0 0 ® 0 ft 0ft Oft o lzft.3 0 ® aP CD ® S 2 PP^I^ w «o2 >>^ i £^W o ® 43 >^'2 ®J ® ft 0 a ft o Pp ^.s PH as ^ 00 p pp ® 2 '22 :0t> 05+3 Pco 2 2 03 ®ft P 655 C^CO^lO O 00 05 o W CO •^10 CO t- a Includes countiy branch at "West New Brighton, Staten Island. Table XXI. — Part Staiistics of infant asylums— "Continued. 656 REPORT OF THE COMMISSIONER OF EDUCATION. •jBaA xooiios eqx m asuaaaai •saranxoA jo aaquinj^ ! I •oisnj^ i •SaLMTjjQ; •OTXarrrqxx-iY •.SmXi.iAi •saip^a^ ■sSmxpunoj; t>- o lO o o o oa : 00 •panj ^uaa'Buiiad jo (xunomy lO o o o o S p ^=2 :3 ^ ^ 02 2 a ^ B "1 S 0-2 1^ AiP o I 9 3 5° '2 ft ^ a 2 (c^"® — oS! ^ “tS.2 KifiPHcc^aww o 2 ® 3 2 « 03 O ci fH ^ flPHacca CO H h*. S ;i3t'^^035c; 3^ Strt >5>;0.'3t> O jqco'i'mcst-aoo J C •91'Bnia^ •9IBK •uoTjumnioTigp snoiSijoa; 4:5 +3 +5 4^ 4^ O O O C O c? 0) o 05 o . a:> 03aD0!5QQ02^GQ p Pi 3 fl .go Pi OOCOO-M. -M^^ S’C - _00 « Pi PI C-i .OP . .00 O • iSd’ in PhS Ph a a U Sdfi h^.2e4 • P • ?3 fl 05 d ^ < © J/? 05 ■+ joicofiaji w • rH R • <0^ ai X m £ o 2 ro P -2 .2 .2 g I : : ’.I" rii oQ I 'a 2" 0 ^ g ?H ’ U.^ i *55 ^ P P4 ro 3 o a g ® g o'S-S -^cc >^(2h a « o j - rS 0 lis rt o iM !C tc 03 e3 f-i 03 fH c3 fcjn •notjBzrtregjo jo JBOjt > CO 00 CO tH I O tr^ 10 I 00 CO 00 00 •uot^i?jodjooai JO mox O CO 10 C5 m i>- 1> o CO 00 CO 00 00 CO CO iO t- »o CO CO . o • p : p d-O c3^ .2 § ®^'MMMd rt d S o' o'’^ k3J , H C3 *7-1 M ^ S.2.2.2 g § O g ^ ^ ^ ® OjJzicoOOOPH LijoM«:^ rt«t» §l2;|p§-ri-a J pijc-l 253 ®Snr3M3?-iroc» .^®rtOc3(300 p^izsHA^WOpqpq O-M o o CS O O O a^ rM 03 03 -M ^ ^ o o oPS o 2 2 W WPMcciy2c/2,0^0.2 ;'*=< o p-g a « 33m^'p ^ ^ CD p] ^ ,_( 03 "o 3 "— I "o 'a o o3 a o 2 2 • o o'a'g aj'03 3 a. S ^ 111 wa, „®'DSaat®' 1 puijj o o » a ’P^MccPPq H 3i .2 2-m 2 ‘2 '2 ’® ’2 o 1® r— ( ^ CD 1® CD — ^33 33333 53 S ®333333<^3 I (M eo .0 «a t- 00 o o iM M CO 10 to 42e From return for 1877. Table XXI. — Part 4. — Statistics of industrial schools — Continued. 658 EEPOET OF THE COMMISSIONEE OP EDtJCATION. •nOT!}'BpUnOJ 9 JTIT8 JO joquinn IXMMO rHrt O ® Pi ? rt.2 a s'! a oj pl •©XBOia^g; QD •8FK •uoijButnioTiap enoiSixoy; o o § gH ^ « o .S 9 b b o b aj® M^ro®®®® gg -asf^gggg p6 a .2 2 ^ a 3 Plrd o a ii ^ “ g O 2 ® . P'S. ® s . & Mfi>S P 3 «| s- =5; |d ^ ?-lCO CO O cz) .^4 sh Jr. r*-* es ;-i ^ s ^ •noii^zpiB^jo JO XBOi 00 CO CO rH o CO 00 GO 00 00 •noij'BiodjcooTii JO 00 00 00 00 . 00 o o > ® - ,i4 2-^ (-1 h !-i >3 -^4^ "§ 43 O .g ra M ® CC pa 43 t> . • 05 ^ ^ • p C5 ^ • o o o : ;§p ^ ®N t>i : ikj ®.p 2 - p_o 'rP c3 P cS P^ChC^ . oo sisal p' d o a^a^ra-j^ 43+3 O ® ® 02 Orgr^Jr ®f^®^.ci^®t^^i-i*^a 9®®as’® ®® -saa^rp ^ P ^ ^ P ® 2 S’g > ‘S'S ©rprpSit; o a ^Am tn a2g g 43 d 4= ^ ^a d P-4_,®3 g P a o o S'i'2 si HddpMa . o . o •rP • o M : ^ ■ tp : p «2 ■.9! d j 3 _ SSpi §aa^ ^a^a !»^.0 M Sd ®S d§|d a|3| a*^f-3rP a*44 's"| Ijs iJa R ci d -Td o rd O P t=c O d ® -^,9 O cp cj rd’-B ^ d ^ 2 P drP goo m © c W)d d © i=i IM iM 2 a ^ I ^ 5 i 1 m a bXio .9^ © •2|§ fc3 .2 ’ ^ ^'d^ ©i! P o i>j2 dsrPh-l © 5 d pW d o Rm WR r3 ^ — I ,o 5 ro Jp ^ «'2 CO P .9 o 5 © RoQ c3 4^ O ■ft “ ro fcc M Sc W -g' •b o gH PSP §R§ R R Tj' IP tot- ooo> o •«*l lO All STATISTICAL TABLES. 661 I a d ^ 'r3<^ C3 a M .a <=> o P-i o ’B H P4 g- =5 CO CD ,£3 Pi p 'I -• 3 2^ 5 §«2 PM c ^ ro o o §1 f_i c3 tc .a o fct o c3 a • ® 0,-3 fct p3 S.a 2 ra g I u PI -si p a P o a te o o 3 t. cnO 'p « -H P <3^ fcrrt lii'iriigi m m » bJD .a O m m e! Il^ •9 .g ® ® 2 psl fcc^ a bco l-ag'^.a^ go op © P ■ "'pp a OB a w » '^'2 ® ' P P OB < « « a 1 O pM ® ■y S W'S rP P3 ; !P3.jr®-2 ® .a P r-J ^12 to ' mOO P Iil1i.ri.a1-Si “pa^l^^pS^I-Scgg o .bc44 W) 2 g 2 o p 93 m g ® a . fcC C^rP 9 ^ .a p;; .. ” S ® a Spy g.g •3 03 P ppS as M ® 0 O .)J 3 CO CO CO H S S -p 2 I P 2 s ^ ^^'2 , o K.a a w II p .a^ p a OQ o g.a p P ti .2.ag o S a 0 g< § CD api^-^ U CO O a . •C-P s| <1 o p a a g g g .2 1 PhH 2l Q. O a t>j a & 3 g p ^ I 11? Q P a3'P gp| P o^ o o.S=« 0-2 ® 1.-2 g P P i p o o a ® P 5 Z3 ® ffl 9.2> 2'a^ P M H a O a ” '.^^1 1 w ^ J ^ • Txig S-a fc' p a*-' ^ g ^ ^CO CO 3 6 •a M I o « 3 § g a 1.l| ^ o o •S g.2 f-i © p ”^-1 ® 2 '^ > 4J a a +s g •a © -P P^ a a v<®^ O Or^ m O .3 CO.'S 2 P Ph I-H a-^ •Srh o I i •2rt o 25 p. UJ.— .' ” ® p’p !> P^2 'go W fl |Zi CO O O W W CO CO CO CO CO CO ]F^on^ return for 1877. Table XXI. — Part 4. — Statisiics of industrial schools — Continued. 662 REPORT OF THE COMMISSIONER OF EDUCATION. 2 0 I O O % rt Sb o ro o o •.gg" • Pl-S ' a> ft • rj 05 • 0 • O :r0 - S .r:) ii • • 0 !-i 0 • ■ : 2 g • ht)0 • • • P fcC0'=) fcJDfcCbC^ fcJOSJoS •S a'0.g.g.5 'S-B.B PI C/2pH COCC 1 ^ C3 +3 S§ 2 a ^0 ® g 0 PI o Q o bJO fee's I ^ I I ro ® ga *=o ^ ”2 a 52^ c3 S feJD .&i=i 0 O m >5 o o Pt> 0 0 « P=-P! >> 0 0^ o o 9 o ©^ >;>iO a 0 9.2 2^ ^1 U>' Ot0 it p rO <=“ .2'^ ft o ftft •.^2 i'i • 2 9 • '2.2 © © li © 2 2 o o : o . o .p . « • m I be : ^ . © •.“-o • 0 o :i§ p-i| 11 -m Infill S 2 2 fHM s 0^ -SP ^ 2 P.2 2 o §2 2 ® l|^g|' Pm PPI H © o '0 o 0P 03 ^ 03^ P 0 22^5 9 b/.”0" © fljaM 0 9 9 M a • 0 0 05 0 s a ®2 H ^ W “ 0 con M M M ic From retiirn for 1877. Table XXI. — Part 4. — Statistics of industrial schools — Contiuiiecl. STATISTICAL TABLES. 663 Library. -[ooqos !^ei3i oqj ur oecojOTii M « o O ic o § 00 • . : • 0 • CO • Di •eaxnntoA jo joqiunjij w O O O CO O O CO lO O 01 o 1 o o o o o CO CO 0 100 2, 000 Present inmates. Instruction ; number taugbt — "OTsnj^ 31 Tjl o • o o o 05 to 104 0 CD •2ai.u.uj:(i 30 o * • lO o •M 0 : •otiouiq^piY 29 180 (M lO O CO nf 0^ CD CQ 0 0 CO •SUT^U^ 00 204 (M to CO CO O tH CO tH (M 200 O O lO o o t> t> CO CO ^ 01 to CD O d 1-H . O rji • CQ I— 1 *1-8 lO 809 ‘f 08 2, 500 5, 500 1, 200 000 ‘9 •einooui 16 o •a ’ 05 O • 1— 1 * P- O *0 *00 ’HT • 1 t-T lO . •€e- • . c::. I ^ 2,500 5, 000 C5 CO •ptmj !},u9TinTnjod jo j^Tmonry 15 1 i o i • . 05 • • • o • i I O I ; 1*^ ! o j o 0 0 0 36,000 0 00s ‘e © 1 0 H City and County Industrial School* . . Connecticut Training School for Nurses _ Industrial Home or Home for the Friendless . Burr Mission Industrial School . *0 C u. fc i| icr i.= < 5 ;.2 < c industrial School (Woman’s Christian Homo Mission). Bnsv Rnpi _ _ - _ House of the Angel Guardian . Tnrhisfrinl fni- flirls _ 'c in !.= ' ^ ) 2: is :c 5.2 1 c li" St. Joseph’s House oi Industry . St. Marv’s Tufluatrinl Srhnnl fnr Bnv.q* _ P. "c > S P ( b )_P 1 i 1 > ! P 1.2 ' X ; c ip; Nurses. Boston Training School for Nurses (Massa¬ chusetts General Hospital). Industrial School for Girls . New England Hospital Training School for Nurses. Detroit Industrial School . Industrial School (Convent of the Good Shepherd). Girls’ Industrial Home . Industrial School (St. Joseph’s Convent of Mercy). cooothc cc a oihci rH M I-I iH r-i rH iH iH i-i rH . Prom return for 1877. a Average. 6 Includes tliose admitted into House of Mercy. Table XXI. — Part 4. — Statistics of industrial schools — Coutiuued. 664 REPORT OF THE COMMISSIONER OF EDUCATION. Library. • JB9^ Xsrx 9qx 9SB9ioni w « o CO o o • . o o • . CO J i : •89ninxoA JO j;9qTira^ w o o rH OOT'T II9 ‘S • 40 o o LO o o rH Present inmates. Instruction ; number taught — •oisnpj^ H w O I I CM 1 * O 1 I o 1 1 O 40 CO I o IM CM 40 o •guiAi.'Bio; © « : I o 1-H I GO o 50 o •0Tj9UTq;TJY Si o r> o o ca CMtJ< I 40 r>. • O CO • T— 1 • CM • rO • o o O CM r-l 00 CM CO CM •gUTJIJA\ QO CO Tji o o coco O CM CO CO Cl Cl o o CM 1 • o • • CM 1 1 00 40 o o iH CM CM CM Pace. •P9I0I00 H : : : : o O 'CM M 50 O •agnPAN © Cl o CM I • CM 1 • O • 1 CO O O 05 O 00 CO rH rH O 40 o 05 CO CO CM 02 •oxBuig^ CO CO 40 CM CO CM •9FK Q(D l> si 518, 769 123 1 CO • CO • CM • O 40 o ^ CO CO CO 40 CO 40 CM o •9in:jrpn9dxa; H 680 al5,640 21, 580 204, 340 35, 600 649 45, 876 • o • o . 40 I lo" 5, 735 2, 171 7,000 CO 40 t> 2, 600 •9UI00TII c© H CO o o CO al5,884 22, 153 205, 583 35, 677 649 46, 116 • o o • o o • 40 40 • io''co o o o o t> o 05 CM 00 2, 200 •pnnj !j.n9n'Biaa9cI jo ^.irnoiirY H $18, 200 t . o • * 1 40* 1 o i . o . o * o • 1 (M o o 1 !zi Industrial Schools (Children’s Friend So¬ ciety). Industrial School and Home (Industrial School Association). Industrial Schools (Children’s Aid Society) . Bellevue Training School for Nurses . Children’s Aid Society Industrial Schools. . . Five Points House of Industry . Industrial School of St. Augustine’s Chapel. Industrial Schools of the American Female Guardian Society. New York Hosnital Training School for N Lirses. St. Josenh’s Industrial Home . St. Vincent de Paul’s industrial School . vv iJson industrial bchool lor (lirls . The Industrial School of Rochefiter . 1 1 G 1 m :1 o 2 o © 02 P3 w House of the Good Shenherd . Protestant Industrial School* . Industrial School and Home (Children’s Aid Society). Free Sewinsr School* . . 'c c cc ill a « a: a .2 1 'S !§ I 43 C3 og m 2 U Toledo Industrial School . House of Industry Colored School . Industrial Home for Girls . Philadelphia J^ying-in Charity and Nurse School. CO lOOt-OOO^O CM 5 : g § ;:3 " : >5P) I ^|.l^ • -s. i^”| §1^,'2 irii5 a a .2 ^ .2 § 0 0) p OD ^ . . fH fn •UOI^-UZTOBSjO jo JT39_i « o iG O OO GO CO io CO CO 0- t- •noT^'BJodaooxn jo j-uq^ b- CO CO O L- IG t- CO CO CO 00 CO 00 CO CO czO O r 33 oH al Sp 9 ® §2 OB -r-l a “ 2S9^gP 2 “ a Pi PI a a WUi - - -^’.-1 pl ^ t/j +j t-:; a o o • ^ . M om- - - HTl ."T,® > cs O 0+3 r s ^-J+^facca.oSa ^ o'^ a a a o rt 9 ' 2 2^ a^ ^ o^32q ® t>.2 t^= 2 9- 2 .’S S a 9 O §02 1 3^2 m3 ^§325^^3 2^ a o a2 a ^ ga*^-<1a2232^c] 'tHOart2^®‘'^.9cij'aa 2is§^^^a22| a^sa aP3^ 9^3 33 W PQWQO WmWi-s eorifioco C-OO os Or-I School. STATISTICAL TABLES. 667 lA iO lO CO o ^ CO o o c . o § PI Pi o o o PhPh fA 125 f^i .si o o ©VH fcX) fliSq a m !-i s> 03 O +^ ffl 2 Sl PA^ IP Pd c3 S s to "? • '3 3 M ?S 1-3 £ ^ P Pi o ® l-j 5 I asl P P §.s ^.1 P "3 Pec gi a=s >o SP" §£ h 5 pqO u o ^ *l2 •+^ P 2 ■ eeP I s^’jp 3«2 --5 . P5 CP I t> 4^ 13 (55 ’ © rP 02 ® ^ ^-.-^ o P o Pl'^ ^ .£ 5 'r:'i a®^l i-H O 00 t- o o 00 CC 00 00 00 00 CO 00 Ol CO CO lO O l> t- 00 00 00 OO 00 O Tjl T-H i:^ o CD 00 00 CO 00 CO LO CO o OO 00 •s § a \t P pec : s ;ec ^ 4^ Ptcec ct rJ o P P fj ® O o rtPlrP S tL>^^ '^S£SPO'2S©c3c2 ppqpq h! pp ^ p „ _ . ^ . .g^_ ago ^o ® o H "S •tx p w : P^ o :W ' 4^ 0^0®0^oSn^^Oi^O 53 0P5^- ^ p p p p p pp ^ t- .!^!4 -S'S.gS)S|||||s o p: „OP a 441 ® Pii fe ” Hi ® tc Q O ^ 3.44< f" 3 p4 !zi p^p:^ £0 ^o< ;^P g^'l r© © a Ph .'Td a O P Wp ?? ‘'3 O n 3ec .ri rt fl P CS O O ■fli i §5 ;OP PH g PP43 OCCGC CO 2 Cj CO —. .2=21 PgrJ III ^P> i § i O g o PpP 0.0 oH a o o g 1 'll ^ <3 P ^ .00-5 ® P'S,® J eg.S| 1* -SoP .2 -r- o H d'-P « a P o . o ==i 2 0^0 'g 2 a.s = &3 2 §'3 ® 3 a P S'^ O o "os'SP o 02 p p .2 a o .2 P'oSr^ CC p rtp '^'S'i o OH a >. ^ona p""m5 ©1 p ® ® o CO .pH © o 1 s i ^ X ^ > R.S > 0 p C 0 0 :3 ?i “o a •— ' 0 aJH 1 0"® cPg 1 Pp P H a a p 0 ■p p ®. 33 II i^g 2.g i P. ® 3 p 0 aw 2rP 33-^ &0 PH ® fr p P <2 =2 23 : «ec } H i5 0 ^ 3 40.5 ecO H ” H p mP «o ® ^ 0 33 ShP ,s m p' m 0 li p 2 ^ 2 a 0.3 p rH 1 rii .2 © 9 ® 9 o-e 9 o ^ O !h =3 o ^ Ph M PW cs S 'gS Ph 43 Pi J c3 P Soil S 1>-.^ I “I p-p ppi o q o o +2 a'42 ^ O o a p 9-J o P ^=5 2 p © ■&l Pi-g q p.a © ill! U'B S’q a rs O >2.2 P H o Pll Pi <1 CD P.& \' 173 a q ! 2 © i! p a cqi^ . pf^ © 2 'a © a.2 i a'fc S.2'g ©^ a © q^1 9 o +i B p! 'd c W P O cq 05 §9J O IMM o 02* O of ® q p • - O f-l A"' © O 'O- 9^ 0«2 pi . Id a ^ P Pi 1>;‘3 -1^0 .® ^ 'o 'a S W P W M *.aj a q.2 o 9 P a £M pP°’9 ac3 ^ c; n iX! ^ O Oh- P P Pp o s| p^ ^ 02 9 9-.i'E§.9 p.2;a o Oh^ PJ CO P P p .5o;W rqcS tb (M IM (M (M (M (M ^ I (H O -gp «.g .a-^ ^ P •9 . o S 2 p i|l|il I « ^ $ s p § t; o ^■' >5 p' ^ a 2 ^ rg S^cn 5^ r® i§tp1-l ;= -Is o'^.a a 24^ . 2 ®l-i OCSp-^griaJ.grt^gijQ w M ciiJ R r§ bX) a -9 rt O - O fcCP •3'^ 1 1 o ^ w bX) • _ „ • • bO bo .9 I ffi bt) bS I :.a 1 :R.g .9 ; ^ 1 - ‘l-^ 1 g ra p.R , P ra g ■ CD .■ ra ;r ; bt-^ fcb ra :i :.a __.9rbr § Or^ 0*3 o ! o o IrS^boS.ag^ R bS^ o_iOa ,P_,o “'p ®R cs 2 d 2 Orto^aaic'^g .9 S 1 o w Rmo a a ccW la--! ^ a ^ .'g'® p O Q rs 9§i p-l§ § ®-3-|| llsll ■ala^l rP!^ S ® g ‘S’fUftrS p< 4^ CO a Qj 03 t>i p a fl a 9 o o _ o ‘p o «•- ^ >,>..2 p § g g 'C .2 p 6 " J -9 ftg a 'g o lllills g.2 p^M p Or- P rg S'o) §a >.2: Jh S O* l^r ^Ic a p a P c3 CD -1^ 33 ApI al a o o o W!^R graft S 0 o ® apR .9|1 I’^-g o a rp p ra P- ' i|.' stt .a eo o rK R oo a ■"^1 <2 g c __ .e oR § ®<^ l5^S«l'a> 2''rtR:S'^-S M ft ra p o ^ P a « POrP «rP (25 mw.xji H rPO o £ P ra •R O m H f-iR P P -a .2 :R : a |H -.3 R o'l P ra p o 2 3 C o'p yco p p p _ > P .ORrP o 'w o >-.1 ® te ® § g a pfe O .r^ O H 0 Present inmates. 1 4^ * "S) -tj o .a I a rt .2 "© C! •oisnjxx H CO o I O CD • cq 005 rH CO 0 iH CO 05 •SumeJCE © M o I o 0 0 0 05 05 0 •0Tj9tcnxJXJY © O CO o O CD 05 CD O C5 05 T-i OOD^ 0 05 tH 0 0 00 05 0 •gtn:iTiA\ 30 o ^co O CD 05 CD ID ID 05 iH 0 CO 0 CO rH tH 0 I CD • 05 • 0 •Smp'Boa; o oco O CD C75 CD ID ID 05 1-i OH^C5 0 CO 05 CO • CO 1 05 O rd o •sSaixptmo^ © O I lO o o 0 I I •suuqdjo JX^3H e< I -.#(<0 CO • I 05 0 tH tH • TJ< rH © fcX) J g § •Ilgl9JO^ w rH •9ATJ'B^ I I o 1 I CO 00 C0 tH CO rH 05 c3 o c3 (A •poroxoo H I T-iO to o 0 i-i 0 CO 0 0 •9^RAi © O * lO o O 1 CO CQ « 05 CD 05 tH CD 05 tH 0 CO tH 05 0 0 CD 05 tH 0 05 tH CO CO o m •9XT3UI9^ © *^1-0 <0 O I 00 CD C5 T-i CO'^^ « (M 00 \ CO 1 O * I 00 05 iH 1 rl< CD 05 0 05 tH CO CO 0 H' tH 0 tH 05 •9XBK 0(0 CD O I O O CD < ^ CD 05 CD CD o 0 05 CO 05 0 H< 0 05 tH CD tH tH 05 •9In^^Ipu^(Ixa; H $14, 000 1, 040 2, 500 1, 200 14, 841 13, 342 1, 200 tH 00 O CD CD O O iH lO CO tH O (M O CO O cT CO r-T 0 0 ' 0 0 05 Hi i 0 CD ID l> CD 1 0 cocdcT ‘cd" tH rH ; CO 0 0 C75 •amooTii © H O 00 00 o o o o o O tH CO (M CO i-T 00 o r> o »D (M CO' r-T ID O O 00 CD »-ICOOOOl>- O 05 O 00 O TjT oT t-T rH loo I 0 tH • 05 00 • 0 Hi • t> ID ■ 0 CO * oS 00 • cd" t-T * . CO 0 0 Cd •puiyp !}.u9irBuia;9d JO junoniY « T-1 f o O • o • o I cf ; ^ o o o o o o o CD" • 0 0 000 • 0 0 0 • 0 0 ID • 05" gT ccT » 05 ID 0 © 1 H t: 4- ^<3 *c C V. «4. • r P f c f c c c "c p 1 : : ?© : : ::) CO • • H • • l.B : : : : 3-2 3.2 J fi II' D drd < g : ^ i a : o : a : i : 1 : § • ij 3 2 3 © • f a a’'^£ C 1 (3 C id 3» 4^: 3 C 3d D <: a's ll 0 c 6 S © 5(H © ^ !=l ^ H a -a 40 2 © j ® s ^ ®-§ § i g gpH s a 0's ^ K 0 © % Q ^ 05 ^ 4 a © 5£ 4 0 © c 1W P Boston Asylum and Farm School . Children’s ‘Friend Society . Children’s Mission to the Chddron of the Destitute in the City of Boston. TroTT^^T-nui Aia S/^Aiof/n- State Public School . . Home for the Friendless . Jackson Home for the Friendless and In¬ dustrial School. Children’s Home . rH(M CO-^moc-OOOSOTHWfO 2 2 2 S St. Josoi)li’s Couvcut ot Mei STATISTICAL TABLES. 673 0-1 <1’ a lO o o co^tn :S .-H O O «!C^ O fH S a ^ Or^ a O M«.20 ^ ® a o. -^^SPaa w=2 ” o'a g a § s'-s S a •a g O-g be® i! gasB ;2_a^.2 ^ o ® ® a -so a ^ -.20 ill a ipf^p .id t; S S Pi o a rt Ip -a ^ H § fe fe ® oO PP a ^ ® ® 2 m ^ OT -a ® 0-3 a a 2 o |5 ■ P,2 2 S2 ® 2P a . oP o g PiW.i 2 2 rt +3 -2 OT a p a ^2“ «2:aO p '■"P's ^-2 '3 o g ® o ahj a ® bo'-^'S ^ r* ;h M « o S o« a2 20-01 HmO t>i OT <1 OT 2 a< . ® o OT U o a 1-2 ® C/2 1^“ -1=^ o op o o g ou2 a ® rt • o op o o So o 2 ® OT rto M'S .a a H> ® a +i Hc/2 riRPn w .9 ” .,*1 P a 2 •a P ® a a 9§ o a a a P - e 43 E Table XXI. — Part 5. — Statisiics of miscellaneous cliarities — Continued. 674 REPORT OF THE COMMISSIONER OF EDUCATION. Library. •at;9.i£ Xootios q.S'BX eii^x ni 9SB9Joni w w •eanmxoA jo aaqnraj^ 1 " o o (M OSS 000 ‘I Present inmates. Instruction; number taught — •oienj^ W o CO ® ' •Sutnujci © M o CO o ! •oxxauitixPY © o o CO t> 1 O to to to CO •Surxi'm CC Sk o o CO O 250 20 85 Orphanage. •sSurxpuno^ © o o •sueqdro JX^H k??) 05 J£5 00 •snTjqcLio o csi Parentage. •uST9a;o^ M « o ! (M • 05 •OATXUJiX m liTs tHOO Pace. •paioxoQ H 1 o I > •3CTA\ © O O CO CO to • CO Sex. •9X^U19^ O O CO O UO • t> CO 1-0 T-l I (M • CO •9XT3M 7) H •9in:{.ipu9dsa; • H $2,000 1,689 5, 230 14, 506 15,600 500 •eraooiri ! © H • O O O *00 • 1-101 CO • o o 1 l> O CO • O to •pmiji^tietinnuad jO!^imoniY j « H 1 O t o o o o o o •e^ « o o • o o « lO cd" • to (M i 1 ^ 1 1 1 f i Home for the "Friendless . . . Aimwell School Association . Pennsylvania Industrial Home for Blind Women. Women’s Christian Association of Pitts¬ burgh and Allegheny. Home for Friendless Women and Children. Holy Communion Church Institute . Memnhis Bethel . . . 3 1 w i1 ' $125,000 5,000 189, 590 50, 000 3, 500 2, 000 6,000 18, 000 1, 000 8, 000 700 10, 000 9,770 1, 000 20, 000 500 2, 500 100 2, 000 300 'd 177, 207 Benefactions. Endowment and gen¬ eral purposes. to' fcO 2 ^ ^ 1 ro cc p o Professorships. 1 Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 6 i S 9 10 11 $3,000 500 1, 000 500 1 500 1 500 { 500 C 500 i 100 C 10,000 1 10,000 1 . 5 i . 5 $3, 500 10, 000 $500 22, 000 1 1 . 20, 000 $100 5,000 20, 000 627 500 30 500 1, 000 2, 500 200 50 ’ 200 j i i 6, 500 140, 000 Object of benefaction and remarks. 13 Purpose not specified. To advance tbe cause of Christian education. I Purpose not specified. To aid in meeting current expenses. f Two notes of $10,000 each, payable at < death, for the endowment of the' i chair of vice president. For building a new boarding hall. Purpose not specified. For general purposes. For the library. Purpose not specified. In subscription notes for the payment of debt, given on condition that $25,000 be raised to pay the whole debt. To aid in the purchase of the Shepard collection of minerals. Purpose not specified. Towards the foundation of a scholar¬ ship. For the foundation of a scholarship. For the use of the Arnold Arboretum. To bo added to the amount heretofore donated for the Levina Hoar scholar¬ ship. For the teachers’ and pupils’ fund. To increase the salary of the professor of entomology. For the herbarium. For the improvement and development of the botanic garden and Arnold Arboretum. For books for library. For current expenses of the astronom¬ ical observatory. For current expenses of the astronom¬ ical observatory. A new gymnasium. The Memorial HaU buii ling. $5,000 was a bequest from the lato George Bemis and $1,500 were from recent subscriptions. These amounts, together with $2, 000 raised some years ago by graduates of the college and others, were used in the purchase of a marble statue of President Quincy by 'William W. Sto^'. Legacy (not yet received). 682 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Statistics of educational Organization to wliicli intrusted. Benefactor. Name. Location. Name. Eesidence. TJxtvebsities, &c. — Continued. Williams College Adrian College . Battle Creek College. Hillsdale College . . . . Hope College . . . . Olivet College . . . Garleton College . Central College . . Drury College ... Doane College . Dartmouth College St. Lawrence University. Hobart College . WiUiamstown, Mass. Adrian, Mich . . Battle Creek, Mich Hillsdale, Mich Edward Clark . Charles A. Jessup (de¬ ceased). Mrs. Betsey Barnes (de¬ ceased). New York, N. Y , Westfield, 7 Medina, Ohio Calvin Tomkins Tomkin’s Cove, N.Y, Holland, Mich . . . Olivet, Mich . Northfield, Minn. Payette, Mo . Springfield, Mo . . C Mrs. Margaret L. Abbe . . I Eev. A. J. Switz . Albany, N.Y . d Schenectady, N. Y . J ( Charles Boswell ... ) Anonymous . Citizens of Fayette . Various persons . . . . West Hartford, Conni fW.O. Grover ... J ames Smith . . . Crete, Nebr . < Charles Boswell O. L. Moew . [ Other persons . . Hanover, N. H - Henry Winkley . . Boston, Mass . . . . Philadelphia, Pa . Hartford Conn . . Worcester, Mass. Philadelphia, Pa _ Cornell University. Columbia College . University of Eochester. Union CoUege . Canton, N. Y.. Geneva, N. Y Ithaca, N. Y . . New York, N. Y.. Eochester, N. Y. .. . i Schenectady, N. Y. University of North Carolina. . i Chapel Hill, N. C . . Eutherford College . . Wake Forest College German WaUace College. Hebrew Union College. . . Happy Home, N.C. C Wake Forest ? i College, N. C. 5 Berea, Ohio . Cincinnati, Ohio .. Kenyon College . | Gambler, Ohio . Denison University. Marietta College. . . . Oberlin College . Granville, Ohio Marietta, Ohio . Oberlin, Ohio . . Sundry persons . TThos. Fatzinger . Washington Hunt (de¬ ceased). Estate of the late Ken¬ drick Metcalf. , Other persons . f Miss Jennie M’Graw .... I Henry W. Sage . John Winthroi) Chanler (deceased). John B. Trevor . {James Brown (deceased). Miss C. L. Wolfe . . B. F. Moore . Waterloo, N. Y .... New York, N. Y. . . Col. S. W. Cole . f Col. J. M. Heck . ■< John G. Williams . ( Other persons . Church collections . Henry Adler . C Dr. L T. Hobbs . ■< Mrs. Mary N. Bliss . ( Thomas McCullough . . . J. D. EockefeUer . Miss Mary W. Holbrook. Ithaca, N. Y ... Brooklyn, N. Y New York, N. Y. . . .j New York, N. Y _ Salisbury, N. C . Ealeigh, N. C . . Ealeigh, N. C . . Cincinnati, Ohio ...... Sandusky, Ohio . . . j Columbus, Ohio . . . . J Massillon, Ohio . . Cleveland, Ohio. . ,325 ,000 ,200 ,000 ,000 ,500 756 ,000 ,180 ,000 ,000 COO ,164 ,663 ,000 ,300 ,000 ,000 900 ,000 695 ,000 ,000 ,000 ,000 ,000 STATISTICAL TABLES. 68S 578, 4x.— Continued. Benefactions. ft p o “ ft ftfl 3 'i § . M 03 lO 11 Object of benefaction and remarks. 13 $5, 000 2, 000 $500 0) 35, 000 $600 2, 663 25, 000 $1, 000 5, 000 5, 000 2, 000 25, 000 $5, 000 500 • General endoTVTnent. In real estate mortgage for general en¬ dowment. To promote tbe general interests of the college. To endow theological department and to add to the general endowment fand of the coU«ge. ^ To support the professors. Purpose not specified. For astronomical clock for observatory. For current expenses. To increase endowment fund. Buildings, running expenses, and en¬ dowment. Endowment. To found a professorship of Anglo- Saxon and English language and literature. For instruction and library. For library. Cases and furniture of ai’chitectural photograph gallery and new roof on M’Graw building. Bam for agricultural department, grad-* ing grounds, and general equipment. Prize for historical essay in senior class. Purpose not specified. For general ijui'poses ; income only to be used. For art purposes; income only to be used. Interest to i)ay tuition of students designated by heirs of testator. Payment of indebtedness. r To construct library rooms and de- V bating halls. Purpose not si^ecified. Purpose not specified. Purpose not specified. General eudo'svment fund. Chiefly for general nurposes. Amount pledged for “Holbrook pro¬ fessorship;” an instalment of $5,000 was paid in 1878. 684 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — StatisUcs of educational Organization to wMcli intrusted. Benefactor. Name. Location. Name. Universities, &c. — Continued. Wittenberg College . Heidelberg College . Otterbein University . McMinnville College . . . Muhlenberg College . Lafayette College . Haverford College . Lincoln University . . Allegheny College . Mercersbnrg College . . Westminster College . Lehigh University . Brovn University . Newberry College . Claflin University and College ? of Agriculture. 3 Southwestern Presbyterian University. Springfield, Ohio . . Tiffin, Ohio . Wester'rflle, Ohio . McMinnville, Ores Allentown, Pa . . . . Easton, Pa . Various persons . C J ohn Long and wife Kev. J. Michael and wife. J. Lvnch . Indiana and Ohio New Salem, Ohio. Winamac, Ind . Sheridan, Or eg. f Prom the Lutheran MiU' < isterium of Pennsylvania ? TTn-n. A Pn,f*,Vp,T _ Haverford College. Pa. Lincoln Univer¬ sity, Pa. Meadville, Pa. : ( Estate of John Earnum. I j Subscription . i C Mrs. C. P. Stokes . Mercersbnrg, Pa. . New Wilmington, Pa. South Bethlehem, Pa. Providence, E. I . . Newberry, S. C _ Orangeburg, S. C . . Clarksville, Tenn . Central Tennessee College Eisk University . Austin College . Middlebury College . Boanoke College . PJchmond College . University of Virginia _ Lawrence University . V arious persons . Marcus Hulings . Philadelphia, Pa. New York, N. Y. Oii City, Pa . Citizens of Meadville and t vicinity. Various persons . United Presbyterian con¬ gregations in the vicinity of the college. Hon. Asa Packer . . . . Mauch Chunk, Pa . Various persons Boston, Mass . . South Carolina. ( Freedmen’s Aid Society < of the M. E, Church. ( Individuals . . James King . Nashville, Tenn. . . Nashville, Tenn. . . Sherman, Tex _ Middlebury, Vt . . . Salem, Va . . . Pichmond, Va . . . , University of Vir¬ ginia, Va. Appleton, Wis — Samuel and Hugh Me- harry. Trinity M. E. Sunday School. s Jacob Miller . ‘ Eev. L. S. Eamsdell . W. C. Du Pauw . Mrs. J. T. Peck . . . Eev. J. W. Agard . Estate of E. E. Graves. . - Freedmen’s Mission Aid Society. i American Missionary As- t sociation. Citizens of Sherman . . Jackson, La . Shawnee Mound, Ind Cambridge, Mass Canton, Ohio . Clyde, Mich . New Albany, Ind... Syracuse, N. Y . Illinois . . Morristown, N. J . . . London, England . . . New York, N. Y.... Eev. Cyrus B. Drake, D. D. (deceased). Various persons . . Samuel Tunstall , W. W. Corcoran . Various persons . Virginia, New York, and New England. King and Queen County, Va. Washin^on, D. C . . . STATISTICAL TABLES. 685 Vmef actions for 1878, ^-c. — Continued. Benefactions. $6, 000 3,600 '5; 000 2, 000 >81,. 500 "i3. 831 ^5*38,000 Y 18, 250 . 10, 000 o 900 is’ 000 35, 900 9,744 4, 000 5,172 6. 000 1,391 Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorslups. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Libraiy and museum,’ 6 7 8 9 10 11 $6, 000 c . $2, 700 ( 900 5,000 2,000 C 1,500 X 30,000 r 25, 000 y $13, 000 ( . 1, 250 \ 1, 800 r . 4,000 5,000 5,000 $11, 200 .... 1 1 . 1 . J 13, 000 9,744. C . 700 i 3, 300 f 4, 762 ( 410 6, 000 800 ( 20,000 I 3, 970 I 5, 620 .... 1 1 591 .... i 1 . 16, 000 J ] 1 ] 7, 000 50, 000 Object of benefaction and remarks. 12 parties, with no interest nntU then. scholarships. 'or buildings, alterations, and appa¬ ratus. !o educate a young man, named by the beneficiary, willmg to go to Africa. For the erection of a ladies haU to be called Hnlings’ Hall; the private subscription given on condition that the citizens of Meadville raise an equal amount. Purpose not specified. $1,510 for current expenses and $3, for payment of indebtedness. For endowment. aid students. ^ For the general purposes of the uni¬ versity. order to secure the permanent location of the college at that place. Pui'pose not specified. )o .aid students in pt ministry. )o endow school of geo history. €86 EEPOET OF THE COMMISSIONEE OF EDUCATION. Table XXU.— Statistics of educational Organization to wliicli intrusted. Name. Location. Benefactor. Name. Kesidence. Fi^iversities, &c.— Continued. Beloit College. . Bipon College . Howard University . SCHOOLS OF scrE^?CE {mining, engineering, ag^-iculture, c&e.). Maine State College of Agri- ? culture and Mechanic Axts. 3 Massachusetts Agricultural > College. > Massachusetts Institute of Technology. Michigan State Agricultural College. Agricultural and Mechanical ? College. > Franklin Institute . Wagner Free Institute of Sci¬ ence. Hampton Normal and Agricult¬ ural Institute. SCHOOLS OF THEOLOGY. Theological Institute of Con¬ necticut. Chicago Theological Seminary. Presbyterian Theological) Seminary of the Northwest. 5 Garrett Biblical lustitute. Beloit, Wis . Bipon, Wis . S. C. Morgan (deceased) . . H. N. Brinsmade, D. D., (deceased). Various persons . Norwich, Conn Newark, N. J . . Wisconsin and Illi¬ nois. Washington, D. C. f Hon. Abner Cobum. Orono, Me Amherst, Mass . , Boston, Mass ... Lansing, Mich . . ] E. A. Ashcroft . I. Various sources . . C Whiting Street . . ) William Knowlton . . James McGregor (de¬ ceased). Skowhegan, Me. Boston, Mass . .. Northampton, Mass Upton, Mass.... — Boston, Mass _ _ _ Columbia, Mo. Philadelphia, Pa. Philadelphia, Pa. Hampton, Va.... rj. P. McAfee . I Gale Manufacturing Com- I pany. (James and Moss Parker. Bloomfield Moore fund. . . . Various persons . Various persons Colqjnbia, Mo. Albion, Mich . Columbia, Mo. Philadelphia, Pa. . . , Hartford, Conn . . . Chicago, Ill . Chicago, HI Augustana Theological Semi¬ nary. Theological department of ) Griswold College. 3 College of the Bible . Southern Baptist TheologicaU Seminary. Bangor Theological Seminary. . Evanston, HI . Bock Island, HI. . Davenport, Iowa. Lexington, By . • Louis viUe, Ky . Bangor, Me Mr. James B. Hosmer. Various persons . . 'Thomas A. Galt . Hartford, Conn Sterling, HI . , Sundry persons . Methodist congregations in the West and North¬ west. From the churches . ( Bev. Bobt. C. Matlack - < The Bishop of Iowa . ( Estate of Bev. E. Williams 5 Dr. A. Adams . ) H. L. Geeslin . Various persons of tha Baptist denomination in the Southern States. Philadelphia, Pa . . . , Ogden, Iowa - Lancaster, Ky . . Brown Co., Ohio STATISTICAL TABLES. 687 'benefactions for 1878, ^c. — Continued. Benefactions. 411, 865 8, 300 3, 161.. 310 2, 000 2, 500 325 10, 000 34, 145 -I 7,060 5,700 17, 000 8, 400 2, 060 5,700 17, 000 90, 000 2, 500 $1, 000 2, 500 1, 000 45, 000 6,000 500 500 45, 000 5, 000 Value of certificates of stock given in 1878 for the erection of building. $8,400 for general purposes and $1,000 for a scholarship. $2,500 to endow a permanent scholar¬ ship and $2,500 for the foundation of a fund to embellish grounds and buildings, on condition that donor and son shall designate recipient of scholarship and also the specific form in which “ emhellishing fund” shall be used. For current expenses. To supplement salaries, pay interest, insurance, and general expenses. To cancel debt. Several hundi'ed volumes fpr library. ^ Towards a permanent endowment. Pledged in bonds and subscriptions for the permanent endowment of the seminary. For general purposes. 688 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Statistics of educational Organization to' TViilSiilltrilBtea. Benefactor. Name. Location, Name. Kesidence. Schools of theology— Cont’d. Andover Tlieolosiical Seminary". ^Andover, Mass . . . . Episcopal Theological School'.. Ne-w Church Theological School Cambridge, Mass Waltham, Mass. . Bishop Green Associate Mis- ? 1 fi-rove Miss Sion and Training School, j ! ' Theological Seminary of the . New Brunswick, Eeformed (Dutch) Church. 1 N? J. Theological Seminary of thoj? Presbyterian Church, 5 Princeton, N. J Brooklyn Lay College and'^ Biblical Institute. 5 DeLancey Divinity School . St. Mary’s Theological Seminary Brooklyn, N, Y . . . Geneva, N. T - Cleveland, Ohio . . Dnion Biblical Seminary . . . j Dayton, Ohio. I Moravian Theological Seminary Bethlehem, Pa , Meadville Theological Seminary] Meadville, Pa . Theological Seminary of the ? Evang. Lutheran Church, j Theological Seminary of the Presbyterian Church. Philadelphia, Pa . . Columbia, S. C - Theological School of Cum- U r nn berland University. 5 ^enn. . . . Union Theological Seminarv. . . Hampden Sidney, Va. Henry 'Winkley . E. H. Taylor (deceased) . . Hev. S. Sweetser (dec’d) . . < May W. Kellogg (dec’d) . . Chas. A. Jessup (dec’d) . . May Campbell (dec’d) . . . [ From the Stone estate . . . Kobert M, Mason . . From funds of the “Gen¬ eral Convention of the New Jemsalem’’ and from individuals, Mrs. Julia M. Irvington. . Wm. B, Douglas . . Mrs, Nathalie E, Baylies . Eev. James Saul, D. B — Gardner A. Sage . . Estate of Mrs. Fanny L. McNaw, Estate of James Brown.. James Lenox 'Czar Dunning . (3-, S. T. Franaha Hugh Boyd - John F. Henry . Mrs. Mary Clark Proctor. rMrs, Lydia J. Yesier . Mrs. Mary Copley . . . I Minor Corin . 1 Pebe A. Benton . Elias Myers . Susan Bretts . Henry Alt . Other persons . Various persons Philadelphia, Pa.. Boston, New York . . Eochester, N. Y ... ^ New York . Philadelphia, Pa . . : New York,.N. Y . Lancaster, Pa - - New York, N. Y . . . New York, N. Y . . . Eochester, N.Y. Toledo, Iowa C Peter Sieger (deceased) ( Eev. C. F. Heyer . . Boston, Mass., Provi^ dence, E. I., New ! York, N. Y., Lei ! cester. Mass., Chi- I cago, HI., Cincin¬ nati, Ohio. Philadelphia, Pa ... . Judge Ephraim Ewing (deceased). John Finley (deceased) Mrs. Mary Haggitt ...... .Mr. Wilson . ^ Eockbridge Co., Va.! 'j Lebanon, Tenn. STATISTICAL TABLES, 689 benefactions for 1878, ^'C. — Continued. Benefactions. Endowment and gen¬ eral iiuri)oses. Grounds, buildings, and apparatus. Professorships. ^ . oS 'S-a “ ft oT rj ft Pi ;3 -23 % CO N To aid indigent stu¬ dents. Library and museum. 6 7 8 9 10 11 r$25, 000 $2, 000 $1, 000 1, 500 750 1, 000 50, 000 25, 000 3, 000 700 ( . 2, 375 $2, 700 10, 000 500 2,000 500 500 1 500 500 300 5, 478 4, 930 f 4, 200 t 200 $15, 000 20, 000 9,000 j Object of benefaction and remarks. 13 $81, 250 25, 000 3, 000 3, 000 700 12, 375 2, 700 10, 000 7, 000 10. 278 1, 883 4, 930 I 4, 400 7, 176 35, 000 9,000 For general purposes. For a professorship. For a scholarship. For a scliolarship. For a scholarship. For the cause of missions. For professorship of science. For general uses. Purpose not specified. ( Support for institution on condition < that free tuition and board be ac- t corded the students. For current expenses. To found a scholarship. The purpose to which $10,000 of this amount is to be appropriated is not specified. Mr. Lenox erected for the seminary two professors’ houses and a library build¬ ing. t Towards the purchase of Amity Street < Church, conditioned on the raising i of $10,000. For general uses of the schooL Purpose not specified. Endowment and contingent expenses; a portion not payable till death of donors. Purpose not specified. General endowment and beneficiary funds. ^ Interest for support of seminary. Purpose not specified. ,4j5.lQts in Chicago. For the education of young men for the ministry. In property as yet unproductive, and for the purpose of educating young men for the ministry. To found three scholarships. 44 E 690 EEPOET OF THE COMMISSIONEE OF EDUCATION. Table XXII. — Statistics of educational Organization to wliicli intrusted. Benefactor. Name. SCHOOLS OF LAW. Hastings College of the Law. Location. Name. SanFrancisco, Cal. S. Clinton Hastings Eesidence. San Francisco, Cal Law Department, Howard ? University. > SCHOOLS OF MEDICINE. Hahnemann Medical College. . . St. Louis College of Pharmacy . College of Pharmacy of the City of New York. Eclectic Medical College . New York Medical College for ’VYomen. United States Medical College. Cleveland Medical College . INSTITUTIONS FOE SUPERIOR IN¬ STRUCTION OF WOMEN. Young Ladies’ Seminary . ■Wesleyan Female College . Eockford Female Seminary .... Washington, D. C. Hon. Wm. M. Evarts. . . Hon. D. A. Straker . Washington, D. C . . . Orangehurg, S. C _ Chicago, HI . St. Louis, Mo . New York, N. Y . . Ladies’ Aid Society . f G. Mallinckrodt & Bro. . < John M. Maris & Co _ (Fos a Sons . . 200 pharmacists . Chicago, HI . St. Louis, Mo . Philadelphia, Pa _ Philadelphia, Pa ... . New York, N. Y _ New York, N. Y New York, N. Y New York, N. Y . . Cleveland, Ohio . . . Trustees of college . J. Lang Cassels, M. d Cleveland, Ohio Benicia, Cal . Wilmington, Del. . The alumnm . J. J. McCullough Wilmiagton, Del. . . . Eockford, HI Alumme and friends Liberty Female College. Glasgow, Ky. Various persons Kentucky Logan Female College Eussellville, Ky . . Hugh Barclay Mrs. Barnes... Eussellville, Ky .... EussellviUe, Ky .... Bradford Academy . Smith College . Wheaton Female Seminary .... Bradford, Mass . . . N or thamp ton, Mas Norton, Mass . Eliza B. Wheaton Norton, Mass Mt. Holyoke Female Seminary Wellesley College. South Hadley, Mass. Wellesley, Mass . . Mrs. Gilbert Smith . Mr. Whiting Street . Mrs. Valeria G. Stone - Mr. D. W. Weston . Mr. W. 0. Grover . Mrs. Caroline A. Woods.. 3 unnamed donors . South Hadley, Mass. Northampton, Mass. Malden, Mass . Whitwerth Female College .... Brookhaven, Miss. Lea Female College . . Elizabeth AuU Female Semi¬ nary. New Hampshire Conference Seminary and Female Col¬ lege. Granger Place School . Western Female Seminary _ Summit, Miss . Lexington, Mo. . . . C Mrs. Elceba Bates . i Ml'S. M. A. Silliman . Stephen G. Wentworth . .. Liberty, Miss . Louisiana . Lexington, Mo TBton, N. H John Mooney, deceased . . . Tdton, N. H Canandaigua, N. Y. Oxford, Ohio _ _ STATISTICAL TABLES. 691 lenef actions for 1878, ^’C. — Continued. Benefactions. $100, 000 4, 000 5, 000 662 4,000 .5, COO 10, 000 8, 000 § fcJD . o 53 5 $100, 000 4, 000 5, 000 662 4, 000 5, 000 10, 000 5,300 . 1,000 3, 000 20, 000 I 2, 000 1 1 155, 000 150 2, 000 500 500 10, 100 tc ll ^ I p. nT $4, 900 8,000 ,000 300 20. 000 500 ,000 'ooo' ’6o6' 150 ,000 500 p. 1^- % P. $1, 000 5, 000 5,000 5, 000 5, 000 P tc m 10 11 $20, 000 Object of benefaction and remarks. 12 For the establishment of law college; paid into State treasury, the State binding itself to pay 7 per cent, per annum on the same lorever, 58 books and pamphlets. For hospital purposes. Chemicals and specimens. Metric weights. Metric graduates and bottles. For improving the building. To aid in carrying on clinic and pital work. For current expenses. For current expenses. 150 books. A fine microscope. Payable at death of widow for general purposes of college. For endowment of chair of principal, on condition that the income be ap¬ propriated to the present principal during life. Payment of debt on buildings and grounds. {To make additions to buildings; the college gives a scholarship worth $300 a year to the Barclay heirs for their own benefit or that of any needy student named by them. For a scholarship. Purpose not specified. Enlargem ent and improvement of school building and apparatus. For educational fund. $1,000; jmrpose not specified. For the erection of dormitory buildings. To establish a scholarship. For organ and scholarship. To sustain a scholarship. $10,000 is the value of real estate do¬ nated, $5,000 is to establish a scholar¬ ship, and $20,000 to found a library of scientific books. For building; in 3 years the president has improved the coUogo buddings to the amount of $22,000. C For buddings to housed for female col- I lege. To procure additional apparatus. For endowment. 50 books for library. Purpose not specified. 692 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Statistics of educational Organization to which, intrusted. Name. Location. Name. 1 3 3 Institutions for superior in¬ struction OF WOMEN— Cont’d. Benefactor. Residence. 4 Lake Erie Female Seminary Paines ville, Ohio.. Hon. E. Hitchcock Various persons .. Painesville, Ohio. . . . Cleveland, Ohio . Moravian Seminary for Young Ladies. Vermont Methodist Seminary ? and Female College. 5 Bethlehem, Pa ... . Mrs. Irving, deceased San Francisco, Cal . . Montpelier, Vt . . . . Abijah Tripp Subscriptions Keene, N. H PREPARATORY SCHOOLS. Connecticut Literary Institu¬ tion. Bockville Academy . Sufifield, Conn. Eockville, Md - Julius "West, deceased Eockville, Md. Phillips Academy. . . Lawrence Academy St. Mark’s School. . . St. Paul’s School - Andover, Mass .... Groton, Mass ..... Southborough, Mass. Concord, N. H - Various persons ... C James Lawrence. . i Citizens of Groton. Groton, Mass Various persons Phillips Exeter Academy Kimball Union Academy Colby Academy . Exeter, N. H . Meriden, N. H _ New London, N.H. Anonymous . ( Hon. D. Eichards. . < Eev. E. H. Greeley ( Eev. C. A. Downs . Newport, N. H Concord, N. H . Lebanon, N. H. Peddie Institute Cook Academy . Brooks School . . Hightstown, N. J . Hon. T. B. Peddie . . . Havana, N. Y . Cleveland, Ohio. . . Citizens of Cleveland Newark, N. J Chambersburg Academy University Academy .... "Way land University - Chambersburg, Pa Lewisburg, Pa.... Beaver Dam, Wis. ( Two geological surveys. . i Hon. W. S. Stenger . Wm. E. Martin, A. M . Pennsylvania . INSTITUTIONS FOR SECONDARY INSTRUCTION. Talladega College. . . Centennial Institute TaUadega, Ala .... American Missionary As¬ sociation. New York, N. Y. . . . Warren, Ark Mills Seminary . College of Notre Dame. . . School of the Holy Cross. Balkeley School . . Fitch’s Home School _ Brooklyn, Cal .... Marysville, Cal . . . Santa Cruz, Cal. . . New London, Conn Noroton, Cojm- - - - C Wm. Hyde and family . . . } Mrs. James Williamson.. Eesidents of Marysville and vicinity. Eesidents of San Francisco Asa Otis . IBenj. Fitch . J. B. Hoyt . Hon. W. A. Cumings (deceased). Philander Button (de¬ ceased). Ware, Mass . New York, N. Y - New London, Conn . New York, N. Y - Stamford, Conn . STATISTICAL TABLES. 693 benefactions for 1878, ^c. — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Eellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 5 6 7 8 9 lO 11 j$ll, 170 $10, 000 $1, 170 1, 100 1, 100 < 1, 000 1 7, 000 i 6, 000 2, 800 2, 800 6, 000 6, 000 1, 010 1, 010 1 432 c . $300 i 132 15, 000 15, 000 50 $50 > 125 125 5 13, 000 $13, 000 30, 000 30, 000 1, 274 27, 000 27, 000 \ . > 50 50 460 8, 000 8, 000 3. 000 3, 000 O o o 4, 000 932 932 200 200 10, 000 •j ( 11,000 1 1 I 3, 000 > 15,000 1 500 . 1 k ( 500 . 1 J J 1 Object of benefaction and remarks. la ($10,000 as the foundation of an endow¬ ment fund, on condition that it be raised to $50,000 within 5 years; the interest to be used for assisting needy pupils and to add to library and apijaratus. To assist in education of orphan chil¬ dren. ^ Endowment fund. To pay deficit in running expenses for the last three years. Present value of house and land, in which the widow of donor holds life estate, and which reverts at her death to the academy for its general sup¬ port. To meet annual deficit in expenses. Eor gymnasium. Eor securing lectures. Additions to museum. To replace building destroyed by fire in July, 1878. Eor additions to the library. C Value of an engineer’s compass do- ( nated. Thirteen scholarships of $1,000 each, the interest to be used for the aid of indigent students on condition that one is prepared for the ministry. Eor the payment of indebtedness. Purpose not specified. Subscription of stock in school building as nucleus for an endowment. Twenty-five volumes for library. Maps, repairs, and advertising. Purpose not specified. Eor general expenses. In bonds for endowment; to become available when $10,000 shall have been taken. Eor scholarships. Eor the support of the establishment. Eor the use of orphans. Purpose not specified. Eor soldiers’ orphans and others ; also, houses, grounds, library, and art gal¬ lery, from Mr. Eitch. 694 EEPORT OF THE COMMISSIOJTER OF EDUCATION. Table XXII. — Statistics of educational Organization to -wliicli intrusted. Name. Location. Benefactor. Name. Residence. IXSTITUTIOKS FOR SECOJJDARY INSTBUCTION — Continued. Cookman Institute . Santa Rosa County Graded ? Rree School. > Clark TJniversity . African Methodist Episcopal School. Braswell Academy . Lewis High School . Nacoochee Male and Eemale High School. German Evangelical Lutheran School. Jennings Seminary . Coe Collegiate Institute . Trinity School . Danish High School . Lenox Collegiate Institute . Riverside Institute . Mitchell Seminary . Cedar Valley Seminary . Alexander College . HodgenvHle Seminary . . Sayre Eemale Institute . Threlkeld Select School . St. Hyacinth’s Academy . HalloweU Classical and Scien¬ tific Academy. Thayer Academy . Jacksonville, Ela Milton, Ela . . Atlanta, Ga . Cartersville, Ga. . . High Shoals, Ga . . Macon, Ga . Various persons . f Residents of Santa Rosa I County. {Smithsonian Institution and various Depart¬ ments of the General Government. Freedmen’s Aid Society of the M. E. Church. Prof. Thos. N. Chase _ Atlanta, Ga Nacoochee, Ga.... Addison, HI . Aurora, HI . Cedar Rapids, Iowa Davenport, Iowa. . {James Hardman . Levi Sims . Jos. Eannin . G. D. Perry . f President of Smith Or- < gan Company. C Cowperthwait"& Co . George "W. 'Williams. Madison, Ga.... Boston, Mass . . . . Philadelphia, Pa. Charleston, S. C . Elkhom, Iowa . . . . Hopkinton, Iowa . Lyons, Iowa . . . . .x Collections from churches. J. Y. Young . Rt. Rev. 'Wm. Stevens Perry, D. D. Vinton, Iowa .... Davenport, Iowa Various persons . R. W. and R. N. Rand . Iowa . Lyons, Iowa . MitchellviUe, Iowa Osage, Iowa . BurksviUe, Ky . . . . HodgenviUe, Ky.. Lexington, Ky.... Lexington, Hy.... Monroe, La . Hon. Thos. Mitchell, and others. J. E. Dailey . Various persons . . Osage, Iowa HaUoweU, Me . . . . Braintree, Mass Trustees of town . Pri sciUa Cromey (deceased) Various persons . Young CathoMc Eriends’ Society. Benj. SewaU . Lexington, Ky. Monroe, La . . . Boston, Mass . < Sylvanus Thayer . . ) Town of Braintree. Braintree, Mass. Deerfield Academy and Dick¬ inson High School Deerfield, Mass . . . ^ Mrs. Esther Dickinson. Deerfield Academy .... STATISTICAL TABLES, 695 benefactions for 1878, ^c. — Continued. Benefactions. Pi 4) bC« 10 11 Object of benefaction and remarks. 13 3, 500 $3, 500 $300 To aid in erecting a dormitory. Bor the advancement and diffusion of knowledge. Books and maps. 2, 000 2, 000 For teachers’ salaries. 10 10 Towards plastering the building. 475 377 $475 Six acres of land for Braswell Park. A cabinet organ. A number of geographies and wall maps. To pay tuition of indigent pupils. Purpose not specified. 200 1, 000 400 1, 800 1,100 200 5, 000 100 6, 000 200 10, 000 CO 2, 500 1, 000 400 1, 200 5,000 2, 500 200 200 $200 100 CO 6, 000 GO 1 417, 000 307,000 X 20,000 S \ 88, 000 70, 000 ) 18,000 5 For repairs. For general purposes. To aid the school. Purpose not specified. A scholarship for a student, condi¬ tioned on his entering the ministry of the P. E. Church. For the payment of indebtedness. For prize exhibition ia elocution. In notes and bonds for free tuition for young ladies. For repairs. Bequest, not yet received. For prizes. Education of indigent children. Payment of indebtedness. fFor the establishment of a first class school which shall give free tuition to students as a reward of merit. Of General Thayer’s bequest, $15,000 < were in real estate, and the whole bequest was made prior to 1878, but the institution was first opened for instruction in the scholastic year 1877-’78. For the endowment of a school of high grade free to the town of Deerfield, and also for the supi)ort of a free reading room and library, on condi¬ tion that the funds shall be forever free from taxation. These gifts were made prior to the year 1878, but the school was organized during this . year. 696 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Statistics of educational Organization to which, intrusted. Benefactor. Name. Location. Name. Eesidence. Institutions for secondary INSTRUCTION — Continued. Dean Academy . "Waltham New Church School . W esley an Academy . Shattuck School . Gustavus Adolphus College. . . . Wesleyan Methodist Seminary. Bellevue Collegiate Institute. . . Morrisville Collegiate Institute StewartsviUe Seminary . . Deering High School . Brackett Academy . . Kingston School . . Pembroke Academy . . South Jersey Institute . . St. Stephen’s School . . Amsterdam Academy . Cayuga Lake Academy . . Adelphi Academy . Canisteo Academy . . Munro Collegiate" Institute _ St. Mary’s School . . Hudson Academy . Le Boy Academic Institute. . . Kochester Kealschule . Oakwood Seminary . New Garden Boarding School. The Grange High School . Albany Enterprise Academy . Friends’ Boarding School . Poland Union Seminary . . Dague’s Collegiate Institute . . Western iCeserve Seminary... Franklin, Mass . . . Waltham, Mass . . . Wilbraham, Mass. Faribault, Minn. St. Peter, Minn. Wasioja, Minn. Caledonia, Mo . Dr. Oliver Dean (deceased) Bev. T. B. Hayward . Amos B. Merrill (deceased) F. A. Thropold . Churches ofSwedish Evan¬ gelical Lutheran Confer¬ ence of Minnesota. f Bev. H. Gregory . Bev. A. T. Wolir . ■( Mr. A. Burlinghamo . Mr. Charles Darling - (Various persons . Citizens of Missouri . Sterling, Mass Boston, Mass . Faribault, Minn . . . Canandaigua, N. T. Dixonville, Pa . Mexico, N. Y . Wasioja, Minn . Morrisville, Mo. .. StewartsviUe, Mo. Deering, N. H - Greenland, N. H . . Kingston, N. H ... Pembroke, N. H . . Bridgeton, N. J . . . Millburn,N. J.... Amsterdam, N. T . Aurora, N. Y . Brooklyn, N. Y . . . Canisteo, N. Y - Elbridge, N. Y _ Garden City, N. Y Hudson, N. Y . Anonymous . Desire Tubbs (deceased) . C Mrs. A. E. Newhall. . \ Various persons . . . . Citizens of Kingston. Greenland, N. H Greenland, N. H Betsey Whitehouse Various person? . C E. S. Benwick . \ J. D.Condit . Subscriptions from citizens E. B. Morgan . Charles Pratt and others Pembroke, N. H _ Millburn,N. J .... Millburn, N J .... Amsterdam, N. Y . Aurora, N. Y . Mr. M. Allison . Thomas W. Hill . Mrs. A. T. Stewart - ( State of New York . . I Besidents of Hudson Canisteo, N. Y ... Elbridge,N. Y ... New York, N. Y . Le Boy, N. Y - Boche’ster, N. Y. . . Bochester Bealschulver- ein. Bochester, N. Y. Union Springs, N. Y. New Garden, N. C Woodland, N. C. Albany, Ohio . . . Anonymous C Paul Harrell . ( The Woodland Grange. BamesviUe, Ohio. Poland, Ohio . Wadsworth, Ohio r Nathan Hall (deceased).. I Joseph Scattergood (de- I ceased). I Two friends . Harrisville, Ohio . . Philadelphia, Pa . . Ohio West Farmington, Ohio. M, D. Dague B.Lee Western Star, Ohio Farmington, Ohio . . STATISTICAL TABLES. 697 henef actions for 1878, ^'C. — Continued. Eenefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorsbips. Fellowships, scholar¬ ships, and prizes. To aid indigent, stu¬ dents. Library and museum. Object of benefaction and remarks. 5 6 7 S 9 10 11. 12 $38, 000 $38, 000 For the benefit of the academy; $10,000 is a bequest and $28, 000 residuary from the estate. Income only applicable to the education of indigent children. $6, 250 was a legacy, the purpose of which is not specified, and $3, 000 is the value of cases and 1,200 volumes for the library. For a scholarship. Maintenance of institutionand payment of indebtedness. 5, 000 9, 250 $5, 000 / $3, 000 750 $750 4, 000 4, 000 1 ( 300 1 100 For endowment and current expenses, > on condition that principal of endow- 1 ment be inviolate. > 700 <1 100 25 j [ 175 8, 700 $8, 700 To pay debt for erection of buildings, on condition that the property be free from all incumbrance, which condition was met. Purpose not specified. For a permanent endowment fund. The interest to be used annually or tri- ennially for maintenance of school. f In hooks, fuel, chemical apparatus, geo- ) logical and natural history cabinets. For current expenses. For general purposes ; interest only to be used. 200 volumes for library. C Mr. Pen wick’s gift for salaries, the ) other for buildings and grounds. Kepairs and increase of library. For salary of principal. Subscribed toward payment of mort- gage. Pui’pose not specified. To increase permanent fund. Purpose not specified. 1 For physical and chemical apparatus. 600 75 75 1, 000 1, 000 1 100 100 5 150 150 2, 000 2, 000 1 1, 200 (1. 2 00) 300 300 500 500 20, 000 20, 000 2, 000 . 500 500 1,250 1 500 250 \ . 250 800 volumes for library. To pay interest, on condition that the non-sectarian character of the school be maintained. For books and apparatus. Purpose not specified. ( Compass, magic lantern, and survey- 500 500 200 200 500 150 1 150 ) or’s instruments. In money, books, and paper. ( . -1 o o o o o o o o 1 2, 700 . 1 For the education of children of Friends 1 . 1 in limited circumstances. 1, 200 1, 200 To support teachers. Value of fine school property at Wads¬ worth, given for the establishment of the institute. Purpose not specified. 20, 000 20, 000 100 698 EEPOET OF THE COMMISSIONER OF EDUCATION. Table XXII. — Statistics of educatioml Organization to which intrusted. Benefactor. Name. Location. Name. Eesidence. 1 I^TITUTIONS FOR SECONDARY INSTRUCTION — Continued. Beaver College and Musical ? Institute. 5 Martin Academy . "Western Pennsylvania ClasO sical and Scientific Insti- > tute. ) Avery Normal Institute . Priendsville Institute . Beaver, Pa. Kennett Square, Pa. Mt. Pleasant, Pa . THon. Daniel Agnew- I Hon. Henry Hice . . . j John F. Drau . (.Other persons . Samuel Martin - - - - Charleston, S. C . . . Friendsville, Term American Missionary As¬ sociation. Quaker ladies . Beaver, Pa . Kennett Square, Pa. {Mt. Pleasant, Pa . . . Pittsburgh, Pa - Lewisburg, Pa - Philadelphia, Pa . . . New York, N. Y — Philadelphia, Pa , Ooltewah Academy Obion College . W iley IJ niversity . . . Coronal Institute . Derby Academy . Lyndon Literary Institution . . . Beeman Academy . Ooltewah, Term Troy, Tenn _ Marshall, Tex. . San Marcos, Tex . . Derby, Vt . Lyndon C entre, V t New Haven, Vt . . . Mr. J. S. Moffatt . Troy, Tenn . Freedmen’s Aid Society of Ciucinnati, Ohio .... M.E. Church and various persons. Citizens of San Marcos . . . E. K. Jewett Buffalo, N.Y, Vermont Academy . Green Mountain Perkins Acad¬ emy. St. John’s Academy. Saxton’s Eiver, Vt South W oodstock, Vt. Alexandria, Va ... Various persons . . . . Subscriptions ...... fMaj. George Duffey S. C. Neale . j Norval E. Foard . . . Alexandria, Va Alexandria, Va Baltimore, Md . Gordonsville Female Institute . Gordonsville, Va. Albion Academy . Elroy Seminary . German and English Academy. Albion, "Wis . Elroy, Wis . Milwaukee, Wis . . Variou’s persons Various persons Various persons Milwaukee, Wis ... . St. Mary’s Institute . ^ St. Catharine’s Female Acade¬ my. School of the Good Shepherd . . St. Mark’s Grammar School _ Salt Lake Collegiate Institute. . St. Paul’s School . INSTITUTIONS FOR THE DEAF AND DUMB. Prairie du Chien, Wis. Eacine, Wis . Ogden, Htah . Salt Lake City, Utah. Salt Lake City, Htah. W alia W aUa, Wash. Ter. C Hon. J. Lawler . i Hon. P. Doyle . Society of Foreign Mis¬ sions. Various persons . Subscriptions from church¬ es, Sunday schools, and individuals. Board of Home Missions,. Sunday schools, and mis¬ sionary societies. Prairie du Chien, Wis Prairie du C Men, Wis Munich, Bavaria _ Kentucky Institution for the Deaf and Dumb. Minnesota Institution for the ^ Education of the Deaf and > Dumb and the Blind. ) Danville, Ky, Faribault, Minn ( Mrs. W. D. Washburn _ Minneapolis, Minn . . < Horace Thompson . . St. Paul, Minn ....... STATISTICAL TABLES. 699 benefactions for 1878, ^-c. — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and ai>paratus. Professorships. U C3 • 2 ^ O T* CQ ^ of ^ 3 'I Ph To aid indigent stu¬ dents. Library and museum. 5 6 7 8 9 10 11 1 $1,200 600 1 3, 000 2, 401 2, 000 234 1, 500 5, 525 1, 000 100 100 400 8, 000 450 f . $500 100 100 500 600 I.... i . 1 . $3, 000 2, 401 2, 000 1..500 .5251 ' 1, 000 400 450 ► • 38 $10 25 3 3, 300 1, 000 6,150 3, 300 1, 000 6, 150 1 10,000 5, 000 5, 000 \ . 280 1,200 6, 230 1, 500 170 500 1, 200 6, 230 1, 500 170 $500 1 140 ( . 100 < 40 Object of benefaction and remarks. 13 To pay indebtedness incurred in ex* tension of buildings. Purchase of apparatus. f For tbe cancelling of indebtedness, on < condition that the whole debt be ( paid. For current expenses. Cash, $900, and remainder in real estate, to provide a home for students at eheap rates. Purpose not specified. Payment of indebtedness on building. $4, 610 by aid society and the remainder from various sources, for building pur¬ poses, pay of teachers, and repairs. For building purposes. Purpose not specified. Purpose not specified. To increase permanent fund, on condi¬ tion that interest only be used to de¬ fray expenses of institution. Purpose not specified. For philosophical and chemical appa¬ ratus. Value of medal for the best drilled ca¬ det. Value of prize offered for excellence in examination. Value of a share of stock in library, awarded for excellence in middle ex¬ amination. The grounds were given on condition that a school for females be success¬ fully sustained for five years. To liquidate debt. To liquidate debt. $1,500 raised by subscriptions and $4,650 proceeds from a bazaar, the whole to be used for raising a mortgage. I For the erection of St. Mary’s Hall. Purpose not specified. To support scholars. For annual scholarships ($40 each). In scholarships ($30 each) to educate poor children. For a scholarship. To be added to $500 previously given for the establishment of a library. For a stereopticon. For Christmas amusement and instruc¬ tion. 700 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — Statistics of educational Organization to wliich intrusted. Benefactor. Name. , Location. Name. Besidence. 1 3 3 4 Institutions for the deaf AND DUMB — Continued. New York Institution for the l Instruction of the Deaf and > Dumb, ) Ohio Institution for the Educa¬ tion of the Deaf and Dumb. Pennsylvania Institution for ? the Deaf and Dumb. 3 ■Wisconsin Phonological Insti¬ tute for Deaf-Mutes. New York, N. Y .. Columbus, Ohio. . . Philadelphia, Pa . . Milwaukee, Wis . . C E. Holbrook (deceased) . . \ Maria Hobby (deceased) . Matthew Bussell . ( Elizabeth H. Famum _ < Susan E. Wheeler . i Mary E. Brown . Members of the associa¬ tion. Jefferson County, Ohio. STATISTICAL TABLES. 701 'benefactions for 1878, — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Groimds, l)uildings, and apparatus. Professorsliips. Ecllowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. Object of benefaction and remarks. 5 6 7 8 9 10 11 la |$23, 963 12, 000 ^ 10,000 2,531 f $23,523 was a bequest of E. Holbrook < and $440 a bequest of Maria Hobby. ( Purpose not specified. Eor general purposes. C For the founding of two scholarships, < called Eamum scholarships in mem- ( ory of John Eamum, deceaseds Purpose not specified. $12, 000 $10, 000 Table XXIII. — Piihlicaiions, educational, historical, cfc.,for 1878; compiled, from pnhlishers’ announcements, hy the United States Bureau of Education. 702 EEPORT OF THE COMMISSIONER OF EDUCATION. J C m o "« :o + + Cl CO Tji o o o > > CO CO o o o o a s a a Cl C4 Cl Cl Cl Cl 00 O O O O a 3 3 a a CO CO 00 Cl 5 iH Tl r-i r-l Oi O O g a a K Cl CO o o o a a a Cl Cl Cl lJ C3 0-1 ^ -rt HO 2 o w P o o o M ^•' SHog Ho PJo-So Jc 002 fcX) fcxi o 02 :o : |2| ©■'o O IS ^ hhh ,p ss p p rt o '^'® H g o . HP go2 I ^ Ph ri Ck fi O m o H p >> g i « ^pg 2 3-^ S o O 2+0 9 P P p o ‘'-' O 5:JD H O •P P .2 P3 ■S H a; P . fcBbC C3 r1 ;-i .t: ft > 02^ H P h4 >.g 5 3|^ ^ 5Pp S ^’S p I : H g II 3*^ ill ^ p P P tn o o p-< • ^ g g ® ppgp PH.9 S^2H : 9 !>i Hd m P ip'P. H p ?H --^ ilHf^.|^gH>«|.liT-g fe'pH 9^^ pH j ®^.P^ p’p «H -.p p|_ 9 P.g rt<3 p p.-e^ 2 S P bD ;-i P'S p t> rt p Hert®-Pce©o S;^ gcK ©; ’ IH; 5£>Z«!°*®S^ .gS'E .gin § Shi's -33Jg'3is« pp -13 -CCS 9 ®.p^ pgHgc^H-g .H _o ,P ®l OHHcS H <1H ^OM OH H ■Pj l-gHoS-"^ H^gS^p^1©H ohS||;|php p’Ip^SpI p .2 a: H © ^ aPH HP p pp: rt<-o « cu H c3 >3,: 2P.20 > ^ ;0 ^ ■ ® ,« s' ' ^ p si-p § ^|h© ^ p'^ g 3 grg rt P 5 ft ^ ;j © - I P J H “'^3o >3 .H >-.H ® .P © p^^.9 *j •a P cb i;^o| ©I ^ .^Pgp 32Hp^p ® a'.M g 5 « lslpl .^|2 pO ShI^I ■§2tHl Table XXIII. — Publications, educational, historical, (fc.,for 1878, cf’C. — Continued. 704 REPORT OF THE COMMISSIONER OP EDUCATION. r-IC^ iO r-iO oioomoooo OiiTi' W t> t> iO O O UD O t> 1 • cq o w O « O CO o o> Tjt i (M CO S 00 00 o o o o o aaaaa^aa aoos O O a a CQ Cl cS O O 9 O a == W •:a on:a ^ a PI o M o.a -^rP! " c3 03 1-0 PIO m oiro . o o !:o^-oP^ .a .S^o M td •03 as M fee. a p4 a rq ^ 9 a cj 2 !h r-ird © 'w^ >5 9 W:i3 'a ^.2-^ Si § -3 ©I 9^ ■g 9^0 aIo ^ i_r ^ m ©'^ pt> 2_S :-g^ II'S o o-e ^ a cQ ° P, © t>i is >r^ ,2 ■© ’ ^ SP , © © Q Pd Sra-9 o ® « ioa • a a a p _ H S O .M ^ p © o-:^ a g fl !>,© 2 p 9 >3© pq o •la ‘I a'3 w)2 2a*"ga2p^-H ' J'S ■■ ^.a P5 Q s •-I.-2 a p'PS ^ 0: •3 /Sl'oo O rP h! ■ - '"llw .~'©52§p^ .. . g^.a.-Sf^'a^o 1 -t- nj O ® 2 ^ ^ H t I'-; .|J;|-a|2i:|-a,So|^ . ^ i al|^?.||.| dl . dL2 9 Pd 2 .a ao=2'2^ •2 Ph OQ CZJ O ® ® it g skI oH • > O ^ ^ fl 4- M Ph o -i^pci 65oP fttdM cc ” . ^ ® a o "£ £2 ® oH s.a . ^ 3 => .-O a. I 3 3 2 o ^AOP^ § O O'® jn O g i^-n C o a: w • ; P '> • : dc^o p : : M c3 p : H t>^ § : : B : : Ip .1 • i : : : : : ;®® : .... 3 -g . : : : I I • "Hi 1 • w : : • • • ■ 3-5 • ■ • ^ 1 ^ • Ci i©-( ! ! : : : :P3 ‘. • • C 0 ; 0 . 0 . t : : : : 3p : * • ©2 • • c 1: I "rt 'i? • M O fcc “ 3 rt+3 ^ a 3& rt . 3 • 3 3 a.3 a - £| :^.cc i& -I .fo w 3 g >-® a i dlsitf g £-3=”...||o|5m 33'^^ 3. Ph S33 g 2Ph2W^ =S 3 i'“23l3.i^g5i ^ • "S 73 ^ — -CC ^ CO ^ X ^ O OCSScOCCQ C'-c^.-35H rt a' ^ ^ P Q ^ ^ O 0 p3 lfil£iS«lli iO fcc-b P'p-t 3 i £^•3 ’P pP ^ ? ^§3 • r-» 50 3 hs 05 . 3 . ^ ^ w c32 >is i^i 323^: 2 2 o o o - V> rt33 fH-33: "33-3 OOi UHf^PH^HP .2 ® ■ aj_-^ o <0 a 3 M 3 ® =31 ^ M 3 itP^ ^.® la-si's^ cZ2cc.lg® •J 2 2 § g.2P.? 3 o^ 5^, 3 M g 2 >; J-C - it O 3 0 35 3gi A ■g'o's § a§|o-2 I§|lc2|1g-P 2 3-3.3 3 33:-n ®-§ ^ ^if;'3,a'3'3 2 3'3 3 3 ^2§2gia§a;2i <1P^OOO •• !>• ^1 § .1 Sll« III- 'BPq 3 . 5 ®:2 3 ® £3? 3 -M§- 1^ a -'^.s'-S P ^ il r> ^ tc. 3- ^ ,^:..pq5 g I .ft^ I 3.S |g .P2£ 5SO g«0«3- ^ © r* P 0 © o § |>. ct a ^ >i ^ o ® r3 3 a £ •apg 3.3 fci O 3^.2 03.3 ‘P • 3p(2”a.s g; o « ^ o ^ , P <^7-3 3 '3i5*j-'3 I'S ® „ ® t> qCCgqPga <1H P O H H -t '^rHg; 235 --3 £|p2a^i O W'3'3 3 fcCo »P 3-573.3 -g H ®.a 3 2'3.d i§«slsp m12? PP STATISTICAL TABLES. 707 eocacQi K'o'^ > > O «0 '0< oc o CO «D lO 'T' as •<*1 O rH M + + + o o o o o o ■ o S S3SS9o9 o o o ta ai ai o O o > > oc 00 a S o o jc s a o S ? o o a t> (M o o o o a a a > o CM ai fcfi fl O O O O C C 0 o RTh 9 Ci . O O C b g |p^ a o o ’o< ►3 b op o O fcc .9 j>l _ ^30 '"t: 9 •0.23 3 ^-2 a ‘ a pH :n«H : a I o I ^ • 173 : & !« ® aH Ml o cc c r* r"* sh fc4 r ^ «da S o c; « 'ob ?,o = 43 ^ fl ^ .2 .2 ^ Tr.3 . o t3--S3 PS 3 O i-ir^ 43 5 c/2 Ph 2p 'g Pits c: ‘ a' tC '-' 2P ^ S3-- iit'cogip a-a€^.s« • CCO O ci3dt^ P CO fcta .9 4 k -1 Sp t'. g S3 o .p 3 H) M 3 = a 2 P 2p3 go ® ■^3 23 o'2 -a a'^^p3 -ip ^ O c^ part g ® a 2 AP'-S 2 a - p a ^ >s p.5 cP = >-.-? "" SH.C^P^ a p, .P o a J s ^ > t> - arw’ 42.33 2 d 4 2 c- kl-S P 3-^ P i H s .g . H-o O = X 3 t> pSp £ o c; tj H 5 o f-.-r i; o o ^ „ ® .-s o 43 Pa_P ^-a f3 p kt ?'a.^43-3 a ■^P =.9 o E-m'S ®-oP « i: ^ CO ffS • trf 2.2.2 ® 3 o' 02 a & a £ a a ^.S^prtS rt d ®b®4^?9® Z2 ,7Pg3-C>J- a p;^ =.|pfs 1,0 .agiib«2 - a 'iJ' -iO'^ 5P rt, o s a MO KPP p s 5|p^ - O H rt o a 2 S'H +j ®‘-j®a43ps P-p pS a ^2.9-2 .aW. I .-grtrt^^p, 5* -3 a^ [i! 9 ~! P '9 a ^ pp^cB-S S<=^ '2 « 2 ^ ® ® I III . GO K* 03 ^ :*<3ppp ililib ( S-rtp-gr^ P<1Hcq a cs !- I es 03 c :::? 9 ® ►'i OQ g ill” P rt.p k. c ir'p - P 2f^ o bP .O ^ M P |s=:o| S a'oP C ®-®.o> ^"'O P a oj^- xO 5=^^ nPp.2 ,P • k *rti . o :;k>2P 9^^ . N . rt ® HgH"^ b o ® « Table XXIII. — FuUications, educational, historical, cjc., for 1878, ^-c. — Continued. 708 EEPORT OF THE COMMISSIONER OF EDUCATION. (NO CO r-( T-i I (MO CO O ( fO O CO (N M I c o o o S 3 S a O ^ ri »-» CM o a P -■ o o o o a a a P- M O C-J o o p. (6. CO c» pH pH OO rS ;-3 -35 : PI :o a ^ :p t>H -S' I O O IS .. a CO a; CO'^ o' CO c3 m rt O r:^ .o .2 S a3 Oilo (u a : T . o. • fcc H.S o a ^ a a3 +- P- a d f-i ^ S >-. it ^pq ® la S Cr-'-g :5 : : :.a : : 1 i 1 03 © © p © : : • • 05 • ; cS P CO © -d d o : d3d c -g to 5« g'^ P. a ;S-Bp O 5 ^ fc-.b;:,^ « P • <1? © - C3 t> ^ .s o -'zW © o p . a .P 3 .H LM |i,a! d bc >i_d ip'^ a ^ ■I d • ’ ^ d ^ a a 5 P be ! a d d ^ d 9-^ rt a .tsaa £ g a - CO O ^ .-g-3p ^ rt o C3 idj d fc-'S a ® pi ac»3 ■ ■d3 .1l||.St:| g CD^ *'^•3 d -d ■-.-, P -. . d P o >iO aI d ^ d g^-« d p' d sh . c ^ a 5 S3 g 8^33 "'d ® gp p3 P^. g P'S p a 'SP I’^a d p -rq » ® 2:-. P 00 3 P 'd 5?d gP g a g IVa a •^da o i O CJ ®3 Prd 3 l-l M dH d J" - d Pd? PI ■Ird d3d O ® 3 H<5H;2; Q S.S^P a-d P 03 M g dV >3 §- (d ® o P w be s g o X STATISTICAL TABLES, 709 g L2 SIS SIS »— ( rH fH rH rH I § S §§§ § §g§8S§§S S S IS8 S§ SIS S SS § Table XXril. — Publications, educational, historical, <^c.,for 1878, — Continued. 10 REPORT OF THE COMMISSIONER OF EDUCATION. « eo rH II '1^ + f o o IM (M o P S a a O O CO o c o v o bip- 5'^ p a P-l«2 o o o o O o W a £ Ic 2 r 3 <5 1 i.' CO Is .a iC 5.9 • • • ■ '3 a • ; ® p i-'l P P Q : ; : : \mo : : Mm 0 l-D : M P «2 : 6| « a M'S o " • W >9 O hH w >.► oM, t- ii a 1 m ^ a mI S I M I tt 01-3 p- a C3 3 P -a — gM — a ho 2si ops a W c « >;Vi M.- a O 5 0;S cc 3l 'a3 a p’ 0^3 _ ^'11 M2 -3? '3-2 .52 cc .c so. -o'*- o |§||g ” 'm -P B a ,0 ^ ;■ '3TtC.2 I a a - a: 'o M r-!^ M r " CO . ^ 4s 'o Cf^ So£- c 2^ aO-^S■ ® ^ 5 ^ o >, . . 2;s a M o ri4 a CJ 02 d ra a a X o O d S' o . 'r~ a M 5 CO Si a m-2 .• r- k p W S.2 ®-« af ^ a 3? eu M > 2 35 a o l^i 03 3) C <0 M d M a K-apq S 2i-3 g 02 tc^ ,— 3 pM 03 a as .ts _; . '^ a M-r ®.2 ^ o'a' '.H ' ; c|2 ^c-s Bu> -I- ® C S^S ® a ^ a • o i:: i c -S cc.S £ a a: ooM’-^as 'oii^ia'SoSW'si ’pt-2 ^ - a^O-2 2<5 HH WH .2 S 2 = ,. : £ 2- S 2 36 HM 3 c C.M M ca2” dales'. i N4.2tB M po' n M P a >._o c.tS M " g cap r-p a c-a 2 1^ a a^ X 2 ® ■o 2 ” i '6 :o cO B 2^ 2 P c a Wa 50 P--M o X ^ .-a .c^ 2 I 5 3 5l2 B § §3 2Sm9-| a: c p a - " M .2 M 5 c .a O 5 P O H STATISTICAL TABLES. 711 O ut) O O O O O t- r-« O o O O ^ Pi > CO CO oooooooo p9SSS3S3 o c SS o -ir --9 C;H5 ^ -P> .305'^ O f-l M C3 <0 o o cS », J ©P’”' *^'.3 JoP rt * .-So c; > - rt 2 §*-^ ^ 2 I a £9 o r ;= o P « ^ a 5.3 PS Up P p a 6 .2 2 d g fl N >1 2.53P ^ 0‘3 . >'.“ Cl P3 2 3 rip.3 • 02-^ ®.S c o wp Pp ® p| ® j Id rP . fl X g -.2P q ■>! ;0 R P o S)5'' ^ o o P >P ■n Th fl . O 03 O o 3 :!z; P « o tr-fl a, c: ^U-R R n _P o oS^P g HM H P «H 2 a fl . d * ® S tr.P O * S3 .3 > o □ ' to CC -1- ©j 5^ g.2P:S .arP.-R 3^ aP ” 1p1 R >; 1^ • fl 5 O R it PV’-' O £.afl+->0'd„+^,:^ W n -r P= fl “ I*- ? .p - 3 -a o — ^ fl T AH 5 o .2^ “< P 2 M .2 :c =« 2 3 :|a|:5« flj 3 dp g H-22.fl o o ■fl 1— I P 03 © — 3- >— I (O ^ ^ ^ rt . p S >■. fl 1? ^■fl p «, a> a:) 1 <0^ CQ Jh p 0^ © w 0 ^ t>s S.2 p <1 p rtr© ^ O fl^ P fl P o M o 2 < Ik Ml 03 d R CJ P Rp.b-fl' oPO W • pi^ I CO to p ,1 p JP ^ I’R-aH «fl 32d 'Sp^*^ R a s RT j=^.2 a a^p fl - C L'^fl'c Pcd o • s ~'«r^5 a tco fljp u'g M fl R^ . ^ fl > fld^tfl 2 fl 20 a fl-A.RC-t c r;-- -^... 2 2 >r-* c - i • o •:; o fl ■fl> 0:2 03 O fl O'? nd2 P fl fl R fl dPo) CC R ? Pol 3 fl 2 r£fl ^ Hx i a 2 c. p ^ <5 o £ p a.® gP 5 S ^ ?,.§ fl fl iR-”p2'-3|a ■|S>-a‘|si i sdijcSa g 03 P 3 c; fl >-P 3 • ■■b 2P a PP I 3’0 03 fl fl fl R flp 2.3 bii fl P'a fl R © iiai- l^i.9 fl rt £P R fl "2 a 3 fl <1 o _5 ■‘-‘ P ©^P a ill C3 OrH ^ M P Latin Grammar for the use of colleges. Ey F. Schultz . ] . do . ! . do . I 12mo. Table XXIII. — Publications, educational, historical, cjc.,for 1878, cj’-c. — Coutiimed. 712 EEPORT OF THE COMMISSIONER OF EDUCATION. SI 50 J I HO O ® O • 2 £ IZ ci .2 o = crO-- 3 a r •^=-2r:oo-2-7®3SSl.2 HH cZ2(^H STATISTICAL TABLES. 713 S3 § g S3gSg§§ S 3 33§g COO-eOiH »H t-Ii-IiHt-IiM THTHIM»r5r-( COtH Table XXIII. — PuMications, educational, historical, ^'C., for 1878, ^c. — Continued. 714 REPORT OF THE COMMISSIONER OF EDUCATION. 197 192 104 8 + 514 10 + 570 171 18 + 490 305 433 8 + 221 191 o * • c a o p £ (M >■ t» S' r-i 00 00 I- 8vo . 1 fim A > 0 3 £ > ff- • c I IS > o *■ ■a '= 323 c > • \ • C : > ♦ ^ ^ oc c o nil 12nio . IGmo . ® CiJ cj a g ft o o 00 00 I"®! Phoo.-( :•= 5 ^ S s6 3.S So i’SlI S'l \^WAai W-< M H oSc-iH edition, revised. STATISTICAL TABLES. 715 Table XXIII. — PuMicaiions, cducailonal, Msiorical, for 1878, cfc. — Continued. 716 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES, 717 S g § gg§ 1:3S§§§^^ § §g§ gg g g3 iHi-KM CO 1-1 lO rlr-tiH rHCOC-l g gi3 g5L2 I i iH (M i Table XXIII. — Puhlications, educational, historical, /or 1878, cj-c. — Continued. 718 REPORT OF THE COMMISSIONER OF EDUCATION. fcJC S S "A I> eo lO C t- > r-l 1-1 00 00 00 o o o o 3 3 si (M 00 (M CM O 00 00 t> t> i-t o o o a a a C'l 5 apq . P g p- tA- p p--^ ®_ .. - ® lp 43 ® p* > ill .§a •pp t>.> qP« • o !-so ®w ® p -s'® ^ O M CO CO o C-® CO 00 CD «5 4t C® + P > a -'3 C» OOp ^ o o ®®®®® cs'^ 'p'C'r'pps p; ® o;^ do O^ p ® 3 - -al o .s P Ej « o . P -r^P CD O ii ^ HP ^ • 20 ® a p 3/'-p-§ . 7^ CQ k i-ap=^ 3 i ® ®spp; <1 "« pP ®p: ►' o ! CMp gias its 2 at®^ 52.1 .2 pP p" a 2 .2.2 S ;s.s Ha ® ® a ® 1.2 p !P ® ™ o ® oaaPoa; ^p CCOPH © > ifici 3 PPS PP s: r"© r p;p’®2®2'”rp P = Wfl a a® iO-g = n 3 ” P lO <1 P- . "3 H yM£3P^_CO 2 si .• 00 2 © .rt’ J 3 ’- ' £ a 3 ® IJifiisI 3.5 p 3 =i55 KCHHH H of tbo Eniillali Glmrcli. Lectures at St. James’s Clii STATISTICAL TABLES. 719 3 S ^ H i {ZHOU'S >-. n « ♦- p ii — '=f=^-r: . ® p C-® 5 o cs P O n S ^ Z c ^-3 g-cep, a;^ P-S'a ^ , o 5 -P P3 n i' coE-iHO J.p;23H^S'g« 2^.2 go 5 ®3 s'*: HH M O o H O HH 720 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Improvements in school furniture, apparatus, ventilation, ^'c., patented in the United States for the year 1878. Name of patentee. Residence. Number of patent. Title of patent. 1 a 3 Hill, Samuel . Scollay, A . Perkins, Josei)h . Bailev, Charles A . Hull, V/. A . Patel iff, F . . Mosmau, David . Hammond, F. P . Hill, H. H . Jeffery, T. B . June, F. T . Kimball, Edward . Norgreu, Martin . Piclilv, George C . Stauffer, C. M . Huston, J. N . James, K. P . Pies, J. P . Curtis, R.K . Borlan 1, William P . Knight, J. Lee . Weils, G. A Blake, CharlcsW . Eastman, Henry W . Albee, Amos . . . Mason, Frank E . Thompson, -J ohn W . . Sellers, ^7illiam . Luther, B. G . Prince, W. M . Elsey, George . Elscy, Crcorge . Burt, John . Clay, Mai’k W . Bowman, T. S . . Lueken, D. H . Trickie, Abbie G- . Cleveland, O . McGee, F. W . . . Bell, George C . Gundlach.'Enist . Stewai't, W. W . . . Christey, Arthur . Beach, V^illiam W . Boman, C. W . Hoffman, Joseph . Hoffman, Josei^h . Moss, J. C . Moss, J. C . Parsons, Charles C . Kichmond, H. and W. S .. Soltmann, Gustav . Speller, Walter P . Carlisle, J. H . Wilber, Francis A . Holland, John . Hollan 1, John . Kaplan, Abe O - - . Lanstrom, Rcinhold . Davis, John P . San Francisco, Cal . . San Francisco, Cal . . San Francisco, Cal .. Cobalt, Coim . Meriden, Conn . Meriden, Conn . New Britain, Conn.. Aurora, 111 . . Chicago, Ill . Chica o. Ill . . Chicago, Ill . Chicago, Ill . Chicago, Ill . Ottawa, Ill . Berne, Ind . Connersville, Ind ... Pising Sun, Ind _ Spades, Ind . Wabash, Ind . Leavenworth, Kans. Topeka, Kans . Hopkinsville, Ky . . . Portland, Me . Baltimore, Md . Boston, Mass . Cambridge, Mass _ Greenfieid, Mass _ Haverhill, Mass . Hebronville, Mass .. Pittslield, Mass . Springffeld, Mass . . Springffel 1, Mass . . . Detroit, Mich . Oronoco. Minn . St. Louis, Mo... . St. Louis, Mo . Manchester, N. H... Jersey City, N. J - Rutherfoid, P. J - Brooklyn, N. Y . Brooklyn, N. Y . Brooklyn, N. Y . Buffalo, N. Y . New York, N. Y _ New York, N. Y .... New York, N. Y .. New Yor-k, N. Y . . . . New York, N. Y _ New York, N. Y . . . . Now York, N. Y . . . . Now York, N. Y - New York, N. Y _ Now York, N. Y - Whitaker’s, N. C . . Central College, Ohio Cincinnati, Ohio .... Cincinnati, Ohio .... Cincinnati, Ohio .... Cincinnati, Ohio - Inland, Ohio . . Newkii'k, Edward F . . Armstrong, Edward . Peisinger, James W. H. . . Peisiugcr, James YA H. . . Edgar," John . Hulings, Marcus . Swarts, J. Yf . Squin's, Henry G . Pice, Moses M . Hinkle, M. W . Fields, C.C . Bickei s, G. P . Johnson, J. F . Bill. E. L . . Newark, Ohio . Allegheny, Pa . Meadville, Pa . Meadville, Pa . New nioomfield. Pa. Oil City, Pa . Philadclplra, Pa ... . Pittsburgh, Pa . Slatiugton, Pa . Memphis, Tenn . Abingdon, Va . ! Farmville, Ya . ... Yocum Station, Ya. . ' Wheeling, W.Va _ 201, 672 208, 639 198, 812 203, 988 201, 249 201, 831 203, 757 204, 726 205, 960 206, 950 198, 922 209, 951 209, 977 209, 776 203,210 209, 689 209, 690 204, 082 202, 934 20.5, 993 199, 721 199, 883 207, 101 204,011 208, 278 201, 030 206, 201 204, 169 210, 044 202, 465 203, 252 210, 192 209, 455 207, 255 206, 924 205, 195 209, 307 208, 154 207, 883 202, 692 198,914 20.5, 200 208, 464 20J, 414 209, 449 204, 041 210, 256 200, 328 200,216 201, 283 203, 372 199, 588 204, 388 209, 158 206, 378 202, 654 202, 655 204, 492 203, 549 209, 385 208, 689 200, 497 20.5, 137 200, 762 204, 207 208, 822 201, 067 209, 581 204, 505 200,911 198, 934 201, 985 203, 460 209, 044 Pencil holder. Pencil clasp. Soluble ink pen. Educational appliances. Inkstand. Calendar inkstand. Inkstand. Inking pad. Arithmetical block. Pen 1) older. School desk. School desk. Adding machine. Pen and pencil clasp. Device for teaching music. Blotter. Adding machine. S(. ’lool desk. School desk. Adding machine. Device for calculating percentage. Writing ink. Blackboard compasses. Blackboard. Ink well. Chart for key board musical instruments. Blackboard attachment. Combined pencil sharpener and eraser. Folding blackboard. Pen. ' School desk. Inkstand. System of ventilation. Adding machine. Numbering machine. Copy book. Alphabet block. Holder for lead pencils. Drafting pencil. Educational and advertising card. Object glass for microscopes. Fountain pen holder. Pe ncil clasp. Blottei- and moistener combined. Pencil holder. P( n holder. Puling attachment for pen holders. Puling pen. Parallel ruler. Comiiosition for crayons. Cancelling and writing ink. Quadrant parallel section line ruler. Inkstand. Indexing apparatus. School desk. Pmcil. Fountain pen point. Satchel desk. Artificial slate pencil. Device fur teaching involution and evolu¬ tion. Detachable book cover. Device for indicatingand automatically reg¬ ulating the temperature of apartments. Blank book. Book and cover. School desk. Heating apparatus for buildings. Crayon. Inkstand. Desk slate holder. Adding machine. Adding register for pencils. Pen holder. Pen holder. Adiling machine. STATISTICAL TABLES. 721 Table XXIV. — Improvements in school furniture^ apparatus^ ventilation, ^c. — Continued. Xame of patentee. Eesidence. Humber of x)atent. Title of patent. 1 a 3 4 Howard, Cyrus B . Wheeling, W.Va _ 209, 169 Calendar inkstand. Marshall, W. V . Janesville, Wis . 196, 917 204, 444 Eule for making straight and circular lines. Merz, Henry . . Milwaukee, Wis .... School desk. Durant, Edw. G . . Eacine, Wis . 207, 111 201,401 Blackboard. Ewing, C . Washington, D. C . . . Humbering machine. Walter, E. L . Washington, D. C . . . 200, 588 Drawing pen. Eoverin, Helson . Montreal, Quebec, Canada. 198, 749 Apparatus for teaching history, &c. Anderson, L. C _ Ontario, Canada _ 204, 876 Musical transposing board. Obtaining arithmetical results. Sawyer, John . London Bridge, Eng¬ land. 208, 037 Hlingspor, Friedrich, jr . . Siegen, Westphalia, Germany. 204, 054 Inkstand. Haviland, E. C . Sydney, Hew South "Wales. 205, 797 Pencil. Eoche, Eohert F . United States Army . 200, 136 Adding stick. 46 E II i / INDEX [NTote. — The reader is respectfully invited to consult the prefatory note on page 3, from which it will be seen that the arrangement of this book is such as to render expedient the omission of many en¬ tries in the index which would otherwise properly find place there.] A. Absenteeism, means of correcting, 99 ; statistics respecting, in Cambridge (Mass.) schools, 108. Abstracts of reports of school officers, note relat¬ ing to, 3. Academies. See Secondary instruction. Adger College, 224. Adrian College, 125. Agriculture, colleges of. See Science, schools of. Akron, Ohio, schools of, 192, 193. Alabama, summary of the educational condition of, xxiii ; abstract, 5-9. Alabama Agricultural and Mechanical College, cx, 8. Alaska, summary of educational condition of, xxvii ; abstract, 266-267. Albany, N. Y., schools of, 174, 175. Albion College, 123, 125. Alcorn University, 138. Alexandria, Va., schools of, 246. Algeria, educational condition of, clxxv. Allegheny, Pa., schools of, 20G, 207. Allentown, Pa., schools of, 206, 207. Alsace-Lorraine, educational condition of, clxiii- clxiv. Altoona, Pa., schools of, 206, 207. American Association for the Advancement of Science, 300. American Institute of Instruction, 297-298. American Medical Association, 298. American Public Health Association, 301. American students in German universities, num¬ ber of, clxi. Anderson, Martin B., remark of, concerning nor¬ mal schools, Ixxiii. Ann Arbor, Mich., schools of, 122, 123. Apgar, E. A., State superintendent of public in¬ struction in Hew Jersey, 171. Appleton, Wis., schools of, 2.59. Apprentice schools abroad, cxcix-cc. Argentine Eepublio, educational condition of, clxxv. Arizona, summary of the educational condition of, xxvii ; abstract, 268-269. Arkansas, summary of the educational condition of, xxiii-xxiv ; abstract, 10-13. Arkansas Industrial University, 12, 13. Armstrong, J. W., obituary notice of, 184. Art, instruction in, in California, 21 ; in Indiana School of Art, 66 ; State director of, in Massa¬ chusetts, 105; normal instruction in, in Massa¬ chusetts, 110 ; education in, in Hew Y^ork, 182 ; in Rhode Island, 220. Art industiies, training in, 116. Atchison, Kans , schools of, 76, 77. Atlanta, Ga., schools of, 44. Atlanta University, 45, 46. Attendance, average daily, in the United States, xii-xiii ; diagram comparing enrolment and school population with, xiv-xv ; comparison of, for different years, xviii-xix ; statistical table, 304-311. Association of Hew England School Superintend¬ ents, 300. Associations, educational. See the heading Edu¬ cational Conventions, under the respective States. Auburn, H. T., schools of, 174, 175. Augsburg Seminary, 133. Augusta, Ga.. schools of, 44. Austria, statistics of education in, cxl-clii. B. Baden, educational condition of, clxiii. Baltimore, Md., schools of, 99. Bangor, Me., schools of, 92, 93. Bardoux, A., educational address of, at Paris Ex¬ position, clvi-clviii; letter of, accepting gift of American educational exhibit at the Paris Ex¬ position, cxcii ; remarks of, to Erench teachers at the Paris Exposition, cxciii. Barrows, L. D., obituary notice of, 163. Bates College, 94. Battle Creek College, 124, 125. Bavaria, educational condition of, clxii. Beadle, W. H., territorial superintendent of pub¬ lic instruction in Dakota, 272. Beecher, C. E., obituary notice of, 184. Belgium, educational condition of, cliii-cliv. Belleville, Ill., schools of, 51. Bellevue Hospital training school for nurses, exevi. Benefactions, educational, summary of, cxxxvii- cxxxviii : statistical table, 678-701. Bethany College, 253. Bible in the public schools, in Florida, 39; in Georgia, 43 ; in Indiana, 60 ; in Kansas, 75 ; in Massachusetts, 105. Binghamton, H. T., schools of, 174, 175. Blair, J. G.. obituary notice of, 254-255. Blind, institutions for the. See the heading Special Instruction, under the respective States. Blind, summary of statistics of schools for the, cxxviii-cxxix ; statistical table, 608-609. Blow, Miss Susan E., Kindergarten work of, 143. Blue Mountain University, 202. Boston, schools of, drawing in, cxcvi-cxcvii ; sew¬ ing in, cxcvii-cxcviii ; account of, 107-108. Boston Cookery School, cxcv. Boston Industrial School, cxciii-cxciv. Boston Society of Decorative Art, cxciv. Boston University, 112. Bowdoin College, 94. Box, Le Roy E., State superintendent of education in Alabama, 9. Boynton, John, gift of, mentioned, cx. Brazil, educational condition of, clxxv. Bremen, educational condition of, clxiv. Brenham, Tex., schools of, 235. Bridgeport, Conn., schools of, 28. British Columbia, educational condition of, clxxv. Brooklyn, N. T., schools of, 174, 175. Brown "University, 219. Buffalo, H. T.. schools of, 174, 175. Buisson, E., efforts of, in behalf of American edu¬ cation at the Paris Exposition, exei; remark of, concerning American etlu cation, cited, 28. Bureau of Education, work and needs of United States, vii-xi ; establishment of a, in France, ^ clviii. Burlington, Iowa, schools of, 69. Burlington, Vt., schools of, 239, 240. Burns, J. J., State commissioner of common schools in Ohio, 199. 723 724 INDEX. Burt, David, State superintendent of public in¬ struction in Minnesota, 134. Business coileges, summary of statistics of , Ixxv ; statistical table, 367-37 C. California, summary of the educational condition of, xxvii ; abstract, 14-21. Cambridge, Mass., schools of, 107, 108. Camden, hi. J., schools of, 167. Campbell, Fredeiick M., State superintendent of public instruction in California, 21. Canada, educational condition of, clxxv-clxxvi. Cane Hill College, 13. Canton, Ohio, schools of, 192, 193. Carbondale, Pa., schools of, 206, 207. Carleton College, 133. Carpenter, S. H., obituary notice of, 264. Carr, Ezra S., retiring State superintendent of public instruction in California, 21. Chapin, Henry, obituary notice of, 119. Charities, miscellaneous. See Miscellaneous char¬ ities. Charleston, S. C., schools of, 224. Chattanooga, Tenn., schools of, 228. Chester, Pa., schools of, 208, 207. Chicago, Ill., schools of, 51-52. Chillicothe, Ohio, schools of, 192, 193. Chupco, J., suj)erintendent of Seminole public schools, 283. Church, A. E., obituary notice of, 184. Cincinnati, Ohio, schools of, 192, 193. Cities, summary of school statistics of, with re¬ marks, 1-lxvi ; statistical table, 312-354. Clailin University, 224. Clark, Josiah, obituary notice of, 118-119. Classical and scientific instruction, comparative value of, xcix-ciii. Cleveland, Emeline H., obituary notice of, 214. Cleveland, Ohio, schools of, 192, 193. Coeducation in Iowa State University, 71. Coelln, C. W. von. State superintendent of instruc¬ tion in Iowa, 73. Cohoes. H. T., schools of, 174, 175. Colby University, 94. Cole, J. 0., obituary notice of, 183. College of Charleston, S. C., 224. College of Hew Jersey, 169-170. Colleges. See Universities and colleges. Colorado, summary of the educational condition of, xxvi; abstract, 22-25. Colorado College, 25. Colored, schools for the, in Kentucky, 82 ; in Loui¬ siana, 87 ; in Mar.yland, 93 ; in Missouri, 141-142 ; in the District of Columbia, 274-275. See, also. Colored race. Colored People, Delaware Association for the Edu¬ cation of, 35. Colored race, school population and enrolment of, xxviii; institutionsfor the, with summary, xxix- xxxiii ; educational needs of the, xxxiii-xxxiv. Columbia College, 179. Columbian University, 276. Columbus, Ga., schools of, 44-45. Columbus, Ohio, schools of, 192, 193. Commercial and business colleges, summary of statistics of, Ixxv ; statistical table, 367-377. Commissioner of Education, report of the: Education during the year, vii. Heeds and woi k of the Office, vii-xi. State and territoiial systems of public instruc¬ tion — school age, population, enrolment, at¬ tendance, (fee., xii-xiii; diagram of school ages in the United States, and remarks thereon, xiii; teachers employed in the public schools and their salaries, xiv-xv ; annual school in¬ come and expenditure in the States and Terri¬ tories, xvi-xvii; i^er capita expenditure, xviii; general summary by years of school population, enrolment, attendance, expenditure, (fee., xix- XX ; educational condition of the United States: Hew England States, xx-xxi ; Middle Atlantic States, xxi-xxii ; Southern Atlantic States, xxii-xxiii ; Gulf States, xxiii ; South¬ ern Central States, xxiii-xxiv ; Hortheru Cen¬ tral States, xxiv-xxvi; States on the Pacific Slope, xxvi-xxvii ; Territories, xxvii-xxviii. Commissioner of Education, report of the — Cont’d, Schools for the colored race — school population and enrolment of the white and colored races in the recent slave States, xxviii ; institutions for the instruction of the colored race : normal schools, xxix ; institutions for secondary in¬ struction, xxix-xxx ; universities and colleges, XXX ; schools of theology, xxx-xxxi ; schools of law, of medicine, and for the deaf and dumb and the blind, xxxi ; summary of foregoing statistics by States, xxxii-xxxiii ; number of schools of each class and enrolment, xxxiii; remarks, xxxiii-xxxiv. Yellow fever and the schools, with note on the provision for destitute children, xxxiv-xxxv. Education of whites in the South, xxxvi. Peabody fund, xxxvi, xxxvii. Supervising school officers, xxxvii. Text books and courses of study, xxxvii-xli. Schools in rural districts, xli-xliii. Course of study for ungraded schools, xliii-xlv. Educational beginnings, xlv-xlix. School statistics of cities — summary of popula¬ tion, enrolment, attendance, income, expendi¬ ture, (fee., 1-lxi ; per capita expenses, Ixii- Ixiii ; remarks, Ixiii-lxvi. Special schools, Ixvi-lxvii. Hormal schools — comparative summary of schools, instructors, and pupils, Ixvii ; sum¬ mary of statistics, Ixviii-lxx; appropriations for normal schools, Ixxi-lxxii ; age and length of service of normal school graduates, Ixxiii ; need of normal schools, Ixxiii-lxxiv. Commercial and business colleges — comparative summary of statistics, Ixxv. Kindergarten — comparative summary of statis¬ tics, Ixxvi ; remarks, Ixxvi-lxxvii. Secondary.iustruction — comparative summary of institutions, instructors, and students, Ixxvii ; statistical summary of institutions for second¬ ary instruction, Ixvii-lxxix ; statistical sum¬ mary of pupils receiving secondary instruc¬ tion, Ixxx-lxxxi ; statistics of free public high schools in Indiana, lxxxi-1 xxxiii. Preparatory schools — comparative summary of schools, instructors, and students, Ixxxiv ; summary of statistics of preparatory schools, Ixxxiv-lxxxv. Superior instruction of women — comparative summary of institutions, instructors, and stu¬ dents, Ixxxv ; statistical summary of institu¬ tions for the superior instruction of women, Ixxxvi-lxxxvii ; diagram showing the relative number of regular and preparatory students in colleges for women, Ixxxvii-lxxxviii ; de¬ grees conferred by institutions for the superior instruction of women, Ixxxviii. Universities and colleges — comparative sum¬ mary of institutions, instructors, and students, Ixxxviii ; statistical summary, Ixxxix-xci ; summary of college entrance examinations, xcii-xciv ; summary of students in prepara¬ tory courses, xcv ; summary of students in all institutions for superior instruction, xevi ; dis¬ cussion of the changes taking x>lace in college courses, xc vi-xeix ; letters of Professors Haeckel and Zarncke respecting the comparative merits of scientific and classical training, xcix-ciii. Schools of science — comparative summary of institutions, instructors, and students, civ ; statistical summary of schools of science, civ-evii ; remarks on the establishment, devel¬ opment, and condition of scientific and agri¬ cultural schools, cviii-cxii. Schools of theology— summary of statistics, cxii-cxiii. Schools of law — summary of statistics, cxiii- cxiv. Schools of medicine— comparative summary of institutions, instructors, and students, cxiv ; statistical summary, exv-exvi. Degrees — remarks respecting the sale of diplo¬ mas, cxvii ; statistical summary of degrees conferred by American colleges and profes¬ sional schools, cxvii-cxxi. Public libraries — statistical summary of addi¬ tional public libraries, summary of American public libraries, exxii. INDEX, 725 Commissioner of EclucatioTi, report of tlie — Cont’d. Schools for the feeble-minded— statistical sum¬ mary, cxxiii. Schools for the deaf and dumb — vstatistical sum¬ mary, cxxiv-cxxv ; deaf-mute instruction, cxxvi-cxxvii. Schools for the blind — statistical summary, cxxviii-cxxix. Keform schools — statistical summary, cxxx- cxxxi. Special schools — schoolship St. Mary, cxxxii ; Jamestown, cxxxii-cxxxiii ; United States training ships, cxxxiii. Orphan asylums, soldiers’ orphans’ homes, in¬ fant asylums, industrial schools, anil miscella¬ neous charities — statistical summary, cxxxiv- cxxxxi. Educational benefactions — statistical summary, cxxxvii-cxxxviii. Educational publications — statistical summary, cxxxviii. Patents for improvements in school furniture- statistical summary, cxxxix. Education in foreign couutiies — Austria, cxl- clii; Hungary, clii-cliii; Belgium, cliii-cliv; Denmark, cUv-clv ; Finland, civ ; Prance, clv-clx ; German Empire, clx-clxii ; Prussia, Bavaiia, clxii; Saxony, clxii-clxiii ; Wiirttem- berg, Baden. Hesse-Darmstadt, clxiii ; Alsace- Lorraine, clxiii-clxiv; Hamburg,Bremen,clxiv; England and Wales, clxv-clxvi ; Scotland, Ireland, clxvi ; Greece, clxvii ; Italy, clxvii- clxviii ; Netherlands, clxviu-clxix ; Portugal, clxix ; Russia, clxix-clxxi ; Spain, clxxi ; S we¬ den, clxxi-clxxiii ; Switzerland, clxxiii ; India, clxxiii-clxxiv ; Japan, clxxi v ; Algeria, Argen¬ tine Republic, Brazil, Dominion of Canada, British Columbia, clxxv ; New Brunswick, Nova Scotia, Ontario, Prince Edward Island, Quebec, clxxvi ,- Jamaica, Venezuela, clxxvii ; New South Wales, clxxvii-clxxviii ; Queens¬ land, South Australia, Victoria, clxxviii. Dr. Murray and Japanese education, clxxviii- clxxix. United States education at the Paris Exposi¬ tion — account of preparations, clxxix-clxxx ; letters of Dr. Phil brick and others respecting the American exhibit, clxxx-clxxxix ; list of prizes awarded to United States exhibitors, clxxxix-cxci ; disposition of the material at the close of the Exposition, cxci-cxciii. Special instruction, cxciii-cxciv. Schools of cookery, cxciv-cxcv. Training schools for nurses, cxcv-cxcvi. Industrial training, cxcvi. Drawing in the Boston public schools, cxcvi- cxcvii . Instruction to girls in sewing, cxcvii-cxcviii. Industrial instruction for the dependent classes, cxcviii-cxcix. Foreign apprentice schools, cxcix-cc. Recommendations, cci. Conclusion, cci. Compulsory education in California, 15 ; in Massa¬ chusetts," 105 ; in New Hampshire, 159; in New York, 173; in Ohio, 192; in Vermont, 239. Conant, Edward, State superintendent of educa¬ tion in Vermont, 242. Conant, Marshall, obituary notice of, 119. Connecticut, summary of educational condition of, xxi ; abstract, 2o-3.3. Conventions and associations, educational. See the heading Educational Conventions, under the respective "States. Cook. G. F. T., superintendent of schools for colored children. Washington, U. C., 278. Cookery, schools of, brief sketch of rise and condi¬ tion of, cxciv-cxcv. Corcoran. W. W., donation of, 247-248. Cornell University, 179. Corporal x)unishraent, abolition of, in the District of Columbia, deprecated, 274. Corson, Juliet, superintendent of New York Cook¬ ery School, excv. Cosmopolitan schools in San Francisco, 17. Council Bluffs, Iowa, schools of, 69. County manual for Clark County, Ind., GI. County superintendents. See the heading State School System, under the respective States, Covington, Ky., schools of, 82-83. D. Dakota, summary of educational condition of, xxvii; abstract, 270-272. Dallas, Tex., schools of, 235. Danville, Ill., schools of, 51, 52. Danville, Pa., schools of, 206, 207. Danville, Va., schools of, 246. Dartmouth College, 161. Davenport, Iowa, schools of, 69, 70. Dayton, Ohio, schools of, 192, 193. Deaf and dumb, institutions for the. See the head¬ ing Special Instruction, under the respective States. Deaf and dumb, summary of statistics of institu¬ tions for, cxxiv-cxxv ; remarks resiiecling train- ing'of, cxxvi-cxxvii; statistical table, 602-607 ; benefactions to institutions for, 698-701. Decatur, Ill., schools of, 51, 52. Degrees, summary of American collegiate and pro- fe.ssional, with remarks, cxvii-cxxi; statistical table, 584-598. Delaware, summary of educational condition of, xxii ; abstract, 34-37. Delaware College, 36, 37. Denmark, educa ional condition of, cliv-clv. Dentistry, schoolsof. See the heading Professional Instruction, under the respective States. Dentistry, summaryof statisticsof schoolsof, cxvi; statistical table, 575. Denton, James L., State superintendent of public instruction in Arkansas, 13. Denver, Colo., schools of, 23. Detroit, Mich., schools of, 122, 123. Dickinson, John W., secretary of Massachusetts State board of education, 119. Dimmock, W. R., obituary notice of, 118. Disti'ict of Columbia, summary of educational con¬ dition of, xxvii; abstract, 273-278. District officers. See the heading State School System, under the resneotive States. Districts, school, superabundance of, in Maine, 92; in Minnesota, 130. Dodge, Rufus, donation of, 262. Downs, C. A., State superintendent of public in¬ struction in New Hampshire, 164. Drawing, instruction in, in the Boston public schools, cxcvi-cxcvii ; industrial, recommended for public schools, 72; compulsory instruction in, in Massachusetts, 105 ; law and its results requiring, in New York schools, 173-174. Dubuque, Iowa, schools of, 69, 70. E. Easton, Pa., schools of, 206, 207. East Saginaw, Mich., schools of, 122, 123. Eaton, John. See Commissioner of Education. Education, Bureau of, work and needs of, vii-xi. Elementary instruction. See the heading State School System, under the respective States. Elizabeth, N. J., schools of, 167. Elmira, N. Y., scliools of, 174, 175. England and Wales, educational condition of, clxv-clxvi. Enrolment, school, in the United States, xii-xiii ; diagram comparing school iiopulatiou and aver¬ age attendance with, xiv-xv ; comparison of, for different jmars, xviii-xix ; statistical table, 304- 311. Erie, Pa,, schools of, 206, 207. Erskine College, 225, Evansville, Ind., schoolsof, 61-62. Evmuing schools, notes on, Ixvi-lxvii, Examiners, State boards of. See the heading State School System, under the resiiective States. F. Fall River, Mass., schools of, 107, 108. Fay, Edwin 11., State superintendent of instruc¬ tion in Louisiana, 90. Feeble-minded, summarj^ of statistics of schools for, cxxiii; school for, in Connecticut, 32; Iowa Asylum for, 72 ; education of, in Kentuckj’, 85; institutions for the instruction of, in Jlassachu- setts, 116; schools for, in Now York, 181; in Ohio, 198 ; in Pennsylvania, 212 ; statistical table, 1 601. 72G INDEX. Finland, educational condition of, civ. Fisk University, 229, 230. Fitchburg, M iss., schools of, 107, 108. Five Uations, schools of, 281-232. Florida, summary of educational condition of, xxiii; abstract, 38-41. Florida Agricultural College, 40. Fond du Lac, Wis., schools of, 259. Fort Wayne, Ind., schools of, 61, 62. France, educational condition of, clv-clx. Fraser, John, obituary notice of, 80. Fill man University, 225. Furniture, school, summary of patents for im¬ provements in, cxxxix ; statistical table, 720-721. G. Gainesville College, 46. Galesburg, 111., schools of, 51, 52. Georgetown, D. C., schools of, 274-275. Georgetown University, 276. Geoigia, summary of educational condition of, xxiii : abstract, 42-48. German- American Teachers’ Association, 299. Germany, educational condition of, clx-clxiv. Gil belt, d ohn I., extract frum speech of, in defence of normal schools in New York, Ixxiv. Gildersleeve, B. L., remarks of, respecting college curriculum, xcviii. Gilmour, Ueil, State superintendent of public in¬ struction in Uew York, 185. Girard College for Orphans, 212. Gloucester, Mass., schools of, 107, 108. Gower, Cornelius A., State superintendent of pub¬ lic instruction in Michigan, suggestions of, 122; term of, 128. Grand Piupids, Mich., schools of, 122, 123. Greece, educational condition of, clxvii. Green Bay, Wis., schools of, 259. Groves, James H., State superintendent of free schools in Delaware, 37. H. Haeckel, Ernst, letter from, comparing classical and scientidc instruction, xcix-ci. Haisley, W. P., State superintendent of public in¬ struction in Florida, 41, Hamburg, educational condition of, clxiv. Hamilton, Ohio, schools of, 1S2, 193-194. Hannibal, Mo., schools of, 142, 143. Harrisburg, Pa., schools of, 206, 207. Hartford, Conn., schools of, 28-29. Hartt, C. F., obituary notice of, 183-184. Harvard College, early history of, xlv-xlvi ; change in course of study of, xcvii-xcviii. Harvard University, 111-112. Hastings College of Law, 20. Haven, ilrs. M. E., obituary notice of, 199. Hebrew Union College, 196. Henry, Joseph, obituary notice of, 277-278. Hesse-Darmstadt, educational condition of, clxiii. High schools. See the heading Secondary In¬ struction, under the respective States. High schools, in Indiana, statistics of, Ixxxi- Ixxxiii, 64 ; character of, in Maryland, 100 ; re¬ marks respecting expediency of, in Massachu¬ setts, 111 ; comments on, in Wisconsin, 261. Hightower, J., superintendent of Chickasaw pub¬ lic schools, 283. Hills, H. F., gift of, mentioned, cix. Hinsdale, President B. H., views of, respecting scholastic reform, xli-slii. Hoboken, FT. J., schools of, 167. Hodge, Charles, obituary notice of, 171. Hollingsworth, O. H., secretary of State board of education, Texas, 237. Holy Angels’ College, 294. Holyoke, Mass., schools of, 107, 108. Home study, society for the promotion of, 115. Houghton, J. S., territorial superintendent of j)ub- lic instruction of Washington Territory, 294. Houston, Tex., schools of, 235. Howard College, 8. Howard University, 276, Hudson, FT. Y., schools of, 174, 175. Hulings, Marcus, donation of, 210. Hungary, educational condition of, clii-cliii. Huntington, Emily, founder of Kitchen Garden, cxcv. I. Idaho, summary of educational condition of, xxvii ; abstract, 279-280. Illinois, summary of educational condition of, xxv ; abstract, 49-58. Illinois Industrial University, cx, 54, 55, Imbeciles, schools for. See Feeble-minded, schools for the. India, educational condition of, clxxiii-clxxiv. Indiana, summary of educational condition of, xxv ; statistics of high schools in, Ixxxi-lxxxiii ; ab¬ stract, 59-67. Indianapolis, Ind., common schools of, 61, 62; high school of, 64. Indiana University, 64-65. Indians, extensiori of education among the, 282; education of, at the East and at their homes, 282, 283 ; school for, in Wyoming, 296, Indian Territory, summary of educational condi¬ tion of, xxvii ; abstract, 281-283. Industrial instruction for the dependent classes, cxcviii-cxcix. Industrial School, Boston, cxciii-cxciv. Industrial schools, summary of statistics of, cxxxv; statistical table, 657-665, 675-677. See, also, Ileform schools. Industrial training, remarks on progress of, cxcvi. Infant asylums, summary of statistics of, cxxxv ; statistical table, 654-656, 675-677. Institutes. See the headings Training of Teachers and Educational Conventions, under the respec¬ tive States. Intercollegiate Literary Association, 298. Iowa, summary of educational condition of, xxvi ; abstract, 68-73. Iowa State University, 70, 71. Ireland, educational condition of, clxvi. Italy, educational condition of, clxvii-clxviii. Ithaca, FI. Y., schools of, 174, 175-176. J. Jackson, Sheldon, letter of, concerning schools in Alaska, 266-267. Jacksonville, Fla., schools of, 39. Jacksonville, Ill., schools of, 51, 52. Jamaica, educational condition of, clxxvii. Janesville, Wis., schools of, 259. Japan, educational condition of, clxxiv. Jefferson College, 138. Jeffersonville, Ind., schools of, 61, 62. Jersey City, K. J., schools of, 167-168. Johns Hopkins University, 101. Judson University, 13. K. Kansas, summary of educational condition of, xxiv; abstract, 74-89. Kansas City, Mo., schools of, 142, 143. Kansas State Agricultural College, cx, 79. Keely, George W., obituary notice of, 96. Kentucky, summary of educational condition of, xxiv; abstract, 8i-86. Kentucky Agricultural and Mechanical College, cx. Kentucky University, 84. Keokuk, Iowa, schools of, 69, 70. Kindergarten. See the heading State School Sys¬ tem, under the respective States. Kindergarten, summary of statistics of, Ixxvi- Ixxvii ; statistical table, 378-400. Kindergarten in Germany, clxii. Kingston, FT. Y., schools of, 174, 176. Knight, E., obituary notice of, 163. Knoxville, Tenn., schools of, 228. L. La Crosse, Wis., schools of, 259. Lancaster, Pa., schools of, 206, 207. Land grants for educational purposes, xlviii-xlix. Law, schools of. See the heading Professional In¬ struction, under the respective States. Law, summary of statistics of schools of, cxiii- cxiv ; statistical table, 568-571 ; benefactions to schools of, 690-691. INDEX, 727 Lawrence, Kans., schools of, 7G, 77. Lawrence, Mass., schools of, 107, 108. Leavenworth, Kans., schools of, TO, 77. Leiniuon, Allen 11., State superintendent of public instruction in Kansas, report of, 76 ; term of, 80. Lewiston, Me., schools of, 92, 9 5. Lexington, Ky., schools of, 82, 83. Libraries, summary of statistics of, cxxii ; school district, in California, 15 ; increase of school, in Colorado, 23 ; school, in Indiana, 61 ; in Michi¬ gan, 121 ; law concerning school, in Kew York, 17:5 ; free, in Eliode Island, 217 ; town and dis¬ trict, in Wisconsin, 258, 2C0; beginnings of pub¬ lic, in Wyoming, 295-296; statistical table of, 599-600. Library, public school, in St. Louis, Mo., 143 ; school, in Columbus, Ohio, 192, 193 ; public, in Salt Lake City, 290. Little llock. Ark., schools of, 11. Lockport, K. Y , schools of, 174, 176. Logansport, lud., schools of, 61, 62. London, Eng., school board for, gift of books to, cxcii, note; schools of, clxv-clxvi. Long Island City, K. Y., schools of, 174, 176. Louisiana, summaiy of educational condition of, xxiii; abstract, 87-90. Louisiana State University and Agricultural and Mechanical College, 89. Louisville, Ky., schools of, 82, 83. Lowell, Mass'., schools of, 107, 108. Luce K. A., State superintendent of common schools in Maine, 96. Lusher, Robert M., retiring State superintendent of public education in Louisiana, 90. Lynchburg, Va., schools of, 246. Lynn, Mass., schools of, 108. M. Macalester College, 133. McComb, W., superintendent of public instruc¬ tion among the Creeks. 233. McCormick, R. C., and United States education at the Paris Exposition, clxxix, clxxxv ; letter of, respecting educational exhibit, clxxxvi. McCustaiu, E., superintendent of Choctaw public schools, 283. Mack, W., obituary notice of, 231-232. Macon, Ga., schools of, 44, 45. Madison, Ind., schools of, 61, 62. Madison, Wis., schools of, 259. Maine, summary of educational condition of, xx ; abstract, 91-96. Maine State Agricultural College, 94. Manchester. Ki H., schools of, 159, 160. Mansfield, Ohio, schools of, 192. 194. Marlborough, Mass , schools of, 108. Marwedel, Miss Emma, letter from, concerning Kindergarten instruction in California, 16-17. Maryland, summary of educational condition of, xxii ; ab-tract. 97-103. Marjdand State Agricultural College, 101. Massachusetts, summary of educational condition of, xxi ; eai'ly educational history of, xlv-xlvi ; recent modifications of school laws of, 106 ; ab¬ stract, 104-119. Massachusetts Agricultural College, mentioned, cviii-cix, 113. Massachusetts Institute of Technology, mentioned, cviii, cx, 1 13 Medicine, schools of. See the heading Profes¬ sional Instruction, under the respective States. Medicine, summary of statistics of schools of, cxiv-cxvi ; statistical table, 572-581 ; benefac¬ tions to schools of, 690-691. Michigan, summary of the educational condition of, XXV ; abstract, 120-128. Michigan State Agricultural College, 123-126. Middletown, Conn., schools of, 28, 29. Milford, Mass , schools of, 108. Miller, Samuel, donation of, 249. Milwaukee, Wis., schools of, 2.59. Mines, School of, in Colorado, 25, Minneapolis, Minn., schools of. 131. Minnesota, summary of the educational condition of, xxvi ; abstract, 129-134. Miscellaneous charities, summary of statistics of, cxxxv-cxxxvi ; statistical ta.ble, 666-677. Mississippi, summary of educational condition of, xxiii ; abstract, 135-139. Missouri, summary of educational condition of, xxiv ; abstract, 140-148. Missouri School of Mines and iletallurgy, 146. Missouri State Agricultural College, 146. Mobile, Ala , schools of, 7. Montana, summary of educational condition of, xxvii-xxviii ; abstract, 284-286. Montana Collegiate Institute, 285-286. Mormon education, value of, 290, ?wte. Murray, David, efforts of, in furthering education in Japan, clxxviii-clxxix. Museums, school, urged in Kew Jersey, 167. K. Kashua. N. H., schools of, 1.59, 160 Nashville, Tenn., schools of, 228. Nassau, C. W., obituary notice of, 214. National Bureau of Education, work and needs of, vii-xi. National Deaf-Mute College, 276. National Educational Association, 298-299. Nebraska, summary of educational condition of, xxvi ; abstract, 149-153. Necrology. See individual entries in this index and Obituary Record, under the respective States. Netherlands, educational condition of the, clxviii- clxix. Nevada, summary of educational condition of, xxvi; abstract, 154-157. Nevada State University, 156. New Albany, Ind., schools of, 61, 62. Newark, N. J., schools of, 167, 168. Newark, Ohio, schools of, 192, 194. New Brunswick, educational condition of, clxxvi. New Brunswick, N. J., schools of, 167, 168. Newburgh, N. Y., schools of, 174, 176. Newell, M. A., State superintendent of public in¬ struction in Maryland, 103. New Hampshire, sammary of educational condi¬ tion of, XX ; abstract, 158-164. New Haven, Conn., schools of, 28, 29. New Jersey, summary of educational condition of, xxi; abstract, 165-171. New Mexico, abstract of educational condition of, 287-288 ; territorial librarian of, ex officio super¬ intendent of instruction, 287. New Orleans, La., schools of, 88. Newport, Ky., schools of, 82, 83. Newport, E. I., schools of, 217. New Soutfi Wales, educational condition of, clxxvii-clxxviii. Newton, Mass., schools of, 107, 108. New York, summary of educational condition of, xxi ; early educational history of, xlvi-xlvii ; ab¬ stract, 172-185. New York City, schools of, 174, 176. New York Cookery School, cxcv. Nicodemus, W. J. L., obituary notice of, 264-265. Norfolk, Ya , schools of, 246. Normal schools, summary of, with remai’ks, Ixvii- Ixxiv ; statistical table, 355-366. See, also, the heading Training of Teachers, under the respec¬ tive States. Norristown, Pa., schools of, 206, 207-208. Northampton, Mass., schools of, 109. North Carolina, summary of educational condi¬ tion of, xxh; abstract, 186-189. North Carolina State University, 188, 189. Noithrop, Birdsey G. , secretary of Connecticut State board of education, 33. Norwich, Conn., schools of, 28, 29. Nova Scotia, educational condition of, clxxvi. Noyes, Edward F., letter of, on American educa¬ tional exhibit at the Paris Exposition, clxxxvi. Nurses, training schools for, cxcv-cxcvi ; in Mas¬ sachusetts, 115-116 ; in New York, 182 ; in Phila¬ delphia, 213. 0. Oakland, Cal., schools of, 17. Officers, school. See the headings State School System and Chief State School Officers, under the respective States. 728 INDEX. Ogfienslrarg, Y., schools of, 174, 176. Ohio, sunnuary of educatioual condition of, xxiv-xxv; abstract, 190-199. Ohio State University, 196. Olivet College, 1-24. Omaha, ISTeljr., schools of, 151. Ontario, educational condition of, clxxvi. Orange, X. J., schools of, 167, 168. Oratory, school of, Philadelphia, 212-213. Oregon, summary of educational condition of, xxvii ; abstract, 200-203. Orphan asylums, summary of statistics of, cxxxiv ; statistical table, 623-650, 675-677. Orr, Gustavus J., State school commissioner in Georgia, 48. Oshliosb, Wis., schools of, 259. Oswego, III'. Y., schools of, 174, 176. P. Packer, Asa, donations of, 210. Paducah, Ky., schools of, 82, 83. Paris Exposition, visit of Erench primary school teachers to, clvi-clviii; the United States at the, clxxix-cxciii. Parloa, Maria, director of Boston Cookery School, cxcv. Patei'son, IST. J., schools of, 167, 168. Pawtucket, E,. I., schools of, 217. Peabody, A. P., remarks of, respecting elective system, xcviii-xcix. Peabody fund, contributions to education in the South from, xxxvi-xxxvii ; aid from, in Florida, 39 ; in Louisiana, 88 ; in South Carolina, 223-224 ; in Tennessee, 227-228 ; in Texas, 234-235 ; in Vir¬ ginia, 246 ; in West Virginia, 252. Peaslee. Edmund E., obituary notice of, 162-163. Peck, Edwin J., donation of, 66. Pendleton, W. K., general superintendent of free schools in West Virginia, 255. Pennsylvania, summary of educational condition of, x'xii; early educational history of, xlvii; ab¬ stract, 204-214. Pennsylvania State College, 210. Peoria, Ill., schools of, 51-52. Pejrault, Joseijh, ex officio superintendent of pub¬ lic instruction in Idaho, 280 Petersburg, Va., schools of, 246. Pharmacy, siimmary of statistics of schools of, cxvi ; San Francisco College of, 20 ; Chicago Col¬ lege of, 56 ; Louisville College of, 85 ; Maryland College of, 102; Massachusetts College of, 115; St. Louis College of, 147 ; Philadelphia College of, 212; statistical table, 575-576. Philadelphia, Pa., schools of, 206, 208 ; society in, for organizing charitable relief and repressing mendicancy, cxcviii-cxcix. Philbrick, John D., appointment of, as director of United States exhibit at the Paris Exposition, clxxix ; letter of, respecting the installation, &c., clxxx-clxxxv ;‘ extract from educational cata¬ logue of, clxxxv ; letters concerning services of, clxxxvi ; letter of, describing American exhibit and containing a list of awards, clxxxvi-cxci ; letter of, offering American exhibit to France, cxcii ; United States representative at congress for blind and deaf-mutes, cxciii. Phillipsbnrg, N. J., schools of, 167, 168. Physicians, need of, on school boards, 298. Pickett, Joseph Desha, State superintendent of public instruction in Kentucky, 86. Pittsburgh, Pa., schools of, 206,208. Pittsfield. Mass., schools of, 107, 108. Portland, Me., schools of, 92, 93. Portland, Oreg., schools of, 201. Portsmouth, X. H., schools of, 160. Portsmouth, Ohio, schools of, 192, 194. Portsmouth, Va.. schools of, 246. Portugal, educational condition of, clxix. Potter, M. G., obituary notice of, 183. Pottsville, Pa., schools of, 206, 208. Poughkeepsie, X. Y., schools of, 174, 176. Powell, L. J., State superintendent of public in¬ struction in Oregon, 203. Pratt, E. H., connection of, with Indian education. Preparatory schools. See the heading Secondary Instruction, under the respective States. Preparatory schools, summary of statistics of, Ixxxiv-lxxxv ; statistical table, 469-498 ; bene¬ factions to, 692-693. Prince Edward Island, educational condition of, clxxvi. Princeton College, 169-170. Professional instruction. See the heading Scien¬ tific and Professional Instruction, under the re¬ spective States. Providence, schools of, sewing in, cxcviii ; report of, 217-218. Prussia, educational condition of, clxii. Publications, educational, summary of, cxxxviii; statistical table, 702-719. Purdue University, farm of, mentioned, cix ; re¬ port of, 65, 66. Q. Quebec, educational condition of province of, clxvi. Queensland, educational condition of, cl xxvii i. Quincy, III, schools of, 51, 52. Quincy, Mass., schools of, Ixv, 103. E. Eacine, Wis., schools of 2.59. Eahway, X. J., schools of, 167. 168. Eaymo'nd, J. H,, obituary notice of, 184-185. Eeading, Pa., schools of, 206, 208. Eeed, Charles, letter of, accepting gift of books on account of London school board, cxcii, note. Eeform schools, summary of statistics of, cxxx- cxxxi ; in Great Britain, clxvi-clxvii ; in Califor¬ nia, 21 ; in Connecticut, 32 ; in Illinois, 57 ; in Kentucky, 85 ; in Maine, 95 ; in Maryland, 103 ; in Massachusetts, 117; in Michigan, 127; in Xew Hampshire, 162; in Xew Jersey, 170; in Ohio, 198 ; in Pennsylvania, 213; in Ehode Island, 220; in Vermont, 242 ; in Wisconsin, 263 ; in District of Columbia, 277 ; statistical table of, 610-622. Eegents of the University of the State of Xew York, officers of board of, 185. Ehode Island, summary of educational condition of, xxi ; abstract, 215-221. Eichmond, Inc}., schools of, 61, 62-63. Eichmond, Va., schools of, 246-247. Eobert, C. E., obituary notice of, 185. Eochester, X. Y., schools of, 174, 176. Eook Island, Ill., schools of, 51, 52. Euffner, W. H., State superintendent of public in¬ struction in Virginia, 249. Eural schools, remarks respecting the state of, xE- xliii. Eussia, educational condition of, clxix-clxxi Eutgers College, 166, 170. Eutgers Scientific School, mentioned, cix. Eutland, Vt., schools of, 239, 240. S. Sacramento, Cal., schools of, 17. St. John’s College, 13. St. John's College, 1.33. St. Joseph, Mo., schools of, 142, 143, 145. St. Louis, Mo., schools of, 142, 143. St. Paul, Minn , schools of, 131. Salem, Maes., schools of, 107, 108-109. Salem, Oreg., schools of, 201, 202. Salisbury, Stephen, gift of, mentioned, cx. Sandusky, Ohio, schools of, 192, 194. San Francisco. Cal., schools of, 17-18. San Francisco School of Design, 21. Sanitaiy legislation, resolutions relative to, 301. San Jos6, Cal., schools of, 17, 18. Savannah, Ga., schools of, 44, 45. Savings banks, school. See School savings banks. Saxony, educational condition of, clxii-clxiii. Scarborough, John C., "State superintendent of Xorth Carolina, 189. Schenectady, X. Y., schools of, 174, 176-177. Scholars’ work at the Paris Exposition, clxxxiii. School age in the States and Territories, xii-xiii. School districts. See Districts. School furniture. See Furniture. School officers. See the headings State School System and Chief State School Officers^ under the respective States. INDEX. 729 School population in the United States, xii-xiii ; diagram comparing average attendance and en¬ rolment with, xiv-xv; comparison of, for differ¬ ent years, xviii-xix; statistical table, 304-311. School savings banks in Germany, clxi-clxii. Schoolships and United States training ships, cxxxii-cxxxiii. Science, schools of. See the heading Scientific and Professional Instruction, under the respective States. Science, schools of, summary of statistics of, civ- cvii ; remarks respecting course in various, cviii- cxii ; statistical table, 548-557 ; benefactions to, 686-087. Scientific and classical instruction, comparative value of, xcix-ciii. Scotland, educational condition of, clxvi. Scranton, Pa., schools of, 206, 208. Seamanship, training in, at San Francisco, discon¬ tinued, 21. Secondary instruction. See the heading Secondary Instruction, under the respective States. Secondary instruction, summary of statistics of, Ixvii-lxxxi; statistical table, 401-488; benefac¬ tions to institutions for, 692-699. Selma, Ala., schools of, 7. Sessions, D. P., State superintendent of public in¬ struction in Nevada, 157. Sewing, instruction of girls in, cxcvii-cxcviii. Shannon, Kichard D., State superintendent of pub¬ lic schools in Missouri, 148. Shattuck, Joseph C., State superintendent of public instruction in Colorado, 25. Shaw University, 138. Sheffield Scientific School, 31. Shenaudoa*, Pa., schools of, 206, 208. Shepherd College, 253. Sherman, M. H., territorial superintendent of pub¬ lic instruction in Arizona, 269. Slade, James P., State superintendent of public instruction in Illinois, 58. Slaughter, Joseph, superintendent of instruction in Wyoming, 296. Smart, James H., State superintendent of public instruction in Indiana, table of free public high schools in Indiana prepared by, Ixxxi-ixxxiii; valuable report of, 60-61 ; term ‘of, 67. Smith, Henry, obituary notice of, 199. Smith, J. A., State superintendent of public in¬ struction in Mississippi, 139. Smith, O. L., obituary notice of, 48. Smith, W., obituary notice of, 214. Smith, Walter, Massachusetts, State director of drawing, statement of, cxcvi, cxcvii. Smith, W. E., territorial superintendent of public instruction in Montana, 286. Smith College, 112. Soldiers’ orphans’ homes, summary of statistics of, cxxxiv ; statistical table, 651-653, 675-677. Somerville, Mass., schools of, 107, 109. South, improvements in education at the, xxxvi. South Australia, educational condition of, clxxviii. South Carolina, summary of educational condition of, xxii-xxiii ; abstract, 222-225. Southern Educational Association, 299-300. Southern University, 8. Spain, educational condition of, clxxi. Special instruction, growth of schools for, Ixvi- Ixvii ; remarks on, cxcii-cxciv. Spelling reform, commission to inquire into desir¬ ability of, recommended, 72. Springfield, Ill., schools of, 51, 52. Springfield, Mass., schools of, 107, 109. Springfield, Ohio, schools of, 192, 194. Spring Hill College, 8. Stamford, Conn., schools of, 28, 29. State boards of education. See the headings State School System and Chief State School Officer, under the respective States. State boards of examiners. See the heading State School System, under the respective States. State reports. See the heading State School Sys¬ tem, under the respective States. State superintendents. See the headings State School System and Chief State School Officer, under the respective States. Statistics, significance of, x ; summary of United States educational, xii-xx ; table of,' 304-311. 47 E Stetson, C. B., obituary notice of, 118. Steubenville, Ohio, schools of, 192, 194. Stevens, D. W., letter of, on Hr. Murray’s services to Japanese education, clxxviii-clxxix. Stockwell, T. B., State commissioner of public schools in Rhode Island, 221. Stokes, Mrs. C. P., donation of, 210. Stone, Edward Collins, obituary notice of, 33. Sunday school instruction in Oregon, 203. Sunday schools, education in, 302. Superintendents, county, deterioration in qualifica¬ tions of, in Minnesota, 130-131 ; lack of, in Mis¬ souri, 141 ; in Pennsylvania chosen by school di¬ rectors, 295. Superior instruction. See the heading Superior Instruction, under the respective States. Superior instruction of women. See Women, su¬ perior instruction of. Also, the heading Supe¬ rior Instruction, under the respective States. Supervision of schools, xxxvii. Sweden, educational condition of, clxxi-clxxiii. Switzerland, educational condition of, clxxiii. Syracuse, N. Y., schools of, 174, 177. T. Taunton, Mass., schools of, 107, 109. Taylor, John, territorial superintendent of public schools in Utah, 291. Teachers. See the heading Training of Teachers, under the respective States. Teachers, number and compensation of, xiv-xv ; number of, in different years, xviii-xix ; remarks respecting salaries of, Ixiv ; need of thoroughly trained, in California, 16 ; pay of primary, in Col¬ orado, 23; improvement in, in Delaware, 35; im¬ provement needed in quality of, in Maine, 92 ; no discrimination against female, in Nevada, 155 ; pay of, insufficient in Vermont, 239. Teachers’ institutes. See the heading Training of Teachers, under the respective States. Technical schools in Sweden, clxxii-clxxiii. Tennessee, summary of educational condition of, xxiv ; abstract, 226-232. Terre Haute, Ind., schools of, 61, 63. Texas, summary of educational condition of, xxiii ; abstract, 233-^237. Texas State Agricultural and Mechanical College, 236. Text books, laws in the different States respect¬ ing, xxxvii-xli ; choice of, left to local authori¬ ties, in California, 16 ; free, in Wisconsin, 258. Thacher, George, obituary notice of, 73. Theology, schools of. See the heading Scientific and Professional Instruction, under the respec¬ tive States. Theology, summary of statistics of, cxii-cxiii ; sta¬ tistical table, 558-5G7 ; benefactions to schools of, 686-689. Thompson, C. O., statement of, respecting Worces¬ ter Free Institute, cxi-cxii. Thompson, H. S., State superintendent of educa¬ tion in South Carolina, 225. Thompson, J. F., president of Cherokee board of education, 283. Thompson, S. P., article on apprenticeship schools, cxcix-cc. Thompson, S. R., State superintendent of public instruction in Nebraska, 153. Titusville, Pa., schools of, 206, 208. Toledo, Ohio, schools of, 192, 194. Topeka, Kans., schools of, 76, 77. Trinity College, 30. Trousdale, Leon., State superintendent of public schools in Tennessee, 232. Troy, N. T., schools of, 174, 177. U. Ungraded schools, proposed course of study for, xliii-xlv. Union College, 179. United States, the, summary of the educational condition of, xii-xxviii ; at' the Paris Exposition, clxxix-cxciii. United States Military Academy, 179, 582. United States Naval Academy, 101-102, 583. 730 INDEX. Universities and colleges, summary of statistics of, Isxxviii-sci ; entrance examinations to, xcii- xciv; comparison of number of classical and scientific- students preparing for course in, xcv ; comparison of number of students in, with that in other institutions for superior instruction, xcvi ; remarks respecting changes in course of study in, xcvii-civ ; statistical table, 515-547 ; benefactions to, 678-687. University of AUbama, 8. University of Arizona, plan of, 269. University of California, 19, 20. University of Colorado, 24. University of Coijenhagen, cliv-clv. University of Deseret, 291. University of Georgia, 46, 47. University of Kansas, 78. University of Michigan, 123, 125. University of Minnesota, 132-133. University of Mississippi, 138. University of Missouri, 145. University of Kebraska, 152. University of Oregon, 202. University of Pennsylvania, 210. University of South Carolina, 224. University of the City of Kew York, 176, 179. University of Tennessee and State Agricultural College, 230. University of Vermont and State Agricultural College, 241-242. University of Virginia, 247-248. University of Washington Territory, 294. University of Wisconsin, 261. Utah, summary of educational condition of, xxviii; abstract, 289-291. Utica, K. Y., schools of, 174, 177. V. Vanderveer, John, obituary notice of, 213-214. Venezuela, educational condition of, clxxvii. Vermont, summary of educational condition of, xx-xxi; abstract, 238-242. Vicksburg, Miss., schools of, 136, 137. Victoria, educational condition of, clxxviii. Virginia, summary of educational condition of, xxii; early educational history of, xlvii-xlviii ; abstract, 243-249. W. Wabash College, 66. Wade, A. L., “graduating system for country schools ” of, xlii-xliii, 252. Waltham, Mass., schools of, 109. Warren, Joseph, obituary notice of, 163-164. Warwick, K. I., schools of, 217, 218. Washington City, D. C., schools of, 274-275. Washington Labor Exchange, cxcix. Washin^on Territory, summary of educational condition of. xxviii; abstract, 292-294. Washington University, 145. W atertown, K. Y., school of, 174, 177. Watertown, Wis., schools of, 259-260. Wellesley College, 112. Wesleyan Female College, 36-37. Wesleyan University, 30, 31. West i)es Moines, Iowa, schools of, 69, 70. Westervelt, Principal, remarks of, in regard to deaf-mute instruction, cxxvi-cxxvii. West Virginia, summary of educational condition of, xxiv ; abstract, 250-255. West Virginia College, 253. West Virginia University, 253, 254. j Wheeling, West Va., schools of, 252. Whitford, W. C., State superintendent of public instruction in Wisconsin, 265. Wickersham, J. P., State superintendent of public instruction in Pennsylvania, letter of, respecting American education at the Paris Exposition, clxxxvi; term of office of, 214. Wilbur, J. H., work of, among the Indians, 283. Wilkes-Barre, Pa., schools of, 206, 208. Williamsport, Pa., schools of, 206, 208. Wilmington, Del., schools of, 35-36. Wilson, J. O.. superintendent of schools for whites, Washington, D. C., 278. Winkle, Henry, donation of, 161. Winona, Minn., schools of, 131. Wisconsin, summary of educational condition of, XXV, xxvi ; abstract, 256-265. Witchcraft in Alaska, 266. Woburn, Mass., schools of, 109. Women, summary of institutions for the superior instruction of, Ixxxv-lxxxviii ; eligibility of, to school offices, in California, 15 ; in Kansas, 75 ; in Minnesota, 130 ; in Kew Hampshire, 158; in Wash¬ ington Territory, 292 ; statistical table, 499-514; benefactions to colleges for, 690-693. See, also, the heading Superior Instruction, under the re¬ spective States. Women teachers, preponderance of, in Wisconsin, 258. Women’s Educational and Industrial Union of Boston, cxcviii. Woonsocket, E,. I., schools of, 217, 218. Worcester, Mass., schools of, 107, 109. Worcester County Free Institute of Industrial Science, cx-cxii, 113, 114. Wiirttemberg, educational condition of, clxiii. Wyoming, summary of educational condition of, xxviii ; abstract, 295-296. Y. Yale College, changes in curriculum of, xcvii; re¬ port of, 30, 31. Yankton, Dakota Ter., schools of, 271. Yellow fever and the schools, xxxiv-xxxv; in Lou¬ isiana, 88. York, Pa., schools of, 206, 208. Youngstown. Ohio, schools of, 192, 194. Z. Zanesville, Ohio, schools of, 192, 194. Zarncke, Fr., letter from, comparing classical and scientific instruction, ci-ciii. ( I % s !< r I '.i if v_, ’ i'.