\ # /// ^u.s ^ c4 vA c.c\ Y\ n . ZREPORT ^ ^ / L / ‘— ^ ,• .J’ ^j 1 V '^\/'l J COMMISSIONER OF EDUCATION FOR NMKMAL UBRARY of education 1 JAN ^ 1998 } 11.8. DEFT. OF EDUCATION THE YEA^R 1879 PART I. WASHINGTON: GOVEENMET^T PRINTING OEFI(;E. 18 81. I 0^:LC. f L 111 .A3 1879 United Sta tes . Bureau of I Education . Report of the Commissioner of Education made to the COERIGENDA. Page cix. For Moslieim College read Mosheim Institute. Page 60. Under Superior Instruction omit Lake Forest University. Page 540, column 17, line numbered 42. For 157 read 107. Page 545, column 17, line numbered 195. For 129 read 119. CONTENTS. Pago. Report of the Commissioxer of Education . . . . vii-ccxxs Review of tlie work of tlie Office, vii-xii; remarks on statistical tables, xii-xiii ; statistical summary of institutions, instructors, and students for last six years, xiii-xiv ; summary of school age, population, enrolment, attendance, &c., xiv-xv; diagrams of school ages and of attendance, enrolment, &c., xvi-xvii; diagram and summary of the number of teachers employed in the public schools and their salaries, xvii-xix ; per capita school expenditure of States and Territories, ungraded schools, xx ; the teaching force, xxi-xxii; teachers’ tenure of office, xxiii; examination and in¬ spection of schools, xxiii-xxvii; statistical generalizations, with diagram, xxvii-xxviii ; summary of the educational condition of the States and Territories, xxviii-xxxix ; education of the colored race, xxxix-xlv; Peabody fund, xlvi-xlvii; summary of school statistics of cities, with diagram, xlviii-lxiii ; superintendence, teachers, Ixiv,* primary grades, Ixv-lxvii; grammar grades, south¬ ern cities, Ixvii; authors’ days in schools, color blindness, Ixviii; summary of normal school statistics, Ixix-lxxxiv ; summary of sta¬ tistics of commercial and business colleges, Ixxxiv-lxxxvi ; sum^ mary of statistics of Kindergarten, Ixxxviii-xci ; summary of sta¬ tistics of secondary instruction, xci-xciv ; summary of statistics of preparatory schools, xcv-xcvi; summary of statistics of institutions for the superior instruction of women, xcvii-cii ; admission of women, to English universities, cii-ciii; summary of statistics of universities and colleges, civ-cxvi; summary of statistics of schools of science, cxvi-cxxix ; agricultural education in the several European coun¬ tries, cxxix-cxxxv; summary of statistics of schools of theology, cxxxvi-cxxxviii ; summary of statistics of schools of law, cxxxviii- cxliv; summary of statistics of schools of medicine, cxliv-cl; sum¬ mary of statistics of degrees conferred, cl-clvi ; summary of statis¬ tics of additional public libraries, clvii-clviii ,* summary of statistics of training schools for nurses, clviii-clx ; summary of statistics of in¬ stitutions for the deaf and dumb, clxi-clxiv ; summary of statistics of schools for the blind, clxv-clxix ; summary of statistics of schools for feeble-minded youth, clxix-clxxi ; summary of statistics of re¬ form schools, clxxi-clxxvii : summary of statistics of homes and asylums for orphan or dependent children, infant asylums, and in¬ dustrial schools, clxxviii-clxxix ; summary of statistics of ben¬ efactions, clxxx-clxxxi ; summary of educational publications, clxxxi; summary of patents for improvements in school furniture, clxxxii-clxxxiii ; education in foreign countries, clxxxiii-ccx ; spe¬ cial schools, ccx-ccxi; drawing in public schools, ccxi-ccxiii; sew¬ ing in public schools, ccxiii-ccxivj needle-work in German ele¬ mentary schools, ccxiv-ccxv; manual training for boys in public schools, ccxv; manual training in a French school, ccxv-ccxvi; V VI CONTENTS. Page. Report of the Cojtmissioner of Education — Continued. industrial schools, ccxvi-ccxvii; army post schools, ccxvii; sum¬ mer schools, ccxvii-ccxviii ; education and forestry, ccxviii-ccxix; organized charities, ccxix-ccxxii; power of school committees and school hoards, ccxxii-ccxxiii ; taxation for school purposes, ccxxiii- ccxxvi; territorial supervision of schools, ccxxvi-ccxxviii ; tres¬ passes upon public school lands in the Territories, ccxxviii-ccxxix; area, of school lands in the Territories, recommendations, ccxxx. Abstracts . 1-300 Abstracts of the official reports of the school officers of States, Terri¬ tories, and cities, with other additional information . 5-291 Educational associations . 292-300 Statistics of education for the year 1879 . 301-747 Table I. Statistics of the school systems of the States and Terri¬ tories . 302-309 II. School statistics of cities containing 7,500 inhabitants and over . . . 310-359 III. Statistics of normal schools . 360-375 ‘ IV. Statistics of commercial and business colleges . 376-387 V. Statistics of Kindergarten . 383-414 VI. Statistics of institutions for secondary instruction . 415-500 VII. Statistics of preparatory schools . 501-510 VIII. Statistics of institutions for the superior instruction of women . . 511-527 IX. Statistics of universities and colleges . 523-561 X. Statistics of schools of science . 562-573 XI. Statistics of schools of theology . 574-583 XII. Statistics of schools of law . 584-587 Xin. Statistics of schools of medicine, dentistry, and pharmacy- 588-593 XIV. Summary of examinations for admission to the United States Military and Naval Academies . 599 XV. Degrees conferred in 1879 by universities, colleges, scien¬ tific and other professional schools, and by schools for the superior instruction of women . 600-617 XVI. Statistics of additional public libraries numbering 300 vol¬ umes or upwards . 618-619 XVII. Statistics of training schools for nurses . 620-621 XVIII. Statistics of institutions for the deaf and dumb . 622-627 XIX. Statistics of institutions for the blind . 628-631 XX. Statistics of schools and asylums for feeble-minded chil¬ dren . 632-633 XXI. Statistics of reform schools . 634-645 XXII. Statistics of orphati asylums, soldiers’ orphans’ homes, in¬ fant asylums, and industrial schools . 646-697 XXIII. Statistics of educational benefactions . 698-721 XXIV. Publications, educational, historical, &c . - . 722-744 XXV. Improvements in school furniture, apparatus, &c., pat¬ ented in 1879 . 745-743 Index . . . . . . . 749-757 EEPOET. Depaetment of the Inteeioe, Bueeau of Education, Washington, D. C., November, 1879. SiE : I have the honor to submit my tenth annual report, covering the year 1879. The demand upon this Office for information has been greater during the present year than ever before. The Office has sent to correspondents 46,000 pieces of matter, of which 16,000 were letters, circulars, and inquiries, and 30,000 documents (packages), and has received from its correspondents 30,000 pieces of mail matter, of which 27,000 were letters, circulars, receipts, and replies, and 3,000 documents (packages). The printing of circulars of information has been more than doubled during the year, and yet this work is much behind. They are entitled as follows : « No. 1, 1879. Training schools for nurses. No. 2, 1879. Papers, addresses, discussions, and other proceedings of the Depart¬ ment of Superintendence of the National Education Association at the meeting held at Washington, D. C., February 4, 5, and 6, 1879 ; the proceedings of the Department of Superintendence of the National Education Association for 1877 ; and the proceed¬ ings of the conference of the presidents and other delegates of State universities and colleges in 1877. No. 3, 1879. The value of common school education to common labor, by Dr. Ed¬ ward Jarvis, of Worcester, Mass. ; together with illustrations of the same as shown by the answers to inquiries addressed to employers, workmen, and observers. No. 4, 1879. Training schools of cookery. No. 5, 1879. American education, as described by the French Commission to the International Exhibition of 1876. Should Congress by concurrent resolution place a sufficient number of copies of tho annual report at my disposal, it would enable the Office to send a copy to each person supplying information for its use and to answer in the main the special demand for the document. It should also be sent to county superintendents, and it should be placed in the permanent libraries in correspondence with the Office. As a rule, only one copy could be spared to any single organization, whether State or city board of education or boards of college or other trustees, though in many instances several members of the same faculty or of the same board or committee are pursuing indi¬ vidual investigations rendering personal possession of a copy of the report of great importance. In time it is hoped that some approximation to the number of such per¬ sons can be made and all reasonable demands supplied. The task assigned the Office by the law of its creation and administration is rendered peculiarly difficult by the vast extent of our country, by the varied phases which education assumes under the great diversity of local influences, and by the different degrees of progress in the several sections. To meet the demands of special classes of inquirers and to collate and reduce to the compass of the report the vast mass of in¬ formation respecting home systems and institutions, and to present therewith a brief general outline of education abroad, I have been obliged to tax the capacity of the Office to the utmost. Although the circulation of the report of 1877 and the greater number of circulars of information have enabled the Office to meet more fully than ever the demands upon it, the experience thus far had, while confirming the plan upon which the Office has been at work, constantly furnishes new evidence of the need felt among educators that, the Office should with greater promptness and in larger variety of form distribute the information which it receives. So inadequate are the present means of printing, that YII VIII REPORT OF THE COMMISSIONER OF EDUCATION. matter which, should be freely circulating can be sent out only in manuscript or be examined by those who visit the Office for the'purpose of research. Unlike some departments of the service, this Office hitherto has not had the means at its command with which to supply its documents to teachers in any considerable number, but has been obliged to limit its work to those subjects which affect the ad¬ ministration of systems and institutions and to distribute its publications chiefly to the persons charged with such administration. Teachers and parents surely have an interest in the work this Office might do, and, on the principle of its foundation, may claim with fairness that its publications in due time should include details of school room work for their benefit. I have from the first cordially admitted this duty of the Office, and shall be happy to see it performed at the earliest moment that the means placed at its disposal will permit. For the purpose of illustrating the demands upon the Office, I give a few extracts from letters received during the first four months of the year, and I invite special at¬ tention to those bearing date in the month of April, as indicating something of the variety of the questions received in that limited period of time. Communications repeating the same inquiry are omitted. Jan. I5I879. — I have just secured the enactment of a bill by our legislature grant¬ ing a charter and electing a board of regents for an Inter State Normal College, and am desirous to present a plan of organization at the convening of our board. Please send me such papers as you may have for distribution relating to normal schools in this country and Europe. Prof. E. A. Sheldon, of Oswego Normal School, suggests one on “ The training of teachers in Germany ” as very valuable for our purpose. Can you aid me in securing copies of the best school laws of the Northern States, that may aid us in developing a good school system for ouf State ? Any help extended to us in this line will be very highly appreciated by our people. — H. T. M. Jan. 3, 1879. — Will you please give me your opinion of the work and worth of western colleges, i. e., colleges located west of the Alleghany Mountains ? Is the prevailing habit of speaking of all such institutions with contempt justified by the facts? — M. C. A. Jan. 4, 1879. — Where can I find the best account of agricultural schools in Europe ? — M. H. B. Jan. 5,1879. — We would like to obtain a complete list of the universities and col¬ leges of the United States. These institutions number about 360, and if your depart¬ ment is in possession of printed lists containing the names and locations of them we would be greatly obliged to you for sending us a copy of it. — J. K. Jan. 11, 1879. — I write this to volunteer a suggestion, which I beg you to excuse if found superfluous or inapplicable. It is: To gather (for any report where it will be appropriate) information as to whatever adult education there is in State prisons and penitentiaries and jails. I know there is some, and I believe there might to advantage be a good deal more, especially io. practical morals^ such as the necessity of the general requirements of society (e. g., safety of property), &c. ' It is, however, adttZi schools or classes that I have in mind as the thing about which you could get information. — F. B. P. Jan. 14, 1879. — I suppose that it is now, or soon will be, a proper time to procure from Congress an act incorporating the college in which Mr. Gurdjian is interested, and which he hopes to see erected on the shores of the Bosporus. The first step necessary is the drawing up of a constitution and charter for the in¬ stitution. In order to do this a model is necessary, and Mr. Gurdjian informed me that you had promised to procure the charter of the Robert College or a copy of it to serve as a model. I hope you have been able to do this, or will be when the proper time ar¬ rives. — E. D. C. Jan. 15, 1879. — Is there such a document as a report of the superintendent of public schools in the island of Java? — S. C. A. Jan. 16, 1879. — I would like to be referred to any source of information concerning compulsory and industrial education and to know" if there is anything in cheap form that can be purchased for reference. — M. A. S. Jan. 20, 1879. — I should like very much to obtain the number of medical colleges, students, and graduates for the year 1877, and, if possible, for the year 1878 ; also, the same statistics concerning the legal and clerical professions. — C. L. D. WORK OF THE OFFICE. IX Jan. 25, 1879. — I am to present a paper before the Northern Ohio Teachers’ Associa¬ tion, ten days from now, on ‘‘ Equalizing the requirements for admission to college.” The trivial differences among the leading colleges double up the work of a preparatory school which is a feeder to no one particular college in a fearful way. If you should have any pertinent suggestion to make me in the matter I should regard an early re¬ ply as conferring a very great favor. — J. S. W. Jan. 27, 1879. — Please send me the names and post office address of the county superintendents of Nevada. — W. H. D. Jan. 27, 1879. — Intending to introduce in Europe Mr. - ’s system of heating and ventilating, we respectfully beg to ask for some information on the efficiency of said system in the establishments in which it was applied. — G. & B. Fel). 1, 1879. — Can you cite me where I can get the best standard works in the form of addresses, essays, and books on the subject of higher education of women? Can you furnish me with statistics showing what colleges of higher grade and universi¬ ties have admitted women to their classes and the results ? — J. J. R. Feb. 3, 1879. — I am engaged organizing a library and reading room for the benefit of the employes of this railway, and I have been advised that in the Special Report on Public Libraries for 1876 I will find some articles upon the subject. I don’t know where else to get the book. Can you furnish it to me ? From Mr. - ’s reputation as a librarian, the articles, I have no doubt, will give us much ben¬ efit, while the report itself must contain much valuable information upon the sub¬ ject.— J. M. Feb. 13, 1^9. — Can you send Mr. - , of Paterson, N. J., a copy of your Report on Public Libraries ? They have no public library in that great city. — A. W. C. Feb. 13, 1879. — Part of my labor is among the freedmen of this place and vicinity, and I feel anxious to learn all I can as to what is being done for the education of the colored people throughout the South. I take the liberty of addressing you on the subject and asking you to send me such documents as may give me the information desired. — M. C. Feb. 15, 1879. — Being about to study more thoroughly the system of our public schools, and wishing to publish a treatise in the Bohemian language about it, I humbly request your kindness to send me, if possible, the latest publications of the educational de¬ partment for my instruction and reference. — F. B. Z. Feb. 24, 1879. — Our legislature convened on the 13th ultimo, and early in the session a resolute effort was made to abolish my office [State superintendent of instruction]. Your valuable letter of the 25th came to hand in time to be of great service to me. Feb. 25, 1879. — I wish to find out the following data, and know not where to find what I desire so well as at your Office : (1) How many and what States of our Union have State boards of education ? (2) Do all the State boards employ a secretary who is the virtual executive of the school system of the State ? How long does he serve ? (3) How are these boards appointed ? How many constitute the board ? How long do the members serve ? Are any of them salaried ? — J. H. H. Feb. 25, 1879. — I have the honor respectfully to request to be furnished, if compatible with your rules, with a copy each of any publications of your Bureau relating to medical education in this country or Europe. — S. P. March 1, 1879. — Will you please be so kind as to let me knowhow, if possible, I may obtain a report or history of popular education in Canada ? Also in Germany ? — J. R. G. ' March 1, 1879. — Will you be so kind as to send me any statistics you may possess bearing upon the influence of education upon crime and the percentage of crime as between the educated and uneducated classes ? — J. O. K. R. March 4, 1879. — Can you send me any information in regard to the German technical schools ? I wish particularly to find out about the departments of bridge building in the schools referred to. — F. W. D. March 10, 1879. — Please send report showing the average salaries paid teachers in the public schools in the different States. — F. W. B. March 10, 1879. — Do any of the reports of the Bureau of Education contain a list of the text books officially recommended in the different States ? — M. O. H. March 17, 1879. — Allow me to state in this connection that we have no normal school in this State. Neither are county teachers’ institutes authorized by law. You will see by referring to the school law of this State that the superintendent of public in- X EEPORT OF THE COMMISSIONER OF EDUCATION. struction is required to hold a teachers’ institute as often as once in each year in each judicial district, but teachers are not under legal obligation to attend ; and practically we (ind a great deal of reluctance on the part of the teachers in attending the insti¬ tutes. So far as your observation extends, would you advise the establishment of a State normal school to be sustained and fostered by State appropriation ? Would the same object — the thorough preparation of teachers for their work — be better and more cheaply secured by authorizing teachers’ institutes to be held at least as often as once in each year in each county under the supervision of competent men, institute conduct¬ ors, and the necessary expenses paid by the State ? — L. J. P. March 21, 1879. — The citizens of our town held a meeting last evening and sub¬ scribed about $4,000 towards building a school-house. The intention is to build a wing, so that hereafter the main centre building and another wing can be added. The trouble at present is, w^e have no plans, and can find no books on school-house archi¬ tecture in our book stores. — W. F. W. March 21, 1879. — I write you for information as to the percentage of the population of European countries who cannot read or write, as compared with the United States.— A. P. S. April 1, 1879. — It occurred to me that you might have some papers bearing on edu¬ cation in the South that cover ground not covered by the reports. — J. L. D. April 1, 1879. — I have now a great favor to ask of you. It is that you will prepare for my use a short account of the prison system and of the actual condition of prisons and of child saving work in the District of Columbia. Only the essential facts can be introduced into a book of so general scope and comprehensive character. — E. C. W. April 7, 1879. — Will you allow me to recall to you that you have been so kind as to promise me some time ago some information on the United States ecolesprofessionnelles? I would be very much obliged to you if you have any document for distribution on the subject, to'have it sent to me.— P. D. April 10, 1879. — Will you do me the favor to send me any information which you find your Office affords on (1) the number of pupils in secondary schools in France, Germany, Belgium, Switzerland, Austria, and England; (2) a list of juries on educa¬ tional subjects at the Paris Exposition. — J. E. B. April 12, 1879. — Being engaged in the preparation of a work on “ moral statistics,” I would like to embody in that work statistics bearing on the progress of education in the United States. — J. H. O. April 16, 1879. — I have received and examined the circular of information of the Bu¬ reau of Education for March, 1872. The catalogue of the * * fraternity would fur¬ nish data for tables on the percentage of deaths, average time since graduation, and occupations, which I shall try to compile if I have leisure ; the data given may be relied on as quite accurate. — C. W. S. April 16, 1879. — I am directed to you for a book containing a list of private schools and colleges in the United States. Should your book contain a complete list of all the private schools and academies in New England, with the number of the faculty, I should be very much obliged if you would forward it to me. It is the smaller schools that I wish particularly for. — L. M. S. April 19, 1879. — If in your power, will you kindly give me the addresses of a few private schools that are in the nature of reform schools, but that do not bear the odium attached to public reform schools ? — J. H. S. April 19, 1879. — A text book on dress cutting and fitting was placed in the hands of the girls in the seventh and eighth [years] grades of our public schools on the 1st of last December, and lessons of forty-five minutes’ length have been given each week until the present date. The study has met with much ridicule from the press and opposition from the iDarents of the pupils required to study it. It has, however, grown in popularity, drawing to its suppor t most of the believers in industrial education in the public schools. At a test given at my office on Friday, the 11th instant, it appeared that girls of 12 to 14 years who had had ten to twelve lessons in this work could cut and fit garments which they had received instruction upon (a lady’s basque was the garment selected for the test) with considerable accuracy, five out of thirteen rivalling the efforts of professional dressmakers. — H. S. T. April 23, 1879. — Can you give me any statistics or statements relating to the teach¬ ing of Hebrew and the other Semitic languages, the colleges having Semitic professor¬ ships, the number of students in the United States, and which college first established a chair of Semitic language and literature ? — J. S. B. WORK OF THE OFFICE. XI April 23, 1879. — Can yon refer me to any reports giving the percentage of pupils of public schools who attend the colleges ? Also, the percentage of the boys (who attend colleges) that are from cities and the proportion that are from the country ? I would be under further obligation for any reference to successful methods of introducing science teaching in schools. — W. W. B. April 30, 1879. — I have the honor to make application for reports and printed mat¬ ter bearing upon the important subject of school hygiene. I have accepted an invi¬ tation, as president of our State board of health, to deliver an address upon this sub¬ ject early in July nest, before the teachers’ association of the State, at the University of and I wish to take the important occasion for spreading some wholesome truths before the public upon the philosophy or the physiology of education. — S. S. S AMERICAN CORRESPONDENTS OP THE OFFICE. The following summary gives the number of the correspondents of the Office at the head of systems and institutions of education in our country, who furnish the informa¬ tion contained in these reports : Statement of educational systems and institutions in correspondence with the Bureau of Edu¬ cation in the years named. 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. States and Territories . 37 37 44 48 48 48 48 48 48 48 Citifta _ _ _ _ 249 325 533 127 241 239 241 258 333 Normal schools . 53 65 98 114 124 140 152 166 179 242 Business colleges . 26 60 53 112 126 144 150 157 163 191 Kindergarten . 42 55 95 149 177 217 322 Aea/lpiniies . . . 638 811 944 1, 031 1, 467 1,550 1, 650 1, 665 1, 848 Preparatory schools . 86 91 105 114 123 125 138 Colleges for women . 33 136 175 205 209 249 252 264 277 294 Colleges and universities . 266 290 298 323 343 385 381 385 389 402 Schools of science . 17 41 70 70 72 76 76 77 80 86 Schools of theology . 80 94 104 140 113 123 125 127 129 146 Schools of law . 28 39 37 37 38 42 42 45 50 53 Schools of medicine . 63 82 87 94 99 104 102 106 112 125 PnhHc libraries . 156 180 306 377 676 2, 200 2,275 2,440 2, 578 2, 678 Museums of natural history . 50 43 44 53 54 55 55 57 Museums of art. . . . 22 27 27 31 37 Art schools. . . . 26 29 30 37 Training schools for nurses . 11 Institutions for the deaf and dumb . . . 34 36 37 40 40 42 43 45 52 57 Institutions for the blind . 10 26 27 28 28 29 29 30 31 31 Schools for the feeble-minded . . . 8 7 9 9 11 11 11 13 Orphan asylums, &c . 77 180 269 408 533 540 638 641 Reform schools . 28 20 20 34 56 67 63 63 78 79 Total . . . 831 2,001 2,619 3,449 3, 651 6, 085 6,449 6,750 7, 135 7, 869 PRINTED MATTER RECEIVED BY THE OFFICE. The number of pages, octavo or larger, of foreign periodicals examined by the trans¬ lator monthly is 4,072. The pages included in the reports from foreign countries it is impossible to state, but the increase from year to year is very considerable. The number of pages of printed matter examined for summaries and abstracts respecting education in this country in the division of abstracts was over 90,000, an increase of more than 36,000 pages since 1876. LIBRARY. Mr. S. R. Warren’s efforts in the library have resulted in placing the books on the •helves so as to be much more available for use and in the initiation of a classification XII EEPORT OF THE COMMISSIONER OF EDUCATION. 'which will he iavalaable when complete. The library now numbers 23,000 pamphlets and 11,000 books, besides many duplicates. For the proper administration of the library, Mr. Warren recommends: (1) A lad not under sixteen years of age, to take charge of the shelves and cases, to label and number the books, and to serve as messenger and porter in the library rooms. (2) A young man of good education, with some knowledge of books, to assist in the cata¬ loguing and to have charge of the card catalogue. He should have some knowledge of the French and German languages. (3) A young lady, to assist in cataloguing and to write and copy letters on the business of the library, to keep registers of books given out, of books received by gift or purchase, and of books needed in the library, and to make lists for exchange. STATISTICAL TABLES. The statistical tables in the appendix are constructed from data furnished the Office on blank inquiries sent out by it to the several States, cities, and institutions reported. The construction of the blanks involves the whole theory of educational statistics in the United States. In the preparation of these blanks all the information possible was secured, together with the opinions of those who had given the subject most attention. After careful study of all that could be obtained in the way of facts and opinions, an effort was made to discover if possible the latent tendencies in the movements indi¬ cated by these statistics and to form blanks fitted to bring together as far as possible the data required and necessary to answer the inquiries addressed to the Office and adapted to the actual condition of the facts as reported in the different systems and institutions of the country. Up to that time there was no nomenclature common to States, cities, colleges, academies, or normal schools by which the figures in their reports could be compared with any measure of accuracy or satisfaction. My desire was, if the educators of the country cooperated sufficiently, that the forms adopted should be continued until the value of the generalizations these collections rendered possible should be better understood and appreciated and a larger number of school officers had thought intelligently upon the importance of records and reports in their different sys¬ tems and institutions and were prepared to advise with reference to further changes. My aim was neither to make nor to modify facts, but, as reported to the Office, to re¬ peat them with the utmost accuracy. This brought out, as no other method could, the imperfections of our American educational statistics. This purpose, expressed to the educators of the country in my first reports, received a measure of approval and co¬ operation beyond aU my expectations. School officers conferred, committees advised, correspondents multiplied on the subject, and the improvements have been apparent from year to year. Eminent statisticians have stated to me that there is no parallel instance in purely voluntary statistical reports. At first my thought was that the forms adopted might be used for five years, and that then the lessons afforded thereby might be used in making modifications. But the five years passed with gratifying improvements in nomenclature, in accuracy, and completeness. The evidences multi¬ plied illustrative of the usefulness of the good work this collection of information was doing. As other years passed and the results grew more satisfactory, I concluded it best that these forms should remain the same for ten years, unless there was special reason or general urgency for a change. The freest suggestion has all the while been invited from every quarter. Many valuable opinions have been received. The close of the decade is at hand. The census of 1880, that great decennial account of the people of the United States, will soon be taken, and its results cannot fail to afford further suggestions with regard to any changes desirable in the method of col¬ lecting the annual statistics for these reports. My hope is that those among our edu¬ cators who are best prepared to aid in putting this forward will in due time co¬ operate with the Bureau. It must be remembered that whatever methods are adopted affect educational records not alone in institutions of learning that may be under the control of a single head or GENERAL EDUCATIONAL STATISTICS. XIII< smaU executive board, but great systems as administered in cities and States, wherein changes will involve the action of State legislatures and city assemblies. Nor should it be forgotten that the late increased attention to educational statistics in other coun¬ tries, notably in France and Japan, indicates the possibility of certain agreements on at least a few points of nomenclature by which international comparisons may be made with greater satisfaction than hitherto has been possible. However much these statistics may promote the formation of the science of educa¬ tion, it should be remembered that they relate only to the school period ; while the science of education, to lay its foundations broadly and surely, must take into consider¬ ation the period of life before the child comes under the instruction of the teacher,, and the effect this instruction has after the child passes from the school into active life. Mothers and nurses must aid in studying the psychological development of in¬ fancy, and the histories of colleges and professional schools must trace the influence' of their instruction upon their alumni, as coordinate workers to one end. Statistical summary of institutions, instructors, and students, as collected by the United States Bureau of Education, for 1874, 1875, and 1876. 1874. 1875. 1676. Schools. CQ CO CO s I H Pupils. Schools c3 (D H Pupils. Schools. © H Pupils. f^ity schools . . . . {a) 124 16, 488 976, 837 24, 405 25, 892 (&) 137 22, 152 1, 180, 880 29, 105 26, 109 (c) 151 23, 504 1,065 1, 343, 487 33, 921 25, 234 Normal schools. ............ 966 1, 031 Commercial and business 126 577 131 594 137 599 colleges. ’K'lTidergartftTi . . 55 125 1,636 95 216 2,809 108, 235 130 364 4, 090 106, 647 Institutions for secondary 1, 031 5, 466 98, 179 1, 143 6, 081 1,229 5, 999 instruction. Preparatory schools . 91 697 11, 414 102 746 12, 954 23, 795 105 736 12, 369' 23, 856- Institutions for the superior 209 2,285 23, 445 222^ 2, 405 ■ ’ 225 2, 404 instruction of women. Universities and colleges. . . 343 3, 783 56, 692 355 3, 999 58, 894 356 3, 920 56, 481 Schools of science . 72 609 7, 244 4, 356 2, 585 9, 095 74 758 7, 157 75 793 7.614 4,268 2, 664 10, 143 Schools of theolovy . 113 597 123 615 5, 234 124 580 Schools of law _ . _ 38 181 43 224 2, 677 , 9, 971 42 218 Schools of medicine, ©f den¬ tistry, and of pharmacy. Training schools for nurses. 99 1,121 106 1, 172 102 1, 201 40 275 4, 900 41 293 5, 087 42 312 5,209 Institutions for the deaf and dumb. Institutions for the blind. . . 29 525 1, 942 29 498 2, 054 29 580 2, 083 Schools for feeble-minded 9 312 1,265 9 317 1, 372 11 318 1, 560 children. Orphan asylums, industrial 269 1,678 26, 360 278 1, 789 54, 204 385 3,1P7 47, 435 schools, and miscellane¬ ous charities. Peform schools . 56 693 10, 848 47 678 10, 670 51 800 12, 087 a 127 cities, each containing 10,000 inhabitants or more, were included in 1874 ; their aggregate popu¬ lation was 6, 037, 905. h 177 cities, each containing 7,500 inhabitants or more, reported in 1875 ; their aggregate population was 8,804,654. c 192 cities of 7,500 inhabitants or more reported in 1876 ; their aggregate population was 9,128,955. XIV REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of institutions, instructors, and students, as collected ly the United States Bureau of Education, for 1877, 1878, and 1879. • 1877. 1878. 1879. 'o -1 Teachers. Pupils. Schools. Teachers. Pupils. Schools. Teachers. Pupils. City schools . (a) 23, 830 1, 249, 271 (&) 27, 944 1, 556, 974 (c) 28, 903 1, 069, 899 Normal schools . 152 1, 189 37, 082 156 1, 227 39, 669 207 1, 422 40, 029 Commercial and business 134 563 23, 496 129 527 21, 048 144 535 22, 021 colleges. Kindergarten . 129 336 3, 931 159 376 4, 797 195 452 7, 551 Institutions for secondary 1, 226 5, 963 98, 371 1, 227 5, 747 100, 374 1, 236 5, 961 108, 734 instruction. 1 Preparatory schools . i 114 790 12, 510 114 818 12, 533 123 818 13, 561 Institutions for the suiierior 220 2,305 23, 022 225 1 2,478 23, 639 227 2, 323 24, 605 instruction of women. j 1 Universities and colleges. . . 351 3,993 j 57, 334 353 3,885 57, 987 304 4,211 60, 011 Schools of science . ! 74 781 8, 559 76 809 13, 153 81 884 10, 919 Schools of theology . 124 564 3, 965 125 577 4,320 133 600 4, 738 Schools of law . ! 43 175 2,811 50 196 3,012 49 224 3, 019 Schools of medicine, of den- ! 106 1,278 11,225 I 106 1, 337 11, 830 114 1,495 13,321 tistry, and of pharmacy, j i 1 1 1 Training schools for nurses. [ 11 51 298 Institutions for the deaf and j 43 ! 346 ! 5,743 . i 52 372 6, 036 53 379 6, 391 dumb. 1 Institutions for the bhnd. . . j 30 566 ! 2,179 ! 30 547 2, 214 30 599 2,213 Schools for feeble-minded | j 355 1, 781 11 422 1, 931 13 491 2,234 children. 1 1 . Orphan asylums, industrial 1 389 3, 688 67, 082 411 4, 004 75, 020 schools, and miscellane¬ ous charities. Reform schools . 1 68 996 13, 966 67 1, 066 14, 216 a 195 cities of 7,500 inliabitants or more reported in 1877 ; tlieir aggregate population was 9,099,023. 6 218 cities of 7,500 inhabitants or more reported in 1878 ; their aggregate population was 10,224,270. c240 cities of 7,500 inhabitants or more reported in 1879 ; their aggregate population was 10,801,814. Table I. — Part 1.— Summary (A) of school age, population, enrolment, attendance, ^’C. States. Alabama . 'Arkansas . . California . . Colorado . . . Connecticut . . Delaware . Florida . . Georgia . . Illinois . Indiana . a For white schools only. School age. School population. Number between 6 and 16 years of age. Number enrolled in public schools. Average daily at¬ tendance. Average duration of school in days. 7-21 376, 649 1 174, 585 112, 374 84 0-21 236, 601 53, 049 5-17 216, 404 156, 769 98, 488 149 0-21 29, 738 14,111 10, 899 89 4-16 138, 428 115,000 119, 382 72, 643 178.6 5-21 35, 649 26, 072 al48 4-21 672, 985 c36,904 i c23, 933 cl05. 8 6-18 433, 444 226,627 1 dl32, 000 6-21 1, 000, 694 093,334 404, 479 150 6-21 708, 101 530, 839 503, 892 312, 143 132 5 In 1876. cin 1878. d Estimated. SCHOOL STATISTICS OF STATES AND TERRITOEIES, XV Table I. — Part 1. — Summary (A) of school age, jyopulation, ^c. — Continued. School age. School population. Number between 6 and 16 years of age. Number enrolled in public schools. Aver.age daily at¬ tendance. Average duration of school in days. 5-21 577, 353 369, 447 431, 317 264, 702 147 5-21 312, 231 197, 342 208, 434 123, 715 124 a6-20 539, 843 b227, 607 6160, 000 6110 6-21 330, 930 78, 523 c50, 248 4-21 215, 724 151, 948 103, 737 121 5-20 d276, 120 165, 486 84, 245 189 5-15 303, 836 311, 523 234, 249 175 5-20 486, 993 342, 138 c201, 179 150 5-21 e271, 428 171, 945 clll, 764 92 5-21 362, 370 217, 753 138, 973 /77.5 6-20 702, 153 450, 000 c207, 422 100 5-21 123,411 76, 956 107 6-18 10, 295 7, 590 5, 108 el61 5-21 c72, 102 65, 048 43,910 101.5 5-18 327,818 278, 646 203, 568 112, 070 194 5-21 1, 628, 727 1, 030, 041 570, 382 179 6-21 426, 189 . 238, 749 150, 788 46 6-21 1, 043, 320 770, 070 734, 651 459, 990 150 4-20 56, 464 32, 718 20, 840 83 6-21 pi, 200, 000 935, 740 587, 672 149 5-15 49, 562 45, 700 28, 735 182 6-16 228, 128 228, 128 122, 463 73. 33 6-21 514, 643 264, 687 186, 162 69 8-14 208, 324 192, 616 80 5-20 92, 831 77, 521 49, 231 125.5 5-21 483, 701 307, 742 108, 074 65, 771 107 6-21 206, 123 136, 526 90, 268 100. 76 4-20 433, 453 293, 286 /153.7 14, 782, 765 2, 797, 214 9, 328, 003 5, 223, 100 6-21 5, 291 3, 143 1,992 165 5-21 18, 535 9, 822 4, 618 97 6-17 e38, 800 c35, 948 25, 130 19, 488 189 5-21 5, 596 e3, 432 4-21 5, 885 3, 909 2, 804 105 7-18 d29, 312 ^5, 151 6132 6-16 34, 929 34, 929 23, 124 16, 076 139 5-21 24,223 14, 032 9, 585 87.5 7-21 Q 090 1, 287 1 1 ^ 3, 200 cl, 714 1 1 650 >5-20 el7, 000 1 1 ; 1, 400 c921 1 1 800 c582 ) 1 200 170 179, 571 70, 877 96, 083 59,237 . 14, 962, 336 2, 868, 091 9, 424, 086 5, 282, 337 States and Territories. Iowa . Kansas . . Kentucky . . Louisiana . . Maine . . Maryland . Massachusetts . . . Michigan . . Minnesota . . Mississippi . Missouri . Kebraska . Nevada . In ew Hampshire New Jersey . New York . North Carolina . . Ohio . Oregon . . Pennsylvania ... Rhode Island . . . , South Carolina . . Tennessee . Texas . Vermont . Virginia . West Virginia .. Wisconsin . Total . Arizona. . Dakota . District of Columbia . Idaho . Montana . i _ New Mexico . Utah . . Washington . Wyoming . Indian : Cherokees . Chickasaws . Choctaws . . Creeks . Seminoles . Total . Grand total . . . a For colored population the school c Estimated. age is from 6 to 16. d Census of 1870. * In 1877. e In 1878. /In the counties, pin 1873. hin 1875 XVI REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL AGES IN THE UNITED STATES. The following diagram shows that there are sixteen 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, showing the different school ages in the States and Territories during 1879. School years. In umber of years in each school age. School years* 17. 16. 16. 15. 15. 14. 14. 13. 12. 12. 12. 11. 11. 10. 10. 6. 4 . . 4, 5 . . 5, 6 . 7 . 1 _ . ! . . 6 . 7 1 1 1 8 . L... . 8 9 . 1 !.... . 9 10 . . 10 11 . j . 11 12 . ! . . . 12 13 . i ....1 . 13 14 . 1 . 14 15 _ _ _ ...l ....1 . 15 16 . 17 . . 10 Cl ....1 . 17 18 . ....1 . 18 19 . . . 19 20 . . 20 21 . . 20 Diagram No. 2^ shows what percentage of the population of legal school age in the several States and Territories was in daily average attendance and 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, but also explains how it is that in Massachusetts more than 100 per cent, of the children of school age are reported enrolled. The i)er- centage of daily average attendance is not given in the States of Arkansas, Delaware, Nebraska, South Carolina, Texas, and Wisconsin, nor in the Territories of Idaho, Indian, New Mexico, 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 be found in Table I, Part 1, pages xvii, xviii. In the case of Alabama, Florida, New York, North Carolina, Tennessee, Texas, 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 dia¬ gram, for each sex separately. The figures in Missouri and Wisconsin refer to the country schools only ; for the pay in city schools, see the notes to the table on page xvii. Statb or Territory, atteudaioe Enrolment. ilassacbnsetts . Rhode Island . >Jew Hampshire . Connecticut . Vermont . Pennsylvania . loTva . Hevada . California . Indiana . Maine . Ohio . Michigan . Illinois . Kansas . Montana . irtah . "West Virginia . District of Columbia. Missouil . Minnesota . New York . iN’ew Jersey . Mississippi . Arizona . Maryland . "Washington . Oregon . Korth Carolina . Dakota . Georgia . Tennessee . Florida . Colorado . Alabama . Kentucky . Louisiana . Virginia . Diagram No. 2, Showing the relation of average attendance and enrolment to school population in the States aivd Tertdtories. Explanation. — If tbe population of school age in Rhode Island be put at 100, the public school enrolment of the State is 92, and the average attendance on public schools is 58 ; so of the other States. In Massachusetts the enrol¬ ment exceeds the population of legal school age. As full statistics have not been received from the States of Arkan¬ sas, Delaware, South Carolina, Texas, and Wisconsin, or from the Ten-itories of Kew Mexico, Indian, Wyoming, and Idaho, they are not included in this diagram. 8CH00L STATISTICS OF STATES AND TERRITORIES, XVII Table I. — Part 1. — Summary (B) of the nuniber of teachers employed in the public schools and the average monthly salary of teachers in the respective States and Territories. States and Territorie.s. Alabama . , . . . . Arkansas . . California . Colorado . . Connecticut . . Delavrare . . . Florida . Georgia . Illinois . Indiana . lorva . Kansas . . . Kentucky . Louisiana . Maine . . Maryland . . Massachusetts . Michigan . Minnesota . Mississippi . . . Missouri . . . Nebraska . . . Nevada . New Hampshire . . . New Jersey . . New York . North Carohna . @hio . Oregon . . Pennsylvania . Pthode Island . South Carolina . Tennessee . Texas . . Vermont . Virginia . "Vest Virginia . . . Wisconsin . . Total number of teachers in States . Ariz«na . Dakota . . District of Columbia . . Idaho . . Montana . a In 1878. fc Number of males employed in winter; number of females employed in summer. cFor white schools only, din 1877. ED— II ' Number of ’ teachers. j Average monthly salary. Male. Female. Male. Female. 3, 126 1, 549 ($18 70) 1,143 315 a$50 00 a$40 00 1, 236 2,217 82 13 66 37 255 338 57 27 52 88 &773 12, 344 57 19 35 27 c233 cl 69 33 08 26 19 a635 a335 (a40 00) o3, 654 al, 826 8, 973 12, 737 41 45 34 18 8, 016 5, 574 40 00 36 20 7, 573 13, 579 31 71 26 40 3, 161 3, 761 31 65 25 30 dl, 600 d2, 700 d40 00 d35 00 (1.5 )49) 27 00 25 00 12, 325 64, 527 37 83 23 60 1, 280 1, 811 43 49 43 49 1, 212 7, 537 67 44 33 50 3, 954 9, 662 38 69 23 48 1,797 3, 210 35 78 27 23 3, 576 1, 789 28 35 27 15 (11, 268) e35 00 e30 00 1, 607 2, 211 33 25 29 55 49 135 84 46 83 09 628 2, 954 34 09 22 83 977 2, 355 56 94 33 73 8,164 22, 506 (41 80) 2, 398 973 (22 14) 11, 456 12, 031 56 00 41 00 (al, 068) 43 90 33 80 9, 607 11, 603 33 62 29 69 272 991 73 84 42 37 1, 934 1,232 25 54 23 84 4, 436 1,566 (25 67) a3, 457 a873 (a38 00) 783 3, 669 29 12 19 04 1, 410 1, 094 30 05 24 73 3, 142 989 c28 21 c26 19 (9,1 1 ?75) /37 75 /25 72 1 (270, 163) i 1 27 24 84 00 68 00 210 254 36 00 25 00 34 368 89 47 61 95 1 65 1 80 66 14 52 20 6 In graded schools the average salary of men is $87 ; of women, $40. /In the counties ; in the cities the average salary of males is $85.90; of females, $35.03. XVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 1. — Summary (B) of the number of teachers emi^loyed in the public schools, fc. — Continued. i Territories. i 1 Number of teachers. j Average monthly 1 salary. Male. Female. Male. Female. al32 261 233 20 al5 248 324 29 1 ^tah . . . . . . m5 00 41 14 ($55 i 6$22 00 33 34 i 94) ’tV'ashirtfrtnn _ _ _ _ _ ... _ _ _ ’W’voTnino'. . . . . . . Indian: Cherokees . . . . . . i Chickasaws . . 1 1 Choctaws . . . . ........ _ ........ _ _ _ 50 00 50 00 Creeks . Seminoles . . . . . . . 50 00 50 00 Total number of teachers in Territories . (2, 523) Grand total . . . (272, 686) a In 1875. 6Inl878. clnl877. Table I. — Part 2. — Summary (A) of annual income and expenditure y^'c. 1 States. Alabama . Arkansas . California . Colorado . Connecticut . Delaware . Florida . Georgia . Illinois . Indiana . . Iowa . Kansas . . Kentucky . Louisiana . Maine . Maryland . Massachusetts . . . Michigan . Annual income. Annual expenditure. Estimated real value of sites, buildings, and all other school property. Sites, buildings, fuini- ture, libraries, and apparatus. Salaries of superin¬ tendents. Salaries of teachers. Miscellaneous. Total. $387, 703 $11, 615 $364, 418 $1, 000 $377, 033 261, 088 205, 449 3, 653, 799 $353, 182 a43, 576 2, 285, 733 371, 992 3, 010, 907 $6, 857, 389 222, 135 40, 158 153, 144 36, 100 229, 402 496, 891 1, 390, 972 44, 641 27, 306 1, 015, 883 288, 050 1, 375, 880 219, 830 1, 800 130, 765 91, 073 223, 638 b484, 381 cl83, 311 cll, 595 c85, 361 c5, 860 cl34, 880 cll6, 934 465, 748 465, 748 8, 285, 539 323, 481 4, 180, 374 1, 686, 878 6, 190, 733 16, 902, 710 4, 427, 670 430, 898 3, 002, 518 dl, 043, 313 4, 476, 729 11, 787, 705 5, 283, 040 992, 580 d2, 927, 308 1, 131, 589 5, 051, 477 9, 236, 613 1, 868, 563 282, 109 10, 953 1, 012, 699 285, 033 1, 590, 794 4, 391, 566 el, 827, 575 e5, 000 c25, 000 el, 000, 000 elOO, 000 el, 130, 000 e2, 300, 000 613, 453 15, 867 415, 814 78, 393 /529, 065 c700, 000 1, 078, 833 72, 176 28, 407 868, 498 11.5, 610 1, 084, 691 2, 947, 655 1, 611, 769 167, 787 2.5, 200 1, 139, 421 219, 150 1, 551, 558 gi, 399, 801 599, 874 55, 868 M, 339, 082 4, 994, 824 3, 112, 224 387, 063 il7, 541 dl, 873, 460 497, 576 1 2, 775, 640 9, oil, 454 a Paid from general fund of counties, not included eln 1877. in State expenditure. /Includes other expenditures not here specified. & For white schools only. g Total of items reported, cin 1878. ^Includes miscellaneous expenditure, d Includes salaries of superintendents. i Amount paid township superintendents. - ■ ■‘i ..I^P'v :r- > - ■' ; ' ,/ V zr.:y "1 > S, ."v m : . ;■< SCHOOL STATISTICS OF STATES AND TERRITORIES, XIX Table I. — Part 2. — Summary (A) of annual income and exjyenditure, ^c. — Continued. Annual expenditure. m o States and Terri¬ tories. Annual income. Sites, buildings, furni- tuie, libraries, and apparatus. Salaries of superin¬ tendents. Salaries of teachers. Miscellaneous. Total. Estimated real value of buMings, and all < school property. $1, 394, 738 $13, 600 $920, 122 a$l,394, 738 $3, 084, 02* 739, 915 11, 840 626, 461 $3, 247 641, 548 3, 188, 489 2, 213, 927 a3, 069, 454 9, 000, 000 Nebraska . 881, 308 $252, 616 29, 782 484, 999 181, 332 948, 729 1, 810, 088 6236, 491 204, 159 5283, 338 New Hampshire. . 587, 411 52, 925 13, 802 425, 047 75, 018 c609, 588 2, 311, 660 New Jersey . 1, 889, 475 365, 736 22, 790 1, 407, 369 93, 580 1, 889, 475 6, 401, 603 New York . 10, 254, 499 1, 438, 344 115, 400 7, 600, 392 1, 309, 874 10, 464, 010 30, 012, 579 North Carolina . . . 493, 381 14, 807 5,137 304, 519 13, 078 337, 541 • 192, 793 Ohio . 7,747,485 816, 217 144, 128 4, 937, 014 1, 813, 966 7, 711, 325 21, 103, 255 Oregon . 351, 673 95, 972 7, 185 205, 523 13,124 323, 834 520, 963 Pennsylvania .... 8, 210, 084 1, 031, 131 4, 605, 987 1, 998, 670 a7, 747, 787 24, 063, 138 Khode Island . 605, 208 118, 683 9,522 402, 097 67, 445 597, 747 2, 654, 148 South Carolina . . . 304, 167 7, 017 18, 713 284, 953 8, 637 319, 320 352, 046 Tennessee . 879, 307 49, 656 12, 023 610, 326 38, 647 710,652 1, 162, 685 Texa.s _ 972, 904 18, 681 788, 223 46, 546 837, 913 Yermnnf, 528, 119 43, 325 14, 683 392, 457 45, 704 496, 169 Virginia . 670, 706 58, 487 39, 150 391, 393 81, 359 570, 389 1, 088, 957 "W est Virginia. . . . 787, 521 83, 881 14, 149 504, 196 106, 845 709, 071 1, 676, 872 Wisconsin . 2, 756, 881 225, 202 41, 674 1, 581, 630 345, 951 2, 194, 457 5, 169, 979 Total . 82, 767, 815 8, 371, 629 788, 306 53, 481, 113 12, 194, 640 77, 176, 354 176, 121, 408 Arizona . 32, 421 29, 200 78, 681 Dakota. _ 81, 642 25, 595 37, 881 12, 483 75, 959 133, 952 Dist. of Columbia. 380, 000 3, 252 10, 860 255, 184 99, 047 368, 343 1, 184, 714 Idaho . 23, 000 20, 000 (Z20, 000 Montana . 66, 401 12, 881 4,800 41, 733 8,317 67, 731 99, 335 New Mexico . e25, 473 el5, 432 e3, 458 el8, 890 Utah . 136, 690 29, 245 1, 500 98, 839 7, 106 136, 690 393, 985 Washington . 105, 520 14, 592 2, 883 94,019 2, 885 114, 379 220, 405 Wyoming . . 7, 056 22, 120 d22, 120 61, 675 Indian : Cherokees.... 74, 000 74, 000 Chickasaws . . 22, 000 22, 000 Choctaws .... 30, 200 200 12, 000 a30, 000 Creeks . 28, 356 28, 356 Seminoles .... 7, 500 7, 500 Total . 1, 020, 259 85, 565 20, 243 597, 208 133, 296 1, 015, 168 2, 172, 747 Grand total. 83, 788, 074 8, 457, 194 808, 549 54, 078, 321 12, 327, 936 78, 191, 522 178, 294, 155 a Items not all reported. d Amount paid for tuition onlv. h In 1878. e In 1875. c Includes other expenditures not here specified. XX XEPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2. — Summary (B) of per capita expenditure. Stetes aiwi Temtories. -a ® c3 c;n 05 Qj Massacliusetts . California . Montana . Connecticut . Ehode Island . District of Columbia Iowa . Delaware . ITebraslia . . Arizona . . Ohio . . . Colorado . ISTew York . Indiana . . . . . Oregon . Michigan . Illinois . Vermont . Kansas . Maryland . Kew Jersey . . "Washington . Maine . . Dtah . . West Virginia . Kentucky . Mississippi . Louisiana . South Carolina . Virginia . Georgia . Korth Carolina . Wisconsin . Minnesota . Pennsylvania . Alabama . a$15 26 12 44 11 51 9 64 9 47 9 41 8 74 c7 72 7 68 a6 92 6 61 6 52 6 42 5 75 5 73 5 70 5 45 5 34 5 09 5 05 4 72 4 72 4 71 o3 33 3 05 d2 00 1 62 1 59 1 39 1 06 a95 792 a$14 62 17 17 17 07 11 17 11 23 14 53 11 68 c9 09 12 34 a8 00 9 38 13 75 10 15 8 08 9 89 8 11 7 90 6 40 7 63 8 04 7 58 8 15 6 03 a5 25 4 65 d4 00 2 85 6 74 2 67 4 77 al 96 1 413 8 70 8 42 al 61 2 10 a$19 85 27 35 24 15 18 36 17 42 18 74 19 08 a24 03 14 98 17 80 18 34 13 04 15 53 13 54 10 08 12 86 16 54 13 79 11 92 9 83 al 63 6 98 do 00 3 80 7 83 a3 15 2 238 all 81 3 24 l)$12 44 11 60 10 16 13 67 8 96 7 67 8 06 6 74 a3 33 1 39 1 67 6$15 €1 12 14 15 17 9 13 8 95 8 11 7 45 1 88 a In 1878. c Does not include expenditure for books. b Per capita of population between 5 and 17. d In 1877. UNGRADED SCHOOLS. A serious defect iu tire educational reports of the various States is the meagre infor¬ mation presented -with reference to ungraded schools. We have no estimate of the number of children instructed or of the number of teachers employed in them ; only approximate estimates can be made from data furnished. Thus, of the thirty-eight UNGRADED SCHOOLS — THE TEACHING FORCE. XXI States, eleven report tlie number of graded and ungraded schools. Tlie total for the eleven States is 73,360 schools, of which number 62,722, that is, 85 per cent, of the whole, are ungraded. The percentage of such schools is smallest in Rhode Island, viz, 36 per cent. ; in Pennsylvania it is 65- per cent, of the whole number ; in New Hampshire, 82 per cent. ; in Connecticut, 83 per cent. ; and in each of the seven other States that report, namely, Illinois, Michigan, Iowa, Tennessee, Virginia, West Vir¬ ginia, and Nebraska, it is above 90 per cent. The proportion of the school population enrolled in these ungraded schools is not reported, and can only be inferentially determined. In Rhode Island it appears to be a little more than a third of the whole ; in Tennessee it is over seven-eighths ,* in Iowa, nine-tenths ; and in Michigan less than two-thirds. In general, graded schools are found only in cities. In the rural districts ungraded schools are (and must continue to be) the rule save in exceptional districts or where two or three districts can unite their school funds and forces. THE TEACHING FOECE. The assertion that “ the teacher makes the school,’' trite though it be, is nevertheless so true that in any inquiry as to the quality of country schools we should seek first to ascertain the character of the teaching force. ( In the school system of each State provision is made for the examination, licensing, appointment, and supervision of teachers. The authorized means are not all equally good, perhaps none is the best that might be devised, but various causes conspire to X)revent the results from being either as uniform or as satisfactory as they might be in spite of imperfections in the systems themselves. The operation of these causes can best be illustrated by reference to particular States. In Rhode Island the State board of education, composed of the governor, lieutenant governor, and six persons elected by the general assembly, nominally examines teach¬ ers and grants licenses. In practice, candidates are examined by town superintend¬ ents and district trustees and licensed by district trustees, subject to the approval of town school committees ; and as the last are offices of somewhat doubtful authority and tenure, there is nothing fixed or uniform either in the methods or in the stand¬ ards of examination.' The consequences are stated as follows in the report of the school commissioner for 1879 : I wish very briefly to call attention to the other phase of this question of qualifi¬ cations, that which is determined by examination mainly, and upon the strength of which nearly all certificates are granted. To any at all conversant with the subject, it must be apparent that our present system is very loose and inequitable. By the operation of our theory of local control, there may be within the State, and doubtless there are, as many standards for obtaining a certificate as there are different towns ; and sometimes wo have the spectacle of two or more standards for the same town. Now, as these certificates ostensibly represent a uniform degree of qualification, the grade being the same, it is at once very clear that very grave difficulties must arise ; while a surer way of blocking the wheels of progress towards a higher standard throughout the State could hardly be devised. The difficulty is one of long standing, and has been many times considered, and various attempts have been made to remedy it, but with only limited success. But past failures should only stimulate to new en¬ deavor. Success seldom crowns the first effort. We certainly are in better condition to-day to enter upon this work than ever before. Our excellent normal school furnishes the ideal standard of qualifications, and it is also giving to the State year by year those who are better and better prepared to illustrate that ideal. Then, too, there is a growing feeling among the people in favor of the recognition of the exist¬ ence of a professional standard, which will serve as a most valuable basis for action looking to the elevation of the same. In what way the needed reform in this matter can bo best brought about it is not easy to say while we retain our present complex district system. But while we eanuot decide upon details, I think we shall have lit¬ tle or no difficulty in agreeing upon the proposition that the question of deciding upon the nature and extent of the literary qualifications and the professional stand¬ ing of teachers should be vested in experts, whose opinions and judgments would bo entitled to weight by virtue of their fitness to judge. I am well aware that this propo¬ sition is contrary to the general spirit of our legislation, but new conditions bring new possibilities, and they in turn demand new methods of treatment. SXII REPORT OF THE COMMISSIONER OF EDUCATION. Joseph W. Congdon, superintendent for East Greenwich, R. I., dwells more in detail upon the evil effects of the present practices, as follows : How often does the trustee take advantage of his office and appoint some relative or connection of his own, and give him the benefit of the salary, with little or no regard to the qualifications of the candidate! How often is a school district kept in turmoil for weeks by intrigues to secure the election of a trustee who, having no relative of his own, has entered into a distinct understanding to appoint some leading man’s daughter or niece ! The effect is as bad as possible. Instead of regarding the iDosition of teacher as a sacred trust, whose duties are to be thoroughly and conscientiously fulfilled, they are regarded merely as drudgery necessary to be submitted to but got through with as easily as possible consistent with securing the salary. The conse¬ quence is that in a very large number if not in a majority of districts it would seem as if the choice of teachers is dictated almost wholly by this species of favmfitism, and that no intelligent effort is made to secure capable and efficient teachers. Under this system there is little chance of obtaining good teachers and still less of keeping them. If, by mere good fortune, a good teacher is secured, he has little chance of retaining his position after the expiration of the term of office of the trustee who ap¬ pointed him. The trustee is superseded by intrigues similar to those that secured him his office, and the new one of course appoints a relative or friend of his. But it may be asked. Why does the committee or superintendent give certificates to such incompetent persons ? To this the answer is easy ; there is no standard of com¬ petency, and it is almost wholly left to the discretion of the examiner. Under this system a low standard has been established which it is practically impossible to change. The teacher is employed, and then comes before the committee for a certifi¬ cate. To refuse one, unless in a gross case, is a personal offence, and is charged to jiersonal feeling, and with some show of reason, for the unsuccessful candidate can probably point to many no better than himself who have easily obtained certificates. Besides, no examination can determine the probable efficiency of a teacher. It can only in a vague and general way test the amount of his knowledge. The capacity of the candidate to govern a school and to impart to others the knowledge he possesses, can only be ascertained by experience. Moreover, a mere pass examination is a very poor test, because it can easily be made the barest formality. If, as in some of the States, all persons within the county who were candidates met and were examined together, and their relative standing thus ascertained, there would be something, at least, like a fair test of the relative capacity of the candidates, and it would require considerable courage to deliberately prefer the inferior and comparatively unqualified to those of superior qualifications. In Pennsylvania teachers are examined by the county superintendents, who confer upon successful candidates the license issued by the State superintendent. They are selected and appointed for actual service by the district boatd of school directors, and in the discharge of their duties they are supervised by the county superintendents. Finally, the county superintendents hre elected by the district board of directors and commissioned by the State superintendent. As county superintendents can withhold licenses from incompetent teachers, so the State superintendent may refuse to commis¬ sion a person elected to the office of county superintendent, or revoke a commission which has been granted, if the holder prove unworthy. Through this interdependence of the school officials, the chances for the appoint¬ ment of inefficient teachers are greatly reduced. The county superintendent, feeling his own professional character involved in the act of granting teachers’ licenses, is more careful to satisfy himself of the qualification of candidates than to consult the personal preferences of directors ; moreover, as the school laws specify the qualifica¬ tions which shall entitle a teacher to receive either a provisional, professional, or per¬ manent certificate, the examiner has a definite standard by which to test the work of candidates. Notwithstanding these wise provisions for elevating the character of the teaching profession, complaints are made that patronage and favoritism are too much concerned in the appointment of teachers. The attendance upon primary schools in Michigan shows a marked decrease during the year, which is attributed by the State superintendent to a want of respect for the schools, arising from the indifterent system of examining teachers since the substitu¬ tion of township for county superintendents. The reports from all the States indicate to a greater or less degree similar experience with reference to the appointment of teachers. THE TEACHING FORCE. XXIII TEACHEES’ TENUEE OF OFFICE. Tiie tenure of tlie teaclier’s office is a condition Tvliose effects are not sufficiently appreciated. Favoritism, change of trustees, and the decrease of salaries too fre¬ quently deprive schools of teachers who have become familiar with their individual needs and replace teachers of merit and experience by cheap substitutes. It is a favorable symptom that the rejiorts from the several States give evidence of a grow¬ ing tendency in rural districts to renew engagements with tried and successful teach¬ ers. Where this practice prevails and the salaries offered bear a fair proportion to the wages for other labor, probably as great a degree of permanency is secured as could be under any system. Salarj^ is doubtless the chief influence in the determina¬ tion of the tenure of office. While the salaries vary so widely in different States and in the different sections of the same State, the poorer districts will continually suffer the loss of efficient teachers. A comparison of Table I, Part 1 (page svii), with the same for 1878, shows a slight decrease in salaries in the majority of the States. The logical consequence of such false economy is strikingly illustrated in the case of Michigan : In this State the pay of teachers in the rural districts has decreased within the last four years about 25 per cent. ; during 1879 the pay of women teaching in the primary schools did not average more than that received by women employed as domestics. The poor pay resulted in poor teachers and a general decline in public school attendance. Those who will take the trouble to examine the column of aver¬ age monthly salary in connection with that of average duration of school in days, will find abundant evidence of the need of a decided improvement in the two partic¬ ulars which together represent the pecuniary probabilities of the teacher’s vocation. EXAMINATION AND INSPECTION OF SCHOOLS. Admitting as we must the supreme importance of the teacher in determining the quality of an individual school, it is nevertheless obvious that the schools of a State cannot reach their highest excellence without examination and inspection. The teach¬ ers themselves understand this ; the best teachers are everywhere ready to cooperate in any effort for the maintenance of such superintendence. Of examination there is enough, possibly too much. Much of it is excellent in method and satisfactory as a means of determining what the schools really accomplish, while the discussions in teachers’ institutes prove that teachers watch the indications of these exercises and are ready to apply them to the improvement of their work. Inspection, which is by far the most important of the two services, has scarcely any recognition in the conduct of our country schools. In the States which take the lead in education, this is acknowledged to be a fatal defect ; wise, public spirited men, both among those employed in the* administration of school affairs and those not directly concerned in them, are anxious to see some means devised for its correction. Hon. .1. W. Dickinson, secretary of the Massachusetts board of education, in his report for 1878-’79, says : Some of our schools are wanting in that intelligent systematic supervision without which the conditions of good schools cannot exist. * If all the schools in this Commonwealth were placed under the supervision of educated men, acting as pro¬ fessional agents of the school committees of the towns, then there would soon be found in these schools well trained teachers teaching, in accordance with a good method, well devised courses of studies to properly graded classes of enthusiastic pupils. And, more than this, there would soon be that unity of plans of school work all over the Commonwealth which would be sure to contribute to a rapid and permanent progress. * * We need our school committees as they are now ap¬ pointed and organized. They must forever hold the schools under their control ; but they must be supplied with skilled agents to do what requires time and constant study and scientific knowledge and practical skill and a successful experience to do well, namely, to make good plans for a true school, and to guide those who use the plans to the best results. * jf # * # # # Within the past few years the educators of the Commonwealth have turned their attention from the mere mechanical practice of the art of teaching to a careful studj XXIV REPORT OF THE COMMISSIONER OF EDUCATION. of the principles upon which the true art is founded, and the result has been a won¬ derful and rapid advance in educational ideas. As a direct result of the study of the philosophy of education, some towns have lately made radical changes in the courses of studies taught in their schools and in the method by which these courses have been taught. The schools of such towns have generally been led to these ends by the di¬ recting power of an educated superintendence. There is a prevailing sentiment now in the Commonwealth in favor of such superintendence of the schools, so that, even in the smaller towns, containing too few schools to furnish constant employment to a special sui)erintendent or possessing too little wealth to pay his salary, even in such towns it is a common thing for the members of the school committee to appoint or commission one of their number to give so much of his time as is necessary to looking after the internal affairs of the schools. By an actual examination of all the schools of one of our counties, it has been determined that those under the care of special supervision are producing far better results than those left to the accidental visits of agents quite fully engaged in other employments. In Rhode Island, of 36 towns, 34 report paid superintendents, but it does not appear that any of the incumbents, outside of Providence, Newport, and Pawtucket, have had special training for these duties. The salaries paid elsewhere range from $25 to $300 per annum, the average being $125. Necessarily the office is assigned to men whose main dei3endence is upon some other business; a circumstance which effectually prevents the kind of inspection that is now claimed to be essential to the successful operation of a public school system. This conviction is repeatedly expressed in the Rhode Island report of 1879. Thus the superintendent of Scituate says : “The schools of this town have been visited during the past year but once each term instead of twice, as the law requires. Your superintendent could not afford to do more, on account of the small amount of money appropriated to pay for this work.” The committee of South Kingstown say: “Your committee regret that the summer schools were entirely without supervision, and urge upon you the necessity of fixing an adequate compen¬ sation, and either appointing, or referring to your committee or the council to appoint, some competent person to look after that most important of our free institutions, the common schools.” With respect to supervision the school laws of Pennsylvania are among the best that have been devised in the United States, nor has any one of the States at present a more efficient system of supervision for country schools in practical operation. The qualifications which render a man eligible to the office of county superintendent are prescribed by law : he must possess a diploma from a college legally empowered to grant literary degrees, a diploma or State certificate issued according to law by the authorities of a State normal school, a professional certificate from a county, city, or borough superintendent of good standing, issued at least one year prior to the election, or a certificate of competency from the State superintendent of common schools. He must be a person of sound moral character, and must have had successful experience in teaching. In the case of every applicant for the commission of a county superin¬ tendent the State superintendent is empowered to determine whether the evidence as to the specified qualifications is sufficient or not. The salaries of the county superin¬ tendents are also fixed by law, so that they are in a great measure protected from the caprice of the ignorant or the influential in the district which they serve. In Ohio the movement referred to in my last report for securing special legislation in the interest of country schools has been prosecuted with unabated ardor. A system of county supervision is one of the new measures to be urged for the action of the legislature. It has already been widely discussed and received with decided expressions of ap¬ proval by those educators who are best informed. It should be borne in mind that inspection includes much more than the work¬ ing of the school in the course of its ordinary routine : plans of construction, warm¬ ing, drainage, ventilation, the supply of illustrative and other material all come within its i)rovince. These conditions, especially so far as they relate to sanita¬ tion, are better understood than ever before. Communities which once showed little interest in any of the details of school affairs save financial estimates are concerning themselves about the means by which the sums expended may yield adequate returns SCHOOL FINANCES AND ADMINISTRATION. XXV in tlie intellectual progress and tlie physical well being, of the children, and conse¬ quently the time is oj^portune for securing public cooperation in jdans for efficient inspection. Table I, Part 2 (pp. xviii, xix), gives the estimates of propert y to be cared for and money to be expended, forming an appreciable measure of the responsibilities resting upon supervising officials. In many of the States the school funds are managed with honesty, economy, and financial skill, and, though the estimates of appropriations are often met with demands for retrenchment, it generally happens that in those States which take the lead in intelligence the people increase their contributions when the necessity of so doing is apparent. Thns, in Bristol, E. I., it became evident, near the end of the winter term, ‘“that the only way to keep the expenses within the limits of the appropriations made was to shorten the term by one week and discharge the teachers. # * A special town meeting was called by request of citizens. The needs were stated, and with almost entire unanimity the requisite supplies were voted.” Such action is by no means unusual. In the matter of the management of school funds, Pennsylvania has a proud record. Since 1863 more than $100,000,000 have been raised and expended for the public edu¬ cation of youth ; with refereiice to which amount State Superintendent Wickersham says: “A few thousand dollars would cover all the losses. During the flush times following the war there may have been some extravagance in the building of school- houses ; but actual dishonesty among school board officials is almost unknown.” In Michigan the rural districts reduced their indebtedness over 50 per cent, during 1379. Similar examples might be multiplied; but, on the other hand, reports from many States show an inextricable confusion in school finances, arising from a defective sys¬ tem of accounts or general mismanagement ; thus, in Virginia, Superintendent Ruff- ner states that the exhibit for 1878-79 is melancholy enough, such debts having been allowed to accumulate in some counties that the local boards determined to open no schools and to use the income for paying off these debts ,* at the same time the super¬ visors diminished the school levies when they should have been increased to the full extent of the lavf. The great disproportion between the school income of the several States, as shown in Table I, Part 2, Summary A (and which for complete understanding must be ex¬ amined in connection with the statistics of population. Table I, Part 1, Summary A, pp. xiv, xv), indicates more plainly than particular examples the economic impor¬ tance of efficient supervision. All the facts here reviewed testify to the importance of the administrative depart¬ ment of the common school system. It has been a gradual development determined largely by local demands and peculiar or unforeseen conditions, and bears unmistaka¬ ble evidence in some of its features of being yet in the experimental stage. While, as we have seen, various and often incongruous influences have determined the char¬ acter of the men charged with its responsibilities, business qualifications have had much to do with their appointment or election. This was a natural consequence of the increase of school funds and the rapid multiplication of school-houses and appurte¬ nances to meet the demands of the increased population. The improvement in ail material appliances (as suitable houses, furniture, and apparatus) and the judicious investment and management of school funds are marked characteristics in the his¬ tory of public education for the last twenty years : but the means by which such in¬ terests are promoted and the standard by which they are tested differ essentially from those best adapted to improve the work of instruction ; hence this phase of develop¬ ment, excellent and important in itself, has had also its drawbacks. It has introduced too much of the formalities of business operations into all school exercises, thereby hindering somewhat the progress of individual minds and prevent¬ ing the ready adaptation of the schools to changing social and industrial conditions according to the most approved pedagogical principles. XXYI REPORT OF THE COMMISSIONER OF EDUCATION. That these evils are exciting special attention is evident to all vrho have followed the popular discussions of school interests, who know the tenor of recent school re¬ ports, or who have watched the action of educators and school officers. It is equally evident that the enemies of public education have found in the public excitement with reference to the subject, in the ready acknowledgment of imperfections, and in the new departures which have been cautiously inaugurated, the occasion for the re¬ newal of their attacks upon the system of free education and upon the principles which are aft its foundation. Fortunately, their sweeping, arrogant denunciations have produced a natural reac¬ tion of public sentiment : the folly of arraigning the schools for failing to pass their legitimate bounds, and to assume the moral obligations of parents, church, and society^ has been exposed; the idea that the function of the schools is special has penetrated the public discussion of their methods and results and given direction to criticism. In the spirit of candid and dispassionate inquiry investigations have been pursued and reports published which afford us more exact information concerning elementary education in certain localities than has hitherto been attainable for any portion of the country. Of all such special reports the most precise and comprehensive is that of the examination of the Norfolk County schools, Massachusetts. As it was published in the Forty-third Annual Report of the Massachusetts Board of Education (1878-79) and has also been printed separately and widely distributed, it is unnecessary to repeat the details here. The examinations were conducted by a committee of the Norfolk County school committee, appointed to test the proficiency of pupils who had been four years and two years in the three leading studies pursued in the elementary grades, viz, reading, writing, and arithmetic. This fact should be kept in mind, and the inquiry should not by mistake be taken to include the advanced work performed in the higher grades of public schools. Mr. Walton has added special value to this collection of facts by his intelligent ob¬ servations upon the vexed questions relating to the methods of teaching drawing, pen¬ manship, spelling, composition, and arithmetic. Certain errors in spelling, upon which the report places great stress, as, 221 different misspellings of “scholar,” 108 of “whose,” 52 of “depot,” are unmistakable evidences of careless training, which will work evil throughout the mental development. Whatever may be the anomalies of English orthography, it is reasonable to demand that all children who spend four years in school shall learn and have at instant and constant command the correct spelling of the names of the most familiar objects and relations. Carelessness in these simple but important details is the fatal beginning of that superficiality which is charged against our common school instruction and from which it must be guarded. The condition of the Norfolk County schools and the particulars in which imme¬ diate improvement is demanded are essentially the same as reported for other sections of the country. It is noticeable that when school officers and teachers enter upon the discussion of school affairs they do not, as a rule, confine themselves to exposing de¬ fects, but give practical suggestions for their correction. The improvements urged as a result of this examination are also similar to those presented as remedies for similar evils elsewhere ; they are substantially as follows : Radical changes in all primary instruction ; teachers directed to talk with the chil¬ dren instead of to them, thereby drawing out the tender mind, and progressing only as the child can keep pace; perception to be stimulated, especially perception of form, place, and direction; the teaching of reading and of the correct use of the simple language at the child’s command to be made one of the aims in the first stages of instruction ; the cultivation of habits of neatness and order, correct positions of the body, polite manners, and kindly dispositions, especially enjoined as the foundation of moral culture ; the child’s love of nature and curiosity with reference to all her phenomena to be recognized in general exercises. Some practical suggestions for advanced grades are added: It is urged that the SCHOOL STATISTICS OF STATES AND TERRITORIES. XXVII Tvork of instruction should be continued with particular reference to that large ma¬ jority of pupils who never enter the high school. Reading must still hold an impor« tant place and he so conducted as to give an easy style of rendering and a taste for the best authors. In writing, a good business hand is made the requisite ; in arith¬ metic, business computations to be chiefly practiced ; in geography, countries to be studied in the order of their importance ; good morals and the love of country to be inculcated. In addition to this specific enumeration of branches to be taught, the following re¬ forms in the general conduct of rural schools are demanded: Better classification, longer terms, higher standards of qualifications for teachers, more intelligent super¬ vision, professional superintendents, and less complexity of jurisdiction. Many of these changes can only be brought about through the wish and consent of the people, as expressed through their representatives. The views of educators are finding expression in petitions and bills, and no interests are likely to be urged with more persistence and zeal upon the attention of State legislatures than those of the public schools. The practical work for those who see the need of reforms and are ready to render aid in their accomplishment is to watch and stimulate and guide legislation upon school affairs and quicken parental cooperation. GENERALIZATIONS BY YEARS AND BY TOPICS -WITHOUT REFERENCE TO STATES. ^ Statistical summary showing the school jgopulation, enrolment, attendance, income, expendi¬ ture, ^'C., for 1875, 1876, 1877, 1878, and 1879, as collected ly the United States Bureau of Education. 1 1 1 Year. Number report¬ ing- In States. In Territo¬ ries. 1 i States. t Territo¬ ries. ( 1875 36 8 13, 889, 837 117, 685 1876 37 8 14, 121, 526 101, 465 School population . <; 1877 38 9 14, 093, 778 133, 970 i 1 1678 38 9 14, 418, 923 157,260 i 1879 38 9 - 14, 782, 765 179, 571 1875 37 11 8, 678, 737 77, 922 1876 36 I 10 8, 293, 563 70, 175 Number enrolled in public schools . 1877 38 10 8, 881, 848 72, 630 i 1 1878 38 10 9, 294, 316 78, 879 1879 38 10 9, 328, 003 96, 083 1875 29 5 4, 215, 380 36, 428 1876 27 5 4, 032, 632 34, 216 Number in daily attendance . 1877 31 j 4 4, 886, 289 33, 119 1 t 1878 31 i 5 5, 093, 298 38, 115 i 1 1879 32 i 8 5, 223, 100 59, 237 f 1875 13 5 186, 385 13, 237 i 1 1876 14 3 228, 867 9, 137 Number of pupils in private schools . •; 1877 12 4 203, 082 6,088 1878 12 4 280, 492 6, 183 i 1879 19 4 358, 685 7, 459 -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 9,632,969 in 1871 to 12,740,751 in 1872 is attribu¬ table to the fact that only 29 States reported the item in 1871, while 37 reported in 1872. So in the case of average attendance in 1875: only 29 States report the item, while 37 report their enrolment, thus explaining the absence of concomitant variation in these items which may be generally looked for. XXVIII EEPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary showing the school populafion, 4'C. — Continued. i ! 1 Year. , 1 Number report¬ ing. i In States. j In Territo¬ ries. 1 States, j j Territo¬ ries. f 1875 36 9 247, 423 1,839 1876 37 9 247, 557 1, 726 Total number of teachers . ‘ 1877 37 9 257, 454 1, 842 1878 33 9 269, 132 2, 012 1879 33 9 270, 163 2, 523 1875 31 8 97, 796 655 1876 32 9 95, 483 678 Number of male teachers . < 1877 33 9 97, 638 706 1878 34 8 100, 878 789 1879 34 8 104, 842 935 1875 31 8 132, 185 963 1876 32 9 125,644 893 Number of female teachers . < 1877 33 9 138, 228 986 1878 34 8 141,780 1, 027 1879 34 8 141, 161 1,342 r 1875 37 8 $87, 527, 278 $1, 121, 672 1 1876 33 9 86, 632, 067 717, 416 Public school income . ^ 1877 37 9 85, 959, 864 906, 293 1 1878 38 10 86, 035, 264 942, 837 1 1879 38 10 82, 767, 815 1, 020, 259 1875 34 9 80, 950, 333 982, 621 1876 36 10 83, 078, 596 926, 737 Public school expenditure . . . 1877 37 8 79, 251, 114 982,344 1878 38 10 79, 652, 553 877, 405 1879 33 10 77, 176, 354 1, 015, 163 r 1875 28 3 81, 486, 158 323, 236 1876 30 2 97, 227, 909 1, 526, 961 Permanent school fund . 1877 26 2 100, 127, 865 2, 106, 961 1878 32 1 106, 138, 348 1, 506, 961 1879 30 2 110, 264, 434 2, 776, 593 BRIEF SUMMARY OF THE EDUCATIONAL CONDITION OF THE STATES. The comparisons here instituted are between the school years 1877-78 and 1878-79. NEW ENGLAND STATES— MAINE. For the first time in several years there appears an increase in the number of youth of school age (4-21) in Maine, this increase being 513., But, partly from political dis¬ turbances and some unfriendly legislation as to schools, the enrolment and average attendance fell off more than 3,000 in the State schools, instead of increasing as in the two preceding years. The free high schools particularly suffered, suspension of the State aid previously given cutting them down from 160 to 66, with, of course, a cor¬ responding decrease of enrolment. Still, schools and teaching force in lower grades were kept up, the number in both going beyond that in 1877-78, and the quality ap¬ parently improving, as more teachers were graduates of normal schools. Receipts and expenditures for public schools were, on the whole, considerably increased. Instruc¬ tion in colleges and professional schools was prosecuted as before, with respectably high standards and some additional advantages, while special instruction of deaf-mutes in a school at Portland had, for the first time, State assistance. PRESENT EDUCATIONAL CONDITION. XXIX NEW UAMPSHIUE. The estimated school population in this State was set at 1,683 less than in 1877-78 and the reported enrolment in the public schools was 975 less. In pay of teachers too, :n the number of graded and high schools, and in the general expenditure for the sup¬ port of i^ublic schools, there appears a falling off. There was an increase of 500 pupils in average daily attendance in the public schools, although attendance on other than public schools fell off 716. The average time of public schools was increased by almost 5 days ; the school-houses with globes or outline maps increased by 69 ; more men by 28 taught in the State schools; and $3,970 more were raised for them. At Dart¬ mouth there were 13 more students in the college proper, 17 more in the Agricultural State College, and 2 more in the civil engineering school, those in the Chandler Scien¬ tific and the Medical School somewhat fewer in the fall of 1879. VERMONT. This State presents a fair advance, the whole enrolment in the public schools reach¬ ing 4,440 more, through the entrance of many under and over the school age ; while of youth of school age there were 3,185 more in all schools. The average daily attend¬ ance in the public schools also considerably advanced, the average time of school was somewhat lengthened, and the receipts for school purposes increased. The only falling off was in the pay of teachers, in the amount expended on the schools, and in the num¬ ber of the teachers who had attended a Vermont normal school. Normal schools were continued, though assailed, and 1 in 9 of the teachers in the common schools was said to have been trained in them. No important change appears in secondary, supe¬ rior, or professional instruction for the year. MASSACHUSETTS. With 6,634 more youth of school age and with greater stringency in the laws for the instruction of them, the enrolment in the public schools here was only 1,347 greater than in 1877-’78. Still, an average attendance of 5,802 more pupils daily brought up the ratio of such attendance from 76.86 to 77.09, though the average attendance on other than public schools fell off 164. The State charitable and reformatory schools had a smaller average number to provide for ; the normal schools seem to have im¬ proved their methods of instruction by introducing more of practice teaching ; summer schools for teachers did something towards improving those already in the field ; Har¬ vard and Wellesley did some good work in the same direction, and the former adopted for all graduating students a system of distinguishing degrees which will be likely to be followed elsewhere. RHODE ISLAND. Although a census of the youth of school age in 1879 showed a falling off of 3,754 since 1875, there were 717 more pupils entered in public schools for 1878-79 and 295 more in average daily attendance. Three more public school buildings were reported, and 18 more public day schools, 19 more being also graded. Meetings of teachers for mutual improvement helped to elevate them ; the State school for training teachers entered on new quarters with increased advantages for work, and Brown University reported progress in an effort to more fully systematize its courses. Almost the only important falling off occurred in the revenue for public schools, in the enrolment in evening schools, and in teachers’ pay. CONNECTICUT’. The statistics for 1878-79 appear to indicate a check to the steady progress reported for previous years. Against an increase in 1877-78 of 1,308 youth entitled to free in¬ struction in the public schools, there is an increase of only 21, and the enrolment in X)'ablic schools was 446 below that of 1878. The average attendance diminished still XXX REPORT OF THE COMMISSIONER OF EDUCATION. more. As the grading of the schools was more complete, the number of teachers greater, and the school-houses in about as good condition, the only apparent explana¬ tion of the check to progress is the marked decrease in the pay of teachers. In nor¬ mal, secondary, superior, and scientific instruction no special change is noticeable ; but the Yale medical department extended its required course to 3 years instead of 2, with strict preliminary and annual examinations. mODLE ATLANTIC STATES — NEW YORK. The record forl878-’79 is : Youth to be taught, 13,471 more than in 1877-’73 ; youth actually taught in common schools, 2,011 fewer ; in average daily attendance on such schools, 7,224 fewer. Taught in private schools, 596 more ; in normal schools, 94 more ; in academies and colleges reporting to the State regents, 684 more. Public school-houses, 38 more ; teachers in public schools, 102 more, with some diminution in the average annual pay, because the receipts for public schools were $1,539,121 less than in 1877-78. In 6 of the 8 State normal schools the academic teaching ceased ; in that of the city of New York the course was extended from 3 years to 4. In high school studies 30,377 pupils were reported, an increase of 77. In collegiate study no special change appears, except an increasing tendency toward scientific and artistic branches. NEW JERSEY, With 3,747 more to be instructed and 934 more enrolled in public schools, the aver¬ age monthly enrolment in these schools fell off 22, 127, and the enrolment in private and church schools 1,516. The average attendance, too, which in the public schools had been increasing since 1873, was less by 1,534 than in 1877-78. All this, as re¬ spects the State schools, was probably the indirect result of a reduction of $114,574 in the school receipts and expenditures from public funds. Still, school buildings were more numerous and of somewhat improved quality, the valuation of them going up $101,205. Normal and high school training went on much as before, and in the better class of colleges there were improved facilities for study. PENNSYLVANIA. The hindrances to school work noted in 1877-78 as growing out of diminished funds for common schools continued to operate in 1878-79. A further reduction in the pay of teachers and in other expenses was the natural result, accompanied by a reduction of 1,040 in public school enrolment and of 16,153 in average attendance. And yet there were 319 more schools reported, 373 more graded ones, 319 more teachers ; singing and higher branches were more fully taught, while, notwithstanding a largely decreased attendance in private and church schools, there were 253 more of them. The 10 State normal schools entered on a revised course of study at the beginning of their school year ; the one in Philadelphia increased its already great advantages ; secondary in¬ struction in good city high schools was prosecuted with fuller means of illustration ; collegiate and professional school standards were maintained ; and in some scientific and art schools, with additional special schools, there was a largely increased training for useful and artistic industries. DELAWARE. There is nothing here to note for 1878-79, outside of Wilmington, but a decrease of 109 in free schools for white youth and of 111 in teachers for them, with an increase of 6 in the schools for colored youth and a decrease of 58 in the attendance on these. In Wilmington, a good school system, well sustained amd with teachers well prepared, insures steady iirogress. MARYLAND. In this State, as in Pennsylvania and Delaware, there is no census of youth of school age. There were, however, 9,212 more on the rolls of the State schools in PRESENT EDUCATIONAL CONDITION. XXXI 1878-’79, witli 2,416 more in average daily attendance, 20 more schoola, and as many- more teachers ; average school term 7 days longer, and average pay of teachers fairly increased, to correspond with a considerable increase of general receij)ts. Normal school training for both white and colored teachers held its own ; that in high schoola was made higher and better; Baltimore City College added a year to its course, and Johns Hopkins University maintained its high standard and increased its work. VIRGINIA. As in 1877-78, State funds were largely withheld from the schools and the receipts were diminished by $267,675. This compelled a reduction of 2,0.54 in the number of free schools taught, of 2,099 in teachers for them, of $2.14 to $2.41 in the average monthly pay of those employed, with the result of 94,170 less enrolment and of 50,693 less in the current daily attendance. The strong feeling this aroused throughout the State promised, however, such widened local taxation for free schools as it was hoped would bring them up another year to nearly their former standing, and the first figures since received tend to justify this hope. There was still no State normal teaching, but initiatory steps were taken towards the institution of it in 1880. Private and county normal teaching made some advance. Collegiate and professional instruction was continued by the same institutions and with about the same standards. A new and important si3ecial school (the Miller Manual Labor School, Albemarle County), with large endowment for training orphans in school studies and industries, made its first report, showing 29 boys on its roll in 1878-79. SOUTHERN ATLANTIC STATES — NORTH CAROLINA. The only thing that remained stationary here was the short average school term, only 46 days, as in 1877-78. Youth to be taught increased 3,809 ; enrolment in free schools, 10,657 ; average attendance on them, 18,235 ; number of schools, 354 ; receipts for them, $40,865 ; expenditures, $13,254 ; available State school fund, $92,500. Even a decline of 351 in the number of teachers is probably not an ofiset to this educational advance, but only an indication that many short term schools, instead of having each a different teacher, were conducted in contiguous districts and successive terms by the same persons. The teachers, too, were probably better qualified, as the State summer normal school for whites had taught 402 in its session of 1378 and had 290 attending in 1879, while the one for colored pupils was also sending out graduates from its 3 years’ course. Many of the increasing number of collegiate and professional students, too, doubtless taught some part of the year. SOUTH CAROLINA. From the lack of a State census it does not appear what was the increase of chil¬ dren entitled to instruction ; but 6,224 more than in 1877-’78 were enrolled in public schools ; ^ 49 more teachers found employment (though at reduced average pay) ; 123 more school-houses were in use, of which 81 were built during the year, at a cost of $5,556, while 29 more than in the previous year were owned by the school districts ; and, though the receipts for free schools were $12,030 less, the expenditure for them was $290 greater. The State University and the State normal school for whites re¬ mained suspended, but several normal schools for colored pupils trained teachers for the schools. The only apparent advance in collegiate instruction for the year was at Claflin University, which rei^orted a marked increase in the number of students and a considerable advance in the standard of scholarship. GEORGIA. Although there was no census in 1878-79 to show the increase in youth of school age, 16,755 more were reported enrolled in public schools, with a small increase in average attendance ; pupils in private schools fell off 4,425. Public schools increased *No record is made here of average attendance. XXXII EXPORT OF THE COMMISSIONER OF EDUCATION. by 374. wLile private ones diminislied by 109. There was no State normal training for whites in the year, and the hope of having the normal college for whites trans¬ ferred from Nashville, Tenn., to Atlanta was disappointed; but training of teachers for the colored race continued at Atlanta University, with State aid. No special change appears in collegiate and professional training in this year. FLOEIDA. Ar the time when the abstract for this State was sent to press no statistics for 1878- ’79 had been received. Since then they have come in, and present an enrolment of 73 more pupils in public schools, an average attendance of 1,668 more, 58 more schools and 2 fewer teachers, $5,824 more expended for them, some normal training for col¬ ored teachers through Peabody fuud aid, and 8 wliite teachers under instruction at the Nashville Normal College for the State schools. GULF STATES — ALABAMA. With 125 fewer schools and teachers and an increase of only 6,404 in youth entitled to free schooling, there were 13,872 more enrolled and 13,249 more in average attend¬ ance, with a proportionate increase In the school expenditure. The fewer teachers thus got better pay, while 3 State normal schools and numerous new township insti¬ tutes helped to improve their quality. The standard of admission to the State Uni¬ versity was considerably raised, and a graduate course w^as started at the Agricultura-l State College, professional courses and standards remaining as they had been. MISSISSIPPI. A good record meets us in this State : 16,480 additional youth of school age, an. enrolment of 11,775 more in the free schools, and an average daily attendance of 2,997 more, with |11.3,647 more raised for the schools and $48,743 more expended for them. Better teaching, too, was doubtless had from the influence of the two State normal schools and of four extensively attended institutes held by the State superintendent, with good help, in four different cities consecutively. No evidence comes, however, of advance worth noting in higher and professional instruction. , LOUISIANA. Uncertainty of school officers as to income for the schools and uncertainty of teachers as to the receipt of their pay, combined with movements towards a change of school laws, hinder progress in the public schools throughout this State. Hence, with an estimated increase of some 58,000 youth of school age, only 1,699 more were enrolled in public schools, and the total of schools taught and of teachers for them fell off. The schools of New Orleans were with difficulty kept open 9-J^ months, and the fund for paying teachers there proved inadequate. Normal training for both white and colored pupils was continued in that city only through aid from the Peabody fund. The reorganized State University made no report. TEXAS. A partial report from this State, received as the matter relating to it went to press, shows considerable gains in 1878-’79, such as 13,971 in children of school age, 45,670 in enrolment in the public schools, which were more numerous by 1,560 ; the receipts for schools increased, too, by $113,420, and the expenditures for them by $00,379. Later reports from counties and cities not at first heard from indicate that the real gains were greater than above stated. Normal instruction for both white and colored pupils was also said to be fairly inaugurated under State auspices. The State College of Agriculture for Whites had 248 students. SOUTHERN CENTRAL STATES — ARKANSAS. The report from the State superintendent for the year shows that, with 20,126 more children to be taught, there were 19,302 more gathered into public schools, under 583 PRESENT EDUCATIONAL CONDITION. XXXIII more teachers and in 148 more school-houses. This, with receipts for free schools $90,753 greater and expenditures for them $57,056 more, is very fair progress. In the 2 State schools for training teachers 4 years’ normal courses were the rule and in the State University there was a respectable advance in standard settled on for 1880. The university also reported a medical department organized for 1879-’80, with the current ^^regular” standard, but offering a 3 years’ graded course. KAXSAS. Except in the average pay of teachers and the valuation of school property, all is progress here : $65,260 more raised for public schools, 412 more of these built or opened, 512 more with a graded course of study, 2,900 more with uniform text books, an increase of 11 days in the average school term, and, out of 45,656 more youth of school age (poured mainly by large immigration into the State), 30,628 more shown on the school rolls, with 16,783 more in average daily attendance. The chief State nor¬ mal training, by county and State normal institutes, gave the greater part of the teachers 4 weeks’ instruction in good methods, while normal courses of 2 to 3 years held many more, the State University and several colleges cooperating in this work. MISSOURI. The report here was that out of 13,905 more youth to be educated only 1,599 entered the public schools, these schools diminishing in number by 188 and the number of school-houses reported being less by 256 ; though the estimate of the value of all school property was put $678,601 higher. The number of teachers was 31 less, the av¬ erage monthly pay of men $1.36 less, that of women $1.91 more. Receipts for public schools fell off $1,019,128; expenditure for them increased $663,321. The permanent State school fund, though with some different elements in the two years, was reported $264,179 larger in amount. The 3 State normal schools for whites were said to be flourishing and useful, as well as one at the State University, and one aided by the State at Jefferson City, for colored youth. The State University received from its president the gift of an observatory and telescope, and somewhat advanced its stand¬ ards, while Washington University, St. Louis, added to much previous good work a considerable extension of its training for industries. One new college, Ste warts ville, was added to the previous list. KENTUCKY. From failure of the late superintendent of instruction to report any statistics for last year, or any but of the youth of school age in 1879, no show of any progress in the lat¬ ter year can be presented beyond the fact that the whites to be schooled were 17,475 more than in 1876-’77 ; the colored, 9,847 more. How many of these were gathered into schools appears only in the cities, in which fair work seems to have been done. A State summer normal school, established in 1878, trained 40 pupils in its session of 1879 and then was closed; but institutes were held under State authority in 114 coun¬ ties and gave instruction to 6,074 teachers, and 9 private normal schools worked in the same direction. The State University had for the year 154 students ; the State Agricultural College matriculated 118, double the number that entered the former year. TENNESSEE. By a change in the school age (from 6-18 to 6-21) and by natural increase, 65,726 were added to the number entitled to free schooling in 1878-’79. Yet, of this large in¬ crease, only 3,535 seem to have gone into the public schools, though 3,277 more pupils were reported in private schools. The average daily attendance in the former went up, however, 13,964 ; that in the latter, only 1,729. There were 218 more school-houses, 266 more schools opened (24 of them graded), 410 more teachers, and an increase in the value of school property amounting to $111,286. The points of loss were 8 days less average time of schools, $119,377 less money for them, and thus a falling off of $2.45 in average monthly pay of teachers. The normal school arrangements were only changed ED— III XXXIV REPORT OF THE COMMISSIONER OF EDUCATION. by tbe addition of 3 private normal schools to the previous 12. Superior and pro¬ fessional training vrent on with the same arrangements as before. WEST VIRGINIA. With 3,409 fewer children to be trained the public system here enrolled 5,342 more and had 3,635 more in average daily attendance ; there were 176 more school-houses, 215 more schools (23 more being graded), and 384 more teachers ; the school term was lengthened 4.4 days, although the receipts for schools were less by $47,654 and the valuatiorr of school property fell off to some extent. The 5 State normal schools went forward with their work, though without the promised State appropriation, and so did one for training colored teachers, while institutes with $1,000 aid from the Pea¬ body fund did much to improve the existing teaching force. In other instruction the only change was the introduction of a law department and of some medical lectures at the State University. NORTHERN CENTRAL STATES — OfflO. Against the great increase of public school enrolment and attendance in this State in 1877-78 must be set for 1878-79 a decrease of 5,543 in the former and of 5,382 in the latter, though the youth to be instructed numbered 1,357 more and the school- houses opened to them 164 more. The new school-houses built, too, were fewer by 44, and the valuation of the new buildings was $263,021 less. Receipts for free schools fell off $94,426 ; expenditures for them, $283,800. All this, with the fact that the comparatively few private schools increased their pupils by about the number that the State schools lost, indicates a dissatisfaction with the latter somewhere, and this is said to have been with the numerous poor country schools. A movement to improve these by training for them better teachers in the State normal schools, and by giving them the benefit of town school systems and of county supervision, failed to secure legislative action. The State remained thus dependent on private normal training, city normal schools, and institute instruction for the skilled teachers she required. Other instruction went on much as before. MICHIGAN. In this State the youth for schooling were 10,187 more than in the previous year, but the enrolment in public schools was 17,564 less, though private and church schools gained nearly half of what the others lost. A falling off of $128,261 in receipts for public schools required again a decrease of teachers’ wages, which were reduced, on an average, $2.72 a month for men and $2.68 for women. Much of all this is attrib¬ uted to a growing disrespect for the numerous poor teachers, and consequently jioor schools, that have come from the change in 1875 of skilled county superintendents for unskilled township officers. A well arranged system of teachers’ institutes mitigates the deterioration from this source. The high schools, normal school, University,^ Agricultural College, and State special schools seem all, however, to have done well. INDIANA. No gains like those of 1877-78 are reported ; only an increase of 8,948 in youth of school age, of 92 in public school-houses, of 3 days in the average time of school, of $251,058 in the valuation of school property, and of $42,498 in the amount of avail¬ able State school fund. All else is loss : a decrease of 8,643 in public school enrolment, of 3,750 in average daily attendance, of 9 in the number of graded schools, of 17 in school-houses built within the year, of 191 in the number of teachers, of $1 to $8.40 in average monthly pay of teachers, of $164,298 in receipts for schools, and of $175,182 in expenditures for them ; and this notwithstanding skilful and efficient superintend¬ ency. Still, 520 pupils in the State normal school, 2,327 in private normals, with train¬ ing in this line in 8 colleges and many summer schools, gave promise of good teaching. 1 To aid in training teachers of high grade a chairof pedagogy was established at the University this year. PRESENT EDUCATIONAL CONDITION. XXXV The State University had 33 high schools on its approved list, and Pardue University matriculated 195 students for its excellent scientific course. mLixois. Statistics here, too, indicate a falling off of 1,727 in educahle youth, of 13,399 in public school enrolment, of 4.22 days in the average time of school, of 582 in teach¬ ers, of $12.62 in average monthly pay of men (against $3.31 advance in that of women), of $3,492,388 in receipts for schools, and of $1,335,366 in expenditures for them. School property in the Srate system was valued, however, at $796,840 more, and private schools reported 6,268 more i^upils, under 108 more teachers. In normal schools linked with the State system 778 pupils were preparing to be teachers; in pri¬ vate normals, 215, besides classes in 10 colleges and numerous summer schools. In 21 approved high schools pupils for the State University were given the privilege of en¬ tering on their diplomas ; in 14 more, examination of students for such entrance was allowed to be conducted by the principals. In the University itself and in the pro¬ fessional schools and special schools, fairly high standards seem to have been well maintained. WISCONSIN. There were 5,861 fewer youth of school age reported in public schools, though there were 4,761 more entitled to free schooling : 7.3 days less in the average school term outside of cities, where it was 6.3 days longer than before ; the average monthly pay of men reduced, and that of women slightly advanced. Attendance in the 4 State normal schools was less also by 82 ; in colleges and academies reported, less by 231. In other things there was a gratifying increase, 243 more districts report¬ ing, 502 more that purchased text books for their schools, 6 more free high schools,^ 65 more public school-houses, with 4,067 more sittings, 67 more teachers, $4,453 more raised for schools, and $6,925 more spent on them. The State University had a new assenjbly hall and new observatory, and Ripon College an addition of $15,000 to its endowment. The State school for deaf and dumb atDelavan lost its building by fire, but without loss of pupils, and a new school for teaching articulation to deaf-mutes at Milwaukee had 21 pupils. MINNESOTA. From lack of a school census, there is no information as to increase of educable youth, but 3,739 more of school age were reported enrolled in 190 more districts, with 136 more school-houses, under 135 more teachers. The number of towns reporting graded schools fell off, however, by 14, and the reported number of scholars in such schools by 3,152; receipts for public schools were $57,918 less than in 1877-’-78; the expenditures for them $99,947 lower, and the valuation of school projierty decreased $298,326. From the diminution of receipts, the average monthly pay of men teaching in public schools was made $1.74 less and that of women 89 cents less, the only financial improvement being a gain of $190,766 in the available State school fund. With a view to preparing students for the University, a law to encourage high schools and bring them up to a proper standard was passed. IOWA. As in 1877-78, the comparatively small increase of school population (only 1,879) and nearly as many more (2,955) were enrolled in public schools (with 1,433 more in other schools), and 7,789 more were kept in average attendance. School districts and subdistricts increased by 320, public schools by 250, school-houses for them by 225, teachers in them by 568 (besides 58 more in private schools), the average school term by 1 day, the receipts for the State school system by $442, 184, the expenditure upon it by $358,939, and the permanent school fund by $15,612. The only retrogressions that appear are the reduction in the valuation of school property of $98,929 and the average ' Of these, 3 were aided by the State ; the other 3 were not yet old enough to claim such aid. XXXVI REPORT OF THE COMMISSIONER OF EDUCATION. montlily pay of teacRers of $2.27 for men and $1.44 for women, tRongR means to pay them seem to have been ample and the teaching quality exceptionally good. Normal traiuing was given in 2 State, 4 private, and 9 collegiate institutions ; the State Uni¬ versity transferred all preparatory work to the schools helow it. NEBRASKA. This State added 19,381 to its youth of school age, 14,171 to its public school enrol¬ ment, 86 to its school districts, 86 to its schools (74 to schools with more than 6 months^ session), 15 to the average days of school, 88 to the roll of its school teachers, $3.80 a month to the average pay of women teaching, $3,621 to the valuation of school prop¬ erty, $32,008 to its receipts for public schools, $11,797 to its expenditure for their sup¬ port, and $205,441 to its permanent available school fund. Two fewer male teachers and a reduction of $1.40 in the average monthly pay of men were the only fallings off. The 1 State normal school had 232 normal students and graduated 50 ; a private normal had 70 students in a 5 years’ course. A new coUegiate institution was added to the 4 already in existence and a theological school established in 1878 made its first report. COLORADO. With 3,267 more youth of school age, 2,530 fewer appear on the public school rolls,, under 26 more teachers, and 1,200 more were in average attendance. The monthly pay of the male teachers went up $7.37 ; that of women, $5.93; the receipts for the State schools fell off $59,539, and the expenditure for them, $14,448. Normal training continued to be given in the normal classes of the high school at Denver and of the State University at Boulder, with the addition of like instruction at Colorado College. The State University reported its first collegiate class, its work having previously been preparatory ; the agricultural college had a like one ready for 1880 ; and the School of Mines arranged a vacation course of mining inspection for the summer of 1879. STATES ON THE PACIFIC SLOPE — NEVADA. The year 1878-’79 being an off one as respects Nevada reports, the few statistics of a brief return form the only basis of comparison with the preceding one. These show an increase of 670 in youth of school age, of 442 in the average daily attendance in State schools, and of 15 in the number of teachers for them. The enrolment in State schools fell off by 22, and the average monthly pay of teachers decreased $21.54 for men and 91 cents for women. The expenditures for public schools were thus re¬ duced $988. CALIFORNIA. Of 10,929 more children to be instructed, 6,209 more appeared on the State school rolls- and 3,772 more in daily average attendance ; there were 70 more school districts, 160. more teachers of apparently higher average qualifications, in schools better supplied with illustrative apparatus, as well as with appliances for ventilation, health, and comfort, and having 4.8 days longer terms. The valuation of school property was $514,019 higher. Of the teachers, 108 more were graduates of the State Normal School and 803 more attended the teachers’ institutes. Teachers’ pay was cut down on an average $1.82 to $1.87 a month, to meet a reduction of $166,862 in receipts for schools, the saving in expenditure reaching $144,908. Normal training was extended in the direction of preparation for Kindergarten work by the efforts of an experienced teacher. Notwithstanding some discouragement of high school work under the new constitution, 4,871 pupils were reported in high school grades. An elevation of stand¬ ard in the 2 medical colleges was the chief change in education beyond the high schools. OREGON. The advance made here in 1878 was not quite reached again in 1879, for although there was about an equal increase (3,002) in youth of school age, and in enrolment in the public schools one of 5,726 against the former gain of 958, the average daily PRESENT EDUCATIONAL CONDITION. XXXVII attendance (then a gain of 7,077) shows now a loss of 624, and the private schools gained on the public ones. The average school term lost 5.6 days, and average pay of teachers went down 53 cents a month for women and $1.35 for men ; but school prop¬ erty was rated $37,905 higher and receipts and expenditures for public schools both showed a large proportionate increase. The State University increased its capacity for work by the addition of much new apparatus and of 2 professors, and the new Blue Mountain University reported its collegiate and fine arts departments organized and in operation. THE TEUEITORIES. Alaska, in 1879, though still unorganized, presented, besides the 2 required schools on the Seal Islands, 3 others sustained by missionary enterprise at Fort Wrangell, with over 130 pupils ; another of the same class, with 60 pupils, at Sitka ; others of unknown number among the Aleuts ; and yet more elsewhere ; apparently at least 13 in all. The natives are said to have evinced a great desire for education and con¬ siderable aptitude. 1 iThe following letter, throwing light on the condition of educational effort in this Territory, is given in full: SUPERINTEXDEXCr OF PRESBYTERIAN HOME MISSIONS FOR THE TERRITORIES, Denver, Colo., December 30, 1879. Hon. and Dear Sir: The prominent events of the past year in connection with the educational work in Alaska were the erection of a commodious school building at Fort Wrangell and a personal visit of Eev. Henry KendaU, D. d., and myself. The McFarland Home for Girls (a boarding school), in the old military hospital, and the day school, in an abandoned soldiers’ mess room at Fort Wrangell, had so far outgrown their temporary quarters as to imperatively demand enlarged accommodations. To meet this demand, in the winter of 1878-’79 I made an appeal through the newspaper i^ress and by public ad¬ dresses for funds to erect a suitable building for the use of the boarding and day schools. The appeal was successful, and by May, 1879, between four and five thousand dollars were contributed by the Presbyterians of the United States. Last spring Dr. Kendall, secretary of the Board of Home Missions of the Presbyterian Church, and myself were requested by Hon. John Sherman, Secretary of the Treasury (who has the supervision of Alaska affairs), and by Hon. Carl Schurz, Secretary of the Interior, to visit Alaska and report to them upon the condition of the native population, their need of schools, &c. This we did, spending July, August, and September in the trip. Upon our aiuival at Fort Wrangell we at once set men at work on the erection of a building, 40 by 60 feet, two stories high, besides basement and attic, for the Girls’ Industrial Home, and a building 36 by 55 feet in size to be used jointly as a church and school rooms. Ho one that has not tried building a thousand miles from a hardware store and a hundred miles from a saw mill, in a community where there was not a horse or any other beast of burden, and bnt one wheel¬ barrow, can realize the vexatious delays incident to such a work. Nevertheless the school- house was so far completed as to be occupied at the opening of the fall term, and the boarding house is inclosed and will be completed early next spring. At Sitka the school commenced by Kev. J. G. Brady and Miss Kellogg last year was suspended by the marriage and removal of Miss Kellogg to Fort WrangeU. This fall it has been reopened by Mr. Alonzo E. Austin, of Hew York City. A trip was made to some of the native villages upon the Sticktne Kiver. We also attempted to reach the villages north as far as the Chilcats, at the head of Lynn Channel, but were jirevented by the breaking down of our steamer. Disappointed in our northern trip, I availed myself of an oppor¬ tunity to take passage with eighteen Indians in a canoe and visit the villages down the coast as far as Metlakatlah, in British Columbia. Metlakatlah is a mission station of the London Church Missionary Society. On October 1, 1857, Mr. William Duncan reached Fort Simpson, British Columbia, finding there nine tribes and some 2,300 Tsimpshean Indians. They were degraded and savage cannibals, seemingly beyond the reach of instruction. On June 23, 1858, he opened the first school in the house of a chief. The attendance was 26 children and 15 adults. The interest grew so rapidly that in July the erection of a school building was commenced. Before the close of the year there were 140 children and 50 adults in attendance. On May 27, 1860, Mr. Duncan located a new village, which he named Metlakatlah, and removed to it such Indians as were willing to come under instruction. The village now numbers 1,000 civilized and intelligent Indians. Spirituous liquors of aU kinds are strictly prohibited. All are re¬ quired to keep the Sabbath, attend church, and send their children to school. The men are educated as farmers, blacksmiths, cai’penters, merchant's, &c. They live in well built houses (two story frame), and have a Gothic church capable of seating 1,000 persons. They have also a school building that will seat 700 pupils. Metlakatlah is a living illustration of the effect of a Christian education upon a savage tribe. In 1864 a mission school was established at Kincolitte. The London Church Mission Society has also established schools at Kittackdamin, 40 miles above Eancolitte, ontheHasse River; also at Kit- wiagach, on the Skeena River, 100 miles from Kittackdamin; at Kishpiyoux, on the Upper Skeena; at Massett, on Queen Charlotte Island, and at Fort Rupert, on the northern end of Vancouver Island. In the fall of 1874 the Methodist Church of Canada sent Rev. and Mrs. Thomas Crosby to Fort Simp¬ son, B. C., where they have built up a prosperous Indian village. They have a day school of 120 pupils and a girls’ boarding school of 15. The Canadian Methodist Society has also established schools at two villages on the Haas River, at Kitamart, Bella Bella, and other points. The school at Fort Wrangell was reenforced in -July by the anival of Miss Maggie J. Dunbar, an accomplished teacher from Steubenville, Ohio. In June, W. H. R. Corlies, M. d., and wife removed from Philadelphia to Fort Wrangell to do mission work at their own expense. They opened a school with great success on the beach, among the visiting Indians, of whom there are often as many as a thousand. While the pupils were constantly changing with the coming and going of the parents, yet seed was sown and impressions made that are already bearing fruit in the request for schools among the more distant tribes. XXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Arizona, throngli the efforts of a working superintendent, had 23 more school rooms^ 14 more teachers, an average of 41 more days of school and of 2,202 more youth of school age, and 403 more in public schools, with 1,102 more in average daily attend¬ ance. For the support of the free schools^ $11,025 more were received and $7,804 more expended. The only reduction was in average pay of teachers, $7 a month for males and $6 a month for females. The value of school property was nearly doubled. Dakota reported 6,334 additional youth of school age, 2,672 additional enrolled in public schools, and 3,276 additional in average attendance under 134 more teachers, and in 169 more school-houses, with an additional valuation of $73,633. Her school receipts went $8,692 beyond those of 1877-78, and her expenditures $16,166 beyond, though the pay of teachers was reduced on an average $1.16 a month for men and $1.54 a month for women. The District of ColumMa had no census in 1879 to show the increase of educable youth, but 2,288 more pupils were enrolled in public schools and 1,355 more were in daily attendance, notwithstanding a great lack of accommodations for them. Two days’ additional school term, 23 more school- rooms with 1,420 more seats for study, 32 more teachers, $6,394 more in receipts for schools, but $5,263 less expenditure on them, are further items of report. The pay of women teachers was cut down, on an average, $2.13 a month, but men, mostly in higher positions and with greater responsibilities, had an average of $2.92 more. Idaho, through an extension of the school age, in addition to the natural growth, presents 654 more youth to be educated and makes the number in her public schools 2,164 greater. Receipts for school purposes (including in 1877-78 the balance on hand and in 1878-79 county and local taxation only) were less by $10,347 ; the ex¬ penditure for teachers’ salaries $3,083 less. The Indian Territory had 6,250 children of the five nations in its schools (257 more than in 1878), these schools numbering 195, teachers not given. Of these Indians 2,650 were reported as having learned to read within the year, making the whole number of readers 33,650. Of other Indians in that Territory and elsewhere 7,193 were under instruction, an increase of 964, while 346 more than in the previous year were held in average attendance under 55 more teachers. The beginning made in 1878 of educating large numbers from the wild tribes in schools of high character as future teachers of their race progressed and was extended, with most encouraging results. Montana, with only 570 more youth of school age, enrolled 632 more in her schools and had 420 more in average daily attendance in 11 more school-houses, 29 more schools, and under 29 more teachers ; received $540 more for schools and spent $2,226 more on them. New Mexico, as before, had the same imperfect county school system, receiving one fourth of the public taxes, yet entirely under local and largely under sectarian con¬ trol, reporting to no central head and giving no general statistics. Utah enrolled on its school lists 1,349 more pupils (which was 14 more than the increase of those entitled to free schooling) and reported 1,127 more in average daily attendance, mission schools in the Territory also having a considerable increase. Ad¬ vance was shown, too, in the organization of 19 more school districts, in the fact that 28 more made reports and that there were 27 more schools, 20 more teachers, and 2 days’ longer school term, while receipts and expenditures for schools advanced each more than $23,000. Washington, from imperfection of a previous report, does not exhibit its whole prob- During the summer, Rev. S. S. Haury and Mr. John Baer, of the Mennonite Church in Illinois, visited Southeastern Alaska, extending their trip westward to Kadiak Island and Cook’s Inlet, but returned without the establishment of any schools. During the coming year our board propose enlarging the school at Sitka and the establishment of a new school at the Chilcat villages at the head of Lynn Channel. Very truly yours, SHELDOK JACKSON, Hon. John Eaton, Superintendent. Commissioner of Education, Washington, D. C. EDUCATION OF THE COLORED RACE. XXXIX able a c \ & [ .§ ® ! §a 1 a ' 1 1 ^ I Teachers’ salaries. Jnstiuction and su¬ pervision. Incidental expenses. 13 14 1. 16 17 IS 19 20 400 $0, / i 4| 160 $94, 600 10 $29, 808 $18, 310 .$28, 327 $L1 99 $4 30 30, 446 a25, 279 28, 070 . 501, 800 59, 930 192, 686 2, 800 11, 809, 110 224, 650 3.3 121, 871 $5, 711 39, 210 62, 342 13 13 3 64 1,597 &60, 000, 000 918, 137 1.6 313, 361 30, 274 118, 592 201, 462 14 24 3 99 60, 100 12. 548 19, 085 31, 802 24,570 800 6, 000, 000 175, 500 4 37, 005 613 13, 450 26, 892 12 58 3 36 1, 000 5, 500, 000 88, 000 51, 150 3, 425 13, 541 40, 007 10, 600, 000 64,500 4.1 48, 969 17, 500 21, 500 48, 470 13 92 4 78 600 35, 184 11, 631 16, 025 700 2 3, COO, 000 225, 471 3.2 89, 898 16,975 41, 467 71, 692 15 34 3 75 594 75, 000 11, 450 9, 900 15, 372 5,200 IP, 000, 090 150, 000 8 62, 043 4, 504 35, 655 51, 727 16 00 4 25 180 64, 000, 000 120, 000 4. 5 *53, 785 *44, 829 18, 000, 000 291, 200 13 113, 484 13, 552 50, 375 eS3, 810 16 70 4 05 350 6, 500, 000 154, 000 13 69, 917 8, 445 23, 451 48, 661 1.887 16, 001, 680 160, 000 8. 25 55,594 2, 769 34, 818 50, 273 13 20 4 32 200 6, 000, 000 100, 000 6.5 49, 000 300 21, 700 34, 700 12 50 200 3, 522, 960 57, 550 15 28, 016 2. 200 13, 000 35, 692 14 02 3 29 75 1, 895, 679 100, COO 10 25, 143 8, 876 25, 143 9 31 2 70 725 8, 000, 000 168, 200 7,9 25, 060 72 18, 000 24, 986 11 00 2, 430, 181 111, 000 8 21, 259 14, 252 19, 682 11 24 2, 500 15, 000, 000 206, 000 2. 5 78, 218 500 27, 767 78, 344 600 5, 000, 000 29, 000 1. 5 14, 658 18, 319 (k) (h) wvw 1 64, 684, 539 865, 390 4.5 220, 156 0 180,598 218, 760 14 09 2 22 67, 200, 000 2. 5 27, 576 19, 140 27. 327 10 41 1 90 100 3, 000, 000 53, 500 9, 350 7, 000 9, 750 11 20 1 40 12, OCO 691, 117, 920 647, 500 2 219, 173 5,763 239, '106 302, 595 13 96 3 99 65, 000 28, 509 24, 094 300 12, 000, 000 1.50, 000 2. 1 29, 630 21, 978 29, 630 8 43 2 19 65, 682, 000 34, 000 17,037 jl2, 680 14, 950 260 69, 152, 121 176, 200 2.5 32, 498 2,765 a25, 323 32, 444 12 05 3 38 1, 330 30, 184, 928 350, 000 96, 634 17, 042 58, 373 96, 635 14 30 4 47 14, 000 ■ 2.50,000,000 1, 640, 000 1.4 591, 126 43, 898 473, 447 643, 895 15 53 4 15 18. 000. 000 250. 000 53. 240 grin colored schools, 160. Ii Average of entire expense per capita : for white schools, $14.08; for colored, $7.54. i Average attendance for the winter. J For graded schools only. Rural schools, 167 days ; primary and intonue- diato, 180 ; grammar, 184 ; high, 181. { Includes Alleghany County. 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 a EEPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school Cities. Prederick, Md . Boston, Mass . Brockton, Mass . Brookline, Mass . Cambridge, Mass . Chelsea, Mass . Chicopee, Mass . PallPdver, Mass* . Fitchburg, Mass . Gloucester, Mass . Haverhill, Mass . Holyoke, Mass . Lawrence, Mass . Lowell, Mass* . . Lynn, Mass . . . Malden, Mass . Marblehead, Mass . Marlborough, Mass . . . Milford, Mass . Hew Bedford, Mass . . . Hewburyport, Mass... Hewton, Mass* . . . Horthampton, Mass... Pittsfield, Mass .... Quincy, Mass . Salem, Mass . Somerville, Mass.., Springfield, Mass . Taunton, Mass .... 'Waltham, Mass* .. Weymouth, Mass . Woburn, Mass _ Worcester, Mass . . Ann Arbor, Mioh. . Bay City, Mich . . . Detroit, Mich . East Saginaw, Mich. . . Flint, Mich . Grand Bapids, Mich ?hom Eeport of the Commissioner of Education for 1878. State census of 1875. j 1 c _o §3 n) 'So c« Pupils. E, i § CC (-1 © a P A! "o w tJD B CD m 'o o § "cb s ^ 1 tD O o JS 3 ft O o -p o «w O 5 ^ i c c3 O) o ® ii pi ® a ® 'p a w p. S S ® ^ ® fl bCo 'U bJD "o o 3 5 o d ■o r > W m 3 3 4 5 6 7 1 s 9 10 8, 486 a341, 919 6-20 4 19 154 2,234 825 5-15 64, 766 158 55, 820 1, 260 56, 667 46, 784 12, 000 5-15 2, 107 1, 303 8, 885 19 44 195 ' 2, 304 1,473 ■ 8, 500 7, 500 36 a47, 838 5-15 26 8, 924 173 198 6, 385 a20, 737 5-15 3, 313 2, 104 69 3, 901 1, 467 2, 699 1, 040 alO, 335 5-15 10 1, 540 33 195 50, 000 5-15 9, 793 32 7, 690 133 200 9, 604 5,727 12, 000 5-15 2, 239 19 3,253 63 191 2, 647 1, 920 18, 000 5-15 4, 050 20 4, 006 87 198 3, 290 3, 0-32 al4, 628 23, 000 5-15 2, 539 3, 587 65 2, 756 3,165 2, 086 1, 838 5-15 12 2,198 68 187 40, 000 5-15 6, 836 20 4, 600 118 197 d5,684 d4, 254 53, 000 5-15 8, 087 39 7, 802 196 197 12, 458 6, 112 35, 000 5-15 5,792 31 5, 575 109 205 6, 233 4, 711 12, 000 8-15 2, 153 11 2, 360 49 198 2, 688 1,844 7, 500 8, 830 6-15 1, 694 2, 066 11 27 200 1,302 1, 156 5-15 12 1, 985 *38 (160 i 11805 2, 068 1,611 ci9, 818 a25, 876 al3, 323 5-15 2, 138 *4, 208 2, 461 42 2,349 4,500 2, 295 1, 695 4, 207 1,530 5-15 5-15 23 106 2,241 46 16, 500 5-15 2,846 17 3,676 88 194 3, 359 2, 767 10, 854 5-15 2, 026 25 2, 200 53 A65 2, 197 1, 600 13, 400 5-15 2, 353 26 2, 250 57 195 2, 605 1, 805 10, 500 26, 000 5-15 5-15 1, 900 7 45 197 1, 910 4, 272 1, 461 2, 936 4, 673 17 4, 431 101 205 23, 000 5-15 4, 500 18 4, 580 92 188 4,521 3, 901 32, 000 5-15 5, 524 25 5,609 118 198 6,024 4, 399 19, 000 10, 500 10, 000 10, 694 5-15 3, 246 1, 995 2, 012 2, 424 36 84 190 3, 670 1, 762 2, 102 2, 238 2, 636 5-15 5-15 5-15 11 43 60 195 1, 762 1, 790„ 24 2, 332 46 200 55, 000 5-15 9, 827 38 8, 661 228 194 10,840 7, 463' 7, 5001 5-20 2, 483 6 1, 580 33 198 1,845 1, 291 20, 000 5-20 4, 211 7 2, 000 45 194 2, 814 1,594 116, 006 5-20 37, 684 29 12, 231 248 194 14, 837 10, 665 22, 000 5-20 5, 327 10 2, 769 53 196 3, 018 2,303 8, 417 5-20 2, 441 6 1, 699 34 196 1, 823 1, 163 33, 000 5-20 9, 559 16 4, 704 89 196 5, 109 3, 478 h Assessed valuation, c Includes some incidental expenses. CITY SCHOOLS, LIII statistics of cities, ^-c. — Conti inied. Pupils. Estimated casli value of taxable property in the city. Estimated real value of property used for school pnri)oses. Tax for school purposes on assessed valuation — mills per dollar. Total receipts. 3 Expenditures. 1 Average expen- 1 ses per capita of daily aver- a.g0 attend- a nee in public schools. 1 ' Estimated enrolment in piivate schools. Permanent improve¬ ments. Teachei's’ salarie.s. Total expenditure. « O s'S .2 '> l| Incidental expenses. 11 1*2 13 14 1^5 16 i 17 IS 19 39 300 $19, 000 $7, 296 $85 1 $5, 663 $7, 296 $6 87 $1 87 i 73 6, 722 6!6613, 322, 692 7, 696, 300 1, 564, 915 38, .500 1, 117, 028 1, 558, 163 *24 83 *9 10 1 i 25 7, 500, 000 4. 25 35, 325 673 19, 860 27, 744 i 78 &22, 493, 900 116 500 36, 290 1 ~3 1,010 649, 238, 098 582, 000 3.2 162, 504 ! 132, 663 162, 504 21 20 4 2.5 1 80 443 615, 377, 402 47, 491 c47, 491 1 . 49, 491 I 81 580 4, 900, 775 166, 100 4 j 82 900 642, 326, 730 1, 369, 626 2. 33 142, 645 34, 536 73. 886 143, 271 13 25 5 73 1 1 83 25 69, 029, 393 168, 857 3.8 35, 967 26, 174 35, 033 14 57 3 67 ' 84 40 8, 022, 623 130, 750 8 47, 821 1, 234 32, 368 47, 765 11 96 3 55 85 73 69, 173, 333 . . 1 47, 620 c46, 900 48, 020 ! 86 1, 1.33 11, 000, 000 1 139, 920 4.9 51, 999 14, 304 24, 013 49, 549 13 99 2 28 i 87 1, 200 30, 000, 000 263, 318 2. 95 66, 429 e55, 432 72, 253 11 00 9 09 88 600 50, 000, 000 492, 300 3.9 139. 677 14, 081 91, 810 127, 048 10 81 5 88 89 115 22, 487, 864 493, 500 4 86, 817 1, 200 e62, 887 90, 701 13 71 4 19 90 lOO 610, 420, 325 197, 600 3.1 35, 707 1, 000 27, 138 35, 837 14 20 3 09 91 25 53, 361, 300 39, 800 2. 5 14, 105 el2, 190 14, 105 1 92 75 63, 505, 478 59, 500 5,7 20, 779 13, 312 18. 692 8 73 2 87 93 90 64, 375, 096 22, 594 15, 952 23, 404 94 2.30 625, 772, 718 75, 000 c76, 404 78, 832 95 193 67, 409, 588 25, 331 c26, 066 26, 815 93 3(X) 25, 012, 930 426, 000 3. 34 83,606 2, 306 61, 161 83, 606 24 87 6 90 97 100 *7, 077, 300 96, 000 24, 095 17, 078 23, 244 93 136 7, 320, 848 69, 500 4. 28 31, 734 689 21, 083 31, 666 12 27 4 84 1 99 34 119, 000 42, 065 8, 000 23, 244 38, 666 100 950 26, 000, 000 326, 530 5.5 81, 076 14, 262 57, 920 81, 077 20 58 5 93 101 25 613, 950, ICO 436, 350 4.5 85, 027 63, 833 85, 027 16 82 4 97 102 450 629, 441, 324 5.53, 500 2.8 84, 353 . 66, 506 84, 309 15 80 3 30 103 1.32 20, 000, 000 202, 000 3 48, 750 4,150 34, 093 48, 749 13 04 2.97 104 100 69, 565, 900 180, 000 3. 25 32, 165 500 p25,840 28, 240 ($15 52) 105 41 65, 293, 032 25, 908 50 c24, 500 26, 350 106 35 8, 052, 508 194, 500 3.1 28, 109 116 20, 345 27, 864 12 36 3 13 107 1,200 39, 585, 358 889, 570 3.3 141, 502 11, 596 111, 951 141, 502 15 77 3 74 108 300 3, 314, 800 130, 000 1.9 30, 314 1, 606 15, 653 28, 438 13 52 3 25 109 .340 7, 651, 130 145, 000 2) 25 51, 687 6, 048 18, 886 44, 356 12 60 6 91 no 6, 894 33, 198, 040 747, 690 2.28 295, 454 24, 353 143, 016 205, 022 13 72 3 22 111 350 7, 759, 000 150, 000 L5 39, 318 1, on 22, 684 37, 497 11 34 4 11 112 250 4, 386, 186 125, 000 5.8 30, 809 500 13, 096 27, 853 113 1,000 25, 000, 000 35, 000 8 104, 470 15. 427 45, 736 89, 291 13 72 2 63 114 d For the second term of the school year. / In high schools, 195. e Inclndes cost of supervision. g Estimated. 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 REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school Cities. a 9 Q O ? "5 "S m3 Legal school age. School j>opulatioii. X fcJC .5 "o c -c o oc ! ® 1 1 Number of sittings for study. Number of teachers. No, of days schools were taught. i Pupils. Whole number en¬ rolled. C3 ci 2 ^ 9 si i- > 1 2 3 4 5 6 7 8 9 10 Manistee, Mich . 8, 000 5-20 1, 616 1 8 1 712 14 198 961 616 Muskegon, Mich . 9,596 5-20 2,629 ! ■ 8 j 1, 400 30 197 1,639 1,038 Saginaw, Mich . 12, 000 5-20 2, 845 i ® j 1,600 30 1961 1, 690 1, 151 St. Paul, Minn . 51, 030 6-21 i 13 j 3, 688 86 195 4, 003 2, 785 f Natchez, Missc* _ _ 19, 000 5-21 8, 107 i ^ j 2, 871 76 120 2, 730 2, 599 12, 000 5-21 3 000 1 2 21 1, 196 Hannibal, Mo . 13, 000 6-20 3, 304 8 { 1,630 28 176 1, 967 1, 323 Kansas City, Mo . 55, 000 6-20 11, 325 1 9 4, 600 62 195 5, 259 3, 140 St. Joseph, Mo . 30, 000 6-20 7, 658 I 3, 140 58 198 3, 691 2,521 St. Louis, Mo . 333, 000 6-20 101, 825 ! 122 44, 711 1, 093 197 55, 122 36, 077 Sedalia, Mo . 10, 000 6-20 2,877 6 1, 515 21 179 1,843 1,210 Springfield, Mo . 8, 500 6-20 2, 222 4 16 160 1,458 851 Nebraska City, Nebr.. 8, 000 5-21 1,850 3 1 1, 000 14 175 757 651 Omaha, Nebr . 27, 000 5-21 6,468 9 j 2,466 47 199 3, 033 1, 950 Concord, N. E* . 13, 000 5-15 28 1 06 2, 375 1, 809 Dover, N. H . . . . 11, 500 4-21 3, 000 21 1 2,000 44 178 1, 616 1,456 Manchester, N, H* _ 28,000 5-15 3, 065 24 3,125 79 ; 186 3, 886 2, 454 Nashua, N. H . 12, 500 5- *2, 072 16 1 *2,140 51 2, 244 1,734 Portsmouth, N. H . 10, 000 5— 2, 105 1 1 13 27 200 1, 905 1,786 Camden, N. J* . /40, 000 ^18 11, 134 110 7, 668 4, 653 Elizabeth, N. J . SO, 000 5-18 7,180 15 1 i ■ j 3, 050 56 203 4, 052 2, 188 Jersey City, N. J* . 120, 000 5-18 40, 204 20 i 12,810 317 206 21,183 12, 214 Newark, N. J . 137, 000 5-18 41, 935 31 15,047 270 205 19, 478 11,100 New Brunswick, N, J . 19, 000 5-18 6, 089 6 2,370 47 206 2, 676 1, 892 Orange, N. J . 14, 000 5-18 3, 792 4 i 1,244 33 197 1,574 913 Paterson, N. J . 42, 000 5-18 13, 906 10 6, 109 101 204 9, 095 4, 343 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, 200 5-21 5, 469 10 3, 128 64 193 3, 168 2, 264 Binghamton, N. Y* _ 17,624 5-21 4, 246 8 2, 479 56 205 3, 102 2,034 Brooklyn, N. Y . *482, 493 5-21 *164, 250 59 64, 773 1, 330 206 A94, 573 h52, 858 Buflalo, 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, 500 5-21 6,033 9 4,123 81 195 4,287 3, 080 Hudson, N. Y* . 8, 784 5-21 3, 600 3 1 22 1,299 727 Ithaca, N. Y.. . 10, 500 5-21 2, 591 6 ! 1, 668 32 192 1,831 1,269 Kingston, N. Y. (| of 7, 500 5-21 2, 892 5 ! 1,671 32 204 1, 830 1,221 city). ! 1 1 Lockpoi-t, N. Y . 13,000 5-21 4, 185 7 i *2,448 44 1 198 1 2,665 1 1, 639 rom Keport of the Commifes loner of Education I Includes cost of supervision, for 1878. c Including Adams County. -ssessed valuation. • d Based on average number belonging. CITY SCHOOLS, LV statisiics 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 in private schools. ffl s> p .5 5 1 s a a I s p-f Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. IJ 12 13 14 15 16 ly 18 19 20 1 300 $2, 146, 545 $35, 000 11 $11, 665 $495 $6, 604 $9. 994 $11 90 ! $3 57 115 300 al, 214, 755 82, 665 21.4 31, 665 856 10, 950 27,439 11 70 4 35 116 525 4, 548, 325 100, 000 3 33,115 2, 331 13, 086 25, 975 11 59 1 1 43 117 2, 000 23, 000, 000 246, 728 93, 445 M2, 303 80, 557 20 88 2 03 118 240 3, 300, 000 81, 200 4 9,625 58, 995 9, 626 3 70 23 119 03, 000, 000 8, 650 3 10, 500 9, 000 9, 945 120' 325 o2, 780, 000 38, 700 4 17, 690 12, 520 18, 882 9 73 2 37 1 121 08 100 000 *200 000 4 11 2, 075 12, 040 35, 744 78, 141 122 800 15, 000, 000 120, 780 4 53, 043 900 35, 120 47, 440 14 78 3 63 123 19, 000 220, 384, 533 2, 851, 133 5 950, 124 76, 590 m2, 988 1, 009, 051 dl6 73 d2 00 124 240 ol, 870, 147 73, 600 7 28, 880 9, 025 16, 736 125 200 2, 500, 000 24, 025 6. 0 18, 660 142 5, 200 11, 037 126 200 3, 500, 000 37, 700 3. 5 7, 000 112 5, 142 6, 923 127 446 20, 000, 000 435, 100 10 69, 555 2, 095 30, 698 64, 379 dlO 56 d4 46 i 128 141, 550 34, 072 8, 900 19, 943 40, 742 1 129 50 10, 000, 000 140, 950 3. 3 *24, 574 130 1,625 20, 000, 000 278, 000 2.9 50, 148 2,715 36, 267 48, 811 15 46 . 3 32 131 50 *a8, 291, 704 227, 891 30, 064 621, 803 28, 478 (e$12 69) 132 100 10, 000, 000 81, 400 22, 974 18, 264 23, 035 1 133 1, 513 440, 500 72, 000 134 2, 000 20, 000, 000 100, 000 2.5 39, 464 169 24, 766 36, 523 13 41 4 52 135 10, 000 120, 808, 562 770, 273 4 222,464 4, 443 138, 000 222, 364 14 50 3 70 136 6, 596 a82, 140, 700 898, 000 204, 905 2, 969 126, 858 207,868 14 08 3 66 137 1,200 10, 560, 000 100, 500 4.5 42, 186 586 18, 950 49, 499 11 86 2 19 138 900 04, 314, 000 100, 000 2.4 25, 207 201 18, 200 23, 927 21 58 4 41 139 1, 500 19, 169, 609 247, 500 1. 63 75, 46-1 6, 008 50, 530 73, 946 12 09 3 60 140 2, 500 20, 000, 000 130, 000 2 54, 908 519 30, 362 g5i, 908 14 09 3 71 141 4, 048 730, 750 288, 637 3, 654 138 085 202, 754 142 1, 200 11, 658, 366 142, 800 2. 92 48, 512 5, 558 23, 758 38, 572 1 . . 11 29 3 34 143 553 7, 263, 777 226, 888 4.3 46, 167 2, 780 27, 702 39, 384 14 29 3 70 1 144 *20, 000 4, 876, 664 1, 397, 626 290, 357 735, 342 1, 214, 835 n4 Rli ! 145 9, 077 754, 900 441, 878 1, 432 281, 027 310, 408 146 250 12, 080, 866 97, 500 6 65, 061 7, 931 21, 160 38, 059 12 82 4 64 147 13, 730, 918 305, 500 4.5 71, 806 409 39, 016 61, 466 13 12 2 52 148 700 32, 500 13, 768 722 8, 912 10, 672 149 60 6, 000, 000 42, 000 5.7 27, 427 7, 367 13, 661 27, 000 12 90 2 57 150 200 5, 363, 395 148, 000 3.3 33, 661 11, 096 16, 110 33, 661 14 26 1 2 67 151 550 1 8, 000, 000 105, 000 4 45, 542 3, 951 22, 424 33, 590 ^ 14 33 3 69 T52 e Whole expense based on total enrolment. h In the evening schools, held for six weeks only, / In 1877. there was a total enrolment of 7,201 with an av- g Includes the balance on hand at the close cuf erage attendance of 3,934. These items are not the fiscal year. included in the totals given above. LV. i ! i ! I 153 154 155 156 157 158 159 iso 161 162 163 164 165 16G 167 163 169 170 171 172 173 174 175 173 177 178 179 180 131 132 183 134 135 136 137 133 139 190 191 192 193 REPORT OF THE COMMISSIONER OF EDUCATION, Table II. — Summary of school Cities. a 3 3 73 1 '73 W Legal school age. School population. Number of school buildings. Number of .sittings for studj'. j j : © ! ^ ! ^ © i 'o i 1 1 I i ^ No. of days schools were taught. Pupils. 1 Whole number en¬ rolled. Average daily at¬ tendance. 3 3 4 5 6 1 y i 8 9 ! 10 Long Island City, 17. Y 17, 500 4-21 5, 533 7 48 206 3,644 ' 2, 258 Xewbnrgb, H. T . 17, .500 5-21 5, 874 6 2,958 56 201 2,431 ' 2, 240 Xew York, N. Y . 1, 242, 000 5-21 375,000 1 127 143,013 3, 406 207 263,450 i 131, 295 OgdensLurgh, N. Y - 12, 000 5-21 4, 096 10 1,500 30 197 1,951 , 1, 112 Oswego, N. Y . 22, COO 5-21 8, 739 15 3,900 1 68 195 4,264 1 2, 831 20, 022 5-21 6, 000 7 68 3, 911 i 2, 186 Rochester, N. Y . 89, 000 5-21 31, 452 27 9, 883 230 195 12,002 ’ 8, 144 Rome, 17. Y . dll, 000 5-21 2,995 7 1,332 28 193 1, 759 1, 017 Saratoga Springs, jS". Y. 8, 267 5-21 2, 456 12 1,627 30 201 1, 755 ; 1, 018 Schenectady, 17. Y* - 12, 759 5-21 4, 450 9 1 41 2,376 1, 617 Syracuse, IT". Y . 54, 807 5-21 17, 747 23 1 8, 224 1 1 182 196 9,310 1 7, 037 Troy 77. y* _ 48, 531 5-21 19, 000 146 9,716 j 5, 546 Utica, K. Y . 35, 000 6-21 10, 727 18 1 4, 614 101 196 5, 245 3, 858 IV’s.tf'TtnwTi TST. Y* 9, 992 5-21 2, 8C9 9 j 48 2, 088 1, 460 IV i 1 m i n frt.nn >7. C 17, 604 6-21 4, 921 144 866 Akron, Ohio* . . 17, 000 6-21 4, 429 11 2, 554 52 195 2,747 1 i 2, 161 Canton, Oliio . 13, 000 6-21 3, 787 6 2, 006 39 191 2,317 1, 686 Chillinothe Ohio* 15, 000 6-21 3, 404 5 2,025 46 187 1,844 1 Cincinnati, Ohio . ! 255, 000 6-21 91, 693 48 37, 002 710 205 35, 761 j 1 . . i 26,537 Cleveland, Ohio . i 145, 545 6-21 46, 239 40 20, 062 385 196 22, 741 15, 693 Columbus, Ohio . 1 51, 881 6-21 14, 178 25 7, 037 132 194 7, 409 6, 100 Dayton, Ohio* . 1 35, 000 6-21 10, 798 12 5,627 125 196 5, 888 4, 394 Fremont, Ohio . ! 8, 500 6-21 2, 368 9 1, 000 21 192 1, 042 706 Hamilton, Ohio . 1 15, 000 6-21 5, 168 5 1, 850 32 195 1, 907 1, 421 Iron ton, Ohio . 1 8, 851 6-21 2, 720 10 1,540 30 190 1,607 1, 176 Mansfield, Ohio* . 10, 000 6-21 2, 821 6 1,962 32 177 1, 889 1,461 Newark, Ohio . 1 11,000 6-21 3,715 6 1, 990 40 180 1,854 1, 338 Pomeroy, Ohio . . . i 8, 000 6-21 1, 956 7 1,200 25 177 1, 279 860 Portsmouth, Ohio . 15, 000 6-21 3,485 7 2, 020 40 199 2, 131 1, 644 Sandusky, Ohio . 15, 821 6-21 6, 113 10 2, 750 43 194^ 2, 657 1, 859 Springfield, Ohio . 20, 760 6-21 5, 683 8 2, 733 57 187 2, 683 2, 066 Steubenville, Ohio . 16, 000 6-21 4, 373 6 2, 032 40 197 2, 458 1. 854 Toledo, Ohio . 50, 000 6-21 14, 898 23 6, 500 125 195 7, 615 4, 739 Youngstown, Ohio* _ j 18, 000 6-21 4, 769 7 37 2, 080 1, 398 Zane.sville, Ohio _ _ *18, 000 6-21 5,497 18 69 3, 103 Portland, Oreg . 21, 000 4-20 4, 302 4 2, 010 42 200 2,363 i 1, 863 Allegheny, Pa . 73, 400 6-21 21 11, 000 203 192 11, 610 8, 287 Allentown, Pa . 13, 000 6-21 8 3, 500 52 180 3,319 2, 432 Altoona, Pa . 19, 000 6-21 *3, 604 15 2, 725 47 189 2,510 2,164 Carbondale, Pa . 9, 000 6-21 3, 000 8 22 190 1,435 1, 026 Chester, Pa . 15, 100 6-21 9 2, 100 45 194 2, 698 1, 970 * From Report of tha Comaiiaaioaer of Education for 1878. a Assessed valuation. CITY SCHOOLS. LVir statisHcs 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- 1 ses per capita i of daily aver¬ age attend- 1 ance in i)ublic schools. Estimated enrolment in private schools. Permanent improve¬ ments. Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. j Incidental expenses. 11 13 13 14 15 16 17 18 19 20 205 a$4, 681, 847 .$65, 000 7.5 $41, 492 $575 b$30, 120 $41, 223 $14 57 $4 86 153 585 13, 000, 000 191, 000 3.5 41, 676 3, 192 27, 715 40, 238 13 04 3 50 154 45, 000 al, 094, 069,335 7, 861, 881 3, 805, 148 299, 783 2, 617, 927 3, 374, 966 23 03 155 648 45 000 4 25 098 1, 850 10, 225 16, 4S8 4 02 j 156 1, 322 a8, 947, 950 175, 097 3 40, 992 685 26, 192 39, 978 9 62 3 20 157 651 116 600 55, 899 10, 133 23, 941 39, 969 158 3, 500 38, 884, 340 503, 500 3 168, 957 18, 749 118, 464 168, 768 14 76 5 95 159 400 4, 398, 205 71,500 3.2 22, 690 2, 576 11, 559 21, 674 12 15 2 55 160 130 41, 101, 839 3.5, 500 2 33, 079 2, 435 15, 436 20, 722 15 56 2 12 161 350 70 000 24, 577 4, 594 16, 979 24, 577 162 1,884 29, 684, 609 768, 700 2.6 109, 498 6, 773 8, 499 109, 498 11 90 3 98 163 1, 500 235, 000 123, 993 13, 279 80, 070 110, 473 164 700 25, 000, 000 463, 784 2.8 106, 157 8, 020 46, 380 70, 091 12 69 3 45 165 100 95, 000 36, 269 14, 385 17, 636 36, 269 166 936 4, 844, 218 9, 600 18, 270 2, 101 8, 999 11, 486 167 450 9, 000, 000 100, 000 5 71, 916 7, 039 25, 396 44, 528 12 93 3 63 168 500 *a5, 059, 270 109, 000 5 47, 865 3, 234 17, 989 36, 955 12 51 5 49 169 350 10, 000, 000 150, OOO 5.2 44, 045 2, 928 20, 669 31, 290 14 26 4 50 170 16, 889 al79, 000, 000 2, 000, 000 3. 25 809, 454 136,696 460, 797 741, 274 20 12 2 66 171 10, 535 211, 544, 312 *1, 663, 035 4.5 397, 579 78, 946 237, 017 381, 865 15 76 3 54 172 1,889 43, 500, 000 603, 968 4.5 170, 578 10,015 93, 948 135, 857 17 33 4 71 173 2. 100 30, 000, 000 351, 000 5.7 188, 647 28, 169 86, 623 176, 842 20 49 174 300 3, 000, 000 54, 000 5 16, 509 9,175 13, 376 15 00 2 10 175 2, 958 6, 194, 460 235, 100 5 49, 626 18, 200 38, 128 14 10 3 67 176 250 3, 675, 836 27, 300 5.5 17, 647 276 12, 983 16, 920 12 31 1 83 177 135 5, 500, 000 150, 600 4.8 36,755 969 13, 544 27, 101 10 50 2 17 178 "280 95, 300 5 45, 902 17, 000 22, 830 179 300 1, 867, 103 50, 220 5 21, 394 150 9,290 13, 858 11 96 4 15 130 200 4, 500, 000 180, 000 5 51, 311 4, 467 18, 485 35, 102 10 00 3 62 181 900 10, 062, 562 204, 000 7 43, 928 22, 284 38, 273 13 06 2 67 182 800 15, 000, 000 119, 819 5.5 66, 063 2, 620 29, 291 48, 364 15 14 3 57 183 400 05, 344, 420 12.5, 900 4.5 46, 703 18, 149 29, 082 10 73 2 92 184 2, 000 018, 687, 955 551, 000 6 189, 642 251 57, 298 139, 131 12 53 2 78 185 138, 562 60, 045 47, 299 186 600 175, 000 3. 5 35, 311 49, 467 17 24 5 53 187 480 13, 000, 000 149, 636 4.5 69, 410 36, 854 28,601 80, 672 16 31 6 41 188 3, 500 o46, 000, 000 922, 377 4.9 251, 271 9, 298 107, 162 243, 784 12 93 5 21 189 500 12, 000, 000 400, 000 5.5 47, 869 42, 156 199 800 5, 400, 000 73, 800 13 28, 568 161 16, 616 25, 357 8 14 2 39 191 200 3, 000, 000 41, 400 11 9, 427 1, 326 6, 138 9, 541 6 25 1 72 192 250 o6, 543, 292 97, 000 6 49, 948 20, 000 50, 200 193 & Iccludoa pay of janitora. e From report of State superintendent for 1878. d Census of 1870. L7 j96 j9? 398 399 SiOO 203 202 203 204 205 206 207 208 209 21C 233 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 233 a . b REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school Cities. Estimated present population. Legal school age. School population. Number of school buildings. Niuuber of sittiugs 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 8 9 i 10 *8, 000 6-21 ! i 26 1, 555 1, 060 *14, 000 6-21 9 51 2, 348 1, 710 26, 000 6-21 19 84 4,040 Harrisburg, Pa . 30, 728 6-21 22 5,376 97 189 5, 491 3, 414 23, 000 6-21 1 65 3,426 *9, 000 6-21 5 27 1, 305 1, 138 15, 000 6-21 5 i . 2,060 43 202 2, 223 1, 561 Philadelphia, Pa . - *765, 000 6- 472 2, 070 196 103, 567 92, 381 155, 000 6-21 55 526 26, 937 17, 387 Pottsville, Pa* ........ 14, 500 6-21 9 52 2, 765 Reading, Pa . *45, 000 6-21 8,100 24 7,150 142 195 7, 531 6, 357 Scranton, Pa* . 45, 000 6-21 16, 000 28 i 7,141 145 210 13, 771 8, 312 Shenandoah, Pa . 9, 000 6-21 3, 350 4 I 22 168 1, 904 1, 162 Titusville, Pa* . 8, 500 6-21 1, 80G 5 i 1,500 32 196 1, 500 1, 322 "Wilkes-Barre, 3d dist., 10, 174 6-21 4 1,600 32 193 1, 790 1, 390 Pa.* j ■Williamsport, Pa . 21, 000 6-21 4, 126 12 3,210 64 165 3, 323 2, 144 York, Pa* . 14, 000 6-21 2, 500 8 2,100 45 185 2, 300 1, 784 Hewport, R. I . 14, 028 5-15 2, 843 9 2,570 54 198 2, 410 1, 737 Pawtucket, R. I . 19, 000 5-15 3, 299 18 2, 700 47 3, 358 1, 949 Providence, R. I . 103, 500 5-15 19, 108 *47 279 14, 211 'W ar wick, R. I* . . 11, 700 5-15 1 1 29 196 2,045 1, 062 Woonsocket, R. I _ 26, 010 5-15 3, 279 13 1 29 193 2, 698 Chari eatoTi, S. n . 54, 000 6-16 12, 727 5 1 90 191 6, 775 Chattanooga, Tenn .... n, 488 6-21 2,807 8 26 ellll 1,887 1, 105 Knoxville, Tenn . . . 10, 000 6-21 2, 100 4 4, 560 26 192 1, 509 930 Memphis, Tenn . 45, 000 6-21 9, 011 10 3, 780 63 el24 4, 105 2, 389 Kashville, Tenn . 28, 000 6-18 9, 046 8 3, 825 78 196 4, 122 3, 191 Houston, Tex . 30, 000 8-14 2, 968 14 1, 147 31 157 /I, 756 /1, 172 San Antonio, Tex . 22, 500 6-18 2, 130 5 850 17 202 1, 424 756 Burlington, Yt* . . 15, 000 5-20 . i 33 1, 580 917 Alexandria, Ya* . 14, 000 5-21 gi, 447 4 ) 1,200 18 197 1, 183 871 Lynchburg, Va . 16, 000 5-21 4, 093 6 1 1,025 23 193 1, 520 784 Norfolk, Ya . . 22, 000 5-21 6, 244 7 1, 320 26 191 1, 773 1, 173 Petersburg, Ya . 20, 000 5-21 7, 417 5 1, 808 28 172 1, 985 1,494 Portsmouth, Va* . 11, 000 5-21 3, 399 3 14 200 982 592 1 Richmond, Ya . 80, 000 5-21 20,754 16 5, 558 128 206 5, 995 4, 652 Fond du Lac, "Wis . 13, 000 4-20 5. 900 17 2, 800 46 200 2, 484 1,692 Green Bay, Wis . 7, 500 4-20 2, 172 5 1,040 19 178 1, 207 i'rom Report of the Comnussioner for 1878. Lssessed valuation. of Education c Includes the cost of supervision. d Includes salaiies of ofidcers of the board, sec- retaries, messengers, &c. 1877. CITY SCHOOLS LIX 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 in private schools. Permanent improve¬ ments. Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 13 13 14 15 16 17 18 19 20 ! $60, 000 $8, 993 $5, 900 $8,993 1 *a$9, 201, 624 255, 200 42, 095 39,564 i 1, 600 &22, 439, 977 282, 200 81, 499 71, 344 450 15, 770, 262 418, 221 13 91, 355 $3,975 49, 416 90, 931 $14 86 $2 42 bl3, 194, 298 147, 000 59, 497 52, 233 1 35 *4, 910, 568 11, 118 11, 518 . ! 350 7, 737, 107 100, 579 6.5 33, 702 512 19, 710 30, 532 12 58 4 OG 6, 363, 100 1, 430, 942 1, 004, 185 1, 418, 074 1 12, 000 Olio, 404, 698 1, 900, 000 556, 267 35, 925 279, 235 487, 788 ($17 10) 125 512, 000, 000 180, 000 40, 437 40, 004 1 800 018, 000, 000 273, 510 3 123, 059 23, 065 43, 806 95, 579 8 35 3 70 800 10, 144, 942 275, 000 141, 860 11, 410 53, 832 89, 106 10 55 6 35 3, 000, 000 50, 500 10 25, 177 1, 433 5, 800 19, 337 6 28 2 30 300 ol, 700, 000 80, 000 31, 822 31, 019 400 o2, 329, 019 125, 400 10 27, 576 937 cl8, 400 26, 809 13 26 3 00 640 7, 200, 000 105, 960 5 51, 784 9, 984 23, 244 42, 163 11 40 3 39 8, 561, 833 125, 000 3. 5 29, 129 15, 860 29, 116 8 89 670 o24, 820, 300 208, 008 1.2 42, 763 567 30, 570 42, 736 18 65 5 94 315 175, 281 52, 692 22, 773 44, 143 1, 450, 000 *358, 409 181, 917 196, 684 1 50 C9, 305, 350 5.3 11, 883 11, 588 11, 845 11 23 649 j a26, 422, 000 125, 000 1 67, 199 d57, 289 65, 676 1 300 a3, 664, 377 22, 100 3 13, 420 47 7,703 15, 384 8 32 1 63 90 28,200 13, 660 cl2, 256 13, 241 ns iRt 1 1, 600 25, 000, 000 139, 050 1 29, 221 23, 926 40, 850 10 40 5 34 400 12, 000, 000 169, 200 4. 5 57, 464 75 48, 562 68, 686 15 21 1 19 360 6, 000, 000 21, 100 17, 591 413 12, 878 15, 092 12 87 1 80 1,000 10, 000, 000 45, 000 26, 057 8,288 9,530 20, 273 14 45 1 20 23, 449 21, 059 800 4, 000, 000 24, 250 2.3 9,927 7, 800 10, 272 9 25 2 08 300 a7, 750, 448 34, COO 1.4 12, 738 39 8, 658 12, 668 12 24 2 59 950 11, 334, 291 57, 000 20, 202 540 13, 500 19, 649 1, 000 59, 500 14, 571 11, 836 14, 568 2, 948, 478 10,500 2 8,499 302 6,190 8,497 10 96 2 88 3, 550 39, 796, 936 248, 656 14 64, 269 43, 153 64, 269 11 76 2 06 450 4, 000, 000 125, no 6 30, 402 686 17, 636 30, 215 10 72 010 1, 603, 713 67,800 14, 373 123 7, 681 9,929 10 18 2 24 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 228 227 228 229 230 231 « Schools were closed for several weeks because of the yellow fever. / Estimated. g Census of 1875. LX 232 233 234 235 236 237 238 239 240 REPORT OF THE COMMISSIONER OF EDUCATION. Table II; — Summary of school Cities. Janesville, "Wis . La Crosse, Wis* . Madison, "Wia . MU-wankee, Wis . Oshkosh, Wis* . Racine, Wis . Watertown, Wis . Georgetown, D. C.& — Washington, D. C.& - Total . 10, 000 17, 000 12, 000 *120, 000 18, 000 17, 000 8, 000 > 150,000 10, 801, 814 4-20 4-20 4-20 4-20 4-20 4-20 4-20 6-17 3, 610 3, 968 *3, 951 37, 742 5,409 5,456 3, 562 24, 241 2, 586, 579 2, 150 1, 600 2, 240 12, 922 4, OO2I9I8, 389 36 33 32 239 51 45 22 240 28. 903 178 193 180 203 197 200 198 189 Pupils. a% P o 1, 958 16, 457 2,846 2, 397 1,310 14, 942 10 1,216 10, 490 1,610 685 11,736 1,072,632 From Report of the Commissioner of Education for 1878. a Assessed valuation. CITY SCHOOLS. LX I Btaiistics of cities, ^c. — Continued. .2 rO 17 61 3 75 Ann Arbor, Mich . 13 52 3 25 17 33 4 71 Elizabeth, N. J . ' . 13 41 4 52 17 24 5 53 Wilkes-Barre, Pa. (3d district) .. 13 26 3 00 16 82 4 97 Fall Eiver, Mass . 13 25 5 73 16 81 5 88 Dubuque, Iowa . 13 20 4 '82 al6 73 a2 00 Eacine, Wis . 13 20 2 54 16 70 4 05 Elmira, N. Y . 13 12 2 52 al6 56 c4 46 Sandusky, Ohio . 13 06 2 67 16 31 6 41 Newburgh, N. Y . 13 04 3 50 16 00 4 25 Taunton, Mass . 13 04 2 97 15 80 3 30 Allegheny, Pa . 12 93 5 21 15 77 3 74 Akron, Ohio . 12 93 3 63 15 76 3 54 Ithaca, N. Y . 12 90 2 57 15 56 2 12 Houston, Tex . . . 12 87 1 80 15 53 4 15 Chicago, Ill . . . . 12 84 2 46 15 46 3 32 Cohoes, N. Y . 12 82 4 64 15 34 3 75 Htica, N. Y . . . 12 69 3 45 15 24 3 11 Bav City, Mich . 12 60 6 91 15 21 1 19 Norristown, Pa . . 12 58 4 06 15 14 3 57 Logauspoit, Ind . 12 58 3 36 15 00 2 10 Toledo, Ohio . 12 53 2 78 14 86 2 42 Canton, Ohio . 12 51 5 49 • 14 78 3 63 Keokuk, Iowa . 12 50 14 76 5 95 Woburn, Mass . 12 36 3 13 14 57 4 86 Ironton, Ohio . 12 31 1 83 14 57 3 67 Pittsfield, Mass . 12 27 4 84 14 50 3 70 Lynchburg, Va . . 12 24 2 59 14 45 1 26 ! Eome, N. Y . 12 15 2 55 14 33 3 69 1 Paterson, N. J . . . 12 09 3 60 14 30 i 4 47 1 i Lewiston. Me . . . 12 05 3 38 14 29 i 3 70 1 1 Ottawa, lU . . . . 12 00 , 2 25 a Based on average number belonging. Showing the r Diagram No. 5, pop\ elation of average attendance and emvlnient to school CITY SCHOOLS. LX£[[ Table II. — Average expenses per capita of daily average attendance, ^c. — Continoied. Cities. For instruction and supervision. For incidental ex¬ penses. Cities. For instruction and supervision. For incidental ex¬ penses. $11 99 .$4 30 Watertown, Wis . $10 28 $3 L2 11 96 4 15 Grrecn Bay, W^ is . 10 18 2 24 11 96 frA. . - . . . . 10 12 11 90 3 98 A rV 10 10 2 22 11 90 3 57 ryfi, 10 03 2 3G 11 86 2 19 PnrtsTnnnth Ohio 10 00 3 62 11 81 Belleville Ill 9 99 2 40 11 80 Janesville W^is _ _ _ ....... 9 75 4 50 Sichmond, Va . 11 76 2 06 TT-annibel Mo . . _ 9 73 2 37 Muskegon, Mich . 11 70 4 35 Oswego N. V . . 9 62 3 20 Saginaw, Mich . 11 59 1 43 Lawrence, Eans . 9 31 2 70 W illiamsport, Pa . . . 11 40 3 39 .4 levandria, Va, _ _ _ 9 25 2 08 East Saginaw, Mich . 11 34 4 11 York, Pa . . . . . 8 89 Auburn, N. Y . 11 29 3 34 Ma.T'lborniiP’h, M.as.s . . 8 73 2 37 Wilmington, Del . 11 25 3 13 Bangor, Me . 8 43 2 19 Topeka, Kans . 11 24 Reading, Pa . 8 35 3 70 W^arwick, R. I . 11 23 Chattanooga, Tenn . 8 32 1 63 Peoria, El . . . 11 20 2 57 Altoona, Pa . 8 14 2 39 O'WPTi.'iboro' Ey -- - j 11 20 i 40 Key W est, Fla . . 8 00 Milwaukee Wi.«i _ | 11 10 Frederick, Md . . . . . 6 87 1 87 Lawrence, Mass . j 11 09 9 09 Shenandoah, Pa . 6 28 2 30 Leavenworth, Eans . . 11 00 Carbondale, Pa . 6 25 1 72 Portsmouth, Va _ !. . 10 96 2 88 Natchez, Miss . . . 3 70 23 Steubenville, Ohio . 10 73 2 92 Stockton, Cal . ($13 1 53) Pond du Lac, Wis . i 10 72 Pittsburgh, Pa . . . nr 7 0) Scranton, Pa . 10 55 6 35 Waltham, Mass . (15 52) Mansfield, Ohio _ _ 10 50 2 17 Brooklyn, N. V . (14 81) Newport, Ky . 10 41 1 90 Knoxville, Tenn . . (13 18; Memphis, Tenn . 10 40 5 34 Nashua, N. H . a (12 69) a Whole expense based on total enrolment. LXIV REPORT OF THE COSIMISSIONER OF EDUCATION. Table II presents the school statistics of 240 cities containing each 7,500 inhabitants or more. Their estimated school population is 2,586,579 ; the enrolment in public schools, 1,669,899; the average daily attendance, 1,072,632; the number of teachers, 28,903. The estimated value of property used for the purposes of the schools is |;84,175,336, or If per cent, of the estimated cash value of the taxable property of these cities. The tax for school pui-poses on the assessed valuation ranges from eight-tenths, of a mill on the dollar in Los Angeles, Cal., to 16.4 mills in Belleville, Ill. The amount expendedin teachers’ salaries in the 218 towns which report the item is $16,142,985, and the total of expenditures for 233 cities is $24,468,620. Newton, Mass., reports the highest average expense per capita of daily average attendance, viz, $31.77, and Natchez, Miss., the lowest, $3.93. The magnitude of the interests thus tabulated and the advantages which cities naturally afford for progressive action and the systematic conduct of institutions impart peculiar importance to the history of city school systems. The considerations which are made most prominent in the reports of the current year will be found below. SUPERINTENDENCE. The conviction that the duties of the superintendent’s office can only be discharged by trained specialists is not more manifest in the reports of cities in which men of this class are already employed than in those of cities in which as yet the public has not authorized such a choice. The report of the school board of Philadelphia thus empha¬ sizes the demand : An urgent need of this department is competent superintendence ; its absence is an anomaly. There is no knowledge possessed by any central power of the character and condition of the schools of this district, and without such knowledge there must be waste, mutual ignorance of wants, indifference, and abuses unredressed. Nowhere is it attempted to conduct a school district of half the proportions of this without the hourly supervision of a staff of thoroughly trained siiecialists in education. The effect of the inspection and direction of our schools by proper persons clothed with sufficient power to fulfil their office would be to increase enormously their results. This work not only requires an expert, but attention that is constant and systematic. Controllers and directors, chosen for the business management of the department, have neither the time nor special knowledge to enable them to discharge such duties. This work demands the service of a most liberal education, with a scientific and enlightened knowledge of educational systems, particularly that of primary education. As well might the directors of a steamship company attempt to dispense with boiler inspectors and pilots as for the school control to assume the duties of this office. TEACHERS. The preparation of teachers, methods of appointment, and gradation of salaries have been subjects of earnest discussion through the year. The old idea that any¬ body can teach, especially if incapable of doing anything else, and the more advanced notion that character is the only requisite in the teacher’s vocation, no longer prevail in our cities. It is indeed true that the prime requisite of character is not wanting in the present conception of a teacher’s qualifications, but by it is meant character in which moral excellence and natural aptitude are reenforced by knowledge, mental discipline, and experimental training. Fortunately the interest in teachers is not limited to their preparation. The deter¬ mination to adopt a wise and just policy, with reference to teachers’ salaries,^ tenure of office, and the number of scholars assigned to each, is definitely announced in a few reports; and in many others, in which no resolution is expressed, there is evi¬ dence of a disposition to move in these matters. We really seem likely to attain the moment when we may say, as did M. Bardoux, speaking for the French nation to the teachers of France, “ It is not necessary that I should assure you of the devotion of the republic ; what has been done and the present efforts speak.” But notwithstanding the undeniable progress in public sentiment concerning city schools and in their general management, they are still subject to some of the adverse ^ See reports of the school committee of Boston, 1879; of Philadelphia, 1879; of Baltimore, 1879;. and of San Frtwcisco, 1879. CITY SCHOOLS. LXV influences that hare been found to affect the rural schools. In general, cities and large towns, uii.der some State act, have independent jurisdiction over their schools and regulate in their own way the selection, appointment, and payment of teachers. In many cities an annual election determines the continuance of old teachers and the appointment of new. It is easy to see that patronage and favoritism may enter into all these arrangements and disturb them. Hon. A. L. Mann, superintendent of the San Francisco schools, thus illustrates the point : You know nothing of politics,” said a veteran to a school officer. “The ^boys’areall down on you. They say ‘ you are no good to your friends.’ Yhumust understand there is a certain reciprocity about these things.” The application of these words of wisdom t© school affairs is this : the ‘^practical” politician says to the school official, “I secured your nomination in the ‘ reform ’ party, therefore you owe me the appointment of so many school teachers.” It is useless to remonstrate, to point out the difference be¬ tween ephemeral election clerks and poundkeepers and those who are to take charge, for life it may be, of the formation of the character of your own and your neighbors’ children. If you do not accede you are marked for political slaughter, and in the next “convention” the deed will be done without remorse. The remedy for such evils is obvious. Methods of appointment, of promotion, and of determining the tenure of office should be adopted and maintained which are at once and forever removed from the dubious action of politics. These are matters for wise legislation, and in this view the teachers themselves can effect much in educat¬ ing the public up to their duties. The words addressed by M. Casimir Perier, under-secretary of state in the minis¬ try of public instruction in France, to the primary teachers may be cited. He re¬ fers to conditions that do not exist in our country, but the sentiment he expresses is applicable here. “ Whenever,” he says, “ each of you in your communes shall have trained enough intelligent and educated men to relieve you of other duties and leave you to your special functions, I believe a great improvement will take place. * * ^ Work for this end on your side as we shall work on ours. We ought to join our com¬ mon efforts, and from the union of so much exertion and such dispositions only a good, result can follow.” It must be admitted that the abuses of which we complain are not carried to the worst extreme, or even so far as is sometimes represented in the discussions of the sub¬ ject. This is proved by the positive duration of the term of service of teachers in the large cities — eight, ten, twelve years being no unusual averages. The teacher ha^ always an appeal to the parents, who know his service, and herein is a powerful cor¬ rective. In many communities in which, theoretically, the teacher’s position is at the mercy of an irresponsible officer, practically he can hold it as long as he deserves ; he may he annoyed, but can neither be dismissed nor disgraced with impunity. The number of pupils assigned to a teacher is a matter not easily controlled, even under the wisest and most honest policy. It is inextricably involved in estimates of school population, income, expenditure, i)osition, and arrangement of school buildings, PRIMARY GRADES. The most decided evidence of life and progress in our city systems is the attention given to the primary schools. The efforts for the improvement of this grarle are in various stages of advancement.^ In some cities nothing has been attempted beyond a J As showing the advance in elementary instruction in Germany, the following, which comes into the Office as this report is going through the press, is of special interest. Der Deutsche Schulmann gives the course of instruction prescribed for German elementary schools during four centuries, as follows: Sixteenth century. — Catechism, singing of church songs, reading, and writing. Seventeenth century. — E^bgion, reading, writing, arithmetic, singing, and object lessons. Eighteenth century. — Religion, reading, writing, arithmetic, singing, natural history, geography, and history — the last three optional. Nineteenth eentury. — Religion, object lessons, German (language lessons, reading, spelling, composi¬ tion), arithmetic, geometry, natural history, botany, zoology, geography, history, singing, writing, drawing, gymnastics, and needlework (for girls). ED — Y LXVI REPORT OF THE COMMISSIONER OF EDUCATION. careful examination of the present condition and a candid admission of present de¬ fects. Mr. W. H. Wells, president of the Chicago hoard, dwells upon the lack of suitable accommodations for the iirimary schools, which, he says, is doing irreparable injury at the most important stage in the educational course. More than two thousand children are compelled to occui^y basement rooms endangering the health of both teachers and pupils. Many of these rooms, besides other disadvantages, are deficient in light, and the eyes of the pui^ils are exposed to serious injury. With reference to the system of double divisions this same officer says : More than seven thousand children belong to double divisions, and only receive in¬ struction during one-half of the day. There can be no doubt that pupils in one or two of the lowest grades derive as much benefit from three and a half or four hours’ school instruction in a day as from five hours’, but none of these pupils receive even three and a half hours’ instruction a day. He further objects to the crowding of all the instruction of one set of pupils into the forenoon and that of another set into the afternoon, as an evil that should not be suffered to continue.” The earnestness of the general movement for the improve¬ ment of primaries is well illustrated in his words : Our primary schools do not afford a complete course of school instruction, but they are by far the most important part of our school system and the basis of all the rest. * * * It is in the primary schools that more than three-fourths of all our school instruction is given, and more than one-half of the whole number entering school do not remain long enough to pass into the higher grades at all. I have dwelt particularly upon the primary schools, because here is the weakest point in our educational course and because we have eo long discriminated against them by making more complete and satisfactory provision for the grammar schools and high schools than for the primary school. The prevalent system of salary adjustments operates against the improvement of primary grades. The president of the Philadelphia board congratulates the city that the new basis of compensation promises well for the lower grades. He says : It must be clear to every one that the work of the primary school is of the most serious importance, and that if it is well done it will relieve and greatly aid the work of the higher schools. The system of basing compensation upon term of service will not only make it feasible to assign teachers to grades for which they are specially capable without doing them injustice in pay, but it secures their retention in such l)ositions, with an advance of salary, after experience has added to their worth. In pursuance of the same subject, the president of the Baltimore board says : If some arrangement could be made by which teachers possessing special skill in the instruction and management of young children might be induced to continue in charge of the lowest classes, and forego i^romotion, it would certainly be a great advantage to the school. The lower grade of certificate generally required for primary teachers has also ex¬ ercised a depressing influence upon the grade. Among the changes introduced in the recent revision of the Boston schools is an amendment of the regulations fixing the same grades of certificates of qualification for assistants of the primary and grammar schools. It would seem as if these indis¬ pensable conditions to the successful conduct of the primaries — suitable accommoda¬ tions, adequate salaries, and honorable certificates — could be secured in all cities if the matter were brought before the proper legislative authorities disencumbered of all collateral questions and interests. But with these secured there remain the important considerations of methods and subjects of instruction, of the spirit to be encouraged and the purposes to be maintained. It is impossible to do more than suggest the tendency of these discussions. So far as studies are concerned the demand is for fewer subjects and greater variety and individuality in methods. The child is re¬ garded as an intelligence to be excited, developed, strengthened, where he used to be crammed. Instead of being thrown back upon a lifeless primer and a wearying round of routine recitations, he is to be brought into the closest relation with the mind of the teacher. “ That fixed mental exertion, that power of continued application, that CITY SCHOOLS, LXVII mastery of books and exercises, wMcli are tbe proper objects of higher grades are found out of place here/^ “ In this earlier grade,'' says Dr. Samuel Ehot, ‘ ‘ we should be satis¬ fied with opening or expanding the minds of our pupils ; we should not try to fill them. We have to set the intellectual powers in conscious exercise, but not to exercise them all, or any one of them entirely. Primary teaching is an impulse rather than a com¬ plete movement. * * * The training of little children is persuasive rather than compulsory. * * * Delicacy of touch is indispensable. * * * Variety of han¬ dling is also indispensable. Topics should be * * presented according to the capacity of the individual child." While in other grades it may be sufficient that the teacher should be master of the subject and its presentation, here it is essential that she be in sympathy with the natures she is training. Primary teaching does not require so much special knowledge or skill in intellectual abstractions as the higher grades, but more general knowl- ■edge and a more symmetrical development of all the faculties. The primary teacher must be strong in the sympathetic qualities, that she may not stiller the heart of the ohild while exercising his intellect. GRAMMAR GRADES. The work of the grammar grades has heretofore been too largely determined by the subsequent requirements of the high schools. Greater attention is now paid to the wants of the majority who leave school in the early stages of the grammar ; and from present indications we may expect important modifications of the grammar school courses and both modification and extension of those of the high schools. Too little has yet been done with reference to either to warrant any very positive or general statements. SOUTHERN CITIES. The improved condition of public schools in many southern cities deserves special notice. By reference to my report of 1873 it wilt be seen that public education was at that time greatly embarrassed throughout the South, and there was reason to appre¬ hend the overthrow of what had already been accomphshed. Since 1877 a perceptible reaction has taken place, which, though gradual in its development and interrupted at some of the most important centres by the presence of yellow fever, has resulted in substantial jirogress. Some phases of the improvement admit of representation in the tabular forms; thus, Richmond and Petersburg, Ya., show increase in the number of school buildings, in enrolment, and in average daily attendance. In Chattanooga, Knoxville, Nashville, and even in Memiihis, Tenn., which has been so fearfully devas¬ tated and crippled in funds, the legal school age has been lengthened, a greater num¬ ber of teachers has been employed, and the enrolment and average daily attendance increased-for the iDcriod during which the schools are open. In Atlanta, Ga., the num¬ ber of school buildings has been nearly doubled since 1877, the number of teachers increased 37 per cent., enrolment in public schools 31 per cent., and the average daily attendance 90 per cent. Little Rock, Ark., has made an excellent beginning. The system is well supervised and growing and improving in all directions. Notable fore¬ thought has been shown in securing ample grounds for buildings. In San Antonio, Tex., an excellent system of public schools is in operation, consisting of one high, four grammar, and three primary schools. Several large stone school-houses have been built and the school funds increased. Still more important, however, than the improvement in these specific conditions is the change in public sentiment. The people now take some pride in the schools, which they formerly viewed with contempt or suspicion, and the demand for admission is far greater than can be met by the present accommodations. Equal improvement is manifested in the character of the instruction imparted; the elementary branches are more carefully taught and the necessity of a special prepa¬ ration for the teacher’s vocation is recognized. LXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Unfortunately finances have not in all places kept pace ^vitk tke growth in other respects. Receipts from school funds and taxes have diminished, and it is consequently impossible to secure the best results from the favorable turn in public opinion. authors’ days in schools. Hon. J. B. Peaslee, superintendent of the Cincinnati schools, has with others long felt the need of giving more attention to the memorizing of gems of English as well as greater care in the cultivation of a taste for the best reading and knowledge of the best authors. In July, 1879, Superintendent Peaslee announced at the State Teachers’ Association his intention to celebrate the birthdays of popular authors in the schools with a view of deepening the interest in standard literature. He began this new feature of work by the celebration of Whittier’s seventy-second birthday. The pro¬ gramme in the various schools consisted of compositions by pupils on the life of the author, recitations and readings from his poems, and singing by the pupils and appro¬ priate talks by the teachers and others. It is understood to be his intention to make these celebrations a regular and important feature of school work. It appears to be a successful effort to supersede the usual fondness for light literature by creating an early love and admiration of the ennobling thoughts and sentiments of truly great men. COLOR BLINDNESS. In all the public schools of Boston above the primary grades. Dr. Joy Jeffries has tested the children for color blindness. The Dumber of male students examined was 14,469 ; of these 608 were color blind, or 4.202 per cent. The number of female stu¬ dents examined was 13,458; of these 9 were color blind, or 0.066 per cent. Dr. Jeffries observes with reference to these results: They are so near what is found by the best observers in Europe that we may take them as the expression of a general law. Color blindness is not curable by any known method, and the color sense does not alter through life ; hence the statistics gathered from the schools apply to the whole community. We may conclude that 1 male in 25 is more or less color blLud and that the defect very rarely occurs among females. In noticing the general deficiency manifested by boys in the use and knowledge of color names. Dr. Jeffries observes: This want does not show itself in school life, in examinations or exhibitions, but does show itself very quickly when the boy comes out into every day life and occupa¬ tions. It is naturally supposed that in a general way boys will learn colors and color names as girls do, from their occupations with colored objects and materials. The fact is, however, as absolute experience has abundantly shown me and the teachers watch¬ ing my work, that but very few boys of the grammar or higher schools are familiar with the color names of even the primary colors, and that still less can they correctly apply those names they do remember when shown colored objects. * * * It seems almost impossible that a bright boy of fourteen not color blind should not know the word green or be able to apply it ; yet this does not give an extreme idea of the truth in reference to the ignorance of color names and their application amongst our school boys. Such examinations indicate the great need of systematic training in color names and their application in the lowest grade of schools. In this matter we have not been as active as many European nations; in the German schools especially this in¬ struction has long been imparted, and has received of late a new impulse, partly from the importance attached to tests for colorblindness and partly through the successful efforts of Dr. Hugo Magnus, professor in the University of Breslau, in devising simple and effective methods of teaching. The International Medical Congress, which met at Amsterdam during the year, awarded a diploma of honor for his valuable work. Attention has been called to the importance of testing railroad employes for color blindness. In a conference with the railroad committee of the Massachusetts legis¬ lature, Dr. Jeffries maintained that such examinations should be made obligatory and be conducted by experts. The result of that hearing was a legislative order to the railroad commissioners to investigate the subject and report. In their report the NORMAL SCHOOLS. LXIX commissioners state that any one can make examination for these defects, as it does not require the action of an expert. The opposite position taken by Dr. Jeffries is sup¬ ported by Professor F. C. Bonders, of Utrecht, Holland, chief of the inspection and control of color blindness and visual power, and by Professor Frithiof Holmgren, of Upsala, Sweden, chief of the control in Sweden. The latter gentleman is well known in this country as an authority on color bindness through his book, upon which is based the United States Manual, Color Blindness, its Dangers and its Detection, which has been adopted as the standard in our Army, Navy, and Marine Hospital Service. TABLE III. — NORMAL SCHOOLS. The following is a comparative summary of normal schools, instructors, and i^upils reported to the Bureau for the years 1870 to 1879, inclusive: 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. Number of institutions . Number of instructors . Number of students . 53 178 10, 028 65 445 10, 922 98 773 11, 778 113 887 16. 620 124 966 24, 405 137 1, 031 29, 105 151 1, 065 33, 921 152 1, 189 37, 082 156 1, 227 39, 669 207 1,422 40, 029 LXX REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Summary of States. Number of schools in each State. Number of instructors. Total. Number of stu Number of nor¬ mal students. Male. Female. Alabama . 7 36 al, 296 383 325 Arkansas . 2 5 99 22 16 California . 2 20 708 98 510 2 37 15 22 Connecticut . . 1 8 132 14 118 C (cl76) Georgia . 3 6 301 ) 15 1 10 ( (c43) Illinois . 9 63 1, 841 ) 429 642 ( (c23) Indiana . 10 108 a3, 930 ) 787 1 548 ( (c37) Iowa . 8 57 720 ^ 246 325 Kansas . 3 18 305 104 131 Kentucky . 9 36 526 165 231 ( (c91) Louisiana . 3 12 218 I 1 1 96 1 C {c83) Maine . 7 23 618 1 ) 259 276 Maryland . 6 30 631 57 279 Massachusetts . 8 62 1,207 125 1, 082 ( (cl 04) Michigan . . . 3 13 648 1 57 14 Minnesota . 3 25 575 126 299 1 ( (cl07) Mississippi . 4 13 249 ) 34 1 41 ( (c96) Missouri . 9 63 1, 563 1 653 603 Nebraska . 3 20 373 144 161 New Hampshire . 1 5 30 8 22 New Jersey . 1 25 559 50 167 ( (cl, 099) New York . 11 180 6, 663 1 558 1 2,400 North Carolina . 8 53 al, 089 516 367 ( (cl62) Ohio . 15 98 3, 181 ) 1, 282 806 Oregon . 2 9 54 25 29 Pennsylvania . 19 173 5, 396 1, 706 2, 346 Rhode Island . 1 11 155 10 145 South Carolina . 4 14 a929 ( (C5U) •) 64 1 35 ( (c2 :45) Tennessee . 13 67 al, 788 ( 391 1 279 ! Graduates in ! the last year. Number of other students. Male. Female. Whole number. o O ^.s a 1 284 253 &12 629 28 33 (cl 00) 112 106 0 0 37 30 1 50 50 (c( 52) > 349 296 36 1 40 34 267 180 1 47 65 35 32 39 31 33 25 84 46 46 34 SO 25 12 1 ^ 0 109 88 97 198 35 32 276 106 (c4 73) ) 84 90 60 ) 74 69 > 40 27 5 (cl 03) 58 1 50 S236 120 C (c68) > i . S 50 44 ) 21 164 178 28 28 (c459) 461 1, 686 U51 307 75 50 d25 d37 [ 586 345 224 180 ) 8 2 548 796 489 382 25 21 1 206 184 15 5 (cl B4) ) 294 1 264 S 55 11 a Classification not reported in all cases, 6 Rust Normal Institute reports 18 graduates as engaged in teacbinf number graduating at the last commencement. but makes no report of th© NORMAL SCHOOLS. LXXI staiistics of normal schools. Yolumes in libra¬ ries. 1 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 nattual history. Number possessing a gym¬ nasium. Number having model schools. Number in which students receive diplomas or cer¬ tificates on completion of course. Whole number. Increase in the last school year. 4 32.T 430 3 2 6 6 3 4 1 6 200 20 1 0 2 1 1 1 1 iO 1 2 1, 416 2 2 2 1 2 2 1 2 2 1,400 100 1 1 1 0 1 1 0 0 0 1 200 100 2 2 2 1 1 8, 444 1,249 7 4 8 5 5 8 6 1 6 8 9, 330 1, 245 9 3 10 5 6 8 4 2 6 8 2, 980 85 6 2 6 4 5 6 2 2 7 1,650 150 3 1 3 2 2 3 1 1 2 3 3, 425 205 3 2 8 5 5 5 2 1 2 5 1,042 15 1 1 2 1 0 i 0 0 0 0 2 3,083 627 5 3 4 1 4 5 3 o G 3, 312 3 2 3 2 2 2 2 3 4 11, 889 335 8 6 7 5 5 4 1 3 8 3, 000 500 1 1 1 1 1 1 1 1' 850 150 3 2 3 0 3 2 3 1 3 3 1, 300 25 1 3 2 2 2 1 3 5, 952 209 7 2 7 6 5 5 4 1 8 50 2 2 2 2 2 1 2 2 2 2 400 100 0 0 1 0 0 1 0 0 1 1 500 50 1 1 1 1 1 1 1 0 1 1 5, 774 513 10 5 10 3 9 9 8 6 10 10 1,350 250 2 7 2 2 3 2 3 1 6 9, 302 , 356 11 5 11 6 8 8 5 1 4 11 100 1 0 2 2 1 1 0 0 0 2 13, 860 1, 352 15 7 14 11 8 12 5 5 13 14 2, 000 30 1 1 1 0 1 1 1 0 0 1 1,370 3 1 2 2 2 2 2 2 18, 500 500 7 1 10 7 4 6 4 1 6 8 c Sex of these not reported. d Lnmberton Normal School reports 20 graduates as engaged in teaching, but makes no report of tb© number graduating at the last commencement. LXXII REPORT OF THE COMMISSIONER OF EDUCATION Table III. — Summary of States. Number of scbool.s in each State. Number of instructors. Number of students. Graduates in the last year. Total. Number of nor¬ mal students. Number of other students. Whole number. Number who have en¬ gaged m teaching. Male. Female. Male. Female. 1 ( (a49) ) i ! Texas... . 5 15 402 1 103 100 1 ' 62 70 V PTm nn t. . . .. 4 20 387 138 240 85 21 Virginia . 4 37 752 153 105 240 245 43 40 "West Virginia . 7 28 5654 217 182 41 1 31 55 20 'Wisconsin . 4 53 1, 830 408 567 ! 414 441 53 54 District of Columbia . 5 13 130 7 51 61 20 44 43 TTtah . 1 3 44 22 22 1 . 14 t (a2,c J65) ial, : 360) 1 Total . 207 1,422 540,020 ^0,302 13, 610 4, 367 5, 492^ 3,347 1 2, 094 a Sex of these not reported. NORMAL SCHOOLS, LXXIII statistics of normal schools — Continued. Volumes in libra¬ ries. Number of schools in which drawing is taught. Number having collections of models, casts, (fcc., 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 histoly^ Number possessing a gym¬ nasium. Number having model schools. Number in which students receive diplomas or cer¬ tificates on completion of course. Whole number. Increase in the last school year. 600 575 1 1 3 1 1 2 1 1 1 2 1, 490 40 3 1 3 3 1 2 2, 500 194 1 0 3 3 2 1 3, 915 472 2 1 3 5 0 1 0 1 7 3, 345 387 4 2 4 1 3 4 4 4 4 450 50 4 1 4 1 1 1 1 4 4 0 0 0 1 1 ^1 1 0 1 ! 1 129, 254 10,364 i 1 132 62 157 90 97 1 119 32 j i 90 157 b Classification not reported in all cases. LXXIV REPORT OF THE COMMISSIONER OF EDUCATION, Table III. — Summary of siatistics of normal schools. Number of normal schools supported by — States. State. County. j City. All other agenciee^, Number of schools. Number of instructors. N umber of students, a O |1 So Number of instructors. Number of students, a Number of schools. Number of iustructors. N umber of students, a Number of schools. Number of instructors. Number of students.® 1 3 2 1 1 1 1 2 1 2 bl 15 5 17 300 38 603 22 132 176 546 450 274 1 . 4 21 408 i 1 1 3 5 15 i 8 6 26 9 7 7 2 5 8 5 2 9 3 c3 4 1 2 25 246 90S 204 235- 39® 188 125 70 23: 71 2 12 322 25 83 32 11 36 12 4 14 6 2 1 1 16 18 130 i 1 1 Maine . 3 2 6 1 3 d2 5 1 1 1 8 2 18 16 49 11 ' 25 9 39 9 5 25 116 23 485 266 1, 091 ]04 425 136 1, 132 232 30 217 2, 709 383 1 1 1 8 Maryland . Massachusetts . 1 7 93 Michigan . ! 1 Minnesota . i 1 Mississippi . 2 3 2 4 14 11 46 70 73 Missouri . 1 10 150 Nebraska . New H.amp shire . 1 1 New Jersey . 1 New York . 1 59 1, 321 2 6 10 2 5 5 30 55 9 10 27 500 1, 430 54 120 North Carolina . Ohio . . e5 43 820 Oregon . Pennsylvania . 10 1 1 1 2 3 1 /6 4 133 11 3 8 8 20 20 19 53 2, 782 155 81 135 156 387 218 399 975 dZ 3 58 1 27 1, 092 Rhode Island . . South Carolina . 3 12 e3 1 1 1 11 59 7 68 780 105 Tennessee . Texas . VeiTnont _ Virginia . e2 9 10 8 9 30 "West Virginia, _ "Wisconsin . _ District of Columbia. . . 1 4 20 4 9 38 Utah _ _ _ 3 44 Total . 80 723 15, 083 7 24 390 13 185 |3, 634 107 490 6, 260 a This summary contains the strictly no/•??^aZ students only, as far as reported; for total number of students, see the preceding summary. &No appropriation for the last year, c Receive some allowance from State. d One of these had no appropriation for the last year. cOne of these is partially supported by State. /Two of these report no appropriation for the last year. i/Tc^. orial appropriation. NORMAL SCHOOLS, JuXXV Appropriations for normal schools. Name of school. <1 02 State Normal School, Florence, Ala . . . State Normal School for Colored Students, Huntsville, Ala . Lincoln Normal University, Marion, Ala . Normal department of Arkansas Industrial University, Fayetteville, Ark. .. Branch Normal College of Arkansas Industrial University, Pine Bluff, Ark. . California State Normal School, San JosA Cal . Connecticut State Normal School, New Britain, Conn . Normal department of Atlanta University, Atlanta, Ga . Southern Illinois Normal University, Carbondale, HI . Illinois State Normal University, Normal, Ill . Cook County Normal and Training School, Normalville, Ill . Peoria County Normal School, Peoria, HI . Central Indiana Normal College and Business Institute, Ladoga, Ind . Indiana State Normal School, Terre Haute, Ind . Iowa State Normal School, Cedar Falls, Iowa . Eastern Iowa Normal School, Grandview, Iowa . Kentucky Female Orphan School, Midway, Ky . Peabody Normal School for Colored Students, New Orleans, La . Peabody Normal Seminary, New Orleans, La . Eastern State Normal School, Castinc, Me . ■Western State Normal and Training School, Farmington, Me . Madawaska Training School, Fort Kent and Yan Buren, Me . State Normal and Training School, Gorham, Me . Normal Practice School, Lewiston, 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 Scliool, St. Cloud, Minn . State Normal School, Winona, Minn . Mississippi State Normal School, Holly Springs, Miss . Southeast Missouri State Normal School, Cape Girardeau, Mo . Normal School of the University of the State of Missouri, Columbia, Mo . $7, 500 2, 000 4, 000 (6) 2, 000 24, 500 12, 000 c8, 000 20, 290 d24, 494 el5, 000 e3, 000 /I, 800 18, 000 6, 750 /I, 200 ^140 g3, 700 hi, 008 7, 500 6, 750 800 6, 000 /1, 100 600 2, 000 10, 500 18, 000 13, 000 9, 900 14, 000 10, 050 9, 400 17, 500 9, 000 9, 000 12, 000 3, 000 7, 500 (&) p4 P-i $100 OO' 16 OD- 27 7S 40 63 90 06 47 03: 64 63; 37 77 27 0C> g28 55- Ml 00' 33 33 33 Qh 50 Ot 14 36 20 06 46 05. 44 Iff 75 5& 32 22 53 25 40 00. 28 06 21 00' n Exclusive of appropriations for permanent objects. b Appropriation in common with the university. c Annual appropriation to the university. d Exclusive of one-half interest in the college and seminary fund, $18,000. tj County appropriation. /City appropriation. r7From local contributions and from Peabody fund ; the amount per capita being the amount of these.- two funds. h From Peabody fund; the amount per capita being the amount of this fund. LXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Appropriations for normal schools — Continued. Name of school. •S c s P,C6.: cS O Lincoln Institnte, Jefferson City, Mo . North Missouri State Normal School, Kirksville, 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 . State Normal and Training School, Brockport, N, Y . State Normal School, Buffalo, N. Y . State Normal and Traming School, Cortland, N. Y . State Normal and Training School, Fredonia, N. Y . State Normal School, Geneseo, N. Y . Normal College, New York, N. Y . . . . . . . State Normal and Training School, Oswego, N. Y . . State Normal and Training School, Potsdam, N. Y . University Normal School, Chapel HiU, N. C . State Colored Normal School, Fayetteville, N. C . Trinity College Normal School, Trinity College, N. C . . . . Cincinnati Normal School, Cincinnati, Ohio . Geneva Normal School, Geneva, Ohio . Mansfield Normal College, Mansfield, Ohio . Southwestern State Normal School, California, Pa . Northwestern State Normal School, Edinhoro’, Pa . Central State Normal School, Lock Haven, Pa . Pennsylvania State Normal School, fifth district, Mansfield, Pa . Pennsylvania State Normal School, second district, Millersvjlle, Pa . . . Philadelphia Normal School for Girls, Philadelphia, Pa . Cumberland Valley State Normal School, Shippenshurg, Pa . "Vest Chester State Normal School, West Chester, Pa . Bhode Island State Normal School, Providence, E. I . Claflin University, normal department, Orangeburg, S, C . Freedmen’s Normal Institute, Mary vide, Tenn . McNairy County Normal School, Purdy, Tenn . Tillotson Collegiate and Normal Institute, Austin, Tes . Sam Houston Normal Institute, Huntsville, Texas . State Normal School of Texas for Colored Students, Prairie View, Tex State Normal School, Castleton, Vt . Johnson State Normal School, Johnson, Yt . State Normal School, Eandolph, Yt . Valley Normal School, Bridgewater, Ya . . . Shenandoah Valley Normal School, Strashurg, Ya . State Normal School at Glenvide, Glenville, W. Ya . . $5, 000 $35 71 7, 500 15 00 &11, 628 7, 500 21 49 12, 500 43 00 c5, 000 166 66 20, 000 18, 000 48 00 18, 000 19 00 18, 000 59 00 18, 000 45 00 18, 000 45 00 18, 000 &92, 000 48, 362 49 32 17, 436 29 29 2, 000 2, 000 doO hi, 911 el, 600 4 00 hi, 000 10, 000 5 00 5, 000 10 00 3, 060 12 44 2, 775 9 19 7, 294 . . 524, 275 2, 250 12 71 11, 954 20 00 10, 500 5, 000 d303 5100 560 14, 500 131 81 6, 000 1, 000 24 00 2, 000 ^15 00 /2, 830 *14 00 d378 y225 1 33 1, 400 28 00 a Exclusive of appropriations for permanent objects. b City appropriation, c Also $1,200 town appropriation, d County appropriation. e City appropriation ; also $400 State appropriation. /Also $100 from the county. y County appropriation ; also an equal amount from the State. TORMAL SCHOOLS. LXXVII Appropriations for normal schools — Continued. Name of school. Marshall College, State 170111131 School, Huntington, "W. Va . "West Liberty Hormal School, West Liberty, W. Va . Oshkosh State Normal School, Oshkosh, Wis . . Wisconsin State Normal School, Platteville, Wis . State Normal School, Eiver Falls, Wis . . Normal department of Howard University, Washington, D. C . . Washington Normal School, Washington, D. G . Normal department of the University of Deseret, Salt Lake City, Utah, Appropriation, 1879. State appropriation per capita of pu¬ pils in the last year.(t $2, 000 $13 80 2, 000 13, 991 21 15 17, 390 32 00 15, 343 40 25 (&) c2, 000 2, 600 a Exclusive of appropriations for permanent objects. b Appropriation in common with the university, c City appropriation. The law of human experience warrants expectation of success only on preparation^ whatever occupation is under consideration, whether it he one of the learned profes¬ sions or some branch of commercial, mechanical, or agricultural industry. The fun¬ damental principle of the normal school is simply an application of this theory to the work of teaching. How the opposition to these schools which has manifested itself in a variety of at¬ tacks, open and covert, is received by the body of the people is shown in the preceding summary of the institutions reported to this Office, the number in 1879 both of institu¬ tions and students being about four times what it was in 1870. The increase of 1879 over 1878 shows 51 institutions or departments, 195 instructors, and 360 students. Evidently educators need give less attention to the defence of the principle upon which normal instruction is based, but should concentrate their efforts on improve¬ ments in its methods and its practical application. From this summary it will be seen that normal schools have been established in all of the States save Delaware, Florida, and Nevada. Eighty are maintained in part or whole by the State, seven are termed county normal schools, and thirteen are estab¬ lished in connection with city systems. Ohio, to its shame, has no normal school main¬ tained by the State ,* but the appreciation of this instruction in the cities where educa¬ tion is most advanced is shown by the five city normal schools, which reported 829 pupils. State normal schools would invite pupils from the rural districts and send them back better qualified to accomplish the improvement so greatly needed in those schools. From this table it appears that the number who graduated from normal schools during the year was 3,347, certainly not at all equal to the number of well qualified teachers demanded anew in the schools of the country during the year. The fact that only 2,094 were employed when the reports were made indicates that there is not yet everywhere a proper appreciation of the teacher’s professional preparation. Far too many, both men and woman, are employed as teachers who are entirely unfit for the work. The gain in behalf of normal instruction, great as it has been, is not yet at all adequate to our necessities. Information must be disseminated showing what in competency is, and how vast and cruel its evils, at the same time giving correct ideas of what right teaching is, and of its necessity and benefit to the individual,'’ the family, and the community. The increase indicated in libraries and in the other appliances of these schools,. LXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. while gratifying and encouraging, is inadequate. There can he no great learned pro. fession without hooks and a literature of its own, used and mastered hy those under¬ taking its responsibilities. Teachers must hare a taste for reading and he willing to expend from their personal income to procure educational journals and treatises. The teacher who does not read and reflect ui^on what he reads, and digest and make its truths his own, cannot grow ; indeed, cannot he a live teacher. He has accepted the •doom of professional death. He has no place among growing young minds, and the community should not suffer his mental corpse to he deposited in the midst of their •children. The teacher not only must take advantage of all there is for him in hooks or methods and subjects, hut he must go beyond. He should he able to appreciate -and acquire what there is of his profession that cannot he included in hooks, and he •should not he satisfied till he can adapt his method in every exercise to the nature and •environment of every child under his instruction. In gathering appliances for normal schools, it is apparent that there are many en¬ gaged in their management who have not thought out the pedagogical uses of illus¬ trations ; indeed, that there are many so far behind that they are not familiar with some of the most common aids in use among their better qualified coadjutors. Where these schools are under State administration the remedy can be promptly applied. While it is now generally admitted that the best preparation for teaching is the kind required for other professions, viz. Liberal education followed hy special profes¬ sional training, it is conceded that the endeavor to crowd this twofold work into the ordinary course of a normal school is a great mistake. Ui)on this subject Dr. Samuel Eliot, superintendent of the Boston schools, says : Taking for granted that the [Boston] normal school needs teachers of the greatest uttainahle force, let us consider what study promises the best returns. The time for it, we remember, is a single year, or, omitting vacations and examinations, two-thirds ■of a solar year. This is plainly inadequate for both general and special instruction, and, as the school is not intended to undertake both, the first thing to do towards im¬ proving it is to limit it to its si^ecial object. He advises higher standards of admission, a rigid adherence to the regulation re¬ quiring a candidate to be at least eighteen years of age and to present a recommenda¬ tion from the master or committee of the last school attended, certifying personal fitness for the teacher’s work. Again, he says : No normal school has time enough for both general and speeial studies, and what¬ ever it devotes to the former, unless in the most superficial manner, can be ill spared by the latter. A jprofessional school is bound to give professional training. A law school teaches law, not logic, or rhetoric, or declamation ; a medical school teaches medicine, not natural science, except so far as it is a part of medical ; and so a teach¬ ing school teaches teaching, not thinking, or speaking, or writing, or anything else save as an illustration of didactics. This seems to me the province of our school as of any other, and the committee have recently taken the same view in increasing the time allotted to the practice of teaching throughout the schools, while that allotted to studying in the normal school itself has been reduced. The regulations now say at least three months” for observation and practice, and that is one-third of the school year. The other two-thirds will be profitably spent in learning kow to observe and how to practice to the greatest advantage. Louis Soldan, principal of the Normal School, St. Louis, says in the annual report of the St. Louis schools for 1879 : Norrnal schools may review grammar school work, but they canuot begin it at the beginning, for their course of study is too short for such an undertaking, and their legitimate work lies in another direction, namely, to prepare those who have the basis of a good education for the important task of teaching the children of this great city. Radical changes have been made in the course of study in the Philadelphia normal schools, the most important of which is the provision for increased and more system¬ atic instruction in the theory and art of teaching. The proposition to abandon the State normal schools, introduced in the assembly of the State of New York in the session of 1878, gave rise to a discussion outlined in my last annual report. In pursuance of a resolution which passed the assembly Jan¬ uary 28, 1878, a special committee was appointed to make a careful examination of the schools in question, and to report whether they are fulfilling their original pur- NORMAL SCHOOLS. LXXIX pose, and what, if any, further legislation is necessary to increase their usefulness. In a report transmitted to the assembly May 19, 1879, the committee presents under the first consideration the following conclusions : (1) That the normal schools are performing intelligently, efficiently, and in good faith the work eximcted of them by the State. (2) That the normal schools are an essential part of our public school system, and as such should be liberally and unwaveringly supported. (3) That without normal schools there would be that waste in the x>ublic expend¬ itures which must result from the employment of unskilled and incompetent teachers ; and hence that true economy requires their maintenance. (4) That normal schools should have a settled x^lace in the permanent policy of the State, and that henceforth the only question should be. How can they be improved and extended ? With reference to the legislation needed to render the normal schools more useful to the State, the committee is of the opinion “ that no legislation is required immedi¬ ately afiecting the schools now in operation beyond xiroviding for them a liberal support.” The committee also presents a series of recommendations which, so far as they relate to other than local conditions, are in accordance with opinions already cited. It is recommended “ that the standard for admission should be raised in order to give more t ime for the purely professional work of the schools ; * * * that the normal scholars, in addition to the promise to teach, which they now make on entering the schools, should also promise to report to the respective x^rincipals, during a specified time, as to the teaching actually done by them after leaving the normal school j * * * that the peox)le generally avail themselves of every opportunity to examine all of the nor¬ mal schools. The committee believes that most of the opx)Osition to them has arisen from or been sux)ported by a lack of acquaintance with them. Let them be visited. Let their work be examined. The schools themselves desire it. Great gain would result from it. It would lead to a more intelligent and active cooperation on the x>art nf the people in this and all efforts to raise the standard of popular instruction and citizenshix^.” Examples might be multiplied to prove that the discussion concerning normal schools has deepened the conviction of their value, revealed more clearly their true X)roviuce, and caused decided improvements in their subjects and methods of study. The normal school of Chicago, closed in 1877 because it was graduating more teachers than could be employed in the city, has not been reopened. By the adoption of x^roper requisites for admission to a city normal school, a due Xiroportion might be maintained between the number of its graduates and the vacan¬ cies for which they would be required ; thus the possibility of an intermittent exist¬ ence, so fatal to the vigor and influence of an institution, would be avoided. Diu’ing the year a memorial was addressed to the general assembly of Ohio calling attention to the backwardness of the State in providing normal schools and urging the immediate establishment of one at some central point. It also recommended that the money now paid for institute work should be expended by the State in the em- ifloyment of a regular board of institute managers charged with the duty of unifying and systematizing the instruction in these institutes in the several counties. The memorial was circulated for signatures in every county, and it is intended to present it to the legislature as soon as the canvass of the State is completed. As the work of normal or teachers’ institutes extends and larger appropriations are absorbed in their conduct, the need of a regular board of managers and a systematic organization of the work, as expressed in the memorial alluded to above, is generally recognized. Hon. J. L. Denton, State superintendent of schools of Arkansas, and J. M. Fish, superintendent of city schools of Little Rock, are active in promoting the work of normal schools. A summer normal school was conducted by the latter, in the city- of Little Rock, for a term of four weeks, beginning June 16. While efforts are thus in progress for multiplying the number of trainiug schools for LXXX REPORT OF THE COMMISSIONER OF EDUCATION. teachers aud improYing those in operation, many colleges and nniversities are making special provision for instruction in the theory and art of teaching. Chairs of peda¬ gogics have been established in the Universities of Missouri, Michigan, and Iowa; didactics is taught by lectures in the University of Wisconsin and plans are matur¬ ing for courses of lectures on pedagogics in Harvard University. In Johns Hopkins University the teachers’ class in zoology was conducted during the session of 1878-79 by Dr. Brooks. The aim of the course was to supply at first hand, by the study of typical forms of animal life, such an acquaintance with the principles of morphology as would be of use in teaching any branch of natural science, and the furnishing of facts, to be re¬ tailed to classes, was made a very subordinate object. * * The course of instruction included fifteen one hour lectures and forty-five hours of laboratory work, on the morn¬ ings of fifteen Saturdays. — (Fourth Annual Report Johns Hopkins University, 1879.) In this connection the following letter from Dr. J. M. Gregory, giving some account of his work and lectures in behalf of normal training in the University of Michigan, is of general interest and is given in full ; Dear Sir : In response to your inquiry I furnish the following statement ^of my lectures on education and the art of teaching, given formerly at the University of Michigan. In 1858, when I entered upon my duties as superintendent of public instruction for the State of Michigan, I was impressed, as all who have had the care of school systems must be, with the vital necessity of obtaining a supply of well trained teachers. After all expenditures for fine school buildings and all provision of text books and other apparatus of instruction, it is the teacher that makes the school. If a school system fails at this point, it fails in all. Better a good teacher without any facilities or aids than a poor, incompetent teacher with all the apparatus which wealth can purchase. A true teacher, with nothing but a spreading oak for his school-house and its-; leaves for his books, will successfully teach and educate. An untrained and unskilful instructor will fail, though surrounded by a library or in the midst of a furnished laboratory. It was, and is, to my mind, one of the most serious faults of our American school systems that so much is paid for fine school buildings and for teachers’ wages and so stinted an allowance is made for the agencies by which teachers may be thoroughly trained and prepared for their work. Teachers who can earn their wages by good work will never lack for compensation. But the payment of good wages will not necessarily and of itself produce good teachers, though an important force in that direction. It was under the influence of such views that I used with the utmost vigor the means put in my hands by the State for the training of teachers by means of State in¬ stitutes. I urged also upon the high schools and colleges of the State the establish¬ ment of teachers’ classes and, when practicable, of normal courses of study. A good num¬ ber of such classes were annually taught, and in several schools regular courses for teachers were established. The State of Michigan owes much of the high credit of its school system not alone to the reputation of its stately and magnificent State univer¬ sity, but to the earnest and persistent efforts which have been made within its bor¬ ders to train and qualify its common school teachers. It was well said by one of its superintendents that if he were to undertake the education of its school children as an individual enterprise, with the school fund as the fixed price, he would use a tenth of the fund to train a body of competent teachers, and with the other nine-tenths as wages would accomplish more than the whole would do as then used in the payment of unprepared instructors. An excellent normal school was doing its utmost to meet the ]uiblic wants, but the few scores of teachers that it could annually furnish were only a handful in com¬ parison with the thousands which were needed. The school boards having in charge the graded and high schools of the State, naturally looked to the university and col¬ leges to supply them their principal teachers. The possession of a college diploma was supposed to indicate not only the presence of the necessary scholastic acquire¬ ments but also the ability to teach and manage a high school. From this cause I found our schools often suffering in the hands of inexperienced teachers, whose learn¬ ing was ample, but who were sadly ignorant of the first principles of the science of ed¬ ucation, and especially of the art of the teacher. Residing near the State university, I frequently urged upon the attention of its president and members of its faculty the wrong that was being done to the schools of the State by their failure to give their students some special instruction in the work in which so many of them sought tem¬ porary or permanent employment. It was, I think, in the winter of 1860 that I tendered my services to the president of the university to commence the work of instruction in pedagogics, offering, if ar¬ rangements could be made to suit my leisure, to give to the senior class and such other students as chose to attend them a free course of lectures upon the principles and NORMAL SCHOOLS. LXXXI pLilosophy of education and upon tlie organization, management, and instruction of schools’'. The ofler vras courteously accepted, and a course of lectures was given occupying several weeks, embracing usually two lectures each week. They were attended not only by the members of the senior class but also by many students of the law and medical schools. As several of the chief universities and colleges of the country pe now at length waking up to their duty to the general school system and establishing chairs of edu¬ cational science and art, it may not be uninteresting or useless to describe the field covered by this early effort to introduce pedagogic instruction into an American uni¬ versity. UTILlTirS OF THE COURSE. At the outset the attention of the class was called to the prominent position which education and educational institutions hold in our national life and civilization. The utterances of the chief magistrates of the Nation and of the States, from Washington down, have recognized the necessity of popular education and of public intelligence to the preservation of liberty and the perpetuity of our form of government. The scope and power of these great truths, so often repeated and so little under¬ stood, were explained and enforced. The relations of popular education to the ad¬ vancement of civilization and to the progress of the sciences and arts are now recog¬ nized ; and the vast importance of the public school system to the individual, to society, and to the State follow as logical sequences of indisputable force. Next, their own duties as educated men were pointed out ; many, if not all of them, were to be, at least temporarily, teachers, and the absurdity of undertaking a busi¬ ness which they did not understand, was urged. To have been taught does not nec¬ essarily give the ability to teach any more than taking medicine prepares one to be a physician. If it is wrong for one to offer his services as a watchmaker or even as a skilled laborer who has no knowledge of the trade he proposes to practise, how much more inexcusable is he who offers himself as an instructor and knows nothing of the processes or principles by which he may successfully discharge his duty to the chil¬ dren whom he undertakes to teach ! Even if our college graduates do not intend to become teachers, still, as educated men, they will naturally be called upon to serve upon school boards and in other ways to influence or control the school system. None of them, therefore, in such a country as ours, where the school system counts for so much, ought to leave college without a general knowledge of educational science. To be ignorant of the political system, of the machinery of government, and of common political principles, would be justly counted as a reproach to any man of liberal education. But to be ignorant of that widespread and pervasive system of agencies by which the political and social life of the nation is to be constantly renewed and directed and of that mighty and expensive machinery through which the entire childhood of the country is expected to pass, must certainly be more shameful to the individual as it must be more dis¬ astrous to the state. But besides and beyond their possible duties as teachers and school officers, there remain their interests as future parents on whom will fall the chief responsibility in directing the education of their children ; and certainly no knowledge could be outside of their true interests and duties which would help them to discharge with success these highest and most delicate responsibilities which come upon a human being in this life. By such considerations and arguments the attention of the class was aroused to the importance of this, to them, new field of study. May it not be hoped that these argu¬ ments, always valid and always increasing in force, will ultimately lead all our col¬ leges to fulfil the high duty that they owe, in this respect, to the country which nourishes them ? EDUCATIOXAL PHILOSOPHY. As a basis for the more practical part of the course, a statement was made of the fundamental divisions and principles of educational science or philosophy. Education was shown to involve two great fields of fact or truth: First, the being to he educated; second, the knowledge to he learned. If a teacher with a group of little children before him, will ask himself thoughtfully in what his task consists, what are the exact terms of his problem, he will notice these two facts : first, my pupils are children, imma¬ ture beings, needing growth — my work is the development and discipline of their powers ; second, they are ignorant — I am to give them instruction in many branches of knowledge. Education involves both of these terms ; it must train or discipline, and thus de¬ velop powers ; and, secondly, it rnunt teach, or communicate knowledge. The art of the teacher and the business of the school are all comprehended in these two. The whole machinery of instruction must be shaped to these ends. Education is the cultivated growth of living powers and faculties. As cultivation, it involves the exercise, training, discipline, and direction of the powers to be culti¬ vated. As a growth, it involves nourishment, inward action, and digestion. As ED— VI LXXXII REPORT OF THE COMMISSIONER OF EDUCATION. physical growth demands food and exercise of the body, so mental education demands mental food or knowledge, and mental exercise in thought, study, and aU forms of mental actirity. On these two great facts educational science constructs itself. It takes into account, on the one side, all the variations of childhood in its diversities of age, temperament, and environments, and, on the other side, the various departments of knowledge, their essential differences in the nature of the facts involved, the peculiarities in their differ¬ ent stages of development, and their connections with each other, with the human intellect, and with the business of life. It would require too much space to follow further the line of discussion in this field. As the aim of the course was thoroughly practical, only so much attention was given to these fundamental principles as was necessa^ to show that education is not a mere matter of shifting empiricism, but is based in a philosophy as fixed as the laws of mind and the system of nature. It was held that no teacher was safe from sinking into the practice of mere school room quackery who is not led to see that in all his processes he is dealing with great natural laws, as scientific and as dominant as those which control the chemist in his laboratory or the mechanician in the employment of the forces of nature. THE GRADES IX EDUCATIOX. The proper organization and management of schools afforded another field for the lectures ; and, as the graded school system of the State was then being somewhat rapidly developed, a careful discussion was made of the theory of school gradation. A graded school is properly nothing but a group of schools organized info a system, the schools being adapted each to a different grade of pupils. It proceeds upon the assumption that each period of childhood has its own appropriate studies and meth¬ ods of instruction, and requires, therefore, a school iDeculiar to itself. It was shown that the schools of the several grades met and provided for natural periods of mental growth on the one side and natural stages of the development of knowledge on the other. If the life of a child is watched carefully from infancy up to maturity, it will be found to consist, not of a continuous and as it were homogeneous growth of the sev¬ eral faculties, but of successive periods in which new powers appear and new elements of character become dominant. As there are successive changes in the physical sys¬ tem, like that which occurs at jifiberty, which divide the growth into stages or periods, exhibiting new forces and phenomena, so in the intellectual life its different periods are marked by the introduction of new faculties and new intellectual proc¬ esses. Every essential power of the human mind can be detected, as a germ at least, in the first hours of mental development, but the evolution of these different faculties does not go forward with equal pace. These larger stages may in general be sufficiently discriminated from each other to afford practical guidance in the gradation of instruction and in the separation of the departments of a graded school. In the first of these the perceptive or acquisitive powers of the child are iu chief exercise. The sensibilities are keen, the curiosity is in full power, and the novelties of environment as yet fresh and vivid. It is evident that instruction in this stage must of necessity be chiefly addressed to the senses, and must consist of such facts as can be seen, heard, and handled. Over against this stage of the mental life lies that lower platform of knowledge occupied by the multitudinous but simple facts of sense. It is as if the earlier path¬ way of knowledge was conformed to the childish power of apprehension: for the sim¬ ple unreflecting sense, the simple palpable form; for the short steps of childish infer¬ ence, the simple relation of contiguous facts ; for the limited power of childish atten¬ tion, the equally limited phases of nature’s truth ; and for the nascent and scarcely appearing power of classification, the simplest and plainest resemblances of forms, colors, and beings, and so also to the new power of speech, confined to a few words, and those nouns and verbs, a field of observation made ui^ of a few familiar things and beings and their simplest acts and motions. Thus childhood and nature are in agreement. To the childish intellect nature fur¬ nishes fitting food and an appropriate playground. The true primary school imitates nature and meets childish powers with childhood’s proper lessons. Ill these correlated terms the whole theory of the primary grade, its studies, and its methods of instruction are clearly involved. The second broadly marked stage of mental growth shows the introduction of the active powers of imagination and the practical judgments. These are stimulated by the fast coming consciousness of power of action and by the awakening appetites and desires for the goods and pleasures of life. The little child whose perpetual cry was ‘^Let me see, let me see ! ” now adds the manifest disposition to do, to have, and to handle. The senses, without losing the keenness of their curiosity, are now eager to find out causes and consequences. The mind grasps after processes, the busy hands can scarcely be restrained from their perpetual activity. It is evident that a new phase of knowledge is needed to meet this new phase of life. And, as we found lying over against our primary stage of mental development a primary platform of knowl- NORMAL SCHOOLS. LXXXITI •edge, so we find set opposite this second stage of mental development a second plat¬ form of truth. Facts become more complex, causation is traced further, and the uses of things begin to be seen. The child recognizes himself as a cause, and seeks to produce the effects he has found useful. Nature, instead of bemg a simple wonder book, becomes to him a book of riddles to be guessed, of problems to be solved, of things to be reached, shaped, counted, combined, used, and preserved or traded away. The utilitarian age is come. Knowledge has a stage correspondent to this stage of mind. Its classilications are by properties and uses instead of by simple forms and colors. Its motions have force, intention, and effects, instead of simple direction and velocity. It finds uniformities, laws, and meaning in nature’s phenomena, and the world shapes itself as a whole with related parts. The pupil, at this stage, wants, above all other things, the pen and pencil and the familiar objects of nature. Learning must be united with doing, principle must be illus¬ trated and fixed by practice, and theory must be proved by new constructions of facts. The language itself answers to the new forms of knowledge. To its nouns and verbs it adds adjectives,’ adverbs, and the connectives, and distinguishes differences of moods, tenses, and cases. Such are the general features and outlines of the secondary or intermediate stage of education ; and answering to it must come the second grade ■of schools, broken frequently into several grades for convenience in teaching. A third stage of intellectual growth is reached when the reason, inquisitive and dis¬ cursive, enters fully upon the scene, and the mind begins those great questionings of the loliy and the how of the phenomena of nature and of life. T& knowledges which in the first stages were simple facts of sense, unclassified and unexplained, and which in the second stage were problems of combinations and results of practical uses and powers, now for the first time assume scientific definiteness and completeness, exhib¬ iting laws of nature, principles, and philosophy. This is the realm of the high school and the college, in which instruction is addressed to the rational understanding. The judgment may still employ the senses as instruments of observation and the practical powers as means of experiment, but it transcends them all in its higher work and deals at last with the problems of pure thinking. The mind has now reached and is entering on its mature stage, and it finds con¬ fronting it the mature scientific forms of knowledge. The methods of study and in¬ struction must also change, and the school of the child must give way to the depart¬ ments or institutions of higher learning. Thus these two great parallels of unfolding mental life and of developing science move by equal and corresponding stages and lend each other mutual aid and support. THE TEACHING AST. From these fundamental principles, the lectures proceeded to unfold the practical gradation of schools and to define the studies and methods of instruction appropriate to each, and in connection with these the practical question of school exercises, school programmes, and of teachers’ work generally. The methods of teaching appropriate to different branches of knowledge constituted another field for the lectures. They included methods of teaching reading as the trans¬ lation of written into oral language ; of arithmetic as the science of pure and applied numbers ; of grammar as the art of criticising and correcting speech ; of geography as the doctrine of locality, with its natural or physical, its commercial, and its political and historical relations ; of history as of the movement and distribution of events ia time and in territorial relations ; and of other sciences of mind and matter. The subjects of moral education and of school government were analyzed and re¬ ferred to the fundamental principles which must ever control them. Some of the great systems of educational philosophy, such as that of Pestalozzi, were described and criticised. The doctrines of FrSbel had not yet been widely promulgated in this country. The State systems of education, including school territory, school funds, school offices, and their several classes and functions, and schools themselves of all kinds and grades, with public libraries and other agencies of popular intelligence, also came under review. Such, in brief, was the scope of this early effort at pedagogical instruction in a State university. Of its utility proofs came, in after years, as I met in other States members of the class who testified to the practical advantages they had gained from the lectures they had attended. The foregoing account has been given chiefly from memory, and may in some cases include in the statements topics discussed in subsequent courses of lectures. It may be added, to complete this history, that when I afterwards became president ■of Kalamazoo College I introduced this course of lectures as part of the instruction of the senior classes. Going thence to the x>residency of the Illinois State Industrial University and carrying with me the same convictions strengthened by exxrerience and observation, I introduced into this last institution the course of pedagogical lect¬ ures, not only for the senior class, but for all students who desired to attend them. 'The lectures were given at such an hour as would allow the attendance of aU, and LXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. frequently the lecture room vras croTrded, not only hy the students of the univer¬ sity, but also hy the teachers from the neighboring city tvho asked permission to attend. In conclusion, I wish to express the settled conviction not only of the duty of our higher institutions of fearning thus to aid the public school systems of the coun¬ try, but, stronger still, of the value of this work to the colleges and universities them¬ selves in the grand revenue of popular appreciation and support they would gain by it and in the enlargement and increasing might of their influence over the civiliza¬ tion, the intelligence, and the prosperity of the entire citizenship of our country. Help¬ ing the lowest schools to higher planes of usefulness and to a richer fruitage, they would themselves rise to higher rank and to wider harvests. JOHN M. GREGORY. Hon. John Eaton, Commissioner of Education. The question of the teacher’s compensation necessarily enters into the consideration of his training. When he has done his utmost, availed himself of the best opportu¬ nities to prepare himself for the successful discharge of his responsibility as a teacher, is his compensation to be reasonable or not ? One of the considerations bearing upon the compensation of teachers, pointed out by Roger Ascham three hundred years ago, has not yet ceased to exist. Speaking of the importance of selecting the best teach¬ ers he says : It is a pity, that commonly more care is had, yea and that among very wise men, to find out rather a cunning man for their Horse, than a cunning man for their Children. They say nay in word, but they do so in deed : For to the one they will gladly give a Stipend of two hundred Crowns by the year, and loth to offer to the other two hundred Shillings. God that sitteth in Heaven laugheth their Choice to scorn, and rewardeth their Liberality as it should : For he suffereth them to have tame and well ordered Horse, but wild and unfortunate Children ; and therefore in the end they find more Pleasure in their horse, than Comfort in their children. But often where the importance of the teacher’s qualification is admitted there is hesitancy in giving him reasonable compensation. The amount of teaching that is underpaid is appalling. The effect this must have upon the efficiency of the profes¬ sion is apparent. The most useful and eminent teachers and educators live all their days most economically and die and leave their families in poverty and dependence. The examples are numerous. The facts which come together in these statistical col¬ lections illustrative of this truth are too numerous to permit their enumeration. Only one can be mentioned. Prof. J. H. Raymond, ll. d., best known in connection with his great services as president of "N^’assar College, before entering upon his duties there alluded to the salary he had received during his service of fourteen years in the fac¬ ulty at Hamilton, five years at Rochester, and nine years in Brooklyn. He said : My labors have been accepted with an over generous praise and paid for at the usual market price for such commodities, and yet I have done it at a constant pecun¬ iary sacrifice to myself and have been dependent upon extra-professional labors to eke out a bare support for my family. I close my work this summer, and with it my twenty-eighth year of public service, with impaired health, a family unprovided for, and an empty purse. This condition of facts is suggesting to many thoughtful persons the question. Shall we compensate our teachers fairly and place the profession upon a footing with other vocations, or shall teachers be underpaid during their service and provided with pen¬ sions after they are unfitted for active service in the school room ? TABLE IV. — COMMERCIAL AND BUSINESS COLLEGES. The following is a comparative exhibit of colleges for business training, as reported to this Bureau from 1870 to 1879, inclusive : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. Number of institutions . . . 26 60 53 112 126 131 137 134 129 144 Number of instructors. . . 154 168 263 514 577 594 599 568 • 527 535 Number of students . 5, 824 6, 460 8, 451 22, 397 25, 892 26, 109 25, 234 23, 496 21, 048 22,021 BUSINESS COLLEGES, LXXXV Table IV. — Summary of statistics of commercial and business colleges. States. Number of schools.' Number of instructors. Number of students. Number of volumes in libraries. Increase in the last year. i Total number of students, exclud¬ ing duplicate eu- roimeuts. In day school. In evening school. 3 7 78 78 1 100 60 California . 5 34 a726 536 52 1, 750 200 2 4 310 310 lUinois . 12 68 &2, 990 2, 250 618 17, 220 2, 500 7 27 1, 381 1, 027 592 Iowa . 11 29 cl, 532 1, 139 452 340 15 9 • 3 123 100 34 Kentucky . 3 10 d498 335 38 2, 500 50 Louisiana . 2 13 289 201 88 1, 529 20 klaine . . . 3 4 e245 221 112 Massachusetts . - . . 4 23 767 732 35 Michi'^an . . 10 27 1, 220 916 378 7, 000 Minnesota . 3 8 578* 505 145 217 38 Mississippi . 1 8 83 83 1, 100 50 Missouri . 6 32 /I, 450 1,281 161 2, 340 250 Kebraska . 1 1 110 75 35 Xew Hampshire . . . 4 11 228 196 32 300 Hew Jersey . 24 683 441 336 775 23 Hew York . 17 64 3, 114 2, 633 907 2,695 Horth CaroUua . . . . 1 1 , 12 12 Ohio . 13 49 p2, 029 1, 696 410 ftl4, 700 50 Pennsylvania . 12 36 il, 504 779 301 177 21 Khode Island . . . 2 10 429 328 101 100 26 Tennessee . . 3 4 172 157 43 457 Texas . 3 9 148 148 21 Virginia . 1 1 43 27 16 536 12 V^est Virginia . 2 6 217 182 35 ■Wisconsin . 6 19 779 628 181 386 6 District of Columbia, . . 1 3 283 160 123 Total . 144 1 535 /22, 021 ft-17, 176 ft5,246 55, 222 3, 321 a Classification of 138 not reported. h Classification of 300 not reported, c Classification of 76 not reported. d Classification of 125 not reported. e Classification of 24 not reported. /Includes 8 special students whose classification is not given, p Includes 25 special students whose classification is not given. A Includes library of St. Xavier CoUege, Cincinnati, which is reported with commercial department, t Classification of 424 not reported, j Classification of 1,120 not reported. .ft 1,521 students attend both day and evening schools. Ill connection with this summary of the facts in regard to education in colleges for business training in this country I cannot do better than call attention to the more thorough manner in which young persons aiming at commercial pursuits are instructed in some older countries. LXXXVI EEPORT OF THE COMMISSIONER- OF EDUCATION. In Continental Europe commercial education is given in special scliools of com¬ merce and in certain secondary schools. The schools of commerce are, as a rule, higher institutions of learning which do not give elementary instruction. As their pupils have nearly all received a thorough training at secondary schools, the instruc¬ tion can be exclusively devoted to higher branches. The graduates of commercial schools in Continental Europe easily find lucrative positions at home and abroad be¬ cause they are familiar with three or four foreign languages, an advantage which cannot be claimed by many graduates of commercial schools in other countries. The secondary schools, where the theory of commercial subjects is taught, are the German Realschulen and the French, Belgian, Italian, and Spanish secondary schools. The Realschulen give their pupils a thorough training in modern languages, arithmetic, history, geography, and natural sciences, and thus eminently fit them for business. With this thorough theoretical training the graduates can easily acquire the practi¬ cal part in the business office. The French, Belgian, Italian, and Spanish secondary schools have, as a rule, special commercial sections for the teaching of mercantile subjects. These sections are largely attended and seem to grow daily in the favor of the public. In the commercial schools proper the courses of instruction last two or three years. The following extracts from recent programmes show the ways in which Europeans deal with the demand for a practical business education : Germany has higher com¬ mercial schools in every chief provincial city and in a large number of smaller towns. The course of instruction embraces German, French, English, Italian or Spanish,^ commercial arithmetic, book-keeping, commercial correspondence in different lan¬ guages, botany, the study of raw materials and manufactured articles, history and geography, commercial law, weights and measures, monetary systems, physics, chem¬ istry, and drawing. France has a large number of commercial schools, the most prominent among which are those of Paris and Marseilles. All branches relating to commerce are thoroughly taught in a course of three years, with the exception of modem languages, which are optional instead of being obligatory, as in German schools. Marseilles, however, haa made English an obligatory branch, while Arabic, modern Greek, German, Italian, and Spanish remain optional, though very iiseful in the Mediterranean trade. At the commercial school at Zurich, German, French, English, and Italian are ob¬ ligatory branches. Great stress is laid here on mercantile history and on applied mechanics. In Spain some of the secondary schools have commercial sections, in which the fol~ lowing branches are taught : Mercantile arithmetic, weights and measures, coinage systems, book-keeping for wholesale and retail establishments, calculations applied to^ all kinds of business, mercantile geography and statistics, political economy, commer¬ cial law, the' Spanish, French, and English languages. Belgium has probably one of the best commercial schools in the world. It is sit¬ uated at Antwerp, and was established in 1852, at the expense of the Belgian govern¬ ment and the city of Antwerp. The course of study lasts two years. The age of the students ranges from 18 to 20. The course embraces the French, Dutch, German, Span¬ ish, Italian, and English languages and all the other branches relating to commerce. The students receive a thorough practical training in the mercantile offices connected with the school. The programme of these offices embraces transactions of a general business house, practical demonstration and application of commercial arithmetic, in¬ voices, accounts of sales, accounts current, commercial calculations and valuations, exchange operations, public funds, book-keeping, bills of lading, insurance, banking, and correspondence in foreign languages. The mercantile offices keep commercial newspapers from London, Liverpool, Cologne, Frankfort, Berlin, Vienna, Amsterdam, Hamburg, Havre, New York, Havana, Rio de Janeiro, Buenos Ayres, Valparaiso, the East Indies, and China. The commercial schools in Europe are either state, provincial, or municipal insti¬ tutions, but they are all under the supervision of the state. KINDERG.ESTEN. LXXXVII TABLE Y.— KINDEEGARTEX. The following is a comparative summary of Kindergilrten, instructors, and pupils reported to the Bureau from 1873 to 1879, inclusive : 1873. 1874. ! 1875. 1876. 1877. 1878. 1879. Number of institutions . 42 55 95 130 129 159 195 Number of instructors . 73 125 216 364 336 376 452 Number of pupils . 1,252 1,636 2, 809 • 4,090 3, 931 4, 797 7, 554 Table Y— Summary of statistics of Kindergarten. States. V Number of schools. Number of teachers. Number of pupils. 1 1 7 7 120 3 8 76 1 1 15 1 1 20 1 1 12 10 23 336 4 9 95 3 9 70 3 4 35 1 1 23 2 10 25 3 8 83 16 29 338 2 6 70 ^^iQI16d0t3» ..•••• ,..••• ...... ...... ..•••• ...... .••••• ...... ...... .............. 1 1 Missouri . "Yfiw TTn.TTipsbirft . . . . . . ..... _ 28 1 alio 1 a3, 009 16 .Tftrjaoy . . . . . 17 37 751 "WpiW Ynrt _ .. .. . . . . . . . . . 31 68 989 North Carolina . . . . . . . 1 2 18 34 383 Ppinnsyl vnnia _ _ _ _ _ _ _ .......... _ _ 23 49 492 Rnri+b GnToliTia, . .. .. . . . . . . . . . . 2 2 87 Tpuripsafift .. . _ _ _ _ _ _ _ _ _ _ _ _ 2 2 12 Virginia . 2 2 40 W isconsin ... . . . . . . - . . . . . ..... _ ... 5 10 200 District of Columbia . . . 6 16 257 Total . 195 452 7, 554 a Includes some teachers and pupils in primary schools. % The increase of these interesting institutions during the year has been marked. Thirty-six new Kindergarten are reported, with 73 additional instructors and 2,757 additional pupils. The fact that the Kindergarten depend almost exclusively on private effort subjects them to great changes and renders the collection and compila¬ tion of their statistics extremely difficult. It will be observed that these institutions now report from nearly all of the States, thus by their great dissemination bringing to bear their methods upon the institutions and systems in the great majority of educational centres in the country. The great desirableness of their methods where provision is made for dependent LXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. infants under eight years of age is becoming more manifest. The skilful teacher finds no injurious home influences in the institutions where they are gathered operat¬ ing adversely to the spirit and methods of the Kindergarten, while their skilful adaptation under a devoted and accomplished teacher seems to add new joy and in¬ spiration to the darkened life of the young child. His evil tendencies and beginnings receive a new resistance, and the better elements of his nature are aroused and pre¬ pared to gather greater advantages from whatever opportunities may be enjoyed in the future. Kindergarten are already reported in connection with the Boston Orphan Asylum ; the Pennsylvania Training School for Feeble-Minded Children ,* the State Institution for the Blind, Ohio; the Home for the Friendless, Columbus, Ohio; and a Kindergar¬ ten is included in the plan for the new Orx:)hans’ House, in Columbus, Ohio. Twenty-one of the Kindergarten reported are in the Southern and Southern Central States. The effort to introduce the Kindergarten into the public school system is attended with embarrassment. The Kindergarten proposing to receive children at the age of or 3 years anticipates the legal school age in different States by 2 and 3 years. The public Kindergarten in Boston was abolished at the close of the school year, in accordance with the recommendation of the revision committee, after an existence of nine years. The report of the school committee says : It is not denied that the school proved a decided success. It had many enthusiastic friends and no enemies. The movement for its abolition called out vigorous remon¬ strances, and a petition for its retention signed by many well known citizens was pre¬ sented to the school board. * ^ * As the experiment had succeeded, the logical and consistent course would seem to be to establish a sufficient number of such schools to accommodate all children of the Kindergarten age ; but the expense of such an un¬ dertaking * ^ seemed to the board too great to assume without a more general and pronounced demand on the part of the public. Superintendent Eliot says : Were the Kindergarten the only provision to be made for those of Kindergarten age we should need a great rhany additional schools, but it is not the only, and, as a general rule, I think, not the best. For the very young children a day nursery seems to me preferable ; for those of 5 or 6 a primary school of the right stamp appears better than a Kindergarten. This new school is a reaction against the old schools, whose routine and discipline were often pushed to great extremes. Against the hard character which they thus acquired, something in the way of protest was in¬ evitable, and it came in the form of the Kindergarten. For the good it has done in mellowing the primary school we cannot be too grateful; but to acknowledge its service in this respect is not to acknowledge the necessity of substituting it for the primary or the lowest classes of the primary. * * * Whatever Kindergarten theory may be. Kindergarten practice seems to be defective in forming the habit of attention. » # * jf attention is the first, self-control is the second purpose in early training ; and this too appears to me to be delayed by Kindergarten exercises. I have had the opportunity of seeing them vibrate between two conditions : one of dependence upon the teachers’ directions greater than is common in a primary school, the other of noise, sometimes disorder, when children have no control of themselves and very little is exercised over them. * * * Unless I am much mistaken, the Kindergarten is rather a private charity than a public school. — (Report Boston public schools, 1879.) In St. Louis the effort to connect the Kindergarten with the public school has had a different result. Superintendent Harris reviews the history of the effort, after six years’ control, and sets forth in a very clear and concise manner the educational the¬ ory involved, the conditions which have made the experiment successful in St. Louis, and his own conclusions as to the strong and weak points of the system, forming al¬ together a treatise of great importance at the present stage of public interest in the subject. Dr. Harris attributes the success achieved in St. Louis to the fact that Miss Susan E. Blow, a lady of great practical sagacity, of profoundly clear insight, and of untir¬ ing energy, undertook to aid in organizing the Kindergarten and instructing the teachers. Her gratuitous and disinterested services have secured a system that now KINDERG.^RTEN. LXXXIX furnishes its own directors and assistants, and in which the cost of Kindergarten tuition is reduced from the usual price of $50 or $100 for each pupil instructed to an average of $5,70 a pupil on the basis of average attendance and $3.52 on the enrolment. The following remarks are taken from Dr. Harris’s discussion as to the “Limits of the Kindergarten as an educational appliance : ” While the industrial preparation involved in the Kindergarten exercises is a suffi¬ cient j ustification for its introduction into our school system, * * there is much else which is common to the instruction in the school subsequently and occupies the same ground. * * * The instruction in manners and polite habits which goes on in all well conducted Kindergarten is of very great value. * * * Moreover, there is a cultivation of the imagination and of the inventive power which possesses great significance for the future intellectual growth. The habits of regularity, xiunctuality, silence, obedience to established rules, self-control, are taught to as great a degree as is desirable for pupils of that age, but not by any means so perfectly as in the ordinary well conducted primary school. The two kinds of attention that are developed so well in a good school, (1) the attention of each pupil to his own task, so absorbed in it that he is oblivious to the work of the class that is reciting, and (2) the attention of each pupil in the class that is reciting to the work of the pupil reciting, * * * are not developed so well as in the primary school, nor is it to be expected. The freedom from constraint which is essential in the Kindergarten, or in any school for pupils of five years of age, allows much interference 'of each pupil with the work of others, and hence much distraction of attention. It is quite difficult to preserve an exact balance. The teacher of the Kindergarten is liable to allow the brisk, strong willed children to interfere with the others and occupy their attention too much. As regards imag¬ ination and inventive power, it is easily stimulated to an abnormal degree. For if it is accompanied by conceit, there is a corresponding injury done to the child’s faith and reverence which must accompany his growth if he would come to the stores of wisdom which his race has preserved for him. * As regards the claimed transcendence of the system over all others in the way of moral development, I am inclined to grant some degree of superiority to it, but not for intrinsic reasons. It is because the child is then at an age when he is liable to great demoralization at home, and is submitted to a gentle but firm discipline in the Kindergarten, that the new education proves of more than ordinary value as a moral discipline. The children of the poor, at the sus¬ ceptible age of five years, get many lessons on the street that tend to corrupt them. The children of the rich, meeting no wholesome restraint, become self-willed and self- indulgent. The Kindergarten may save both classes and make rational self-control take the place of unrestrained, depraved impulse. But the Kindergarten itself has dangers. The cultivation of self-activity may be excessive, and lead to pertness and conceit. The pupil may get to be irreverent and overbearing, hardened against re¬ ceiving instruction from others. In fact, with a teacher whose discernment is dimmed by too much sentimental theory, there is great danger that the weeds of selfishness will thrive faster among the children than the wholesome plants of self-knowledge and self-control. — (Report of St. Louis (Mo.) Public Schools, 1879.) In sustaining and developing sentiment in behalf of Kindergarten in California, great credit is due to Mrs. Sarah B. Cooper, a well known writer and teacher of a Sabbath school class of about three hundred persons from 16 to 80 years of age who have cooperated with her in raising funds for the establishment of free Kindergarten for destitute children. They were very fortunate in obtaining for their first Kinder¬ garten teacher in this movement Miss Kate Smith, who was trained by that devoted Kindergartner, Miss Marwedel, the pioneer in this work on the Pacific Coast. Mrs. Mary Mann, who participated so fully in the labors of her husband, Hon. Horace Mann, in behalf of education, and who has since his death studied and labored so faithfully in the same spirit, has, like her sister. Miss E. P. Peabody, done much to promote a correct idea of the Kindergarten. In a recent discussion of the subject she says : Caste, which our Government abolishes politically, is the deepest moral abyss that separates human beings. Education is the only thing that can abolish it morally, and it must be education, that is, development, and not mere acquisition, which does not educate, but may add power to evil as well as to good. Knowledge is always power, but it is not always beneficent j)Ower. It is a well known fact that some of the greatest criminals in society have been men of ability and knowledge. These, divorced from conscience, made them only the more powerful for evil. The Kindergarten idea is to relate the child to God through nature, and from the very first to remand it to conscience as its guide in conduct. Put the right idea into the child with all the skill at your command, and its savagery will soon disappear before that light. Give it an xc REPORT OF THE COMMISSIONER OF EDUCATION. assured feeling of heavenly care and protection, and it will understand ho'w to do good to others, even without appealing to the golden rule, which, if precaution is not taken, may become a selfish rule. Its inculcation will give the intellectual reason for doing right to others ; hut if love is not invoked at the same time to do to others as you would liave them to do to you, it may he only a matter of expediency. It is a i)er- fectly legitimate use of the intellect to invoke it for social purposes. We would not be too fastidious, for it is often necessary to call in its aid so far before the love mo¬ tive can be addressed; but selfishness is hydra-headed, and must be guarded against even there. The Kindergarten system is now widely adopted by intelligent educators, and has already modified education in many places beyond the proper age for its exclusive use. But, popularly, many objections are advanced against it. This is from ignorance of its true scope and significance, and the prejudice will gradually fade away. The uneducated look upon reading and writing as education. There is an age where these become practically indispensable, but they do not in themselves educate. We can conceive of very profound education without them ; for a living teacher, with nature as an aid and instrument, could develop in a child the faculties of observation, attention, comparison, judgment, without any use of books. His experiments with nature may give him a great deal of knowledge useful and available in life, and the more so because he learns them practically ; he may learn many sciences after his ob¬ serving faculties have been cultivated by the exercises Frdbel thought out and organ¬ ized ; he may learn botany, mineralog;v, geology, physics, in this way, always sup¬ posing his teacher competent to guide Mm. The earth may be described in its totality by the aid of so much of it as comes under the observation of the pupil, and its his¬ tory, physical and political, made known to him. His observation of the heavens may be the nucleus which shall be the Occasion of his learning those laws of nature exemplified by the position of the earth and other planets in relation to the sun and of other suns to their systems. The plastic arts may be learned by intelligent manip¬ ulation of plastic substances, and music and color and drawing give him the elements ■ of the other fine arts. All this could be done on a desert island by the adequate teacher and intelligent pupil, so that reading and writing are not education. They are simply its instruments, though most potent ones. Mathematics is the basis of the intellectual instruction of the Kindergarten, ofiered as material for intuitive concep¬ tion, not explained by technical words and processes, but made known in delightful , constructive plays in which the children are conscious only of amusement while they | are imbibing scientific principles. And this is fitting, for “ God geometrizes,” as the ; insight of genius has expressed it, and can be thus traced better than in any other i demonstration of Himself but that of love. The science of numbers grows out of the ' geometric plays with cubes, and with its aid the square root and the cube root may j easily be made intelligible to the child, for he can soon be taught to make squares ■ and cubes of all sizes by combining his blocks. Parallels, perpendicular lines, angles ; and their relations to the circle, follow inevitably, and, by drawing, the children soon i learn to represent them on their slates. The pleasure of making and drawing sym- ! metrical forms is inexhaustible, and is soon demonstrated by inventions of forms of \ beauty whose underlying principle is mathematical. But care must be taken not to ^ load the mind with definitions and rules. Young Kindergiirtner, whose mathemati- i cal knowledge is at best very limited, must be carefully trained in this respect, for j they do not easily understand the philosophy of it, and thus expose the system to be | misjudged by the physicians, who know better of what the little brain is yet capable j without injury. The Kindergartner must crucify her wordly ambition. She is not to i work for her own glory ; if she does, she has missed her vocation and is unworthy of I this holy work. The occupation of paper folding is another form in which mathemat- | ical truth can be made into means of intuitive knowledge. All the occupations of the Kindergartner, indeed, have similar relations ; notably the pea work, which teaches perspective by the skeleton forms of mathematical solids. The manipulation of this occupation is difficult and should be deferred to the very last of the course, but the ; embroidery and the paper cutting also give it, and more easily. If Kindergartner will confine themselves to making children see things with their own eyes and judge and compare them with their own minds without any attempts at abstractions, they i will gradually see them generalize for themselves even in words ; they do it still earlier without words by the combinations they make of items of intuition. When they can re adily generalize in words they are ready to leave the Kindergarten for a second stage of instruction. Frobel left additional apparatus for the intermediate class "vyhich he proposed, by which the children could carry their mathematical intuitions into crystallography with as much ease as they at first discriminated the ball, cube, and cylinder. The main principle of the intermediate class, as well as the Kinder¬ garten, is to study all science in nature rather than in books, and with the objects to look at and handle. ^ * In Miss Garland’s establisliment, 52 Chestnut street, Boston, four distinct grades are taught in dif¬ ferent rooms by well qualified teachers, and no drones come out of such classes who have dwelt the due time in each stage. AU is action and development and not mere acquisition. SECONDARY INSTRUCTION. XCI The faculties are thus prepared to take hold of self education with the help of books as soon as there is sufficient maturity, and no education is complete but self educa¬ tion. Wo do not think that progress once entered upon is easily arrested ; by self edu¬ cation it is perpetuated, and society is released from its surveillance over the educa¬ tion of man when ho is prepared to assume the responsibility of it himself. Rightly regulated progress is the great principle that should rule in education. The acquisi¬ tions that are made by the continual unfolding of the mind never become a dead weight or destroy individuality of thought. All knowledge that has been founded on intuitive knowledge is living, vital, intellectual life, no other man’s thinking but one’s own. It may be identical or nearly so with some other man’s thinking, but it is not an imposed knowledge. Its source is in conviction, and, as all truth is one, mind will be satisfied with nothing less than the truth, and all minds so trained will be knit together in a true unity. TABLE VI. — SECONDARY INSTRUCTION. The following is a comparative summary of the number of institutions for secondary instruction making returns from 1871 to 1879, inclusive : 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. Nombex of institutions .... 638 811 944 1, 031 1, 143 1, 229 1, 226 1, 227 1, 236 Number of instructors .... 3, 171 4, 501 5, 058 5,466 6, 081 5, 999 5, 963 5,747 5, 961 Number of students . 80, 227 98, 929 118, 570 98, 179 108, 235 106, 647 98, 371 100, 374 108, 7341 XCII REPORT OF THE COMMISSIONER OF EDUCATION. Table VI. — Summary of atalistics of States and Territories. 1 Instructors. Number of students. Number of schools. 1 Male. Female. TotS)!. Male. j i 1 i Female. In English course. In classical course. In modem languages. Alabama . 13 15 32 al, 751 415 256 478 148 61 Arkansas . 9 14 15 829 422 407 664 123 63 California . . . 26 87 143 3, 878 1, 726 ‘ 2,152 2, 605 306 1, 209 1 2 7 120 120 73 35 Connecticut . 39 56 107 1, 682 733 949 1, 152 386 343 Delaware . 11 28 21 554 301 253 293 153 40 Florida . 6 11 23 1, 151 466 685 923 72 49 Georgia . 116 al33 105 al, 665 3, 832 2, 874 4, 607 1, 078 282 Illinois . 28 66 175 3, 565 1, 114 2, 451 &2, 181 423 610 Indiana . 12 20 32 a2, 264 792 1, 330 1,478 no 20 Iowa . 50 87 97 a4, 710 2, 397 2, 250 2, 120 445 395 'Kansas . 3 4 18 a295 6 74 15 65 6 Kentucky . 50 90 134 a3, 582 1, 367 2, 055 2, 496 592 449 Louisiana . 9 23 31 771 415 356 261 60 84 Maine . 25 44 46 a2, 243 1,203 973 1,224 329 166 Maryland . 35 alio 61 a2, 442 1, 324 998 1, 641 462 411 Massachusetts . 49 92 162 3, 829 1, 700 2, 129 2, 760 628 837 Michigan . 8 19 38 913 337 576 802 123 78 Minnesota . 15 34 43 1, 917 990 927 1, 009 262 427 Mississippi . 21 25 43 1,882 928 954 1, 202 263 62 Missouri . 22 a56 68 2, 293 1, 076 1, 222 1, 590 292 297 Nebraska . 1 3 5 80 6 74 80 22 26 6V3;d3) New Hampshire . 30 50 51 1, 646 875 771 1, 132 441 196 New Jersey . 47 100 115 a3, 101 1,576 1, 347 1, 537 631 934 New York . 201 562 715 a21, 809 10, 634 9, 230 13, 191 63, 508 3, 395 North Carolina . 32 48 45 a2, 350 1, 206 1, 044 1,550 470- 183 Ohio . 41 a82 140 a3, 603 1, 592 1, 966 1, 480 425 191 Oregon . 14 16 43 1, 175 445 730 781 103 98 Pennsylvania . 86 215 316 5, 857 3, 470 2, 387 &3, 933 61, 232 1, 314 llhode Island . 6 11 30 372 151 221 227 160 124 South Carolina . 9 a20 17 al, 634 169 167 174 72 31 Tennessee . 71 a96 108 a5, 420 2, 682 2, 488 3, 626 828 209 Texas . 17 51 34 1, 825 1, 094 731 1, 412 246 311 Vermont . 30 53 82 a3, 082 1, 432 1,590 1, 928 707 326 Virginia . 27 54 72 1, 697 809 888 1, 284 445 364 West Virginia . 8 10 21 a710 224 459 267 68 16 Wisconsin . 14 42 87 1, 897 734 1, 163 61, 192 175 535 Arizona . . . . 1 District of Columbia. . . . 23 43 93 1, 275 322 953 935 225 219 Indian Territory . 1 2 1 60 60 60 8 Montana . 2 24 New Mexico . . 6 17 14 597 317 280 337 7 90 ‘Utah . 18 18 51 a2, 047 842 884 1, 084 91 50 Washington Territory . . 2 3 8 101 12 89 96 17 2 Wyoming . 1 23 J Total . 1,236 1 a2, 512 3, 449 al08, 734 50, 196 51, 453 j665,880 616,236 14, 503 a Sex not reported in all cases. * SECONDARY INSTRUCTION. XCIII institutions for secondary instruction. of students. Libraries. Property, income, &c. Preparing for clas¬ sical com se in col¬ lege. Preparing for scien¬ tific course in col¬ lege. Entered college since close of last aca¬ demic year. Entered scientific school since close of last academic year. Number of schools which drawing is tan " Number of schools which vocal mnsic taught. Number of schools which iiistrumei music is taught. Number of volumes. Increase of volumes in the last school year. Value of grounds, buildings, and ap¬ paratus. Amount of produc¬ tive funds. 1 Income from pro¬ ductive fimds. Receipts for the last year from tuition fees. 30 4 16 3 3 6 6 6, 700 770 $98, 000 $7, 350 36 40 31 3 5 7 140 70 35, 000 10, 900 87 85 30 30 21 22 21 11, 477 398 534, 000 $15, 000 $1, 050 105, 384 1 1 1 500 100 50, 000 0 0 11, 000 6116 32 20 2 26 24 29 11, 611 380 447, 500 29, 000 1,740 69, 292 49 21 6 6 4 5 1, 350 380 103, 000 7, 000 400 8, 300 30 13 9 10 1 2 2 2,150 247 66, 500 121, 900 5, 300 3, 720 6522 194 119 14 20 42 49 4, 872 34 214, 450 10, 456 2, 165 61, 690 49 14 17 8 20 22 21 12, 750 796 1, 187, 000 30, 000 3, 300 145, 227 66 76 64 8 8 8 6 3, 195 25 92, 500 41, 400 4, 196 14, 670 271 226 157 65 21 28 23 7, 915 426 349, 650 46, 280 2,243 45, 735 k . 2 2 2 550 110 32, 000 0 0 11, 500 222 Ill 63 17 21 32 37 11, 740 267 1 353, 900 7, 500 360 77, 470 24 20 4 7 7 1, 375 0 1 20, 500 0 0 5,474 143 43 24 7 9 11 18 8, 023 147 226, 300 94, 714 6, 089 18, 592 83 11 87 3 18 17 20 19, 096 683 1 371, 359 717, 000 41, 300 30, 930 6169 44 40 17 38 29 24 33, 739 2,482 j 942, 073 866, 602 48, 481 52, 368 25 18 9 6 5 4 2, 299 91 i 115, 000 25, 000 2, 000 17, 050 187 66 34 4 10 1 14 11 3, 933 250 1 231, COO 19, 740 1, 815 45, 489 295 249 36 5 10 11 ! 11 5,214 209 173, 000 30, 000 2, 500 17, 361 144 42 9 14 13 19 20 8, 985 j 854 187, 500 32, 000 2, 200 53, 207 2 0 1 1 0 1 1 1 ! 2,500 12, 000 2, 800 133 17 15! 12 14 j 10 ; 14 11, 475 473 249, 600 163, 000 21, 092 13, 636 235 59 62 22 34 ' 30 1 33 16,233 i 761 650, 000 37, 500 3, 620 74, 218 1, 195 322 272 104 134 ! 117 123 ! 136, 788 15,328 3, 657, 615 581, 953 50, 478 434, 926 235 77 47 10 8 : 16 i 15 14, 742 420 ! 178, 550 700 24, 840 6171 82 1 67 38 17 1 28 1 28 20, 180 1, 190 I 564, SCO 102, 450 8, 159 2.5, 639 71 86 ! 1 i 4 ' 8 ' 6 j 2, 400 100 101, 000 19, 500 1,950 12, 268 350 67 j C7 26 ! 67 i 49 1 51 48, 885 1, 441 4, 079, 350 75, 000 880, 165 136, 367 36 8 1 4 i 4 4 5, 872 224 ' 623, 000 6, 000 7, 500 32 ' . [ . i 27 ' . ! 4 i 3 3 i 1, 348 113 , 37, 000 6, 630 244 179 109 29 1 ^ 1 18 1 45 1 37 10, 205 342 311, 420 7, 335 3, 420 61, 990 244 63 127 ® i 7 11 11 6, 100 195 , 81, 550 ' 10, 000 500 13, 910 300 66 53 10 17 20 26 13, 098 303 ’ 440, 200 80, 700 4, 868 27, 005 63 5 31 40 7 , 14 15 15 12, 805 382 202, 700 25, 000 4,000 45, 283 655 2 2 \ 2 0 5 1 G 3, 200 300 ' 71, 600 7, 000 500 2, 135 37 150 ,13 ; i X2| 11, 355 180 ! 370, 500 2, 000 150 14, 167 16 1 5 ' is! 15 16 6, 840 104 ' 71, 600 8, 250 0 1 I 1 il 300 i 6, 000 , 1 1 16, 000 37 •13 48 i 1 i 1 4 j 5 2, 305 205 49, 000 12,500 31 4 3 5! 8 1 4 1, 605 155 132, 200 1,000 680 18, 955 1 2 i 2 i 2 350 100 7, 000 2, 000 . 1 . . 1 1,000 1 66,104 2, 504 1, 760 521 ; 642 I 715 735 485, 600 1 31, 035 17,736,908 3, 212, 030 1, 117, 421 1, 756, 723 I Classification not reported in all cases. XCIV EEPOUT OF THE COMMISSIONER OF EDUCATION. Statistical summary of pupils receiving secondary instruction. > J 2 h 1 ; J 3 In institutions for secondary instruction (Table VI). In preparatory schools (Table VII). In preparatory depart¬ ments of — Institutions for su¬ perior iusti'uction of women (Table VIII). U ni versifies and col¬ leges (Table IX). Schools of science (Table X). 537 1, 751 152 108 104 61 829 596 100 3, 878 579 1, 295 120 30 70 20 1, 682 895 15 554 31 56 1, 151 100 7, 665 150 405 278 488 727 3, 565 182 173 2, 719 110 74 2, 264 30 38 1, 576 119 112 4,710 54 221 1, 520 70 70 295 52 699 130 3, 582 86 711 614 40' 30 771 156 509 28 2, 246 873 300 295 2, 442 262 61 266 12 3, 829 3, 211 117 50 473 913 75 879 150 1, 917 15 498 67 1, 882 310 736 211 2, 298 530 1, 305 332 68 80 504 1 42 1, 646 772 176 342 3, 101 378 26 ,606 21, 809 2,097 668 2, 701 125 2, 350 123 356 931 3, 608 834 184 3, 087 294 1, 175 40 701 75 ,344 5, 857 1, 021 240 2,017 66 372 631 390 1, 634 150 229 254 642 5,420 130 482 1, 371 141 1, 825 415 158 839 3, 082 198 94 494 1, 697 188 173 186 155 72 710 55 78 855 1, 897 320 194 881 30 81 1, 275 211 60 24 597 2, 047 325 101 114 23 228 108, 734 13,561 6, 103 27, 467 1, 944 States and Territories. Alabama . Arkansas . California . Colorado . Connecticut . . Delaware . Florida . Georgia . Illinois . Indiana . Iowa . . Kansas . Kentucky . Louisiana . Maine . . Maryland . . Massachusetts ■ . . Michigan . Minnesota . Mississippi . Missouri . Nebraska . Nevada . . New Hampshire . New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . Pdiode Island . South Carolina . Tennessee . . . Texas . Vermont . Virginia . West Virginia . Wisconsin . . District of Columbia. . . Indian Territory . . Montana . New Mexico . . Ctah . Washington Territory . Wyoming . . Total . 1, 341 440 83 1, 559 1, 075 646 879 270 551 c5, 854 1, 440 1, 252 70 296 1, 192 3. 334 4,261 138 1,525 135 57 209 145 151 27. 163 2, 652 1,486 7, 193 240 3, 032 641 1, 151 9,169 9, 035 5,176 7,333 1, 116 6,042 1,764 3,979 3, 338 13, 061 3, 780 2, 580 2,995 5,928 723 42 2,890 5, 039 33, 215 2, 954 13, 199 2, 129 12, 070 1, 138 2, 657 8, 305 3,435 3,374 3, 102 915 4, 322 1, 718 60 24 597 2, 372 215 23 196, 200 a In eighty-nine cities. b Strictly normal students are not included, c In Boston, only the average number belonging is included. SECONDARY INSTRUCTION. XCV TABLE VII. — PREPARATORY SCHOOLS. Detailed statistics of preparatory schools will he fouud iu Table VII of the appendix. The following is a comparative statement of the statistics of these schools as reported to the Bureau for 1873, 1874, 1875, 1876, 1877, 1878, and 1879 : 1873. 1874. j 1875. 1876. 1877. 1878. 1879. Number of institutions . 86 91 102 ' 105' 114 114 123 Number of instructors . 690 697 746 1 736 796 818 818 Number of students . 12, 487 11, 414 j 12, 954 12, 369 12, 510 12. 538 13, 561 The preparatory schools reported indicate an increase of 9 schools and, with the /same number of instructors as iu 1878, an increase of 1,023 students during the year 1879. Table VII. — Summary of statistics of preparatory schools. States. Number of schools. o5 o o s .2 o o Q J Number of students. Preparing for classical course in college. Preparing for scien¬ tific course in college. Other students. Entered college since close of kst aca¬ demic year. Entered scientific school since close of last academic year. 1 California . , . , 6 44 60 i 1 453 28 24 Colorado . 1 2 3 6 21 Connecticut . 5 38 257 33 605 54 ! Georgia . 2 5 6 144 86 1 . Illinoia . 4 23 1 68 44 70 Indiana . 1 3 ’ a30 ! 6 Iowa . 2 9 ' • 2 52 2 Kentucky . 1 6 19 ! 15 52 Maine . 6 23 a 587 1 2 284 50 3 Maryland . 2 14 20 i 5 237 3 Massachusetts . 23 1 178 al, 854 1 161 1, 196 153 •89 Michigan . 1 8 3 64 1 1 1 1 Missouri . . 1 New Hampshire . . . 6 41 466 36 270 80 6 New Jersey . 5 34 al25 : 35 218 6 6 New York . 21 1.54 a762 162 1, 173 100 29 Ohio . 6 66 318 1 114 402 1 72 4 Pennsylvania . 10 64 a329 ' 72 620 35 24 Khode Island . 4 41 a303 ' 17 251 21 3 South Carolina . 1 3 20 0 130 Tennessee . 1 5I 25 1 105 10 Texas . 1 14 o415 1 Vermont . 2 7 ‘ a88 ' 110 Virginia . 5 12 al22 18 48 25 4 'Wisconsin . | 6 25 1 123 49 148 13 3 Total . 1 123 818 : a6, 070 , 838 6, 653 740 169 a Lncliides preparatory scientific ani other atadents. XCVI KEPORT • OF THE COMMISSIONER OF EDUCATION. Table VII. — Summary of biatisiics of preparatory schools — Continiied. States. Libraries. Property, income, &c. Number of volumes. Increase in the last school year. Value of grounds, buildings and appa¬ ratus. o > "S a o a Income from produc¬ tive funds. Eeceipts for the last year from tuition fees. 3, 325 ICO $221, 500 $15, 780 3, 000 700 Connecticut . 8, 200 225 425, 583 $178, 557 $8, 600 8,000 100 55, 000 50, 000 3, 500 2,800 2, 700 25, 000 Indiana . . . Iowa . 2, 400 80, 000 4, 250 750 1, 130 Ttentnclry . . . . 30, 000 4, 000 Maine . 1, 350 225 59, 500 43, COO 2, 580 4,028 Maryland . 2, 500 100 54, 000 12, 000 Massachusetts . 25, 650 465 885, 500 478, 192 30, 525 91, 161 Michigan . 400 150 40, 030 Missouri . . . 60, ooe I^ew Hampshire . 7, 750 288 321, 000 349, 588 19, 751 98,850 New Jersey . 760 306' 196, 000 21, 000 1, 260 6,524 New Tork . 13, 329 545 1, 105, 947 30, 000 2, 100 49, 256 Ohio . . 25, 700 200 190, 000 25, 000 1, 750 26, 940 Pennsylvania . 4, 000 150 331, 300 30, 000 1,800 31, 900 Phode Island . 1, 650 75 217, 000 100, 000 6, 000 21, 045 South Carolina . Tennessee . 6, 000 Tex.as . . . . . Vermont. . . . 300 45, 000 10, 000 ’ 600 475 Virginia . . 7, 100 50 28, 000 Wisconsin . J . . . . 4,400 45 192, 200 10, 000 48, 340 Total . . . 111,614 2,924 4, 571, 530 1, 329, 587 79, 216 422, 929 Secondary instruction in this country as generally understood has included work done in academies and high schools and in a class of institutions, known as preparatory schools, specially devoted to fitting persons for the American college. OccasionaUy an institution of this grade is known as a seminary or institute. In a number of Instances these institutions are well endowed, well furnished with appliances for illus¬ tration and with libraries, and employ none but able and scholarly instructors, and do a quality of work of the very first order. Generally they give more special atten¬ tion to preparation in the classics. As yet there are few preparatory schools devoted to the preparation of students for admission to the colleges of science or of agriculture and the mechanic arts; but there is steady progress towards the remedy of these de¬ ficiencies. SUPERIOR INSTRUCTION OF WOMEN. xcvn TABLE VIII. — SUPERIOR INSTRUCTION OP WOMEN. Statistics in detail of schools for the superior instruction of women will he found in Table VIII of the appendix. The following is a comparative summary of institutions, instructors, and pupils from 1870 to 1879, inclusive : 1870. 187L 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. No. of institutions.. No. of instructors. .. No. of students - 33 378 5, 337 136 1, 163 12, 841 175 1,617 11, 288 • 205 2,120 24, 613 209 2, 285 23, 445 222 2, 405 23, 795 225 2,404 23, 856 220 2, 305 23, 022 225 2, 478 23, 639 227 2,323 24,605 Compared with the statistics for 1878, institutions reported for the superior instruc¬ tion of women have increased by 2, their instructors have diminished by 155, and th« students have increased by 966. ED— VII XCVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table VIII. — Summary of statisfics of inatiiu States. Number of institutions. Corps of instruction. Number of instructors in prepara¬ tory department. Students. Total. Males. Females. Number in preparatory de¬ partment. Alabama . 9 73 20 53 8 152 2 40 2 38 Connecticut . . . . 2 8 3 5 1 15 1 8 4 4 31 1 Georgia . 15 6114 34 56 23 405 Illinois . 12 95 23 72 20 i73 Indiana . . . 2 10 4 6 2 38 Iowa . 3 34 5 29 13 221 Kansas _ _ _ _ 1 12 3 9 52 Kentucky . . 23 144 40 104 36 711 Louisiana . . . . . 5 23 5 18 15 156 Maine . . . 2 620 7 5 5 300 Maryland . . 5 51 7 44 1 61 Massachusetts . 9 167 46 121 1 117 Michigan _ 1 10 1 9 Minnesota _ . 2 15 2 13 15 Mississippi . 9 61 . 13 48 13 310 Missouri . . . 17 188 30 158 14 530 Kevada _ _ _ 1 7 2 5 New Hampshire . 4 30 10 20 7 176 New Jersev _ _ 3 32 13 19 1 New York . 15 230 37 193 20 668 North Carolina . . . 9 57 17 40 1 123 Ohio . 13 6129 23 101 10 184 Oregon ............................................ 1 12 2 10 40 Pennsylvania . 14 143 41 102 5 240 South Carolina . . . 4 33 9 24 6 229 Tennessee . 16 6140 28 101 26 482 Texas . . . 8 49 16 33 5 158' Vermont . . . 1 10 5 5 94 Virginia . 12 88 30 58 9 173 "West Virginia . 3 22 5 17 4 55 Wisconsin . . . . . . 2 22 6 16 194 Total . 227 62, 077 493 1,536 246 6, 103 a Classification not reported in all cases. SUPERIOR INSTRUCTION OF WOMEN. XCIX Hons for the superior instruction of women. Students. Number of institutions authorized by law to confer collegiate degrees. Libraries. Property, income, Number in collegiate department. Total number in all depart¬ ments. Number of volumes. Increase in vobimes in the last school year. 1 Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. Koceipts for the last year from tuition fees. i In regular course. In special or partial course. Gr.aduato students. 493 6 22 a866 8 6, 300 75 $440, 000 $16, 000 351 1 4, 000 1, 300 15, 000 11, 323 CO c260 1, 900 58, 000 4, 000 49 6 86 1 1, 500 0 35, 000 2, 500 882- 66 73 ol, 841 12 9, 300 170 441, COO 40, 900 520 206 21 al, 395 9 10, 550 185 685, 000 $27, 000 $1, 320 42, 565 16 al06 1 1, 100 55, 000 8, 370 92 28 4 a408 2 1, 840 60 44, 000 62 9 123 1 1, 000 100 130, 000 4, 000 240 10, 000 1, 001 22- 4 a2, 126 18 15, 900 963 517, 500 53, 456 279 2 13 450 4 2, 700 40 133, 000 20, 000 2,000 11, 400 58 100 4 462 2 3, 500 40 100, 000 40, 000 2, 400 3, 775 347 10 20 a364 3 8, 125 151, 000 20, 000 1, 000 8, 000 849 259 8 al, 378 2 46, 187 672 1, 070, 000 454, 424 33, 100 70, 136 44 640 50, 000 7, 490 30 al28 1 1, 200 10 42, 000 1, 800 554 12 14 rtl, Oil 9 5, 160 160 218, 000 33, 843 763 68 14 al, 945 13 12, 550 543 409, 000 30, 000 1, 500 47, 144 1 a50 200 0 30, 000 0 0 2, 500 81 15 13 0365 3 2, 420 10 95, 000 132, 000 7, 420 4, 995 44 10 3 0319 2 3, 800 100 105, 000 12, 000 366 32 64 a2, 968 5 30, 674 281 1, 562, 000 41, 400 2, 242 61, 681 258 9 a621 5 3, 600 220, 000 17, 500 549 136 2 a960 5 15, 950 330 844, 000 16, 500 1, 060 66, 045 11 al55 0 600 50 35, 000 234 125 27 1, 076 8 15, 029 175 • 570,000 11, 950 700 23, 806 278 2 3 512 4 1, 150 80 38, 500 900 1,084 77 30 al, 870 14 21, 300 292 351, 000 30, 000 1, 800 63, 370 347 2 oC03 6 2, 122 262 102, 500 13, 350 91 4 189 1 1, 000 95, 000 422 g 2 a966 10 4, 700 70 421^ 000 47, 800 234 11 4 304 2 397 91 15, 000 7, 140 79 26 4 303 1 3, 800 25 135, 000 6, 190 469 12, 650 9,922 1,282 356 024, 605 153 240, 194 6, 084 9,212,500 1 833, 404 55, 251 706, 439 b Sex not reported in all cases. c REPORT OF THE COMMISSIONER OF EDUCATION. Degrees conferred btj institutions for the superior instruction of women. Alabama . Delaware . Georgia . Illinois . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts .. Minnesota . Mississippi . Missouri . Kew Hampshire ■ States. ri ® 125 47 3 72 31 4 5 68 11 14 4 12 New Jersey.... New York . Korth Carolina Ohio . Pennsylvania . . South Carolina. Tennessee . Texas . Vermont . Virginia . West Virginia . 9 Wisconsin 35 58 8 Total States. 26 45 28 27 14 19 99 50 13 7 727 The above summary brings into view the main facts in regard to this class of insti¬ tutions. It will be observed that in some instances these, to a considerable extent, take the place of high, schools, as in Kentucky, where there are 23; in Missouri, where there are 17 ; in Tennessee, where there are 16; and in Georgia, where there are 15. It is interesting to observe in these institutions the growth of those conditions which as¬ sure permanence and a better quality of work ; yet it will be seen that the 227 institu¬ tions reporting possess grounds, buildings, and apparatus valued at only |9,212,500, and that they report the meagre endowment of $833,464. If this is all that the better instruction of women has secured during the period in which the questions relating to woman have been so earnestly agitated, it is natural to ask Has this agitation been most wisely conducted ? But in estimating the exact amount accomplished in the advance of woman’s education there must be taken into account, in addition to the data presented by this table, the facts connected with her attendance upon high schools, normal schools, and State universities. The high school and normal school as elements of the public school system have wrought especially in her behalf. Is it on this account that some persons assail them both ? The smallness of the libraries connected with institutions for the superior edu¬ cation of women should not be overlooked. Altogether they report only 240,194 vol¬ umes, and an increase of 6,084 during the year. Certainly all cultured women may be expected to acquire not only a knowledge of the best styles of speaking and writing, as found in the works of the masters in literature, but a taste for reading and a sound judgment in choosing what to read. It is to be hoped that this clear presentation of the defects of these institutions for the superior instruction of women, their lack of funds and libraries and apparatus, will lead to renewed efforts to supply these defi¬ ciencies on the part of their conductors and on the part of those who would bestow their benefactions in aid of education. Worthy of all commendation are the efforts made by some of the teachers to direct aright among their youthful students the tendency to the display of jewelry and other expensive personal ornaments during their school days. The advance of standards for admission and graduation in connection with these institutions is full of interest. V assar. Smith, and Wellesley, by the high position they have taken and the thoroughly good work they do, are worthy of aU commendation and SUPERIOR INSTRUCTION OF WOMEN. Cl * are exerting a great influence upon the whole question of superior instruction for women. There is evidence of an increasing desire in the public mind to furnish women an education fully equivalent to the best education furnished men. Indeed the ob¬ jections to the coeducation of the sexes are believed, as examined by the best authori¬ ties, to be continually diminishing at a rapid rate. It will be noted that the univer¬ sities of Michigan, Wisconsin, Illinois, and Iowa, as well as Cornell, Boston, Middle- town, the University of Vermont, and others that admit women, require identical at¬ tainments for both sexes for admission and graduation. Dr. F. A. P. Barnard, president of Columbia College, New York, in his report for 1879, discussing the exj)edieucy of receiving young women as students, reviews the standard arguments for and against it, cites the result of the experiments in Cornell, Michigan, and Boston Universities, and elsewhere, and, in conclusion, says : "Whatever may be the fate of the present suggestion, the undersigned cannot permit himself to doubt that the time will yet come when the propriety and the wisdom of this measure will be fully recognized ; and as he believes that Columbia College is des¬ tined in the coming centuries to become so comprehensive in the scope of her teaching as to be able to furnish inquirers after truth the instruction they may desire, in what¬ ever branch of human knowledge, he believes also that she will become so catholic in her liberality as to open widely her doors to all inquirers without distinction either of class or sex. The Harvard Annex, so called, came into operation as a private enterprise, having no reference to the general question of joint and disjoint education, but no one famil¬ iar with the conditions can doubt that the question will in time be forced here to definite issue. This probable result, no less than the character of the instruction offered, causes the Annex to be viewed as one of the most important events in the records of the year. The ladies who took charge of the movement made the first public an¬ nouncement in a circular of February 22. A second circular, issued May 1, promised fifty-one courses of study by the best instructors in the college, offering, says Prof. Goodwin, “better advantages than any institution in America offered to young men fifteen years ago.” On the 24th of September examinations were held at the same time as those for admission to the college, and with corresponding requisites; as a result, three young women were entered for a regular course of four years, another began a four years’ course of advanced studies, and twenty-one were admitted as spe¬ cial students. The discussion in the board of overseers and the medical faculty of Harvard Uni¬ versity on the admission of women to the school, observes President Eliot in his re¬ port, was the most interesting transaction of the year. The committee to whom was referred the proposition of Miss Marian Hovey, trustee, “to give the sum of $10,000 to the Harvard Medical School if its advantages be offered to women on equal terms with men,” presented a majority report in favor of women under specified conditions. The faculty also recorded their opinion in favor of -the proposal, “provided a sufficient sum of money can be obtained to warrant the corporation in so doing.” Though the proposition was finally declined, the language of the vote i)laiuly indi¬ cates that circumstances, not principles, determined the result. “It is obvious,” says President Eliot in his report of the proceedings, “that both the governing boards are in favor of giving medical education to women in the uni¬ versity under suitable restrictions ; and it is also apparent that the reasons given by the faculty for not admitting women to the school are temporary in their nature.” And again, noting the vote of the councillors of the Massachusetts Medical Society “to admit females to examination as candidates for admission to fellowship,” he says: This action cannot but suggest the inquiry whether it be expedient that Harvard Uni¬ versity should make no provision for educating a class of persons who are admissible as members of so ancient and respectable a professional body as the Massachusetts Medical Society. The Women’s Educational Association of Massachusetts has done much to promote the higher education of women, especially in supporting the Harvard examinations CII REPORT OF THE COMMISSIONER OF EDUCATION. for womeu^ anrl in contributing to the establishment of the biological laboratory, hav- * ing special reference to the instruction of women, in the Massachusetts Institute of Technology. The Concord Summer School of Philosophy, which held its first session during the year, will exercise a decided influence upon public opinion with reference to the liberal education of women, particularly through the opportunity it atfords of demonstrat¬ ing the social importance of the movement; women are admitted to all the lect¬ ures on the same conditions as men. IVIrs. Edna D. Cheney was announced as one of the five regular lecturers, and lectures were promised by Miss Anna E. Brackett and Mrs. Julia Ward Howe. Miss Elizabeth Peabody contributed much to the enthusiasm and success of the first session. It will be interesting here to consider some of the facts connected with the success¬ ful efforts to promote the higher education of women in Great Britain. The results attained there are mainly due to the large number of associations organized for this purpose, with their large and influential membership. Prominent among these asso¬ ciations are those at Cambridge, London, Oxford, Clifton, Aberdeen, Edinburgh, and Glasgow. The following are the most prominent of the higher colleges for women now in operation : (1) Girton College, Cambridge, established 1869; number of stu¬ dents, about 50. (2) Newuham Hall, Cambridge, opened October, 1875, for reception of students coming from a distance to attend lectures for women at Cambridge. (3) Norwich Hall, Cambridge, opened in 1877 for the same purpose as Newnham Hall. (4) Cheltenham Ladies’ College, the highest division of which ranks as a college for women. (5) University College, Bristol, supplying higher education for persons of either sex. (6) The ladies’ division of the Crystal Palace School of Art, Science, and Engineering. (7) Bedford College, London, incorporated 1869. (8) Brompton Even¬ ing College for Women, London. (9) The City of London College for Ladies. (10) The London School of Medicine for Women. (11) Queen’s College, London. Besides these colleges there are over 100 high schools for girls scattered all over the country. ADMISSION OF WOMEN TO ENGLISH UNIVERSITIES. On the 23d of October, 1862, a committee was formed for obtaining the admission of young women to the university local examinations. In December, 1863, an experi¬ mental examination was held in London, with the cooperation of the syndicate for conducting the Cambridge local examinations, the regulations for male candidates being strictly observed. Forty seniors and 43 juniors (girls) were examined ; as only six weeks’ notice could be given, it is not surprising that only 6 seniors and 27 juniors were snccessful. The experiment, however, had shown that there were no practical difficulties in the way of the scheme, and the committee was encouraged to persevere in its efibrts. The following year a memorial, signed by about a thousand ladies and gentlemen officially engaged in or connected with educational work and supported by other influential persons, was presented to the vice chancellor and senate of the University of Cambridge. The answer was favorable, and in 1865 the Cambridge local examinations were finally thrown open to young women and six local centres foimed. The examination held in December, 1878, was the fifteenth to which women had been admitted, and in those fifteen years the number of centres for exam¬ ination has increased from 6 to 76 and the number of candidates from 126 to 2,379. The example of Cambridge in admitting women to the local examinations was fol¬ lowed after a time by Oxford, but on a different plan, the sexes not being classed separately, but taking their places together on the result of the examination; in 1878 30 per cent, of the whole number of candidates were women. ^ The examinations for women which the University at Cambridge has conducted since 1874 were fondamentally changed near the close of the year at the instance of the ladies who had taken the warmest interest in them. In conformity with the general tendency of courses of study in colleges for women and the specific wish of the committee of the Women’s Educational Association, which has home the cost of the Harvard examinations for women from the beginning, those examinations will hereafter bo nearly identical with the examinations for admission to Harvard College. SUPERIOR INSTRUCTION OF WOMEN. cm TLio next stej) in order was the effort to obtain university education for women. This movement began amidst difficulties of every kind; nevertheless, in the course of 10 years, it achieved its object. The first step was the foundation of Girton College, Cambridge. The university does not recognize in any official sense the existence of the women’s college, but the help and favor of individual members has never failed; the teaching has been Cambridge teaching, and the Girton students have yearly been examined from the same papers and under the same conditions as the undergraduates, both for the previous examination and for the examination for degrees with or with¬ out honors. The influence of Girton College has led to the establishment of two halls in conservative Oxford and to the most important concession of all, the opening of the London University degrees to women. Under the supplementary charter of 1878 the senate of the latter university made all existing regulations applicable to females as well as to males. All examinations, with honors, scholarships, exhibitions, prizes, and rewards of all kinds, are now open to both sexes equally. At the examination held in July, 1879, for matriculation at the University of London, the success of the female candidates was brilliant. The total number of candidates was 868, and of these 526 passed, or 61 per cent. Of these candidates 68 were women, of whom 51 passed, or 75 per cent. Of the 475 young men who passed, 126, or 27 per cent., were placed in the honors division; 319, or 67 per cent., in the first class; and 30, or 6 per cent., in the second class. Of the 51 successful women, 29, or 57 per cent. , were placed in honors ; 22, or 43 per cent. , in the first class ; and none in the second class. Twelve ladies presented themselves in the summer of 1879 for the b. a. degree examination of the University of London. Of these 12, 9 passed, 6 in the first division and 3 in the second. Four presented themselves for the first b. s. examination, of whom 2 passed, one in the first and the other in the second division. Four presented themselves for the preliminary scientific examination, all of whom passed in the first division. CIV REPORT OF THE COMMISSIONER OF EDUCATION. TABLE IX.— UXI\T:RSITIES AND COLLEGES.^ The following is a statement of the aggregate number of this class of institutions, with instructors and students, as reported to this Bureau each year from 1870 to 1879, inclusive : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. Nximber of institutions . Number of instructors . Number of students . 266 2, 823 49, 163 290 2, 962 49, 827 298 3, 040 45, 617 323 3, 106 52, 053 343 3, 783 56, 692 355 3, 999 58, 894 356 3, 920 56, 481 351 3, 998 57, 334 358 3, 885 57, 987 364 4, 241 60, 011 *I have already called attention to the desirability of changes in our tabular forms. The improve¬ ment made in the statistics presented under this heading seems especially to warrant an advance step, and I cannot but hope that the ofidcers of these institutions will lend their aid in the elaboration of new forms adapted to their changed conditions and to any special schemes that cannot be adequately stated in our present forms. SUPERIOR INSTRUCTION. CV Table IX. — Summary of statistics of universities and colleges. States and Terri¬ tories. Number of universities and col¬ leges reporting. Number reporting date of char¬ ter. Number not reporting date of charter. Number reporting only prepar¬ atory students. N umber reporting collegiate stu¬ dents. Number not reporting classifica¬ tion of students. Number not reporting students. Number not reporting libraries. Tears in course. Number not reporting. Number with four years’ course. Number with three years’ course. Number with courses over four years. Number having only elec¬ tive courses. Alabama . 4 4 0 1 2 1 0 1 0 2 0 2 0 Arkansas . 5 5 0 0 4 1 0 0 0 3 1 1 0 California . 12 12 0 0 11 1 0 4 2 9 0 1 0 Colorado . 2 2 0 0 2 0 0 0 0 2 0 0 0 Connecticut . 3 3 0 0 3 0 0 0 0 3 0 0 0 Dela-vrare . 1 1 0 0 1 0 0 0 0 1 0 0 0 Georgia . . 7 7 0 0 7 0 0 0 0 7 0 0 0 Illinois . . 29 25 4 1 27 1 0 6 3 24 0 2 0 Indiana . 15 15 0 1 14 0 0 1 0 12 0 3 0 loTva . 19 18 1 1 16 1 1 3 1 16 0 2 0 Eansas . 8 8 0 0 7 0 1 1 0 6 0 2 0 Kentucky . 14 14 0 1 11 2 0 3 3 9 0 2 0 Louisiana . 7 7 0 1 6 0 0 1 2 3 0 2 0 Maine . 3 3 0 0 3 0 0 0 0 3 0 0 0 Maryland . 9 8 1 0 9 0 0 1 1 5 0 2 1 Massachusetts .... 7 7 0 0 6 1 0 2 0 6 0 1 0 Michigan . 9 9 0 0 8 0 1 0 1 8 0 0 0 Minnesota . 5 4 1 0 4 0 1 3 1 3 0 1 0 Mississippi . 4 4 0 1 3 0 0 1 1 3 0 0 0 Missouri . 15 15 0 2 11 2 0 2 2 9 0 3 1 Nebraska . 4 2 2 0 2 1 1 2 2 2 0 0 0 NeTada . 1 1 0 1 0 0 0 1 1 0 0 0 0 New Hampshire. .. 1 1 0 0 1 0 0 0 0 1 0 0 0 New Jersey . 4 3 1 0 4 0 0 1 0 3 1 0 0 New Tork . 29 25 4 0 28 1 0 5 1 22 0 6 0 North Carolina.... 8 7 1 0 6 2 0 0 0 6 0 1 1 Ohio . 36 36 0 5 30 1 0 3 2 33 0 1 0 Oregon . 8 7 1 2 5 0 1 2 0 7 0 1 0 Pennsylvania . 28 27 1 3 22 2 1 4 3 23 0 2 0 Khode Island . 1 1 0 0 1 0 0 0 0 1 0 0 0 South Carolina .... 7 7 0 0 7 0 0 1 0 6 0 1 0 Tennessee . 21 20 1 0 19 2 0 2 0 17 0 2 2 Texas . 10 9 1 0 9 1 0 2 1 7 1 1 0 Vermont . 2 2 0 0 2 0 0 0 0 2 0 0 0 Virginia . 7 7 0 1 4 1 1 0 1 3 0 0 3 West Virginia .... 4 4 0 0 3 0 1 0 1 3 0 0 0 Wisconsin . 8 8 0 0 7 1 0 0 0 8 0 0 0 Diet, of Columbia.. 4 4 0 0 4 0 0 0 0 4 0 « 0 Utah . 1 1 0 1 0 0 0 0 1 0 0 0 0 Washington . 2 1 1 0 2 0 0 0 2 0 0 0 6 Total . 364 344 20 22 311 1 22 9 52 32 282 3 39 8 CVI REPORT OF THE COMMISSIONER OF EDUCATION, Table IX. — Summary of statisUcs of Preparatory department. States and Ter¬ ritories. Ko. of universities and collej 1 Knmber of instructors. Students. Kumber of students unclassi Corps of instruction. Whole number of students. Students in classical course. Students in scientific course. Total. 1 Male. Female. Preparing for clas¬ sical course. Preparing for scien¬ tific course. Male. Female. Male. Female. 4 2 108 108 0 10 10 55 331 i . 1 Arkansas . 5 20 a596 377 129 118 18 - - - , 38 312 156 53 10 8 California . 12 27 1, 295 1, 121 174 180 224 .... 160 818 6c410 39 85 53 2 2 70 49 21 44 28 13 49 14 1 3 130 924 780 21 8 1 1 5 56 32 24 6 3 7 50 27 8 Georgia . 7 8 278 205 73 104 18 .... 47 602 c347 46 55' 1 Illinois . 29 91 a2, 719 1, 823 634 c883 849 114 209 2, 204 775 135 340 153 Indiana . 15 30 al, 576 993 416 c620 284 48 118 1, 039 dm 85 152 48 Iowa . 19 34 al, .520 876 478 352 492 115 133 1, 104 c443 cl72 127 83 Kansas . 8 9 699 461 238 89 201 .... 62 373 84 16 71 22 Kentucky . . 14 12 a614 310 72 107 65 .... 116 1, 161 c388 cl09 39 48 Louisiana . 7 13 a509 195 70 102 71 .... 38 277 c62 3 14 8 IrfaiTIft _ _ 3 36 440 417 23 Maryland . 9 18 266 239 27 c96 29 50 113 1, 161 c231 24 11 2 Massacliusetts . . . 7 50 50 145 1, 983 1, 470 35 28 Michigan . 9 17 879 551 328 209 230 112 1, 135 163 44 78 37 Minnesota . 5 1 498 302 196 127 287 .... 55 308 112 13 60 45 TvIiaaiHaippi _ 4 10 736 643 93 193 143 27 209 92 1 96 Missouri...*. . 15 46 al, 305 1, 114 101 262 326 .... 166 1, 559 c305 c33 • 48 25 Nebraska . 4 12 504 390 114 70 89 .... 21 113 27 11 17 10 "Mevafia _ _ 1 1 42 20 22 11 1 Kew Hampshire . 1 14 215 215 "Mew .Teraey _ .. 4 8 26 26 59 642 485 Kew York . 29 115 2, 701 2, 206 495 515 333 401 479 3,531 cl, 803 317 426 65 ^Tortli C^roliiicii 8 7 356 323 33 169 116 63 906 309 25 Ohio . 36 69 a3, 087 2,069 781 904 604 43 266 2,613 ccl,229 cll7 273 295 Oregon . 8 17 701 381 320 169 318 .... 24 252 86 39 42 45 Pennsylvania .... 28 57 o2, 017 1, 508 459 678 317 86 308 2, 040 cl, 280 81 244 15 Ilhode Island .... 1 19 271 c245 South Carolina _ 7 7 a254 103 100 70 82 39 328 197 40 2 Tennessee . 21 38 al, 371 993 173 273 242 145 1, 826 c398 38 125 72 Texas . 10 18 839 569 270 321 163 50 60 781 cl54 c56 77 16 VermoTiti _ 2 16 120 114 5 Virginia _ 7 3 186 186 57 662 148 34 West Yirginia ... 4 4 78 ' 78 38 40 22 244 cl67 c37 28 Wisconsin . 8 20 881 665 216 351 397 93 701 282 55 68 33 Hist, of Columbia. 4 11 211 211 131 19 35 145 85 11 rrtah _ 1 3 325 182 143 3 Washington ..... 2 all4 4 126 Total . 364 735 a27,467 19,359 1 6, 100 7, 219 5,993 989 3,506 31,555 cl4,171 cl, 617 2,630 1,097 Collegiate department. a Sex not reported in all cases. 6 Includes 120 sex not given. c Classification not SUPERIOR INSTRUCTION. evil universities and colleges — Continued. Collegiate de¬ partment. Volumes in libraries. Property, inpome, o o a o o H .9 O .9 I "ca <6 ej o fcC w University of Alabama 105 79 26 Arkansas Industrial Fayetteville, Ark . . . 475 18 8 15 5 8 6 20 10 25 University. St. John’s College of Little Kock, Ark - 134 134 0 0 0 0 0 0 0 0 0 Arkansas. 63 Wesleyan Uruversity.. Middletown, Conn . . 77 11 32 36 60 15 5 3 5 1 5 Lombard University... Galesburg, Ill . 7 6 1 0 0 1 0 0 2 0 0 44 28 37 17 18 2 8 2 6 Augustana College . Rock Island, HI . 24 19 ( 2) 2 0 0 0 0 0 5 33 Evangelical Lutheran Fort Wayne, Ind . . . . 64 57 a4 3 Concordia College. Franklin College . Franklin, Ind _ _ 15 10 1 1 2 1 Butler University _ Irvington, Tnd 68 57 5 G Union Christian College Merom, Tnd _ 8 8 Earlham College . Richmond, Ind . 20 11 3 2 4 3 2 3 8 Eidgeville College . Ridgeville, Tnd _ 59 Griswold College . Davenport, Iowa. . . . 7 3 4 4 1 0 0 0 0 0 0 Parsons College . Fairfield, Iowa. . 32 13 4 3 2 0 1 2 1 State University of Iowa City, Iowa . . . . 100 3 Iowa. Cornell College . Mt. "Fern on, Iowa ... 47 Oskaloosa College . . Oskaloosa, Iowa, 240 Penn College _ Oskaloosa Town, g 0 6 1 0 &2 Central University of Pella, Tow.a _ 36 15 3 4 12 13 Iowa. Tabor College . Tabor, Iowa . . 29 29 0 0 0 0 0 0 0 0 0 "Western College _ W estem Coll., Iowa. 57 49 4 4 St. Benedict’s College.. A teh i son Fans 13 9 1 1 2 Baker University . Baldwin City, Fans 77 77 Highland University _ Highland, Fans 24 24 Concord University .... New Liberty, Ky . . . 96 24 3 6 St. Charles College _ Grand Coteau, La . . . 13 12 cl J elferson College . St. .Tames Parish, La. 74 29 22 67 69 0 0 0 5 (Convent P. 0.). Bates College . Lewiston "Me 50 43 2 2 s St. Charles College . Ellicott City, Md. . . . 65 35 30 22 33 54 Western Maryland Westminster, Md ... 113 94 7 9 5 College. Amherst College . Amherst, Mass . 144 46 27 17 49 35 22 a Number conditioned in Latin, Greek, mathematics, history, and geography. b Number conditioned in scientific studies. e Conditioned in Latin, Greek, and mathematics. SUPERIOR INSTRUCTION. CIX Summary of college entrance examinations in 1879 — Continued. Name, Location. Total number of candidates. Number admitted. Number rejected for deficiency in — Without conditions. Conditioned in — I Latin. Greek. 1 Mathematics. 1 History and geography. '3 X p 1 u o o H a 1 sq Greek. Mathematics. History and ge¬ ography. Tufts College . College Hill, Mass . . 14 6 3 4 3 2 0 0 0 0 0 Holland City, Mich. . 19 14 4 1 1 Kalamazoo College . Kalamazoo, Mich . . . 21 8 e 1 1 0 1 1 0 0 1 20 7 10 2 4 7 1 267 254 6 a7 sippi. New Brunswick, N.J 38 11 2 4 14 12 St. Stephen’s College .. Annandale, N.T _ 14 8 3 6 0 0 0 0 0 0 0 175 63 13 3 45 1 16 13 29 0 5 Vassar College . Poughkeepsie, N.Y . 45 39 0 0 3 1 1 0 6 0 2 Chapel HiU, N. C ... 61 45 12 3 15 Carolina. Trinity College . Trinity College, N. C . 42 15 10 6 8 12 5 Baldwin University. . . . Berea, Ohio . 38 15 7 5 6 4 3 4 4 5 3 Denison University. . . . Granville, Obin _ 21 6 0 4 8 Marietta College . Marietta, Ohio . 30 18 5 4 4 3 0 0 1 Heidelberg College . Tiffin, Ohio . 30 '28 0 0 2 0 0 0 0 0 9 U rbana U niversity . Urbana, Ohio _ 7 1 1 1 3 'WilmingtonCoUege. . . . Wilmington, Ohio... 20 10 3 0 0 0 .... 0 . . . . 0 3 McMionville College. . . McMinnville, Oreg.. 50 21 0 0 1 0 2 1 2 3 8 Christian College . Monmouth, Oreg .... 93 70 11 9 3 0 0 0 0 0 0 Pennsylvania College.. Gettysburg, Pa . 41 21 5 11 2 1 4 University at Lewis- Lewisburg, Pa . 28 11 4 3 9 5 2 2 1 0 2 burg. Allegheny College . Meadville, Pa . 40 25 5 6 0 4 "Westem University of Pittsburgh, Pa . 46 16 0 0 8 11 0 0 1 0 Pennsylvania. Lehigh University . South Bethlehem, Pa 51 5 0 3 28 17 2 2 6 0 4 Swarthmore College _ Swarthmore, Pa .... 51 4 0 10 1 Newberry College . Newberry, S. C . 21 17 0 4 0 0 0 0 0 ....| 0 0 East Tennessee W es- Athens, Tenn . 200 90 40 30 20 20 10 6 20 leyan University. King College . Bristol, Tenn . 65 65 Maryville College . Maryville, Tenn - 6 0 0 0 0 0 0 0 0 Mosheim College . Mosheim, Tenn . 135 10 6 25 20 0 0 0 0 0 Central Tennessee Col¬ Nashville, Tenn . 9 3 2 4 0 0 lege. Eiak University _ Nashville, Tenn . 10 9 0 1 0 0 0 0 0 0 9 U niversity of the South . Sewanee, Tenn . 94 94 Bnrritt Collepfe . _ Spencer, Tenn . 200 200 0 ....| 0 0 0 0 0 0 0 0 GreeneviUe and Tuscu- Tusculum, Tenn .... 70 30 3 2 9 4 7 3 8 4 13 lum College. Southwestern Univer¬ Georgetown, Tex . . . 63 36 19 1 1 63 27 sity. 1 1 a Of tliese, 2 were conditioned in several studies, 2 in mathematics and English, and 2 in English alone. CX REPORT OF THE COMMISSIONER OF EDUCATION. Siinunary of college entrance examinations in 1879 — Continned. Xame, Location. IsTumber admitted. Conditioned in- Xumber rejected for deficiency in — Baylor University . Austin College . University of Vennont and State Agricult¬ ural College. Middlebury College. . . . Lawrence University .. Beloit College . University of Wiscon¬ sin. Ilipon College . Howard University. . . . Independence, Tex. Sherman, Tex . Burlington, Yt . . Middlebury, Yt Appleton, Wis . Beloit, Wis . Madison, Wis .. 30 25 15 34 20 160 Ilipon, Wis . 29 Washington, U. C . . . i 7 100 Total . ,4,941 '2,471 430 294 370 113 66 il04 47 203 Statistical summary of students in classical and scientific preparatory courses. States. Number preparing for classical course in college. Number preparing for scientific course in college. Total reported. In academies (Table YI). In preparatory schools (Table Vll). In universities and col¬ leges (Table IX). In academies (Table YI). In preparatory schools (Table VH). In universities and col¬ leges (Table IX). In preparatory depart¬ ments of scientific schools (Table X). Alnhama _ _ _ 30 10 4 10 104 158 Arkansas ....... . . . 105 118 36 18 277 California _ _ _ 87 60 180 85 66 224 702 Unloradn _ _ _ 3 44 6 26 20 99 floTmftcticTit _ _ 116 257 32 33 438 Delaware . . . . . 49 6 21 3 79 Ulorida . . . . . 30 13 43 Geoi’gia . ■ . . . 522 6 104 194 16 483 1, 330 Illinois . 49 68 883 14 44 849 no 2, 017 T'ndia.'na _ _ _ 66 30 620 76 284 119 1, 195 Tnwa _ _ _ _ 271 2 352 226 492 70 1, 413 IfoTisas _ 89 201 290 Kentucky . 222 19 107 111 15 65 40 579 Louisiana .......................... 24 102 71 28 225 Maine . 143 587 43 2 775 SUPERIOR INSTRUCTION. CXI Statisiical summary of students in classical and scientific preparatory courses — Continued. States and Territories. Number preparing for classical course in college. Numbf ;r preparing for scientific course in college. Total reported. In academies (Table VI). In preparatory schools (Table VII). In universities and col¬ leges (Table IX). In academies (Table VI). In preparatory schools (Table tU). In universities and col¬ leges (Table IX). In preparatory depart¬ ments of scientific schools (Table X). Maryland . 83 20 96 11 5 29 12 256 1G9 1, 854 44 161 2, 228 25 s 209 18 3 230 493 187 127 66 287 667 295 193 249 143 880 Missouri ........................... 144 262 42 326 332 1 106 Nebraska . - . 2 70 89 1 162 N evada ........................ _ 11 11 New Hampshire . 133 466 17 36 652 N e w J er sey ........................ 235 125 59 35 454 N ew York ......................... 1, 195 762 515 322 162 333 3, 289 North Carolina. .................... 235 169 77 116 597 Ohio . Jt . 171 318 904 82 114 604 a294 2, 487 Oregon ............................. 71 169 86 318 75 719 Pennsylvania . 350 329 676 67 72 317 66 1, 877 Hhode Island . . 36 363 17 416 Ronth flarolina _ 32 20 100 0 70 222 Tennessee ......................... 244 25 273 179 242 963 Texas....... _ _ .................. 244 415 321 63 163 1, 206 V ermont ........................... 300 88 66 454 "Vii’ginia . . . . 63 122 31 18 155 389 "West Virginia . . 55 38 2 40 135 Wisconsin . 37 123 351 150 49 397 30 1,137 District of ColnTobia . . . 16 131 1 19 167 Now IVTcsricn _ _ 37 13 50 Utah _ _ 31 4 35 Total . 6, 104 6, 070 7, 219 2, 504 838 5,993 1,944 30, 672 a Includes students in regular scientific course. CXII REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of students in institutions for superior instruction (not including students in preparatoi'y departments). States and Territories. Alabama . . Arkansas . California . Colorado . Connecticut . Delaware . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . . Louisiana . Maine . . Maryland . . Massachusetts . ■*. Michigan . . Minnesota . Mississippi . . Missouri . Xebraska . Xevada . . Xew Hampshire . Xew Jersey . Xew York . . Xorth CaroUna . Ohio . Oregon . Pennsylvania . Khode Island . . South Carolina . Tennessee . . Texas . . Vermont . Virginia . West Virginia . Wisconsin . District of Columbia Washington . Total . Number of students in colleges. Number of students in schools of science. Number of students in schools for the superior instruction of women. Total number of stu¬ dents reported in these institutions. 331 175 714 1, 220 312 59 371 818 192 351 1, 361 49 26 75 924 177 245 1, 346 50 55 105 602 153 1, 436 2,191 . 2, 204 348 1, 222 3, 774 . 1, 039 76 68 1, 183 . 1, 104 214 187 1, 505 373 207 71 651 . 1, 161 97 1, 415 2,673 277 150 294 721 440 102 162 704 . 1, 161 440 303 1, 904 . 1, 983 598 1,261 3, 840 . 1, 135 232 44 1, 411 308 7 103 418 209 5 701 915 1, 559 249 1, 415 3, 223 113 8 121 50 50 215 69 189 473 642 165 319 1, 126 . 3, 531 2, 220 2, 300 8, 051 906 53 498 1,457 . 2, 613 a\ 776 3,390 252 161 115 528 . 2,040 1, 859 836 4,735 271 271 328 283 611 1, 826 1, 388 3, 214 781 248 445 1, 474 120 37 95 252 662 538 793 1,993 244 249 493 701 111 109 921 145 145 126 126 . 31,555 8,975 18, 492 59, 022 a Other scientific students are reported with preparatory students. Tlie comparative summary shows a steady increase in colleges and universities since 1870. The number of such institutions reported for 1879 is 8 more than in 1878 and 98 more than in 1870; the number of instructors is 356 more than in 1878 and 1,418 more than in 1870, while the number of students is 2,024 more than in 1878 and 10,848 SUPERIOR INSTRUCTION. CXIII more than in 1870. The greater number of institutions (282) report a four years’ course. There are gratifying indications of increase in appliances and resources ; thus there were in libraries 69,963 volumes more than in 1878 (an increase, it will be observed, largely made up by additions to libraries previously reported). SCHOLARSHIP FUNDS. The amount of scholarship funds is an important item, whether considered as an in¬ dication of the disposition on the part of the wealthy to promote scholarly ambition or of the pecuniary aid that students of marked ability but slender means may com¬ mand. They are among the influences which make for “sweetness and light,” audit is to be regretted that they are not reported by the several institutions with greater regularity and exactness. The table shows an increase in scholarship funds of $292,616 above the same for 1878. A large part of this increase consists of $220,000 reported by Yale College, Connecticut, which failed to report the particular in 1878. EXAMINATIONS FOR ADMISSION. Conclusions unfavorable to our public schools, especially our public high schools, based upon the statistics of conditioned or rejected college candidates should be re¬ ceived with extreme caution. From a comparison of Table IX with the corresponding table for 1878, it appears that thirty-three institutions which gave the items then repeat them now, showing a decided increase in the percentage of those who failed to meet the full requirements for admission. Even here there is but slight basis for comparison or generalization. The difference may indicate any one or all of several causes; as, advanced standards of admission, want of relation between preparatory and college courses, arising from the endeavor to adapt the lower grades to the wants of the ma¬ jority, greater desire for education in sections so poorly supplied with secondary schools that the colleges must make temporary provisions for preparatory students, &c. Thus these columns of the table are seen to be merely tentative, chiefly valuable in their present fragmentary state as representing essential elements in a complete exhibit of education. COLLEGE TRAINING AS A PREPARATION FOR LIFE. The endeavor to bring college and university instruction into the best possible rela¬ tion with the conditions of modern life and the demands of ever increasing knowledge continues under a happy balancing of the conservative and progressive spirit. We do not look for abrupt transitions or positive departures in any gi ven year. The movement within the institutions is as gradual as the outside movement to which it responds. Its progress and effects are indicated in the following abstracts and selections from current reports : EEQUIKEMENTS FOR ADMISSION. Harvard University. — “During the past ten years the number of candidates for admis¬ sion to the freshman class has slowly increased, though noc regularly, from year to year. When the number and nature of the changes ma de in the req uisition s for admissi on during this period are considered, this fact will be found very satisfactory. It has been surprising to see how quickly the high schools, endowed academies, and private schools, which habitually or frequently prepare boys for this college, have accommodated their methods and their courses of study to the new requisitions of the faculty. The English requisition, first enforced so lately as 1874, has met with universal approval. The requisition in French or German, first enforced in 1875, has been fairly complied with, apparently with¬ out serious difficulty. The examinations in Latin and Greek at sight, which make part of the new method of admission adopted in 1876-77, can be avoided, in Latin until 1881, and in Greek until 1883 ; but they have so commended themselves to the teachers of -preparatory schools as fair tests of the acquaintance of their pupils with those languages that, out of 284 candidates for admission to the freshman class in 1879, 179 chose to be examined in Latin at sight and about 1.50 in Greek ; while at the prelim¬ inary examination of 1879, out of 245 candidates, 215 were presented upon the new method, and of these 215 only 8 chose to avoid the Greek examination at sight. The new requisition in science, first enforced in 1876, has been met moderately well to all ED — ^VIII CXIV REPORT OF THE COMMISSIONER OF EDUCATION. appearance ; yet tliis is nncloubtedly the requisition which in its practical working has given the least satisfaction to the faculty and the schools. “The options introduced into the admission examination have tended to enlarge still further the work of the preparatory schools. * In 1876-’77 the faculty very much improved and extended this original option hy adopting a system under which every candidate is required to pass an examination upon a minimum requisition in all the preparatory studies and a further or maximum requisition in at least two out of the four departments, Latin, Greek, mathematics, and science. This free choice of two out of these four departments, made by the candidates or their teachers, has three effects: First, it makes a college education somewhat more accessible to young men for whom Latin and Greek are less profitable studies than mathematics and science ; secoudly, it widens the range of studies in the preparatory schools, to their great advan¬ tage ; and, thirdly, it obliges the college to furnish in the freshman year instruction adapted to the wants of students who enter upon the minimum requisition in each of the four departments, as well as instruction adapted to the wants of those who enter upon the maximum. * * * The maxima in Latin and Greek were ofiered by 69 per cent, in 1879. “The secondary schools of New England are greatly impeded in their development and distracted in their work by unmeaning and unnecessary diversities in the admis¬ sion requisitions of the principal New England colleges. Undoubtedly substantial dif¬ ferences exist, and must continue to exist, among the colleges in regard to the quali¬ fications of the students whom they are willing to receive ; but this necessary diversity need not prevent the adoption of uniform definitions of the requisitions and a com¬ mon standard of examination in those subjects or parts of subjects which the colleges agree in prescribing. Thus one college demands French or German for admission and another does not, or one college demands the whole of plane geometry and another only a part, or one demands six orations of Cicero and another eight ; but these diver¬ sities need not prevent the adoption of a common standard of examination upon the four books of Csesar which both require, or upon that part of plane geometry and those six orations of Cicero which both require. Cooperation among the New England colleges to these ends would be very helpful to secondary schools and would strengthen the colleges themselves in the x)ublic regard. “Nearly three-sevenths of the candidates annually examined for admission to Har¬ vard College are fitted for college at private schools or by private teachers. About two-sevenths come from high or public schools, and about the same proportion from endowed academies and schools. About one-twentieth of the whole number come Xrom other colleges. Of late years the endowed schools and academies have been slowly gaining upon the public schools in the number of candidates presented and in the quality of the training given to their pupils. * * * The admission examinations 4)f the university were h^eld at Chicago, as well as Cincinnati, in June, 1879. Several Tequests have been received that these examinations be held in other more distant places where immediate suj)ervision by a college officer would be impracticable; but the faculty is of opinion that it is not expedient to hold their examinations anywhere except under the diiection of a disinterested college examiner intimately acquainted with all the details of the examinations as they are conducted at Cambridge. The I)ractice of conducting admission examinations at remote points in order to save for the candidates their travelling expenses, which was instituted by Harvard College in 1876, has proved to be of great convenience for candidates and of some service to .preparatory schools within easy reach of the points at which examinations are held. Yale College promptly adopted the idea and now holds formal examinations, like those of Harvard, both at Cincinnati and Chicago, while several other New England colleges are in the habit of forwarding their examination papers to friends in distant cities who conduct examinations on their behalf. The practice in its best form might easily be considerably extended.” — (Report of the president for 1878.) Boston University. — “In the autumn of 1879, by the concerted action of ten of the New England colleges, to wit. Harvard, Yale, IBrown, Dartmouth, Williams, Amherst, 'Wesleyan, Trinity, Tufts, and our own, arrangements were made for the holding of four conferences of examiners for the purpose of testing the practicability of agree¬ ment upon requisitions in the four departments of Greek, Latin, mathematics, and English. On the 22d of December these conferences were held, the Greek examiners meeting at Cambridge, the Latin at New Haven, the mathematical at Providence, and the English at Hartford. In each case the conferences arrived at results almost unani¬ mous; and when the requisitions recommended by them respectively were submitted to the different faculties, the respouses were, in general, much more favorable than had been anticipated by the original promoters of the plan. Since that time a ma¬ jority of the above named institutions have either modified their entrance requisitions in the direction of the recommendations of the examiners or have decided to do so in season for the catalogues and circulars of the present year. As further conferences are already provided for during the present year there is good ground to anticipate the entire success .of the movement at an early date. SUPERIOR IJs'STRUCTION. CXV view of the great desirableness of this intercollegiate cooperation, and also in view of the fact tliat some of the reasons which fonr years ago rendered, it wise to raise our standard of requirements for admission to an unprecedented height are dis¬ appearing, and with the erection of more commodious buildings will wholly cease, our faculty have not thought it important to wait until 1885 before acceding to the lower standard substantially agreed upon by the associated colleges. They have, there¬ fore, from the beginning, cordially supported the effort to secure uniform requisitions, and have voted to adojjt as an alternative set for the coming year those agreed upon by the conferences of examiners in Greek, Latin, and mathematics. They have also voted that as soon as a majority of the other colleges shall come to an agreement upon the remaining subjects, they will recommend the adoption of the entire set as the only requisitions for admission to the college of liberal arts.” — (Report of the president for 1879.) Johns Hopkins University. — In order to become “matriculates” or members in full of the university a rigid examination in Latin, Greek, and mathematics must be passed, except that scientific students may offer French or German instead of Greek. Stu¬ dents who are not ready to matricmlate in all branches have been .conditionally re¬ ceived as candidates for matriculation and a few who do not propose to become candi¬ dates for degrees have, in exceptional cases, been admitted as special students. ELECTIVES. Harvard University. — “With the expansion of the elective system it was found that the semiannual periods of examination were lengthening wfith a serious diminution of the time for instruction, and that no definite limit could be set to this process so long as the practice of the faculty contemplated an entirely unrestricted choice of studies with the necessary provision against bringing more than one examination on one day for any given student.” This difficulty has been overcome by dividing the hundred or more elective courses into thirteen groups, assigning a different day of examination for every group and re¬ quiring students in selecting their studies to choose but one from each group. This restriction is of little practical consequence, the groups having been formed so far as possible of studies not usually taken together by any great number of students, while the x)roposed permanence to the grouping permits the student to lay out beforehand a three years’ course of study with the certainty that he will not be prevented by new conflicts of weekly appointments or of examinations from iiursuing the subjects of his deliberate choice. Colunibia College. — The extension of the elective system of study is “the only plan by which it is possible for us to comprehend within our educational scheme the great variety of important subjects which must be taught, if we would keep abreast with the progress of knowledge or would make our teaching in any of them thorough. * * * It is now nearly ten years since the justice of these views was substantially recognized by the trustees in the adoption of resolutions oftering to the senior class in our college a limited option in the selection of their studies. Two circumstances conspired to make the introduction of the elective system, to an unlimited extent, at that time, impracticable. Both of these had their cause in the narrowness of our accommodations. * * * These disadvantages may be removed in case the old building as well as the new continues to be available for the uses of the department of arts. ^ The enlargement which this system ]>ermits an institution to give to the extent of its teaching, as well as to the variety of its subjects, is illustrated in the case of Harvard University, where it has been very fully introduced, and where, according to the statement made some years since in the annual catalogue, the oppor¬ tunities offered to the student embrace about seven times as much as any single indi¬ vidual can accomplish in the space of four years.” — (Annual report of the president of Columbia College for 1879.) Boston Univei'siUj. — Last year, for the first time, the whole work of the third term of the senior year was made elective. Political economy (second term senior), geology (second term junior), and chemistry (first term junior) were also changed from re¬ quired to elective studies. On the other hand, biology (first term junior) was changed from elective to required. New electives in English literature were introduced through¬ out the senior year. Johns Hopkins University. — After matriculation, the student may follow any one of seven courses which are antecedent to the baccalaureate degree. These courses are all of them so arranged as to secure a liberal and not a special education; they are supposed to be equally difficult and equally honorable ; in them al! strict examina¬ tions are held, and promotion is only secured by a full compliance with the uni¬ versity requirements. RETIRING ALLOWANCES FOR UNIVERSITY OFFICERS. Harvard University. — Plans for a retiring allowance for university officers were care¬ fully discussed during the year; and in July, 1879, a contribution of $1,000 toward the pension fund was received from Mr. George Baty Blake. CXVI EEPORT OF THE COMMISSIONER OF EDUCATION. GBADUATE DEPARTMENTS. Harvard University. — The annual report of the president and treasurer of Harvard University (1879-’80) includes for the first time a report from the secretary of the aca¬ demic council upon the “graduate department of Harvard University.” The growth of the department is traced from the residence of graduates for the purpose of pursu¬ ing advanced studies (a practice as old as the college itself) through the operations of the scientific school, the system of university lectures, and the institution of the aca¬ demic council, which was organized in accordance with its present regulations and powers in 1872. In that same year the announcement made in 1870-71 that the degree of master of arts would not he given in course after the commencement in 1872, hut that an examination would he held annually for the award of the same, was carried into eftect, and the new degrees of doctor of philosophy (ph, d.) and doctor of science (s. D.) were adopted. By these successive acts the graduate department assumed a distinct character as designed “to foster advanced study, and particularly to pro¬ mote the development of a class of specialists and highly trained teachers.” In 1877-78 it was determined to form a separate list of such studies as were regarded as primarily for the benefit of graduates and at the same time to throw more of the force of the university into the work of higher instruction. This list of studies is now prepared yearly under the auspices of the academic council. In the catalogue of 1879-80 it comprised forty-five courses. Candidates for the degree of a. m. are generally in attendance on college or graduate courses. Candidates for the degree of ph. d. and s. D. still do a part, and in some cases the whole, of their work outside of the regular courses, under the more or less frequent private advice and assistance of professors. There are 7 fellowships for this department, 6 for graduates of any department of the university, and 1 which is not restricted to graduates. Since the degrees of ph. d. and and s. D. were instituted the former has been con¬ ferred upon 20 persons, the latter upon 6. Of this number 18 are engaged in the prac¬ tice of their specialties in responsible positions, 7 are still pursuing their studies, and 1 is in business. — (Report of the president for 1879.) Felloivship system of Johns Hoplcins University. — Like the graduate department of Har¬ vard University the fellowship system of Johns Hopkins University is especially adapted to the wants of young men who are “ desirous of becoming teachers of science and lit¬ erature or determined to devote their lives to special branches of learning which lie outside of the ordinary studies of the lawyer, the physician, and the minister.” The fellows are the recipients of an honorary stipend sufficiently large to pay their necessary expenses, so that they may devote their time exclusively to study. The number of fellows appointed prior to September 1, 1879, was 51, of whom 20 were in¬ cumbents for the year 1879. Of the 31 others, 26 are engaged in their specialties, either as teachers or experts, 4 are still pursuing their studies, and 1 died without entering upon his fellowship. The degree of ph. d. was conferred upon 6 persons June 12, 1879. Boston University, School of All Sciences. — The number of students registered in this school for 1879 was 37, of whom 3 were young women. The degree of a. m. was con¬ ferred upon 6 candidates and of ph. d. upon 2. Tale College, Department of Philosophy and the Arts. — Forty-six students were reported in this department for the year 1878-79 ; the degree of ph. d. was conferred upon 3. Michigan University reports 13 resident graduates for the year. The degree of ph. d. was conferred upon 1. The University of Virginia, whose undergraduate work is conducted under the head of a series of schools, is giving increased attention to graduate studies. The aids and appliances, particularly in the departments of physics, chemistry, and natural history, have received important additions. 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 4;o 1879, inclusive. The numbers under 1873, 1874, 1875, 1876, 1877, 1878, and 1879 include the National Military and Naval Academies : 1870. 1871. 1872. 1873. 1874. 1875, 1876. 1877. 1878. 1879. Namber of institutions .... 17 41 70 70 72 74 75 74 76 81 Number of instructors . 144 303 724 749 609 758 793 781 809 884 Number of students . 1, 413 3, 303, 5, 395 8, 950 7, 244 ,fe •: 7, 157 7, 614 8, 559 13, 153 10, 919 SCIENTIFIC INSTRUCTION. CXVII Table X. — Part 1. — Summary of statistics of schools of science. States. Xumber of schools. Preparatory depart¬ ment. Scientific department. Xumber of State scholarships. Xumber of other free scholar¬ ships. CD o 'o Students. Corps of instruction. Students. Male. Female. In regular course. In partial course. Xumber of graduate students. 1 2 104 8 173 2 1 (a) (a) (a) 4 27 32 0 661 California . 1 0 0 0 21 79 68 5 0 0 1 3 15 5 1 28 146 9 22 27 3 1 (a) (a) {a) (a) (a) Florida . 60 8 412 76 15 153 500 1 4 85 25 27 ■ 285 53 10 1 2 90 29 7 65 10 1 1 49 21 15 205 2 7 1 12 207 1 6 40 7 97 300 Louisiana . 1 4 122 Maine . 1 0 0 0 8 96 4 2 0 0 Maryland . . . . 1 12 0 6 73 12 0 M assacbusetts . 2 40 215 190 19 20 Michigan . 1 0 0 0 8 183 42 ' 7 0 0 Minnesota . . 1 (a) (a) (a) (a) 3 4 0 0 Mississippi . 2 (a) (a) (a) Q 5 Missouri . 2 2 11 13 15 55 144 X ebraska . . 1 4 1 10 8 (a) XeTada . 1 (a) (a) (a) Rew TTampsbire _ . 1 4 14 0 12 22 Xew Jersey . 1 11 38 6 40 Xew York . . . 1 0 0 0 48 324 14 128 0 Xorth CarnliTia _ 1 7 53 {a) 94 3 Ohio . - _ 1 7 c294 13 1 r)Te Amount of productive funds. Income from produc¬ tive I'unds. Receipts for the last year from tuition lees. Receipts for the last year fi-om State ap- piopiiatiou. 2, 000 1, 000 $75, 000 $253, 500 $20, 280 150 50 150, 000 130, 000 10, 400 a$23, 500 California . Q>) (b) Jb) (&) (6) (b) ib) ib) 85 85 15, 000 a25, 000 5, 000 clOO, 950 133, 952 d28 157 $15, 850 (&) (6) (b) (b) (b) (b) ib) 110, 806 9, 585 e40, 000 242, 202 17, 914 12, 344 557 470, 000 319, 000 23, 000 15, 298 2, 000 300, 000 337, 000 16 850 1, 439 6 500 6, 000 286 498, 000 500, 000 41, 000 14, 000 Kansas . 3, 000 60 300 90, 000 259, 426 18, 089 0 12, 500 85, 000 165, 000 9, 900 700 14, 000 278, 400 19, 488 Maine . 3,974 71 0 143, 000 132, 500 8, 200 24 0 Maryland . 1, 500 0 1, 500 100, 000 6, 900 1, 050 6, 000 Massachusetts . 2, 000 50 300 505,771 344, 000 22, 417 46, 802 0 Michigan . 4,000 403 500 264, 134 264, 813 18, 536 0 21, 040 Minnesota . (&) (b) (&) (b) (b) (b) 0 ib) Mississippi . 1, 500 209, 500 6, 500 1, 500 'KTiaQimTi 1, 678 152, 960 5,000 /4, 550 1, 187 7, 500 K ebraska . . . (6) (b) 25, 000 8, 000 Nevada . (b) (b) ib) New Hampshire 1, 300 250 86, 000 SO, 000 4, 800 3, 000 New Jersey . (&) (b) (6) (b) (b) (b) ib) 6, 960 New Vork _ (&) (b) (b) ff80, 000 hSO, 500 (b) ib) North Carol in a 1, 500 50 (b) 125, 000 7, 500 Ohio . _ _ 1, 500 500, 000 542, 414 32, 890 3,534 15, 800 OrevoTi 12, 000 50, 000 5, 000 500 PermsylvaTiia, . . 2, 000 2, 000 532, 000 500, 000 30, 000 40, 000 Rhorlft Tslaofl (6) (b) 50, 000 South Carolina. (5) (b) 10, 000 5, 000 Tennessee . (6) (b) (b) (b) 396, 000 20, 766 ib) 0 Texas . 800 800 100 225, 000 209, 000 14, 280 4, 960 15, 000 Vermont . . ih) (b) (b) (b) (b) (b) 900 0 Virginia . 2, 300 57 321, 031 380, 732 22, 984 100 10, 329 "West Virginia . (6) (b) ib) (b) (b) ib) ib) ib) Wisconsin . (6) (b) (b) (b) ib) ’ ib) ib) Total . 68, 631 2, 469 5,950 4, 780, 846 6, 048, 745 424, 986 76, 546 ' 232, 427 TJ. S. Military Acad’y 27, 472 345 208 e2, 500, 000 i319, 547 U. S. Naval Academy. 20, 878 692 0 1, 286, 490 0 0 0 it) Grand total.... 116, 981 3. 506 6, 158 8, 567, 336 6, 048, 745 424, 986 76, 546 551,974 a For two years. b Reported with classical department (Table IX). c Value of buildings. (2 In ’.ome from aU sources except tuition. g Value of grounds and buildings. /$3,000 of this from leases of lands, p Value of apparatus. h Only a partial report. % Congressional appropriation. SCIENTIFIC INSTRUCTION. CXIX Table X. — Part 2. — Summary of statistics of schools of science. States. Number of schools. Preparatory depart¬ ment. Scientific department. Number of State scholarships. Number of other free schol¬ arships. Instructors. Students. ' Corps of instruction. Students. Male. Female. In regular course. © £ p o o 3 ’-5 u P Number of grad¬ uate students. 1 1 al 1 ^5 1 1 2\ 2 5 1 1 . 6 1 4 4 2 40 26 lonfi. T.miiRiaTia. ..... 7 28 28 165 (&) 41 55 120- 1, 568 AT o flAf.Tfl 102 (&) 11 22 27 71 7 20 7 IVTip.hio’nn _ "VTissmiri _ (3 08) 8 1 0 New Hampshire . 1 4 62 Nf\w .Teraey . . . 1 44 N AW V nrb * _ _ 14 Ohio . .' . Oregon . . (&) (h) (&) 11 1, 775 20 177 Pennsylvania . 36 8 25 13 10 Vermont . . . . Virginia _ _ 1 31 3 13 Total . 34' 8 j c367 307 4, 000 102 15 20 97 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. Receipts fertile last year from tuition fees. Receipts for the last year from State appropriation. California . . Colorado . $10, 000 $10, 000 (&) Georgia . . Indiana . . 900 Louisiana . Massachusetts . Michigan . Missouri . . 5, 200 (&) 100 ih) (&) 150, 000 (6) 100, 000 3, 000 350, 000 2, 000, 000 $1, 574, 595 P) $79, 110 (h) $4, 510 ib) 0 New Hampshire . New J ersey . . . . 2, 000 5, 000 7, 000 50 155, 000 415, 210 150, 000 9, 500 27, 827 d43, 902 3,410 8, 625 36, 450 New York . Ohio . . . 325 Oregon . (6) 32, 813 3, 000 5, 730 (&) 1,754 (&) (P) 625, 000 3, 000 355, 000 (&) Pennsylvania . 32,774 Vermont . Virginia . Total . 220 500 40, 000 2, 200 10, 900 15, 000 61, 643 2,449 1 500 3, 596, 000 2, 334, 805 195, 313 03, 895 25, 000 a Not yet organized. c Includes a number of female students. 6 Reported with classical department (Table IX). d Includes receipts from other sources. cxx EEPORT OF THE COMMISSIONER OF EDUCATION. Table X, Part 1, relates to the colleges endowed by the national land grant. The number of these reporting was 45; number of instructors, 458; students in regular course, 3,528; in partial course, 627 ; in graduate course, 92; and in preparatory course, 1,577. Table X, Part 2, relates to schools of science not so endowed. The number of the^ reporting, not including the National Military and Naval Academies, was 34; number of instructors, 315; number of students in regular course, 4,000; in partial course, 102; in graduate course, 15 ; and in preparatory course, 367. STATE COLLEGES OF AGRICULTURE AXD THE MECHAXIC ARTS. Bate of organization. — According to the latest returns received in this Office the States effected the organization of the institutions established under the laud grant of 1862 in the following order: Kansas, in 1863; Massachusetts (Institute of Technol¬ ogy), New Jersey, Yermont, in 1865; Kentucky, New Hampshire, in 1866; Massachu. setts (Agricultural College), Minnesota, West Virginia, in 1867; Illinois, Maine, New York, Virginia (Hampton Normal and Agricultural Institute), in 1868; California, Iowa, Tennessee, Rhode Island, in 1869; Delaware, Missouri (Agricultural and Me¬ chanical College), in 1870; Arkansas, Missouri (School of Mines and Metallurgy), Ne¬ braska, in 1871; Alabama, Georgia (State College of Agriculture and Mechanic Arts), Mississii)pi (Agricultural and Mechanical Department of Alcorn University), Oregon, Virginia (Agricultural and Mechanical College), in 1872; Georgia (North Georgia Agricultural College), Ohio, in 1873; Indiana, Louisiana, Nevada, South Carolina, in 1874; Texas, in 1876; Colorado, Georgia (South Georgia College of Agriculture and the Mechanic Arts, Southwest Georgia Agricultural College), in 1879. The schools in existence before 1862 which received the benefit of the act are Shef¬ field Scientific School of Yale College (Connecticut), Maryland Agricultural College, Michigan State Agricultural College, University of North Carolina, Pennsylvania State College, University of Wisconsin. Two are not yet fully organized, viz : Southwest Georgia Agricultural College and the State Agricultural College, Florida. The agricultural and mechanical colleges (21) in the following named States haVe severally independent charters and are not connected with State universities or other colleges: Alabama, Arkansas, Colorado, Florida, Illinois, Indiana, Iowa, Kansas, Ken¬ tucky, Louisiana, Maine, Maryland, Massachusetts (2), Michigan, Ohio, Oregon, Penn¬ sylvania, Texas, Virginia (2). The colleges on the foundation of the land grant in these States severally form de¬ partments of State universities or colleges: California, Connecticut, Delaware, Georgia (5), Minnesota, Mississippi (2), Missouri (2), Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, Rhode Island, South Carolina, Tennessee, Vermont, West Virginia, and Wisconsin. Preparatory departments. — Of the colleges included in Table X, Part 1, the following report preparatory departments : State Agricultural and Mechanical College, Auburn, Ala. ; Arkansas Industrial University, Fayetteville, Ala. ; State Agricultural College, Fort Collins, Colo. ; Agri¬ cultural Department of Delaware College, Newark, Del. ; North Georgia Agricult¬ ural College (University of Georgia), Dahlonega, Ga. ; South Georgia College of Agriculture and the Mechanic Arts (University of Georgia), Thomasville, Ga. ; South¬ west Georgia Agricultural College (University of Georgia), Cuthbert, Ga. ; Illinois Industrial University, Urbana, Ill. ; Purdue University, Lafayette, Ind. ; Iowa State Agricultural College, Ames, Iowa; Agricultural and Mechanical College of Ken¬ tucky, Lexington, Ky. ; Maryland Agricultural College, College Station, Md. ; Col¬ leges of Agriculture and Mechanic Arts (University of Minnesota), Minneapolis, Minn. ; Agricultural and Mechanical Department of Alcorn University, Rodney, Miss. ; Agricultural and Mechanical College of the State of Mississippi, Starkville, Miss. ; Missouri School of Mines and Metallurgy (University of Missouri), Rollo, Mo. ; the SCIENTIFIC INSTRUCTION. CXXI Indnstria.! College of the University of Nebraska, Lincoln, Neb. ; College of Agri¬ culture (University of Nevada), Elko, Nev. ; Ohio State University, Columbus, Ohio; State Agricultural College, Corvallis, Oreg. ; Pennsylvania State College, State Col¬ lege, Pa. ; Claflin University and South Carolina Agricultural College and Mechanics’ Institute, Orangeburg, S. C. ; University of Tennessee and State Agricultural Col¬ lege, Knoxville, Tenn. ; Virginia Agricultural and Mechanical College, Blacksburg, Ya. ; Hampton Normal and Agricultural Institute, Hampton, Va. ; Agricultural De¬ partment of West Virginia University, Morgantown, W. Va. ; College of Arts (Uni¬ versity of Wisconsin), Madison, Wis. The following have no preparatory department : Colleges of Agriculture, Mechanics, Mining, Engineering, Chemistry (University of California), Berkeley, Cal.; Sheffield Scientific School of Yale College, New Haven, Conn. ; Kansas State Agricultural College, Manhattan, Kans. ; Louisiana State Uni¬ versity and Agricultural and Mechanical College, Baton Rouge, La. ; Maine State College of Agriculture and the Mechanic Arts, Orono, Me. ; Massachusetts Agricult¬ ural College, Amherst, Mass. ; Massachusetts Institute of Technology, Boston, Mass. ; Michigan State Agricultural College, Lansing, Mich. ; New Hampshire College of Ag¬ riculture and the Mechanic Arts (Dartmouth College), Hanover, N. H. ; Rutgers Scientific School (Rutgers College), New Brunswick, N. J. ; Colleges of Agriculture, Architecture, Chemistry, Mechanic Arts, &c. (Cornell University), Ithaca, N. Y. ; Ag- ricnltural and Mechanical College (University of North Carolina), Chapel Hill, N. C. ; Agricultural and Scientific Department of Brown University, Providence, R. I. ; State Agricultural and Mechanical College, College Station, Tex. ; University of Vermont and State Agricultural College, Burlington, Vt. Preparatory courses. — By reference to the table it will be seen that 1,577 students, or about 27 per cent, of the number reported in Part 1, and 367, or 8 per cent, of the num¬ ber reported in Part 2, are in the preparatory departments. An examination of the studies pursued in these departments shows that they are not intended to pro vide special preliminary courses required by the subsequent collegiate courses, but are necessitated by the low attainments of candidates in the ordinary elementary branches. The case is plainly stated in the report of the Illinois Industrial University. “To meet an urgent demand,” says the report, “the trustees of the Illinois Industrial University consented to provide temporarily for teaching the preparatory studies lying between the com¬ mon school studies and the proper college studies. The high schools of the State are already doing such excellent work and are multiplying to such an extent that it is decided that this preliminary work shall be dismissed from the university entirely after June, 1881.” Standard of admission. — The requirements for admission, especially to such of the in¬ stitutions as do not include a classical course, must in general be called very moderate, a condition which in the case of the colleges included in Part 1 seems to have been necessary, in order that they might be brought within the reach of the class of students for whose benefit the grant was originally made. The only special tendency to be ob¬ served either in the preparatory courses or in the standards of admission is the omis¬ sion of Latin and Greek or the substitution of French and German in the place of Greek and in a few instances an extension of the requirements in mathematics for students entering upon the scientific or technical courses. This practice implies the conviction that primary and secondary instruction should be the same for all classes of students, which, as indicated by the following statement, prepared from the most trustworthy information, is also the prevailing opinion in Europe. In all European countries the higher technical schools require a classical and scientific training (general culture) from every candidate. This general culture is acquired in the secondary schools, the course of which lasts nine years in German speaking coun¬ tries and from six to seven years in France, Belgium, the Netherlands, Italy, and Spain. In Germany the majority of the graduates of the Realschulen pass to the polytechnic or other higher technical schools, while the majority of the graduates of the Gymnasien pass to the university. The leading German educators hold that the graduates of the CXXII REPORT OF THE COMMISSIONER OF EDUCATION. Gymnasien get along better in the technical schools than those of the Realschulen. German educators almost unanimously condemn the introduction of industrial branches or practical work of any kind into the primary and secondary schools. Funds. — The funds of the colleges reported in Table X, Part 1, are derived from the proceeds of the land grant and from State, county, and municipal appropriations. The amount of moneys received from State appropriations by thirty-three of the colleges since the dates of their organization is $4,325,053. The amount received by thirty-seven from sales of United States land scrip is $6,862,405. Twenty-seven insti¬ tutions, which state the amount from both sources, received from the former $3,758,971, and from the latter $5,154,737. The colleges differ materially in the present amount of productive funds. This is due in part to the liberal State or other appropriations and the individual benefac¬ tions made to the institutions and in part to the different amounts realized by the several States from the original land grant. The latter condition is fully explained in the report of the Committee on Education and Labor (chairman, Hon. James Monroe), who were instructed by a resolution of the House of Representatives, passed February 2, 1874, “to inquire into the condition and management of the agricultural and other colleges which have received grants from the United States under the act of July 2, 1862.” In the report of that committee it is stated that the sums received from sales under the grant varieff from 41^ cents an .acre, the price for which the State of Rhode Isl¬ and sold its scrip, to $5.62 an acre, the amount received for a portion of its lands by Minnesota. The causes of this great diversity are stated in the report substantially as follows : Those States which by the provisions of the act could locate lands themselves, and in their own midst, were able to select the most desirable tracts and hold them for a rise in value. They could lease the lands for a term of years or sell upon long time, with, perhaps, in some cases, exemption from taxation as an additional inducement to the purchaser. Still further privileges in locating lands were conferred upon some States of this class, especially upon California and Nevada. These States received the best prices for their lands. As regards the States which received only land scrip, the relative time of sale was the question of importance. Those which first put their scrip upon the market not only felt the disadvantage of all the restrictions upon the location of lands imposed by the act, but suffered also from the competition of brokers and an overstocked market. At a later period, and chiefly through the energetic management of Ezra Cornell, of Ithaca, N. Y. , the sale of scrip was brought under the control of a single system of agencies, characterized by unity, method, prudence, and sagacity. The value of the scrip was thus enhanced, and hundreds of thousands of dollars were saved for the education of the XJeople. By the act of July 1, 1870, existing restrictions were greatly modified, and all the States which have sold their scrip since that date have felt the benefit of more favor¬ able conditions. It is thus easy to explain why the Southern States generally re¬ ceived better prices for their scrip than the Northern. The Southern States did not receive their scrip until some time after the close of the war, which delay brought forward their negotiations for sale to a time when prices had advanced. With the single excex)tion of Delaware, the States which received the largest sums for their scrip were, in their order, Virginia, Tennessee, Alabama, Georgia, Mississippi, Arkansas, Texas, and Louisiana. The act under which grants of land were made to the States for the benefit of these colleges declai'es that all moneys deriyed from the sale of land or land scrip “ shall be invested in stocks of the United States or of the States, or some other safe stocks yielding not less than 5 per centum upon the par value of said stocks.” From the report it appears that the majority of the States fulfilled the obligation thus im~ SCIENTIFIC INSTRUCTION. CXXIII posed by securing sound and judicious investments, such as “ cannot reasonably be questioned.” With reference to certain States, the report says : The committee would very imperfectly discharge their duty if they did not call attention to another class of States, smaller in number, in which, although no evi¬ dence has been laid before us of fraud or personal corruption, the investment made is such, as regards security, that it is more or less a proper subject of criticism. These States generally exchanged the educational fond for State bonds, a mode of invest¬ ment which is among the safest in States where settled order and sound financial principles are estabjished, but which may prove to be among the most hazardous in communities passing through the condition known to us as reconstruction. Sources of income. — The income of the colleges is derived from interest on invested funds, augmented in some instances by annual State appropriation or State tax, and from tuition fees. The latter source represents but a small percentage of the income, excepting in the Sheffield Scientific School and the Massachusetts Institute of Tech¬ nology. Scholarships. — The colleges formed under the grant report 1,478 more State scholar¬ ships than in 1878. Of this increase 635 are additional scholarships created in institu¬ tions which reported last year, 543 were reported elsewhere, and 300 were not reported. The number of other ffiee scholarships reported is 50 less than last year, a difference which is more than balanced by the 80 annual scholarships reported last year from Massachusetts. Relation of the colleges to agriculture and the mechanic arts. — The colleges are apparently fulfilling, to a greater extent than at any former time, that provision of the act which declares that “the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts.” In all the institutions prominence is given to the branches which would probably be admitted to comprise a liberal and practical education in the arts specified, viz, the vernacular and its literature, draw¬ ing, mathematics, the laws of mechanics and physics, natural history, geology, botany, experimental chemistry (both organic and inorganic), engineering and surveying (in some cases especially as related to irrigation and the reclaiming of waste lands), and political, rural, and domestic economy. Endeavors are made, at least in the wealthier colleges, to attract to these departments professors of established reputation. With very few exceptions the colleges report chemical and physical laboratories among their appliances; museums of technology and natural history are multiplying, and above forty experimental farms, stations, and gardens are in operation. The experi¬ mental work conducted by means of the farms, &c., includes tests of soils, fertilizers, cereals, fruits, the care of stock, the culture of fruit and forest trees, of hedges and flowering plants, the care of bees and poultry, an/i dairy management. In addition to the immediate advantage of this practical work to the students, the results, as com¬ municated through farmers’ institutes and general and special reports, are found to be of great service to all engaged in agriculture, horticulture, &c. Departments of mechanic arts. — Ten of the colleges report workshops and four printing offices among their resources. The department of mechanic arts is very fully repre¬ sented in the reports of Cornell, Purdue, and Illinois Industrial Universities and of the colleges in the non-agricultural States, in which necessarily the chief demand is for the training required in technical pursuits and professions other than those per¬ taining to agriculture. The following extract from the report of Cornell University will suffice to show how the workshops are organized and conducted in the more advanced institutions : The machine shop is to be conducted wholly as a means of instruction, and each student in the department will be required to devote at least two hours per day to work in the shop ; so that he will not only get theory and practice combined, but he will also have opportunities to construct and use tools of the greatest precision. Each candidate for the degree of bachelor of mechanical engineering will be given an oppor¬ tunity to design and construct some machine or piece of apparatus, or conduct a series of experiments, approved by the department, such as xjromise to be of public utility. While the university does not propose to remunerate students for their labor or guar- CXXIV EEPORT OF THE COMMISSIONER OF EDUCATION. antee any return except instruction, advanced students vrill be allowed, to a certain extent, to make tools or small articles for themselves. But in all cases they must work from approved plans and by the consent of the director of the shop. Materials wasted or tools injured will be charged to the student wasting or injuring them. The instruction in shop practice embraces work requiring the use of all hand tools and the machines employed in the ordinary machine shops. The work consists in the production of standard tools of the highest excellence and the building of machines from original designs. With the exception of the standard surface plates, gauges, &c., which are only produced to give the students a knowledge of flat, straight, square, and round, together with the correct methods of producing them, there is no one thing or class of things manufactured. The work is always ebanging, and the relative kinds of work are proportional to that required in the production of new machinery. By this method it is believed that the students will learn not only the use of tools, but acquire experience also in the development of new designs. The Massachusetts Institute of Technology receives a third of the annual income of the land grant fund for the State and in addition has property amounting to upwards of $400,000. The income from its invested funds is largely increased by the tuition fees of the scholars, which are $-200 a year. The faculty consists of the president and fifteen professors, and there are eighteen additional professors, instructors, and assistants. Instruction is given by lectures and recitations and by practical exercises in the fields, the laboratories, and the draw¬ ing rooms. Text books are used in many but not in all of the departments; practi. cal instruction in the nature of the materials of construction and in the typical oper¬ ations concerned in the arts is considered a very valuable adjunct to the theoretical treatment of professional subjects. The institution otfers ten regular courses, five of which are of a distinctly professional character. Each of these courses extends through four years, and for proficiency in any one of them the degree of s. B. is conferred. Advanced courses may be pursued leading to the degree of s. d. In addition, a school of mechanic arts, in which special prominence is given to manual instruction, has been established for those who wish to enter upon industrial pursuits rather than to become scientific engineers. The school is designed to afford such students as have completed the ordinary gram¬ mar school course an opportunity to continue the elementary scientific and literary studies, together with mechanical drawing, while receiving instruction in the use of the typical tools for working iron and wood. The shop work is conducted upon a plan designed at the Imperial Technical Schoo^ of Moscow, Russia, and carried out there with gratifying results. Its exact and sys¬ tematic method affords the direct advantages of training the hand and eye for accu¬ rate and efficient service with the greatest economy of time, and the instruction in the use of tools and materials has also proved a valuable aid in intellectual development. The shop courses of the school are as follows: First year: (1) carpentry and joinery, (2) wood turning, (3) pattern making, (4) foundry work; second year: (1) iron forg¬ ing, (2) vise work, (3) machine tool work. Applicants for the regular course must be at least fifteen years of age and must pass a satisfactory examination in arithmetic, geography, and English composition. The tuition is $150 a year, with no extra charge for the use of tools or materials used in the regular exercises. In presenting Iheir thirteenth annual report, the governing board of the Sheffield Scientific School call special attention to the relation of theory and practice in the course of instruction. While asserting that “principles, not practice, must be ever the leading object” of the school, and that “skilled engineers are not and cannot be made to order in any school,” the board maintain “that the student has a right to expect something more than a mere theoretical training, however thorough, as the result of five years of earnest labor. He has a right to expect that upon graduation he shall have a useful, practical knowledge of professional details of such an extent as shall render his services immediately and directly valuable and furnish him with at least the means of subsistence and with immediate employment. * * * The manufact- SCIENTIFIC INSTRUCTION. CXXV arer, on the other hand, who may employ such a graduate of a technical institution has in turn a right to expect that his services shall he at least worth his pay while he is acquiring in the shop those practical details which are necessary to supplement and complete his course.” The many perplexing conditions involved in the endeavor to render the graduate of the schools “commercially valuable” are dwelt upon in this report, as they had also been in the address upon the “Inadequate union of engineering science and art,” delivered before the American Institute of Mining Engineers by A. L. Holley, presi¬ dent of the association : The recent graduate, when he enters works, cannot for a long time recognize in the whirl and heat of practice the course and movement of those forces about which his abstract knowledge may be profound ; the youngest apprentices are more useful than himself. The manufacturer, moreover, is inclined to ex^ject too much from the gradu¬ ate, and to put him at once, on the mere recommendation of his diploma and the school which conferred it, at work for which he is unfit, and, upon the natural failure of the young man to meet these expectations, to depreciate and undervalue the worth of the special preparation acquired in the schools. Perhaps this experience has had chief influence in the development of the course of instruction in which workshop and labo¬ ratory practice is given simultaneously with theoretical training, and which, as we have seen, is the course pursued in many of our technical schools. Professor R. H. Thurston, who presides over the department of mechanical engineering in the Stevens Institute of Technology, says with reference to this combination of theoretical, empirical, and practical instruction : ‘ ‘ Several years must elapse before the real value of a method which aspires to make young men cajjable of going from the college into business and soon becoming efficient aids to older practitioners can be fully jud^ged. I can only say that I originally allowed myself five years to determine whether it would be for my own interest to continue in a work which then seemed to me one of the noblest enterprises in which a member of the profession could engage, and I am not inclined to feel less faith than I had at first in its success, and have not lost any of the enthusiasm with which I took upon myself that task.” Belation of general culture to teclmicul education. — The address of President A. L. Holley also contains one emphatic utterance which deserves the especial attention of parents and educators. “It is useless,” he says, “to disguise the fact that the want, not of high scholarship, but of liberal and general education, is to-day the greatest of all the embarrassments which the majority of engineering experts and managers en¬ counter. At the present day, the high school systems founded by States and by pri¬ vate enterprise bring such aii education within the reach of every one, and it seems of the first importance to promote, if not almost to create, a public opinion that liberal and general culture is as high an element of success in engineering as it is in any pro¬ fession or calling.” In the discussion which followed the address and the joint discussion of the American Society of Civil Engineers and the American Institute of Mining Engineers the idea was repeated by men of large experience in the demands of the profession. Dr. R. W. Raymond said: The more one observes the careers of men about him and the more one wrestles with difficulties of one’s own, the more profound becomes the conviction that a young man makes a great mistake who, because he is going to take a technical education in engi¬ neering, deliberately decides that he will not have any general culture to begin on. * * * And, again, I may say that the parents in this country, as a class, are just the other way. * * * Parents are all the time pulling their sons out of college because they are going into some special line. The tendency on the part of fathers is exactly contrary to the tendency on the part of experts. Mr. Coleman Sellers, president of the Franklin Institute, Philadelphia, said : I caunot but indorse the advice to secure for our boys in their education as broad a foundation to stand upon as possible. I am sure this cannot be done by sending them to a public school only ; they should have some college education ; colleges properly organized will grow into favor as training schools for engineers. I am not sure that the ordinary university course of Latin and Greek is the best, but even this has its advantages, provided the young man can spare time enough before entering upon his life work to obtain some scientific training besides. I really think it would be a good thing for our young men to go through a thorough collegiate course and then take something of a scientific course. But the end seems to be more fully met by estab¬ lishing in all our universities scientific schools. CXXYI REPORT OF THE COMMISSIONER OF EDUCATION. Such judgments, founded upon experience, supply to the institutions reported in Table X the motive for regulating their admission requirements by the standards maintained in other colleges. Admission of women. — Women are admitted to the following colleges endowed under the act of 1862 : State Industrial University of Arkansas (the president thinks a special course desirable for women) ; University of California ; State Agricultural College, Colorado (prescribed course modified to meet wants of women) ; Delaware College, Delaware (literary course specially provided for women) ; Illinois Industrial University (women admitted to any of the courses, in addition a special course in domestic science provided for them); Purdue University, Indiana; State Agricult¬ ural College, Iowa (“ladies’ scientific course and practical course in domestic sci¬ ence”); State Agricultural College, Kansas; Agricultural and Mechanical College of Kentucky; Maine State College of Agriculture; State Agricultural College, Massa¬ chusetts; State Agricultural College, Michigan; University of Minnesota, State Agri¬ cultural College; University of Missouri, School of Mines and Metallurgy ; University of Missouri; Industrial College of University of Nebraska; Ohio State University; Cornell University, Ithaca, N. Y. ; the State Agricultural College, at Corvallis, Oreg. ; Pennsylvania State College ; State College of Agriculture, South Carolina ; the Uni¬ versity of Vermont and State Agricultural College; Hampton Normal and Agricult¬ ural Institute, Virginia; University of Wisconsin. The present biological laboratory of the Massachusetts Institute of Technology was instituted with special reference to the instruction of women, it being built in connec¬ tion with the woman’s chemical laboratory of the institute and with the aid of the Woman’s Educational Association of Boston. Many women who desired to prepare themselves for teaching botany or zoology by the newer methods have availed them¬ selves of the facilities here offered; others who were not intending to teach have found the laboratory work to be the proper foundation for the study of natural history. It is believed that the instruction afforded has done much towards showing what may be done and ought to be done in the way of the philosophical study of organic nature. Some of the women studying here have been special students of biology, and others have taken this subject in connection with chemistry and other branches. The ar¬ rangements are such that one may use the laboratory at such times as best suits her own convenience, and thus those who are already engaged in teaching or otherwise may employ a portion of their time in practical study. Women are not admitted to the State Agricultural College, Alabama; ShefiSeld Sci¬ entific School ; State Agricultural College, Maryland; State Agricultural »nd Mechani¬ cal College, Mississippi; College of Agriculture and the Mechanic Aits, New Hampshire ; University of North Carolina ; State Agricultural and Mechanical College, Texas. In the remaining colleges enumerated in the table the question of the admission of women seems to be still an open one. SCIENTIFIC SCHOOLS NOT ENDOWED WITH THE NATIONAL LAND GRANT. Table X, Part 2, embraces the oldest schools of science in our country and also some of the most richly endowed. By reference to the appendix (Table X, Part 2), it will be seen that 20 of these are departments of universities or colleges and 14 schools having independent charters. Agriculture is made a specialty in the Bussey Institution, Harvard University. The greater number of the remaining institutions correspond in their courses of study and general purposes with the departments of mechanic arts already described in connec¬ tion with the institutions enumerated in Part 1. A few are characterized by distinc¬ tive features. The Rensselaer Polytechnic Institute. — The Rensselaer Polytechnic Institute, the old¬ est of all our scientific schools, in its earlier years developed a decided tendency toward natural science under the direction of Amos Eaton, a distinguished naturalist. Later it was reorganized as a special school of architecture and engineering, and, at SCIENTIFIC INSTRUCTION. CXXVII present, all its resources are concentrated upon the course in civil engineering. It will be seen, however, by reference to the catalogue, that the expression civil engineering is used in its most extended sense, embracing, in addition to the usual subjects, steam engineering and mining engineering, while the wants of students in mechanical en¬ gineering have not been overlooked in the provision for instruction and practice. The course of study submitted is not so completely specialized as the courses in a few other institutions, but it presents in a very intelligible form the notion of what constitutes a professional course for a civil engineer, and is also in substantial agreement with the courses in civil engineering in the polytechnic schools of Carlsruhe and Aix-la-Chapelle, though the courses iu the latter schools are more extended and the standards of admis¬ sion higher. The degree of civil engineer is conferred upon all graduates of the Rensselaer Polytechnic Institute.^ School of Mines of Columbia College. — The School of Mines of Columbia College is not confined, as the name might imxfiy, to mining engineering. It offers to students the means of acqTiiriug a thorough knowledge of all those branches of science which have a direct bearing ujjon the development of the resources of the country. Candidates for admission must pass examinations iu arithmetic, algebra, geometry (5 books), French, and German (grammar and easy translations). The course of instruction occupies four years. Those who complete it receive the degree of engineer of mines, civil engineer, or bachelor of jjhilosophy. The Stevens Institute of Technology. — The Institute is a school of mechanical engineer¬ ing of a high educational order. It is esx)ecially distinguished by the extensive col¬ lections in its several laboratories and cabinets. The mechanical laboratory, founded in 1875, has proved a most valuable adjunct. The records of the laboratory work are carefully preserved, and include a vast amount of data and information a-ccessible to all students. The latest published estimate of the exx^erimental work done in this laboratory is for the year 1877. It rejDresented a cost of about $10,000, and included investigations of the strength of building materials and metals, of the value of lubri¬ cants, the composition of various commercial materials, test trials of steam boilers, and various special investigations of both public and private work. Some idea of 1 The following is the four years’ course in civil engineering : Division D, first year. — Mathematics: "Wells’s university algebra (Greenleaf’s series) ; Davies’ Legen¬ dre’s geometry; Greenleaf’s plane and spherical trigonometry, with the use of logarithmic tables. Descriptive geometry: Warren’s elementary plane problems— plates ; Warren’s elementary projec¬ tions — theory and plates. Stereotomv: Warren’s drafting instruments and operations — theory and plates. Physics: Atkinson’s Ganot’s Elementary Physics to acoustics. French language : Fasquelle’s French grammar. English language : Hart's English composition and rhetoric. Geodesy: Gillespie’s chain and compass surveying — theory and practice ; farm surveying — practice. Topographical draw¬ ing: Elementary drawing; topographical plans. Free hand drawing : Elementary practice. Division C, second year. — Mathematics: Analytic geometry Descriptive geometry : General ortho¬ graphic projections — theory and plates. Stereotomy: Bridge drawing ; shades and shadows — theory and plates; linear perspective — theory and plates. Chemistry: Inorg.anic chemistry. Physics: Ther- motics; acoustics; optics. Natural history: Botany. French lan,guage: Syntax 'of grammar,, with exercises and writing from dictation; translation of scientific works; epistcdary correspondence and conversation. English language : Composition; elements of criticism. Geodesy: Plane table survey¬ ing— theory and practice; adjustment and use of field instruments — theory and practice; trigono¬ metrical and topographical surveying — theorj ; trigonometrical surveying and levelling — practice; mine surveying — theory. Topographical drawing: Map of farm survey; colored topography — plates. Free hand drawing: Sketches of tools, of the components of machines, of bridges and other structures. Division B, third year. — Mathematics: Differential calculus ; integral calculus. Astronomy: Descrip¬ tive astronomy. Eational mechanics : Mechanics of solids; mechanics of fluids; mechanical problems. Stereotomy: Machine construction and drawing — theory and plates. Physics: Electricity; magnet¬ ism. Natural history : Mineralogy and lithology ; descriptive geology ; technical geology. Chemistry: Qualitative analysis ; blowpipe analysis ; determinative mineralogy ; technical chemistry. Geodesy : Hydrographical, topographical, and town surveying — practice. Topographical drawing : Contour map ; map ot hydrographical survey. Division AJourth year. — Astronomy: Spherical and practical astronomy. Physics: Thermody¬ namics; electrodynamics. Physical mechanics : Mechanics of solids: friction, strength of materials; mechanics of fluids: practical hydraulics, practical pneumatics. Machines: General theory of ma¬ chines; description of machines; theory of prime movers: steam engines, air engines, electro-mag¬ netic engines, hydraulic motors, wind motors; construction and location of machines; designs for and reviews of special machines; measurement and estimate of power; weir and other measurements of the flow of water. Constructions: Equilibrium and stability of structures: revetement walls, reservoirs, roofs, arches, girder bridges, suspension bridges; designs for and reviews of special structures, Stereotomy: Stone cutting — theory and plates. Geodesy: Higher geodesy ; projection of maps — theory; lino' surveying: road surveys, staking out for constructions. Eoad engineering: Common roads; 'railroads; canals; tunnels. The steam engine: lectures; indicating and estimating the power of steam engines; duty tests of waterworks pumping machinery'. Metallurgy: General met¬ allurgy, iron metallurgy. Natural history: Physical geography. Topographical drawing: Plans, pro¬ files, and sections of railroad surveys. Law: Law of contracts. CXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. what tFe institution has accomplislied for the general progress of science may he formed by an examination of the list of papers published by various members of the faculty during the eight years of the existence of the institute. Upwards of 250 papers are enumerated in the report of 1879. These embodied the results of original investigation and extended research, and were published in leading scientific journals of America, England, France, or Germany. Worcester County Free Institute of Industrial Science. — My report for 1878 contained a full account of the endowment, purpose, and general conduct of the Worcester County Free Institute of Industrial Science. “The theory of the institute,” says Prof. C. O. Thompson, the principal, “is that boys who have the best training afforded by our common schools may enter not younger than sixteen upon a course of study which shall give them a good education based upon the mathematics, modern languages, and physical sciences, and such a knowledge of some form of handicraft or industrial art as will enable them to earn a livelihood immediately after graduating. ^ * The course of study for all students proceeds for forty-two weeks in a year, for three years, in mathematics, through geometry, general and descriptive geometry, and the calculus, and blends with the course in physics and elementary mechanics the careful reading of Rankine’s Applied Mechanics. Synchronous with this is a course of free hand drawing, mechanical drawing, x>liysics and chemistry, and language, English and either French or German. Ten hours a week (from September to July), and eight hours a day for the month of July, each student practices, according as he is to be a mechanic, a civil engineer, a chemist, or a designer, in the workshop, the field, the laboratory, or the drawing room.” The last named forms of practice do not differ essentially from the same elsewhere. The work of the mechanics’ course is done in the Washburn machine shoj), which is a thoroughly equipped manufacturing estab¬ lishment. Students are here trained by the most expert mechanics and with the aid of the best possible tools and machinery. The principle that “ construction must vitalize and guide all instruction in practical mechanism” is never lost sight of; the synthetic method is xiursued, every piece of work done by a boy in the shop being made with reference to some whole of which it is to form a part. It is believed that a graduate of the school will be prepared to compete with the apprentice who has worked under the ordinary circumstances of apprenticeship three full years — a belief which receives confirmation by the success that has attended the nine classes already graduated, more than 90 per cent, of these young men having secured employment in positions for which their training especially prepared them. The Cooper Union Free Night Schools of Science. — These afford a remarkable example of the intelligent application of a great charity. Their purpose is the technical instruc¬ tion of the laboring classes, which is accomplished through the agency of a free library and reading room, free lectures, and two classes of schools, tdz, the Evening Schools of Science and Art and the Art School for Women. The course of study in the former embraces the ordinary English branches, with advanced courses in mathematics, me¬ chanics, physics, literature, and rhetoric. The art department of the evening schools embraces instruction in all branches of drawing, v"iz, freehand, architectural, mechan¬ ical, and drawing from cast ; also, industrial drawing and design and modelling in clay. Women are admitted to the scientific classes, but not to the art classes, a spe¬ cial school of art being maintained for them. The latter is divided into five depart¬ ments, drawing, painting, photography, wood engraving, and normal teaching. In both of the art schools the training is constantly directed to the j^reparation of the pupils for those employments in which the arts of design and drawing are the principal or accessory occupations ; 2,820 pupils were registered the present year in the Evening Schools of Science and Art, of whom 2,707 were engaged during the day in various trades and occupations. Owing to the exigencies of their industrial life, but few of the pupils can remain long enough in the institution to complete the whole course and receive the diploma and medal of the Cooper Union. Certificates of pro¬ ficiency are awarded to those who pass satisfactory examination on the work of a par¬ ticular class ; 634 such certificates were awarded in 1879. SCIENTIFIC INSTRUCTION. CXXIX The number of pupils admitted to the free morning classes of the Woman’s Art School was 255, and to the engraving class for women, 37. In the art school the earnings for the year were |9, 525.75, and in the engraving class, $1,820.59. All money earned in the schools belongs to the pupils, and a number are thus enabled to support them¬ selves while studying. The subsequent career of the graduates is followed with constant interest, and the facts thus brought to light afford the most gratifying evidence of the practical results of the instruction. A large XJroportion of the graduates command lucrative positions as teachers of art, jphoto-colorers, decorators, and designers. The school of telegraphy for women admitted 35 pupils the present year. The West¬ ern Union Telegraph Company has so far interested itself in this school as to nominate a teacher who trains the pupils in the thorough methods of that company. Although under no agreement to provide places for the scholars, the company has employed a large proportion of the graduates on its lines. Instruction in all the schools and classes above described, together with all privi¬ leges of the institution, is absolutely free. In consequence of the great pressure for admission and the earnest offer of many to pay for their instruction, the trustees have allowed an amateur class to be formed, which meets in the afternoon, out of the reg¬ ular class hours, and the members of which pay a small fee. Half uf the money thus realized goes to the teacher and the other half to the free schools. The fees for the present year amount to $2,326. Franklin Institute. — Franklin Institute, Philadelphia, is a society for the promotion of science and the mechanic arts. But in addition to the usual means by which a soci¬ ety operates, viz, association meetings, published discussions, reports, journal, library, and annual courses of lectures, it maintains a drawing school, which was established very early in the history of the institute (1824 or 1825). During the summer the board of managers arranged with the Pennsylvania Museum and School of Industrial Art to combine their efforts in this direction, and, as a result, the drawing school of that organization has been conducted for the present year in the Franklin Institute building. The present condition of scientific and technical schools in our country is thus seen to be very promising. A few which have assumed the distinctive title of such institu¬ tions have little else to distinguish them from ordinary schools of secondary grade, but a large number have entered with intelligence and enthusiasm upon a special educational work. Already they have excited the people to an appreciation of scien¬ tific methods and processes in their application to agriculture and the mechanic arts, and as the results of such methods are more widely known and more fully compre¬ hended the institutions rise in favor and influence and the demand for their graduates increases. This Office having initiated an endeavor to present the record of original investiga¬ tions and publications by the professors of our universities, colleges, and professional schools has, with great reluctance, been compelled to forego an annual statement of this work and only give the publications, without reference to institutions, as sum¬ marized in the publishers’ lists. It is matter of just pride to us that our institutions are extending their activities in this direction and that their publications and their positive contributions to the progress of science receive honorable recognition from the scholars of other nations. As opportunity permits, this phase of their intellectual life will be presented in the annual reports and other publications of the Office. A eircular of information with reference to original work accomplished by our univer¬ sities and colleges in the departments of physics and chemistry is now in preparation by Prof. F. W. Clarke, of Cincinnati University. AGRICULTURAL EDUCATIOX IX THE SEVERAL EUROPEAN COUNTRIES. The teaching of agricultural science in Europe is not everywhere limited to special schools,* on the contrary, it is a regular subject of instruction in a number of other ED — IX cxxx REPORT OF THE COMMISSIONER OF EDUCATION schools. In Germany, horticulture and arboriculture have been obligatory branches of all the normal schools since their foundation, and there are few elementary schools in rural districts where these branches are not taught. In France, Belgium, Switzer¬ land, Austria, Sweden, Denmark, and The Netherlands, the normal school course in¬ cludes the elements of agriculture. This agricultural instruction in normal schools is,, of course, of an elementary character, the scientific instruction being left to the special schools of agriculture which are found in every state or to the agricultural sections connected with several schools of veterinary surgery or schools of forestry. Follow¬ ing is a brief account of the condition of agricultural education in several European countries. Austria. — The leading agricultural school is the Imperial Agricultural College of Vienna, which had 167 students in 1875-’76. Besides this, there were 69 schools of agriculture, with 2,035 studenl^, and 174 agricultural evening schools, with 5,537 students. Agriculture was also taught in 2,128 elementary schools, arboriculture in 4,034, bee culture in 1,486, and silk culture in 862. In connection with the elementary schools, there were 3,215 orchards and 4,032 gardens, while farms were connected with each of the 69 schools of agriculture. The course of study in the Imperial Agricult¬ ural College of Vienna is as follows: Theory of agriculture, agricultural literaturo and technology, agricultural machines and implements, rural constructions, botany, zoology, chemistry in all its branches and applications to agriculture, natural philos¬ ophy, astronomy, meteorology, French, German, English, Italian, book-keeping, po¬ litical economy, mathematics and applications, agricultural statistics and finances, practical work in the fields and laboratories. Hungary has four schools of agriculture, the course of which extends over two years with the following branches of instruction : First year : Winter session : mathematics, physics, mechanics, geology, chemistry^ physiology, botany, agronomy, horticulture, drawing. Summer session : engineer¬ ing, zoology, botany, agricultural chemistry, agricultural mechanics, cattle breeding,, study of wool, vine culture, plant culture. Second year: Winter session: rural economy, political economy, technology, cattle and sheep breeding, forestry, farm buildings, climatology, statistics, drawing. Sum¬ mer session: book-keeping, farm valuation, technology, forestry, management of cat¬ tle, notions of veterinary surgery, agricultural law, farm buildings, drawing. Belgium has a state school of horticulture at Ghent, a practical school of horticult¬ ure at Gendbrugge, a practical school of horticulture at Vilvarde, and a state agri¬ cultural school at Gembloux. The latter school was established on a farm of 160 acres near Gembloux, in 1862, has a stalf of 8 regular professors, and costs the state annu¬ ally about $17,000. The course includes agriculture, technology, horticulture, botany,^ chemistry, geology, zoology, geometry, surveying, levelling, mechanics, the economy of forests, rural law, rural architecture, and veterinary science. The Netherlands. — In The Netherlands there is a state agricultural school at Wage- mingen and a private agricultural school at Groningen. The course of study in the state school embraces the modern languages, political economy, surveying, levelling, • mensuration, mechanical science as applied to agriculture, agricultural machines, con¬ struction of farm houses, natural sciences in their application to agriculture, agri¬ cultural technology, botany, zoology, anatomy and physiology of plants and animals, medical treatment of domestic animals, general and special agriculture, arable land, meadow land, vegetable and fruit gardening, the rearing of timber and fruit treeS;, forestry, the rearing of cattle and bees, the management of dairies, farm book-keeping, and the farming systems in the Dutch colonies. Benmark has one of the most famous schools of agriculture in Europe. It is styled the Royal Agricultural and Veterinary School and is situated at Copenhagen. It was established as a high school of agriculture in 1856. At present it has the follow¬ ing five sections: (1) Veterinary surgery, with a course of two years and a half; (2) agriculture, with a course of 21 months; (3) land surveying and inspection, with a AGRICULTURAL SCHOOLS. CXXXI course of 21 months; (4) horticulture, with a course of 21 months; and (5) forestry, \Yith a course of two years and nine months. Besides the Royal Agricultural School at Copenhagen, Denmark has about 100 lower agricultural s(;hools all over the country, called farmers’ high schools. At each of these are taught agriculture, botany, chemistry, zoology, natural philosophy, arith¬ metic, book-keeping, grammar, geography, general and Danish literature and his¬ tory, drawing, and surveying. The course in these schools lasts six months. France. — There are three kinds of agricultural schools in France, the farm schools (fermes-6coles), the departmental schools of agriculture, and the National Agricultural Institute (Institut National Agronomique). The farm schools began as private institutions in 1830 and were not adopted by the state until 1848. Their object is to furnish good examples of tillage to the farmers of the district and to form agriculturists capable of intelligently cultivating the soil and directing farm labor, Avhether engaged on their own property or that of others as farmers, tenants, or managers. The farms vary in size from 200 to 2,000 acres and all have gardens, nurseries, and orchards attached. The director is chosen from the best farmers in the department, and besides him there is a staff of a farmer, an overseer of accounts, a nursery gar¬ dener, a veterinary surgeon, and sometimes another specialist, as a shepherd, a vine¬ yard manager, a silk grower, &c. The pupils are young men from the country fami¬ lies, and number from 25 to 40 in each school. For entrance these pupils have to be 16 years of age and pass an examination on the subjects of the primary school. The government pays the board of each pupil and allows him 70 francs a year for cloth¬ ing. The director is obliged to send every year a full account of the school to the- government. The following list gives the names and number of pupils of all the farm schools in existence in 1872 : Xame of tbe farm scbool. Tear of foundation. Number of pupils in 1872. Total number of gradu¬ ates since foundation of the school, Eiffeland . 1830 35 410' Les Trois-Croix . 1832 32 340, La Mantaurone . 1830 37 359' Saint-Micliel . 1843 37 297 Saint-Gildas-des-Bois . 1840 24 282 Bain . . . . _ _ 1847 30 224 Chauvaiimac . 1847 33 299 Kerwaok-Tieyarez . 1847 34 248 Lavallado . . . 1847 33 318 Chambaudin . 1848 30 242 La Chauvini^re . . 1848 24 L’Orme-du-Port . 1848 33 192 Bertband . 1849 24 149 Berptas . 1849 30 211 Beyrie . 1849 27 282 Germain ville . 1849 33 244 Labayevaux . 1849 32 250 Lanmoy . 1849 41 222 La VUleneuve . ‘ 1849 36 Le Montat . 1849 34 293 Les Plaines . . 1849 33 387 CXXXII REPORT OF THE COMMISSIONER OF EDUCATION. 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 Name of the farm school. Year of foundation. Number of pux>iis is i 1875. 1849 24 1849 24 1849 31 i 1849 40 1849 1 ' 29 1 I*uilboreau . . . . . . . . . . 1849 1 33 1 Hayah . . . 1849 34 Toulon . . . . . . . . . . . 1849 1 24 1 T?.pp.nnlftt,fp,s _ _ _ _ _ _ _ _ _ 1851 21 Saint-Grautier . . . . 1851 33 Rji,iTit-T?,6Tny _ .... _ _ _ _ 1 1851 65 Les Huhandi^res . . . . 1852 33 T,n, Satipi _ _ ..... _ 1857 38 36 Saint-Doust-La-Paoutte . . . 1861 TiS IVTal orrari iTft . . _ _ _ _ _ 1868 1868 25 TVTar.haTrft . . . . . . 24 Saiut-Blvi . . . 1868 33 T.a, rih a saa qu o . . . . 1869 24 La Eoche . . . 1869 36 'M’p.T’lieiTX’ . - . . . . . 1869 1870 34 ifitoyes . . . . . . . 30 T.fis ri-raufl . Rests _ _ _ _ _ _ _ _ _ 1870 28 , 179 179 200 328 329 214 307 230 201 191 682 166 195 168 10 11 10 Of the three departmental schools of agriculture that of Grignon is the most promi¬ nent. It was established in 1827 by an agricultural society to which Charles X ceded 1,200 acres of the public lands for that purpose. From that time until 1848 the school received a grant to the extent of |5,000 a year. The staff is composed of six regular professors and a number of assistants. The school is divided into four departments : (1) mathematical sciences, (2) physical and natural sciences, (3) technological sciences, and (4) agricultural sciences. The National Agricultural Institute ( In stitut National Agronomique), formerly situated at Versailles, was transferred to Paris in 1876. In 1877 it had 17 professors and 96 students. The course of instruction lasts two years and comprises the following subjects : general and practical agriculture, agricultural technology, comparative agriculture, rural economy, sylviculture, zootechnics, hor¬ ticulture, arboriculture, viniculture, chemistry in all its branches, botany, zoology, geology, physics, meteorology, mechanics, rural constructions, administrative law, and rural legislation. Finland has an institute of agriculture, established at Mustiala in 1837, and nine agricultural schools of lower grades, established at different periods since 1858. The institute is divided into two departments, one scientific, requiring a thorough com¬ mon education of students entering, and the other giving the elements of the agricult¬ ural sciences in the most popular and practical form. Each course occupies two years. The scientific course is exclusively attended by persons of educated families, many of them having been students at the university before* entering the institute, and the popular one mostly by sons or servants of peasants or farmers. Finland has also several schools for butter and cheese making, some of which are connected with the agricultural schools. In each of the eight counties there is a plough instructor, who goes around and spends some time with farmers who wish his AGRICULTURAL SCHOOLS. CXXXIII instruction in adopting new methods in the cultivation of their fields and the breed¬ ing of cattle. Portugal. — By decree of 1852 instruction in agriculture is divided into elementary and higher. For elementary instruction, district gardens were established in 1852, and in 1869 a decree was issued establishing experimental stations in the districts and elementary courses on agriculture in the lyceums (secondary schools). For higher in¬ struction in agriculture, there is the general institute of agriculture, established in 1852 and incorporated in 1855 with the school of veterinary surgery. In some dis¬ tricts elementary stations ^nd courses on agriculture are established, which are open to all who desire to acquire a general knowledge of agriculture. Germany has at present over 150 schools of agriculture, horticulture, arboricult- iire, viniculture, and meadow culture. Each of these schools has farms, gardens, &c., attached. Prussia alone had, in 1876, 6 higher agricultural academies, with 44 professors and 320 students; 46 agricultural schools, with 277 teachers and 1,409 students ; 29 schools of arboriculture and viniculture, with 71 teachers and 313 students, and 6 schoolsof forestry having an agricultural department attached, with 27 teachers and 237 students. One of the most prominent agricultural schools in Germany is the agricultural college at Hohenheim, inWurttemberg. This school was opened in 1818. It has at present the following divisions : (1) higher school of agriculture, (2) lower school of agriculture, and (3) school of horticulture. The higher school of agriculture has 15 regular professors and several assistant professors. The course of this division extends over two years and comprises the fol¬ lowing subjects : General agriculture, plant culture, grape, hop, and tobacco culture, vegetable culture, sheep breeding, silk and bee culture, meadow culture, fruit culture, horse breeding, breeding of small animals and poultry, book-keeping, political and rural economy, taxation, rupal law, literature, arithmetic, algebra, trigonometry, mechanics and physics, geometry, chemistry, botany, zoology, veterinary practice, animal anatomy, farm architecture, drawing, forest botany, growing woodlands, for¬ est taxation, encycloj)8edia of forestry, technology of forestry, forest laws, and practi¬ cal forestry. In Wiirttemberg great stress is laid on the Agriculturfortbildungsschulen (agri¬ cultural improvement schools), which are open every winter in the rural districts. Their number is 851, and the number of farmers who attend the courses is 17,844. Agriculture has been greatly improved in Germany since the foundation of so called Agriculturversuchsstationen (agricultiiral experiment stations). The first station was established in 1852 in Mockern, Saxony. In 1877 their number was 55. The following table gives the names of the stations, the years of their establish¬ ment, &c. : Xame. f. Year of foun¬ dation. Principal subjects of agricultural research. I Cothen, Anhalt . 1864 Physiology of animals and plants. 2 Carlsruhe, Baden . 1859 Vine culture and wine. 3 Carlsrube, Baden . 1872 Seeds. 4 Munich, Bavaria . . . . . 1857 Manures and foods, and physiology of animals and plants. 5 Munich, Bavaiia . 1866 Breeding. G Munich, Bavaria . | 1875 Cropping. 7 Augsburg, Bavaria . 1865 Seeds and manures. 8 ■Weihen Stephan, Bavaria . ; 1877 Dairying. 9 Triesdorf, Bavaria . ■ 1874 General agriculture. 10 Bayreuth, Bavaria . . . . 1867 Manures, foods, and seeds. 11 Speier, Bavaria . 1877 Wine and vineyard plants. 12 Wiirzhurg, Bavaria . ! 1877 Manures and vineyard plants. €XXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Name. Year of foun¬ dation. Principal subjects of agricultural research 13 Bremen . 1874 Beclamation of waste lands. 14 Brunswick . 1862 Cbemical technology. 15 Eufach, Alsace-Lorraine . 1874 Physiology of plants and wine products. 16 Eicksfeld, Saxe-Meiningen . 1872 Manures. 17 Darmstadt . 1871 Manures. 18 Bostock, Mecklenburg . 1875 Physiology of plants and cropping. 19 Baden . Not reported. 20 Oldenburg . 1871 The soil. 21 Jena, Saxe- Weimar . 1861 Agriculture, chemistry, and physiology of plants and animals. 22 23 Not reported. Not reported. Leipzig, Saxony . 24 Debelar, Saxony . 1872 Soils. 25 Tharand, Saxony . 1869 Physiology of plants. 26 Dresden, Saxony . 1862 Physiology of plants. 27 Pommitz, Saxony . 1854 General agriculture. 28 Mockem, Saxony . 1852 Heeding of cattle. 29 Hobenbeim, Wiirttemberg . 1865 Feeding of cattle. 30 Poppelsdorf, Prussia . 1868 Chemistry, and physiology of plants. 31 Poppelsdorf, Prussia . Not reported. 32 Bonn, Prussia. . 1855 General agriculture. 33 Geisenbeim, Prussia . 1872 Vine culture. 34 Weisbaden, Prussia . 1868 Wine. 35 Marburg, Prussia . . . 1877 Seeds. 36 Attenorcben, Prussia . 1857 Soils, climate, and physiology of plants. 37 Munster, Prussia . 1879 Seeds, manures, foods. 38 Kiel, Prussia . 1874 Seeds. 39 Bremcrvorde, Prussia . 1876 Not reported. 40 j Hildesbeim, Prussia . 1870 Beet-root sugar manufacturing. 41 Gottingen, Prussia . 1857 Feeding of animals. 42 Gottingen, Prussia . 1876 Seeds. 43 Halle, Prussia . 1862 Pathology of plants. 44 Halle, Prussia . 1855 Cropping, manures, feeding, and feeding stuff. 45 Breslau, Prussia . . . 1875 Seeds. 46 Breslau, Prussia . 1877 Not reported. 47 Peaskau, Prussia . 1872 Pathology of fruit trees. 48 Peaskau, Prussia . 1869 Feeding and physiology of animals. 49 Zabikowo, Prussia . 1872 General agriculture. 50 Begenwalde, Prussia . 1863 Soils and physiology of plants. 51 Berlin, Prussia . 1874 Distillery. 52 Dabme, Prussia . . . 1856 Physiology of jtlants ; seeds ; manures. 53 Dantzic, Prussia . 1876 Seeds. 54 Konigsberg, Prussia . 1875 Technology of plants. 55 Insterburg, Prussia . 1858 Chemico-technological subjects. Great Britain: (1) England. — In England the Royal Agricultural College was estab¬ lished at Cirencester in the county of Gloucester in 1849. Agricultural education in England is left to i^rivate enterprise, and the name ‘‘Royal College” does not imply supervision or assistance by the state. The college is situated on Lord Bathurst’s farms near the town of Cirencester. The college building contains class rooms, library, museum, laboratories, lecture room, chaiiel, dining hall, dormitories, and apartments for resident professors. Students are admitted at the age of 18 on pass- AGRICULTURAL SCHOOLS. CXXXV ing an examination on the ordinary English subjects. The curriculum includes chem¬ istry (inorganic, organic, practical, agricultural, and analytical), botany (structural, physiological, systematic, and economic), natural philosophy, mensuration, mechanics, surveying, book-keeping, geology, physical geography, veterinary surgery and prac¬ tice. Some of the students perform practical work under the farmer, but the majority only look on. The fees for tuition and board are £125 per annum ,* for tuition alone for day scholars, £50 a year. The stalf is composed of a principal, a professor of Uigriculture, a professor of chemistry, a professor of natural history, a professor of mathematics and surveying, a professor of veterinary surgery, an assistant chemist, and one or two masters and tutors; The patron is the Prince of Wales, and the in¬ stitution is controlled by a board of management of twelve members, of which the Duke of Marlborough at present is president. The number of resident students is about 75. (2) Scotland. — In Scotland agricultural education has been taken charge of by the Highland and Agricultural Society, which by a supplementary charter granted in 1856 was empowered to grant diplomas. The subjects of examination are the science and practice of agriculture, botany, chemistry, natural history, veterinary science, field engineering, and book-keeping. There are three examinations, known as the second class certificate examination, the first class certificate examination, and the diploma examination. In 1876 there was established the North of Scotland School of Chemistry and Agriculture, at Aberdeen. The curriculum is much the same as the standard laid down by the Highland and Agricultural Society. The number of stu¬ dents is about 120. The tuition fee is £1 a session. (3) Ireland. — Ireland is the only part of the United Kingdom that has a regular sys¬ tem of agricultural education. In that system there are four steps. In the first place, all the national (elementary) schools are obliged to use an agricultural text book. In the second place, there are 115 of the national schools that are selected as schools which have not only a teacher but a farmer and a small farm attached, and form national agricultural farm schools. In the third place, there are 16 national model agricult¬ ural schools with model farms attached. And in the fourth place, there is the Albert Institute at Glasnevin, which is in reality the national agricultural college of Ireland. The second and third classes of schools receive assistance from the state ; the Albert Institute is supported by the state. This institute has a farm of 180 acres. To be admitted the candidate must be 17 years old, be familiar with the common English branches, Euclid, and book-keeping. The course, which extends over two years, com¬ prises agriculture, horticulture, botany, vegetable physiology, chemistry, geology, animal anatomy, physiology and pathology, arithmetic, book-keeping, land survey¬ ing, levelling, drawing, English grammar and composition. Italy has a high school of agriculture and veterinary surgery at Turin, another at Naples, and an agricultural college at Milan. The latter was fonnded in 1870. The annual government grant to this school amounts to about $6,000. The Milan college ■comprises (1) a course for regular students of agriculture, (2) a normal cours’e for the training of teachers of agriculture, (3) special courses for those who conduct great ag¬ ricultural enterprises (such as drainage), which in Italy are carried on by the prov¬ inces, and (4) an experiment station. Sweden. — In Sweden the system of agricultural education is administered under the control of the Royal Agricultural Academy of Stockholm, which is not, as its name would suggest, a teaching institution, but rather a government bureau, having under its control the 27 agricultural schools, the two agricultural colleges, the Stockholm experimental farm, the model and experimental dairies, and the agricultural societies. In the 27 agricultural schools farming is taught practically as well as theoretically, each one having a farm attached. The two agricultural colleges are situated, the one at Ultana, in the north, the other at Altnarp, in the south. In 1876 the government grant to all the agricultural schools wa,s $47,000. CXXXVI KEPORT OF THE COMMISSIONER OF EDUCATION. TABLE XI. — SCHOOLS OF THEOLOGY. The following is a comparatiye statement of the number of schools of theology (in¬ cluding theological departments) reporting to this Bureau each year from 1870 to 1879^ inclusive, with the number of professors and number of students : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. Number of institutions . 80 94 104 110 113 123 124 124 125 133 Number of instructors . 339 369 435 573 579 615 580 564 577 600 Number of students . 3, 254 3, 204 3, 351 3, 838 4, 356 5, 234 4, 268 3, 965 4, 320 4,738 Statistical summary of schools of theology. , Denomination. Number of schools. Number of professors. Number of students. Baptist . . . . . 18 84 911 Homan Catholic . 17 108 950 Protestant Episcopal _ _ _ 16 15 64 272 665 Presbyterian . 75 Lutheran . . 14 45 401 Methodist Episcopal . 13 48 445 Congregational . . . . . 11 70 378 Christian . 5 9 97 Dnsectarian . 3 18 133 Cumberland Presbyterian . 3 13 120 TJniversalist . . . 2 11 59 Methodist Episcopal (South) . . . . 2 8 68 Eree Will Baptist . 2 7 44 Heformed . 2 5 32 Dnited Presbyterian . 2 5 30 Moravian . . 2 5 30 New Church . 2 4 4 African Methodist Episcopal . 1 7 16 Unitarian . . 1 6 20 Beformed (Dutch) . 1 5 33 United Brethren . . . 1 3 30 Total . . . 133 600 4, 738 It will be noted that these institutions have been increased since 1878 by 8, their instructors by 23, and the students in attendance by 418. The Baptists have the largest number of these schools; the Roman Catholics, the next highest number of schools and the largest number of professors, while their students outnumber those of any other denomination by 39. Twenty-one different denominations report schools of theology under their direction* THEOLOGICAL SCHOOLS, CXXXVD Table XI. — Summary of statistics of schools of theology. States. Number of schools. Coips of instruction. Endowed professorships. Students. 1 1 Libraries. Property, income, &c. Present number. Eesident graduates. Present students who have received a degree in letters or science. Graduates at commencement of 1879. | Number of volumes. Increase in the last school year. Value of grounds and buildings. Amount of productive funds. Income from productive funds. 2 3 14 3 1, 200 50 o o o cc 5 2 13 2 12 2 5 8, 120 113 122, 000 ConnecticTit . 3 27 9 129 10 109 40 30, 000 5, 000 415, 000 .$301, 430 $24, 785- 2 i\ 126 600 10, 000 lUinois . 15 54 19 498 6 114 80 46, 862 607 477, 000 514, 629 42, 024 Indiana . 4 5 61 13 5, 000 Iowa . 4 14 4 104 5 j 4 1, 400 50 13, 862 53, 500 12, 822 ^Kansas . 4 2 0 4 1 3, 578 20, 000 Kentucky . 4 12 4 170 3 37 20 1 16,800 200 24, 000 160, 000 10, 000- Louisiana . 3 3 37 1 300 Maine . 2 9 5 54 25 19 23, 537 250 75,000 150, 000 6, 000' Maryland . 4 31 255 4 6 57, 000 4, 000 72, 000 500 30 Massachusetts . 7 49 19 292 7 192 65 1 66,150 1, 756 626, 835 1, 225, 999 77, 87& Michigan . i 1 3 4 26 4 2 5 000 200 20, 000 1, 800 Minnesota . 1 ^ 3 9 42 4 4 1, 000 25, 000 Mississippi . . 2 33 4 1 2 2 000 100 65, 000 Missouri . 3 13 1. . . . 145 28 70 60, 000 40, 000 Kehraska . 2 4 i 4 7 j 9, 650 10, 000 5,000 500 Kew Jersey . 4 28 16 251 10 ! 141 65 79,073 3, 018 964, 500 1, 357, 000 79, 221 New York . 13 65 23 516 36 325 113 99,176 4, 258 1, 055, 000 1, 804, 028 114, 345 Korth Carolina . 4 12 91 3 3, 400 200 63, 000 Ohio . 15 61 13 348 31 1 ^ i 77 66 52,200 325 1, 016, 867 303, 180 34,891 Pennsylvania . 14 79 j 20 566 20 200 83 96,184 452 535, 378 1, 260, 982 76, 953 South Carolina . 2 6 1 57 25 14 22,295 1, 372 30, 000 5, lOO Tennessee . 7 27 6 179 1 14 23 13,340 200 215, 000 220, 000 15, 500 Texas . 2 9 23 Yirginia . 4 22 187 66 30 24,400 555 90, 000 262, 000 17, 900 'Wisconsin . 2 18 i 1 216 26 3 25 7, 000 40 100, 000 35, 000 1,500 District of Columbia . 2 13 !.... 134 5 4 ; 7, 000 40, 000 Total . 133 600 152 4^ 577 161 1, 342 yii 1 682, 265 22, 816 6, 138, 442 7, 713, 248 521,250 The above summary presents these institutions by States, with a number of addi¬ tional important items. Excluding resident graduates there are in the 133 institu¬ tions 4,577 students in attendance ; of these, 1,342 had received the degree of a. b. There were graduated at the commencement of 1879, 711. The number of volumes reported in all their libraries is 682,265. In Xew York, where the number of volumes is the largest, there are over 99,000 ; in Pennsylvania, where there is the next largest number, there are over 96,000 ; Xew Jersey, the third State in order, has over 79,000 the fourth, Massachusetts, over 66,000 ; the fifth, INIaryland, 57,000 ; the sixth, Ohio,. CXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. over 52,000; and the seventh, Illinois, over 46,000. During the year there were added to these libraries 22,816 volumes. A considerable number of these institutions do not report their financial items, but those reporting gi-s'e for the value of their buildings and grounds §6,138,442, and the amount of their productive funds §7,713,248, the income from these funds being §521,250. It will be seen that the total amount permanently invested in the institu¬ tions reporting is the large sum of §13,851,690. Any one making a comparative study of civilization will be impressed with the significance of these figures in a country where church and state are entirely separated, and where the church is permitted by funda¬ mental law to exercise no influence over the state save that exerted by its precepts upon the conduct of individual citizens or officers, and where the state has no juris¬ diction over religion and simply guarantees the liberty of the individual conscience. Here, indeed, are indicated great numbers and diversities of religious beliefs ; but it may be fitly asked. Do distinctively religious institutions anywhere else show greater prosperity or exert greater influence upon the body politic ? 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 1879, inclusive, with the number of instructors and number of students : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. l^amher of institntions . 28 30 37 37 38 43 42 43 50 49 Number of instructors . 90 129 151 158 181 224 218 175 196 224 Number of students . 1, 653 1, 722 1, 976 2, 174 2, 585 2. 677 2, 664 2, 811 3, 012 3, 019 It will be observed that 1 school reported in 1878 was closed in 1879, while the number of instructors was increased by 28 and the number of students by 7. Table XII. — Summary of statistics of schools of law. States. Number of schools. Corps of instruction. Students. Libraries. Property, income, &c. Present number. Present students who have received a degree in let¬ ters or science. Graduates at the commence¬ ment of 1879. 1 'o > o a Increase in the last school year. Value of grounds and build¬ ings. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. Alnba.ma . . . 2 6 18 i . 7 Clfllifomia . . 1 8 159 1 ! 33 $100, 000 $7, 000 Connecticut . 1 16 68 34 27 8, 200 300 10, 000 600 Ceorgia . 2 8 10 4 10 600 $420 Illinois . 3 15 141 24 50 5, 814 Indiana . 1 3 Iowa . 2 12 153 18 119 2, 460 256 5, 541 Kansas . 1 1 13 Kentucky . 3 10 61 17 36 2, 590 25 3, 120 Louisiana . . . . . 2 8 64 5 26, 000 $10, 000 3, 000 Maryland . 1 4 60 33 5, 000 Massachusetts . 2 20 314 184 58 17, 500 53, 689 5, 880 20, 925 LEGAL INSTRUCTION. CXXXIX Table XII. — Sammanj of statistics of schools of law — Continued. States. Number of schools. g 1 o 3S ft o O Students. Libraries. Property, income, &c. Present number. Present students who have received a degree in let¬ ters or science. Graduates at the commence¬ ment of 1879. Number of volumes. Increase in the last school year. Value of grounds and build¬ ings. Amount of productive f u nds. Income from productive funds. Receipts for the last year from tuition fees. Michi^'an _ _ _ 1 6 395 190 6, 000 TVTississippi - 1 2 7 27 3 13 1,000 15 $650 "VTiasonri . . 1 ^ 13 105 27 39 4, 022 144 5, 960 "N" AW "V orlc . . 1 4 22 546 285 254 12, 205 1,833 $20, 000 54, 271 ! 3 5 21 100 ! 2 7 127 74 1, 723 312 6,604 . . "PATiTisyl vania 3 8 165 39 9, 000 Tennessee . 2 6 i 60 4 39 500 1 20, 000 3,800 TA‘'rflK«i 1 1 1 i 3 i 9 2 j Virginia . 3 12 1 170 50 3, 800 10, 665 WisA.nTiRiTi 1 8 1 56 15 25 1, 200 150 District of Columbia . 4 1 16 1 277 21 93 300 20, 000 4, 582 Total . 49 '224 3, 019 669 1, 163 88,200 3. 035 70, 000 $163, 689 $13, 480 139, 352 The deficiency of these schools in libraries and in funds, either invested in buildings and grounds or in a productive form for the support of instruction, is apparent from the above figures. It is surprising that a profession which requires such thorough prep¬ aration and which has in it so large a number of men of wealth, and one which occu¬ pies so large a place in the x^ublic affairs of the country, has done so little to endow its schools in the most substantial manner. Legal education. — A desire to advance the standard of legal education has recently become manifest in many directions. At the meeting of the American Bar Association in 1879 a resolution was presented to the effect that State and local bar associations be requested to recommend and further in law schools a general course of instruction, to be duly divided for the ordinary purposes of the studies and exercises of the first, second, and third years, and to include at least the following studies: Moral and political philosophy ; the elementary and constitutional principles of the municipal law gener¬ ally ] the origin and progress of the common law ,* the law of real rights and real retnedies; the law of personal rights and personal remedies; the law of equity; the lex mercatoria; the law of crimes and their punishment; the law of nations; the maritime and admiralty, the civil and Roman law ; the Constitution and laws of the United States and the jurisdiction of its courts; comparative jurisprudence and the constitution and laws of the several States; political economy. Many law schools, awake to the need of thorough legal training, are endeavoring to increase the require¬ ments for admission and to elevate and extend the course of study. The advances which have been made during the last decade in the Harvard Law School are stated and commented upon by President Eliot, as follows : Between the year 1869-’70 and the year 1879-’80 the following changes have been wrought in this" school : (1) Examinations for the degree have been instituted; (2) the period of study for the degree has been lengthened from eighteen months to three years; (3) the tuition fee has been raised from $100 to $150; (4) an examination for admission has been established. These measures are all restrictive, and it is obvious that the^ standard of the school must have been greatly raised. In the mean time the CXL REPORT OF THE COMMISSIONER OF EDUCATION. number of professors has been permanently increased from three to four (at one time five), a librarian has been added to the staff of the school, and $34,062.99 have been spent for the increase of the library. It certainly is gratifying to those interested in the promotion of education in all its forms, to see that the members of the legal j)rofession, especially those who are in charge of schools of law, realize the importance of correct and systematic instruction in the law. The public also should look well to the culture and attainments of those to whom its social, political, and financial interests are so largely intrusted. It needs not many lawyers but good lawyers, possessed of extensive knowledge, discerning minds, and unblemished character, men who are truly great. As it has been said^ “ Great lawyers cannot be made from procedure alone. They are to be fed on a nobler and more generous diet. Learning, history, philosophy, and ethics must be brought to bear upon them, and they must be taught diligently to ‘ enquire of the sages, not only to know the law but the reason thereof.’ ” Admission to the iar. — The extent and thoroughness of preparatory legal training is determined principally by the requirements for admission to the bai . In order, there¬ fore, more widely to inform the people and to increase the general d-imand for a better preparation of those who are admitted to practice, it has seemed ad visable to present a summary of the conditions which regulate admission to the courts of the several States and Territories and to the courts of the United States. For this purpose inquiries have been made chiefly through the clerks of the supreme courts as to the requirements in their respective States and Territories. Information more or less complete has been obtained from all the States except Louisiana and from the Terri¬ tories in which there are territorial courts. The requirement in the States and Territories with respect to age is, with one ex¬ ception, that the applicant shall have attained his majority. In Alabama, if a person of less age be possessed of sufficient mental maturity and knowledge of the law, he may be licensed to practise. Many States specify that the applicant must be a resident of the State ; but in California, Massachusetts, and Minnesota it is sufficient if he certifies to his intention to become a citizen. In Texas six months’ residence is required. Often the applicant must be a resident of the county or judicial district in which he enters his application. This is the rule in Minnesota, New York, Tennessee, and New Mexico. In Georgia the applicant must either be a resident of the circuit iu which application is made or else have read law there ; in Vermont it is required that he shall have studied during the six months immediately preceding his examination in the office of an attor¬ ney practising in the county where application is made. Iowa is the only State that makes special mention of the admission of women, and several States only provide for males. Good moral character is invariably required, but the methods by which the appli- caut is expected to prove the same to the court are various. Of the thirty States and Territories which mention that satisfactory evidence or testimonials are required, twelve do not specify the nature of the evidence required or the source from which testimonials must be obtained seven require that the applicant’s certificate of good moral character shall issue from the county court ; Minnesota and New Mexico specify that it shall be signed by one or more persons favorably known to the court, and the applicant also subjected to examination. In Kansas, New York, and Wyoming the certificate must come from the attorney with whom the applicant studied, and in New York this must be supplemented by an examination of the student’s moral character. In South Carolina a certificate from one practising lawyer suffices; in Oregon the affidavits of two attorneys are necessary. In Maine and Nevada the certificate is given by the examining committee, it being one of their duties to satisfy themselves that the applicant has sustained a reputation for good moral character. In North Carolina the applicant is examined in open court, and in Georgia before a judge of the superior court, as to his character. LEGAL INSTRUCTION. CXLI Tho time of study required of tlie applicant previous to examination is given in tlie information received from eighteen States and Territories. In Illinois, Kansas, Ne¬ braska, Ohio, Colorado, Idaho, Montana, and Wyoming the time is two years. In South Carolina it is two years or graduation at some law school ; in Maryland, two years or graduation from tho department of law in the University of the State. In New Hampshire, New York, and the District of Columbia the time is three years. Oregon and Rhode Island deduct one year from the three otherwise required if the ap¬ plicant has been liberally educated. New Jersey requires four years, one of which is remitted to those who have taken a degree of a. b. or b. s. Vermont nominally re¬ quires five years, but the court may reduce the time to two and a half years for those who have received a full collegiate education and to three years and a half for those who have received less than collegiate training. The statute in Massachusetts requiring three years of study has been repealed, and in that State, as is the rule with States not mentioning the time, the duration of the applicant’s studies is not an element in the examination. Washington Territory requires only eighteen months’ study, but it must all be in the office of some attorney in the Territory. The following peculiar requirement has been adopted by the supreme court of New Hampshire : ‘^Any young man desiring to enter as a student at law in the office of any attorney in the State must make application to the supreme court at either the June or December law terms -and obtain its consent.” The three years of study begin at the time when the court gives this consent. The period of study is usually to be spent in the office of a prac¬ tising attorney or in study under his direction. Several States specify how much time may be spent in a law school. In Illinois, Iowa, Kentucky, Maryland, Missis¬ sippi, South Carolina, Tennessee, and the District of Columbia the time may be wholly spent in a law school; and it is to be inferred that this is the case in those States where the question of time does not arise. In South Carolina and the District of Columbia diligent study in any law school is accepted, but in many States the study must needs be in the law department of the State university or in some other specified school. Rhode Island requires at least six months’ study in a law office ; New York and Wyoming, at least a year. New Jersey allows eighteen months to be spent •in a law school. The scope and extent of the examination are more or less at the option of the examin¬ ing body. A few States prescribe the subjects on which the applicant must be pre¬ pared. In Minnesota the student must pass a creditable examination on “real and personal property, contracts, partnerships, negotiable paper, principal and agent, insurance, executors and administrators, personal rights, domestic relations, wills, ■equity jurisprudence, pleadings, practice, evidence, and criminal law.” While a thorough examination of a candidate in these subjects will reveal the extent and ac¬ curacy of his knowledge of the principles of the common and statute law, yet most ex¬ aminations will introduce other subjects associated with these which are either of general value or of local or personal interest. An illustration of this is found in the subjects of examination prescribed in Nevada, which are as follows : (1) The history of this State and the United States, (2) the constitutional relations of the State and Federal Governments, (3) the jurisdiction of the various courts of this State and the United States, (4) the various sources of our municipal law, (5) the general principles of the common law relating to property and personal rights and obligations, (6) tho general grounds of equity jurisdiction and principles of equity jurisprudence, (7) rules and principles of pleadings and evidence, (8) practice under the civil and criminal codes of Nevada, (9) remedies in hypothetical cases, and (10) the course and duration of the applicant’s studies. Applicants are usually examined in open court, though a private examination by a committee appointed by the court is provided for in a few States. Tho reports as to examining boards may be sununarized as follows : In California, Delaware, Florida, Georgia, Illinois, Michigan, Missouri, New Hamp¬ shire, New Jersey, North Carolina, Tennessee, Virginia, We.st Virginia, Dakota, and the District of Columbia the examination is conducted by a judge or by the judges >of the court. OXLII REPORT OF THE COMMISSIONER OF EDUCATION. In Colorado, Maine, Maryland, Rhode Island, South Carolina, Texas, Yermoni, Montana, and Utah the court appoints an examining committee. In Alabama, Kentucky, Massachusetts, Mississippi, Ne-sr York, Ohio, Idaho, New Mexico, and Wyoming the examination is either by the court directly or by a com¬ mittee appointed by the court. In Kansas the applicant is examined by both the judges and a committee of attorneys. The attorney, upon being admitted, is required to take an oath, which usually binds him to support the Constitutions of the United States and the State, and to faithfully and honestly discharge his duties. In South Carolina there is inserted in the usual oath the following clause : “ I recognize the supremacy of the Constitution and laws of the United States over the constitution and laws of any State.” Some idea of what is meant by the faithful and honest discharge of an attorney’s duties may be inferred from the oath of office required in New Hampshire : You solemnly swear that you will do no falsehood, nor consent that any be done in the court, and if you know of any, that you will give knowledge thereof to the justices of the court, or some of them, that it may be reformed ; that you will not wittingly or willingly promote, sue or procure to be sued, any false or unlawful suit, nor consent to the same ; that you shall delay no man for lucre or malice, but shall act in the of¬ fice of an attorney within the court according to the best of your learning and discre¬ tion, and with ail good fidelitv as well to the court as to your client. So help you God. Inasmuch as the numerous lower courts in many of the States have the privilege of admitting attorneys, it has not been found practicable to obtain complete statistics as to the number admitted. The replies which have been received in answer to in¬ quiries respecting the admissions in 1878 are as follows : Alabama, 27 in the supreme court; California, 21 by examination, 78 from other jurisdictions; Colorado, about 180 (in 1879) ; Connecticut, about 300 ; Illinois, about 300 ; Indiana, 62 in supreme court, 500 to 700 in other courts ; Iowa, estimated at 600 ; Kansas, 42 in supreme court ; Maine, estimated at 68 ; Maryland, 40 in appellate court ; Minnesota, 14 in supreme court, estimated at 100 in all; Mississippi, estimated at 100 ; Nebraska, estimated at 40 to 50 ; Nevada, 18; New Hampshire, 16 in supreme court; New Jersey, 93 attorneys and 51 counsellors ; North Carolina, 55 ; Oregon, 37 (in 1879) ; South Carolina, 46 ; Wisconsin, 52 in supreme court; Dakota, 13; District of Columbia, 50; New Mexico, 3 (in 1879); Utah, 14 — 3 by examinations — (in 1879). The estimates are those of the clerks of the superior courts of the respective States. In New Jersey attorneys must practise at least three years in the courts of that State before they can be admitted as counsellors. Attorneys are usually received in the courts of States other than those in which they have been practising, upon the presentation of their licenses to practice in a court of similar or higher jurisdiction and proof of good moral character. One or two States require also that the applicant shall have practised for a specified number of years, and in Georgia he must pass an examination on the laws of the State. It is requisite to the admission of attorneys or counsellors to practice in the Supreme Court of the United States that they shall have been such for three years past in the supreme courts of the States to which they respectively belong and that their private and professional character shall appear to be satisfactory. They are required to take and subscribe the following oath or affirmation : I, - , do solemnly swear (or affirm, as the case maybe) that I will demean myself as an attorney and counsellor of this court ux3rightly and according to law, and that I will support the Constitution of the United States. The rules of admission to practice in the circuit and district courts of the United States are essentiallj^ like the rules of the supreme court. The rules adox)ted by the United States Court of Claims are : No counsel will be permitted to practise in the court unless he is a man of good moral character and has been admitted or licensed to practise in the Supreme Court of the United States or in the highest court of the District of Columbia or in the highest court of some State or Territory, of which admission he shall furnish evidence satisfactory to the court. LEGAL INSTRUCTION. CXLIII An attorney at law, licensed to practise in the courts of record of any State or Ter¬ ritory may file an affidavit made before a person authorized to administer oaths under the laws of the United States showing when, where, and in what courts he has been admitted, and that he is still entitled to practise therein. Upon such an affidavit the court or the chief justice or one of the judges in vacation will direct an order ad¬ mitting such attorney to practice as an attorney in this court. But the admission as attorney will not authorize the attorney to appear in open court as counsel till ad¬ mitted as before provided. Law in the puhlic scl^oh. — It is not enough that the members of the legal profession have an intimate and familiar knowledge of the law and a correct understanding of its principles ; there should be a general acquaintance on the part of all citizens with the laws which affect civil and domestic relations. The form of our Government and the methods by which it is carried on and the public and private duties of eitizenship are matters of such vital importance that ignorance of them brings losses to the citi¬ zen and danger to the country. If correct ideas of government and law and of per¬ sonal rights, duties, and obligations are to exist among the people, they must be taught with the other studies of the public schools. Far sighted men, both in our own and foreign countries, are urging this introduction of the elements of law into higher pub¬ lic and secondary schools, and their arguments and opinions cannot fail to appear sound and reasonable to those who give them thoughtful consideration. M. Ed. Mulle, judge of the civil court, department of the Seine, France, in an article on teaching law in advanced primary schools, makes the following statements : The course of study of the normal schools, or a,t least of most of them, contains a course of municipal law which has for its object to give the.future teacher the essen¬ tial notions which may enable him to hold the position of town clerk. This course comprises matters relating to preparing vital statistics, electoral registers, eommunal budgets, &c. Now, it is my intention to show in this article that law should not only be taught to future teachers but to all pupils of the advanced primary schools. * * % -it * * * At a time when everybody discusses freely, it is indispensable for young people to receive in school clear, precise, and sure ideas, free* from uncertainty and obscurity, with regard to marriage, paternal power, tutelage, property, succession, wills, in a word, to all acts which constitute civil life, and the rules upon whieh these acts are based. And these ideas can only bo imparted by means of teaching law based upon the text of the existing laws. It would be superfluous to argue at length the practical usefulness of this instruc¬ tion. Nobody, it is said, is supposed to be ignorant of the law, but in reality nobody knows it except professionals. Of course, necessity and experience give to many persons, and especially to business men, some knowledge of law, but this knowledge is often incomplete and uncertain. Nothing is well known if it is not learned system¬ atically. Peoiffe who are otherwise well informed are embarrassed by the least in¬ cident, and they are compelled to rely at all times on legal advice. Another conse- quenee of the ignorance of law is the fact that the courts have every day to deal with cases based on errors due to insufficient knowledge of the most elementary rules of law. It may be said that ignorance engenders as many lawsuits as bad faith. In a society like oui-s it would be consistent with public order as well as with the inter¬ ests of individuals to see that all those who are not exclusively destined for manual labor know the essential principles of law. Moreover, the study of law is, without being difficult, an excellenb exercise for the mind. It is wonderfully adapted for the young intellects. It has the great advantage of resting on a solid foundation — the text of the law. It stimulates the attention, because it is a school of logic which incessantly furnishes examples of excellent reasoning. The study of law, at least in its elements, is relatively easy. Laws are no longer clothed in symbolic forms ; they are written in books which are often models of simplicity, precision, and clearness. Justice Strong, of the United States Supreme Court, gave an expression of his views on the place of the law in a course of instruction in a paper read at the annual meet¬ ing of the department of superintendence of the National Educational Association, held at Washington, D. C., in February, 1879. The following extract is taken from this paper : It certainly cannot be difficult to instruct our youth that all government which deserves the name is a combination of three powers sometimes united in one agent, but in this country, by constitutional ordinance, kept separate and independent of CXLIV REPORT OF THE COMMISSIONER OF EDUCATION, eacli other ; that those x)owers are the law making, the law interpreting and enforcing, and the law executing ; that to each of these are intrusted its own duties and assigned its own sphere, into which no other power can intrude. What those duties are and what is the arrangement which allots them, I would have all schoolboys and school¬ girls know before they leave the public teacher. I would have explained to them what are the advantages derived from such a division of power, and how, under it, the order and well being of the community are assured. I would have every youth learn how each legislative branch is constructed, how its members are chosen, and what advantages flow from having two bodies, instead of one, necessary for the enactment of every new law. I would have him acquire a clear understanding of what is and what is not legis¬ lative power, and what limits have been fixed to its exercise. Such knowledge would protect him against many a possible mistake. It is not uncommon for a community to become greatly agitated and ignorantly demand the passage of a law which the legislature has no constitutional power to enact, and which, if enacted, it would be the duty of the courts to declare invalid. Every such attempt is a trial to our institu¬ tions to which they should not be subjected, and which they would escape if the voters of the country understood the limitations of the Government under which they live. I would have a youth in our schools taught the constitution, province, and power of our courts. Thus he would learn to respect the administration of the law, and with that reverence the law more. So I would have him understand the office and duties of the executive, and thus, in view of these several departments of power, be able to form some correct conception of the completeness and value of the government system'. I would have him also observe and study the limitations of power defined in the constitutions, and the declarations of indefeasible rights beyond the reach of govern¬ ment contained in them. With such knowledge added to correct moral training, he would be prepared for good citizenship, and for the intelligent and useful performance of his duties to the public, and for a wise participation in the government itself. It would make intel¬ ligible many things in the practical operations of government that to so many are now mysterious and apparently unreasonable. It would convince of its fitness to secure to all equal justice, domestic tranquillity, liberty, and general welfare. It would deepen and diffuse a more ardent love of country. TABLE XIII. — SCHOOLS OF MEDICINE. The following is a comparative statement of the number of schools of medicine, dentistry, and pharmacy reported to the Office each year from 1870 to 1879, inclusive, with the number of instructors and students : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. Number of institutions . Number of instructors . Number of students . 63 588 6, 943 82 750 7, 045 87 726 5, 995 i 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, 830 114 1,495 13, 321 It wDl be seen that the increase for the year in medical schools is 8, in the number